Lakewood Preschool

Our primary concern is the children; we want what is best for them. This is why we have what is best described as a multi-sensory developmental curriculum. Children develop in a certain, predictable way. Within this general pattern, each child has his/her own unique pattern and timing of growth, personality, learning style, and family background. Therefore, the curriculum must be both developmentally and individually appropriate.

Educational research tells us that play is the natural way that children learn. Real learning takes place as children interact with their environment, as they actively explore materials and interact with other children and adults. Children learn with their whole bodies through concrete, play-oriented activities.

The goal of education is to produce thinkers who can think both creatively and critically. Thinking skills are learned through active involvement with the environment beginning at a very early age. When children manipulate objects, they also learn to manipulate ideas, words, and concepts.

Our classroom environments are set up in such a way that the children learn naturally as they interact with them. Our classrooms are filled with engaging materials that spark curiosity—manipulatives, books, art supplies, blocks, dramatic play props, and discovery tools. As the child plays with and explores these things, many new concepts and skills will be learned and practiced. These items are changed often so children are exposed to new materials and ideas. 

Fostering a love of reading is a goal of our program. We do this by reading aloud often and sharing a variety of genres with the children. Research shows that reading to children is the most essential factor in kindergarten readiness. Classrooms are rich with books, meaningful print, and hands-on opportunities to explore letters, sounds, print concepts, reading, and writing. We recognize that children “reading” a story from the pictures and from memory are very important pre-reading skills, and that much repetition is needed to master these skills.

Our curriculum is designed to meet the needs of the whole child. We work on all areas of development: social, emotional, physical, intellectual, creative, and spiritual. It is important to provide a balanced program so children develop in all areas. (A lag in physical development, for example, can cause a lag in learning to read.)

Children are accepted just as they are. We don’t expect them to learn or behave in unison—some are eager to write, others aren’t; some can read, most cannot; some are outgoing, others quiet. With calm encouragement and developmentally appropriate expectations, each child is free to grow at their own pace. A 2-year-old is allowed to be 2; a 4-year-old isn’t expected to act 6 years old. Our message is simple and consistent: “God made you, you are very special, and I like you just the way you are.” When children hear and believe that, they’re set up to thrive.