Trinity offers a Preschool Program for 3 year and 4 year old children (must be 3 or 4 by Sept. 1). The 3 year old Preschool has two classes available: 2 days a week, Monday & Friday from 12:30-3:00pm; and 3 days a week, Tuesday, Wednesday, Thursday from 8:45-11:15am. The 4 year old Preschool class is available: 3 days a week, Tuesday, Wednesday, Thursday from 12:30-3:00pm.
What Will They Teach My Child? (at a Lutheran School) God’s Word is for children as well as adults. However, we need to put it in their language and relate it to their everyday experiences. Concepts based on the Bible which the young child can understand and relate to their life experiences are: + Everyone is special + Everyone is loved by God + God made the world + God is loving and forgiving + We talk to God when we pray + God hears our prayers The most important thing we can do for our children is to value them as special individual people that God made. We can do this by: - teaching them about how God first loved us and how we are so very special to Him - ‘listening to them and letting them know that what they have to say is important (self-worth) - giving the choices so they can be successful in their thinking (building self-esteem and self-confidence) At Trinity Lutheran Preschool we facilitate the development of your child in the five major developmental areas as follows:
	INTELLECTUAL DEVELOPMENT Intellectual development involves facilitating the child in constructing his own knowledge of the world through self-discovery, direct observation, hands-on learning and direct teacher instruction. The child takes ownership of his learning and becomes quite proud of it. By developing thinking skills, the child learns to formulate his own solutions to problems. Concepts link the child and his world so he can make sense of himself and the world he lives in. The social sciences (history, geography, economics, etc.), language arts, fine arts, math, science and physical fitness are presented through literature, dramatic play, music and movement, fine and gross motor activities, group time and free play. SOCIAL/EMOTIONAL DEVELOPMENT The teacher and children show care and concern for each other as individuals and members of a group. The child moves from being egocentric to functioning more cooperatively, showing responsibility in a democratic classroom setting. These social skills are needed to perform successfully; academically and as a successful, contributing adult in the real world. Given choices in a safe, accepting environment the child develops language skills, social competency and integration, peer acceptance and role playing abilities in a literacy enriched environment. Activities and curricular areas are the same as described previously. PHYSICAL DEVELOPMENT Movement and motion is the first language of the child. Through physical development the child will develop large and small muscles, body coordination, strength and flexibility, body awareness and a positive physical image. In addition, healthy habits regarding eating, well-being, fitness and safety are included using various methods as described previously, across the curriculum. SPIRITUAL DEVELOPMENT Spiritual development is woven through the curriculum and daily fife as we learn to treat others as Jesus treats us. The child learns that God is our loving Father and Creator of all. Jesus Christ is our Friend and Savior, even when we sin, and the Holy Spirit helps us grow in God’s word. The child learns to pray and is introduced to the Bible and its application to his life. We participate in church worship and church activities and all are encouraged to worship as a family.
This development is accomplished in the classroom by providing the following classroom areas for your child to interact in:
A. Dramatic Play multi-purpose props kitchen with cookware and food mirror clothes, shoes, purses, hats, jewelry dolls and bed, high chair These items promote role play, development of language and social skills through sharing and conflict resolution. Child initiated and directed play is possible. The multi-purpose props allow more creativity. B. Block Area This area includes various sized wooden and corrugated cardboard blocks as well as support items such as vehicles, people, traffic signs, road signs, etc. and whatever items may help develop the children’s interests. Motor skills are used as well as math skills when building with differently proportioned blocks. Language and social skills are developed when playing with other children. Sharing and problem solving also takes place. The area allows for carpet or tile play and is also used for group time. C. Art We use smocks and easels, tempra and watercolor paints, different kinds of brushes and bubble wrap, crayons, scissors, glue and glue sticks, pencils, markers, stamps and ink pads, all different types of paper. Many puppets are available for imaginative and creative play. A variety of music is listened to in the classroom also. Many musical instruments are available to experiment with and play. Fine motor skills are used and developed. Creativity and emotions can also be expressed and developed with the largest possible variety of materials and media. When children work together, language and social skills are also used and enhanced. D. Literacy Alphabet books, picture books, big books, few word books, poetry, rhymes, fiction and non-fiction books for specific units or themes are included to develop beginning reading skills as well as written and spoken language. There are books on audio tape to listen to with multiple headphones. Magnetic and flannel boards with figures reproduce stories, create extensions or generate original play. There are boxes for each letter of the alphabet containing items that begin with that letter. E. Manipulatives beads to string, duplo blocks, legos, gears, dinosaur counters, puzzles The items chosen vary in complexity and require or develop a variety of different motions and skills. Motor skills as well as cognitive skills can be developed. Social skills are developed when play involves more than one child. There is much room for creativity as well as the type of play that demonstrates to children that they can have and do have control over their bodies, are worthwhile and competent. F. Science/Discovery sand and water table with measuring, pouring containers Items are provided that are related to themes, units, or seasons. There are everyday items that allow the children to examine, investigate and experiment. Basic math and science concepts can be learned as well as social and problem solving skills developed when working with other children. Mixing, cooking and baking activities are also experienced. G. Large Motor fabric tunnel, balance beam, wooden boat/stairs, indoor gymnasium, age appropriate outdoor equipment These items promote physical growth and development and imaginative play due to their nature. Self-esteem and confidence are built and enhanced.
AN AREA FOR TEACHER DIRECTED CIRCLE TIME IS ALSO INCLUDED. Play is the leading activity of children. Sufficient time is given for uninterrupted play, in which all emotions should be able to be expressed in a safe place for all. There is enough variety so that true play can take place; that which is intrinsically motivated, freely chosen, pleasurable and actively engaged in. In addition, there is enough of one type of material to encourage cooperative play and materials are added to expand on themes or the particular interests of the children Materials can be moved from one area to another to encourage creative play. The play area flows, yet is divided space giving structure, safety and control. The entire room can be seen in a glance. There are areas of quiet space for those who need or wish to be alone, particularly the literacy area. Some areas are more cognitive than others, but social skills are still exhibited and developed in these areas. These all important social skills lessen egocentrism, define for the children who they are, enhance learning, and prepare them for living and problem solving in the adult world. All of this play takes place in a print rich environment that promotes beginning reading skills.

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rev. 8/28/08