TRANSITION INTO LOWER SCHOOL COLLABORATIVE CURRICULUM Levine Academy believes that a child’s smooth transition to Lower School is vital to the academic and developmental success of that child. That is why program continuity is of utmost importance in the Levine Academy Early Childhood Center. Pre-K and Kindergarten teachers, along with their respective director/principal, collaborate on curriculum and continuously evaluate the effectiveness of the programmatic continuum. By the time the student leaves Pre-K, he or she has a familiarity with the concepts, programs and expectations of Kindergarten. THE PROGRAMMATIC CONTINUUM FROM PRE-K TO KINDERGARTEN Social/Emotional Development Second Step Program used in Pre-K and Kindergarten, builds critical social and school-readiness skills that can help young children achieve more and get along with others. • Children work on developing essential life skills. • Children engage in decision-making and learn acceptance of responsibility for choices. • Children gain an understanding of empathy and compassion for others. • Children develop impulse control skills. • Children begin to express interests and self-direction in learning. • Children begin to show increased self-control by following classroom rules. • Children begin to respond to the suggestions of others. • Children begin to share and cooperate with others in group activities. Language and Communication Development A phonemic language program is used in Pre-K and Kindergarten. • Children are exposed to the richness of language through experiential media. • Children discover the importance of the written word to express thoughts. • Programs are used to ignite the children's’ interest in reading. • Children develop the ability to listen with increasing attention span. • Children experiment with new language. • Children use increased new vocabulary when relating to others. • Children gain confidence as speakers. Literacy and Writing Development HandwritingWithout Tears ® used in Pre-K and Kindergarten uses fun, entertaining, and educationally sound instructional methods to teach handwriting to all students. It has proven successful in making legible and fluent handwriting an easy and automatic skill for all students. • Children attempt to write messages in the form of a play activity. • Children use known letters to represent written language.
ANN & NATE LEVINE ACADEMY
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