NEWARK PUBLIC SCHOOLS



NEWARK PUBLIC SCHOOLS

OFFICE OF EARLY CHILDHOOD

Preschool Teacher’s Handbook

and

Curriculum Guide

2002

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NEWARK PUBLIC SCHOOLS

2002 - 2003

Executive Staff

State District Superintendent…………………...…...……………………Ms. Marion A. Bolden

State District Deputy Superintendent………………………..…………...Ms. Anzella K. Nelms

Assistant Superintendent ………………………………….………………..Dr. Paula E. Howard

School Leadership Team I

Assistant Superintendent …………………………………………………. Mr. Benjamin O'Neal

School Leadership Team II

Assistant Superintendent……………………………………...…………………Ms. Doris Culver

School Leadership Team III

Assistant Superintendent…………………………………….……………….…...Ms. Lydia Silva

School Leadership Team IV

Assistant Superintendent………………………………………………………..Dr. Don Marinaro

School Leadership Team V

Associate Superintendent……………………………………...…………....Dr. Gayle W. Griffin

Department of Teaching & Learning

Associate Superintendent………………………………………………...…......Dr. Larry Ashley

Department of Special Programs

NEWARK PUBLIC SCHOOLS

2002 - 2003

ADVISORY BOARD MEMBERS

Ms. Maryann Bey

Chairperson

Mr. Nelson Nieves

Vice-Chairperson

Mr. Richard Cammarieri

Advisory Board Member

Ms. Jennifer Carrillo

Advisory Board Member

Ms. Guillermina Cruz

Advisory Board Member

Dr. Anasa Maat

Advisory Board Member

Mr. James V. Parrillo

Advisory Board Member

Ms. Dana Rone

Advisory Board Member

Ms. Evelyn Williams

Advisory Board Member

Miss Kiyaana Cox

Student Representative

EACH ONE REACH ONE

Each child needs to know

there is somewhere they can go

Reach out – lend a hand

help children understand

Sometimes a word or smile

does so much for a lonely child

Teach a child what you know

watch as their interests grow

There is no price that can be placed

on helping save the human race

Each one do your part

reach a little one from the heart

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TABLE OF CONTENTS

Page

|Preface…………………………………………………………………………………… |i |

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|Acknowledgement………………………………………………………………………. |iii |

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|Preschool Teacher’s Handbook | |

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|Program Philosophy……………………………………………………………………... |2 |

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|Program Goals…………………………………………………………………………... |3 |

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|Developmentally Appropriate Practices………………………………………………... |3 |

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|Play: How Young Children Learn………………………………………………………. |4 |

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|Classroom Management………………………………………………………………… |6 |

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| The Learning Environment………………………………………………………….... |6 |

| Value of Learning Centers…………………………………………………………..... |9 |

| Suggested Materials and Supplies……………………………………………………. |11 |

| Classroom Checklist……………………………………………………………….…. |21 |

| Healthy and Safe Environments……………………………………………………..... |23 |

| Classroom Management: Effective Techniques…………………………………...…. |24 |

| Managing Behavior Through Language…………………………………………….… |26 |

| Daily Routines and Schedules………………………………………………………… |28 |

| Transition Times……………………………………………………………………… |35 |

| Managing Field Trips………………………………………………………………… |36 |

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|Working with Parents, Caregivers and Volunteers…………………………………….… |37 |

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|Preschool Curriculum Guide | |

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|Introduction………………………………………………………………………………. |2 |

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|Child Development: What Young Children Can Do…………………………………….. |3 |

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|Integrated Learning: Visual Map…………………………………………………….…. |5 |

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|Expectations and Objectives……………………………………………………………… |6 |

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| Social/Emotional Development…………………………………………………….... |6 |

| Language Arts Literacy…………………………………………………………….… |9 |

| Mathematics………………………………………………………………………….. |12 |

| Science………………………………………………………………………………... |14 |

| Creative Arts………………………………………………………………………….. |16 |

| Health, Safety, and Physical Education…………………………………………….… |18 |

| Social Studies……………………………………………………………………….... |20 |

| World Languages…………………………………………………………………….. |22 |

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|Assessment…………………………………………………………………………….… |23 |

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|References and Resources…………………………………………………………….…. |27 |

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|Websites………………………………………………………………………………..… |29 |

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|Appendices | |

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| Appendix A: NAEYC Position on Learning to Read and Write | |

| Appendix B: NAEYC Position on Early Childhood Mathematics | |

| Appendix C: NAEYC Position on Inclusion | |

| Appendix D: NAEYC Position on Linguistic and Cultural Diversity | |

| Appendix E: Linkage Of The Preschool Program Expectations and Objectives | |

|To The Core Curriculum Content Standards | |

| Appendix F: High/Scope Key Experiences | |

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PREFACE

“The long-term success of children’s learning and development requires quality experiences during their “early years of promise.”

