Prekindergarten Teacher

Indiana University, 1977: Bachelor of Science in Education
Murray State University, 2005: Master of Arts in Education

Council for Early Childhood Professional Recognition, 1996, Child Development Associate Credential

Starkville Academy: 2007

Philosophy

The purpose of the early childhood program at Starkville Academy is to establish a good developmental foundation in the education of children ages four and five. The environment is child centered and provides opportunities for children to explore at their own pace. I believe child interaction develops social emotional skills and children are taught how to handle differences and to verbalize them in order to become independent from adults for stimulation. I believe it is important to consider the whole child: the thinking, feeling, moral, physically active, and social child. I believe that helping children develop positive feelings about themselves and their abilities is one of the best ways to ensure that a child will continue to enjoy school and be successful in it and in life.

Curriculum

Our classroom is a friendly, safe, caring environment. Communication with families is a priority to help children gain confidence. I make use of stimulating materials and activities that provide the children intellectual challenges and that help them develop social skills. The children are encouraged to explore their talents and abilities. They are taught how to handle individual differences and to verbalize them. I want children to share their feelings and ideas creatively. Some of the themes included: All About Me; My Family; Friends; Careers; The Five Senses; Shapes; Colors; Fall; Farm; Healthy Body; Nutrition, Fun and Fantasy. Learning centers provide opportunities to show concern, kindness, and love to others. Children can explore their talents and abilities through opportunities such as: singing, cutting, pasting, painting, or other means. They develop cooperation and understand that it is the responsibility of each individual to help gain and preserve a good environment. Children are encouraged to have good moral values. Children are encouraged to express themselves creatively in literature, music, social studies, art, mathematics, science, and movement. I plan and use daily a developmental early childhood curriculum with activities supporting multiple intelligences and learning styles. Enrichment classes are held weekly in art, music, and library. Throughout the school year community visitors and field trips are woven into the classroom curriculum activities in subject areas that appeal to the interest of children. This curriculum is to show children respect, to nurture them, and support every child’s uniqueness and contributions. *Learning centers and activities help children learn through play.

Outdoor time is an integral part of the curriculum it requires planning it is not simply a time for children to release energy.
The children will vary in their levels of development. They will differ in climbing, running, balancing, coordination, and strength
skills. Children will be engaged in cognitive forms of play: exercise, dramatic, construction and games with rules. These forms
of play help develop social skills through interaction with peers, and to allow for quiet solitude and reflection. Gardening
activities help develop discovery of plant and insect life.

Blocks are basic to a quality curriculum as tools for creative construction, trial and error learning about design, balance and
cooperative play. Children share ideas, efforts, and enthusiasm. Math and language concepts are embedded in unit blocks as children learn to recognize shapes, dimensions, quantities, and they discover construction principles. Benefits continue at clean up
time with children restacking by shape. Accessories or props serve to refresh the scene and intensify the children’s involvement over months.

Sand and water play helps children investigate and experiment. The children need plenty of time to carry out their ideas and
examine properties of water and sand by measuring sand, water, ingredients for cooking, observation changes in the environment,
work and tools, sort objects for a purpose, explore work with wheels and gears.

Art and music play are daily opportunities for aesthetic expression and appreciation though a variety of art media available for creative expression, such as easel and finger paint and clay. Music concepts and creative expression are captured in song and movement helps release tension and provides aid for developing cognitive skills. Religious songs help children to learn about stories from the bible.

Dramatic play provides social education through role playing, imitation of adults and opportunities to play out home
relationships and life experiences. Children learn about different cultures and geography through creative play.

Manipulative activities provide children with three dimensional objects to stimulate their interest and curiosity. Children can
touch, look, wonder about, and discuss, challenging them to react and grow abilities.

Group time is a transition time and or reflection time; a think and tell or remember and tell. Calendar and weather may be
discussed or family current events. Telling or reading stories help develop children’s concepts and language to understand
abstract or symbolic information to build upon the child’s real experiences. Saying the Pledge of Allegiance encourages good
citizenship.

Classroom responsibility/Chores provide positive interaction and problem solving opportunities with other children and adults.
Classroom jobs place children in leadership roles.

Snack and lunch times allow children to be together in a relaxed, friendly atmosphere. There is good conversation and good
manners used while enjoying favorite tastes and learning new ones.

Bible time helps develop four/five year olds spiritually. The children participate in daily devotional and prayer time. It is a
time for children to learn stories from the bible.

Pre-reading skills are developed through letter recognition, phonemic awareness, and vocabulary in a print rich environment.
Children develop recognition for numbers. Children learn in different ways therefore an emphasis is placed on pre-reading and
other skills necessary to begin kindergarten.