(Carnegie Corporation, 1998)

The Newark Public School District has provided preschool programs since the 1990 - 1991 school year. First, through the Urban Pre-Kindergarten Pilot Program, which was the precursor to the GoodStarts grant program. Now the district provides the State Department of Education’s Abbott Preschool Program for all three- and four-year old children who reside in the City of Newark.

The district offers preschool programs in its elementary schools and in conjunction with eligible Department of Human Services licensed childcare centers throughout the city. The Newark Early Childhood Collaborative (NECC), formed in the mid 1990s, coordinates the implementation of high quality preschool programs in these locations. A complete list of the childcare providers that are contracting with the Newark Public Schools can be obtained from the Office of Early Childhood.

The Newark Public Schools recognize the value of a developmentally appropriate preschool program that focuses on the growth of the whole child. It has committed its resources and expertise to provide a sound framework from which teachers may organize and plan an active, nurturing and safe learning environment for young children. The goal of our preschool program is to provide our youngest learners with the necessary foundation for future academic success and social development. The early years of a child’s life provide a unique opportunity to prepare them to learn, to develop character and to instill a sense of pride and hope by addressing their cognitive, social, emotional and physical needs.

The Preschool teacher’s handbook and Curriculum guide is intended to guide and provide suggestions for all teachers in the planning and implementation of developmentally appropriate practices to enhance the development of young children. (Some sections will be more helpful to the novice or beginning preschool teachers.) This document is aligned with and supports the New Jersey State Department of Education’s (DOE) Early Childhood Education Program Expectations: Standards of Quality (Expectations) and the Early Childhood Education Curriculum Framework (Framework). These two documents can be found on the DOE website (state.nj.us/njded/ece/), and as these documents are updated and revised in future years, the Newark Public Schools Preschool Teacher’s Handbook and Curriculum Guide will be reviewed and revised to include any necessary modifications.

This document is developed for use in every preschool classroom throughout the district. In each classroom, the learning environment, materials and teaching strategies should be adapted as appropriate to meet the unique needs of all children and the Whole School Reform model implemented at the school. A variety of information and material have been included from the High/Scope Approach, Success for All/Curiosity Corner, Bank Street and Comer preschool models, as well as use of the state’s Expectation and Framework documents so that you can choose what best suits your situation and/or classroom. Depending on the preschool model or Whole School Reform curriculum chosen for your classroom, the documents noted above should be reviewed for additional information and teaching strategies.

The format of this document is designed so that it is user-friendly and contains the necessary content that would stimulate the administrator’s and teacher’s thinking about the teaching and learning process of young children. The information and format of this document treat the content of the classroom in an interdisciplinary manner and requires that the preschool curriculum be child-centered and child-directed within the context of the classroom.

ACKNOWLEDGEMENTS

The Preschool Teacher’s Handbook and Curriculum Guide has been in revision for the last three years. A diverse group of district administrators, supervisors, resource teacher/coordinators and individuals from the community have provided ideas in the development of this document. We want to thank everyone who assisted in this project. A number of staff from the Office of Early Childhood contributed to the development of the document, including: Nancy E. Rivera, Director; Marilyn Cerrato, Vernell Farrand, Supervisors; and Cheryl Filipak, Sandy Olszak, Carol Spendlove, and Florence Warnick, Resource Teacher/Coordinators. Annette Ardino, Secretarial Assistant and Marisol Santos, Clerk/Typist, Office of Early Childhood, provided assistance and support as this document took shape. In addition, representatives from the Offices of Language Arts Literacy, Mathematics, Social Studies, Science, Visual and Performing Arts, Technology and Special Education have offered input in their respective content areas. Sharon Bonner, Supervisor, Office of Language Arts and Literacy, and Barbara Berrebi, Resource Teacher/Coordinator in SLT III, were particularly helpful as we developed the content for this document. A very special thank you to Dr. Susan Saravalli, Supervisor, Office of Early Childhood, for compiling all ideas, suggestions, content, and strategies into one comprehensive document.

We hope the Preschool Teacher’s Handbook and Curriculum Guide will provide all administrators, and teachers (and parents), new and experienced, with a basic, sound foundation in the knowledge and skills necessary for the development of appropriate practices that help young children learn. Also, a number of references and resources are included throughout this guide that can assist the reader in expanding upon the ideas and suggestions presented within.

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