Transitional Kindergarten

1 Classroom — 2 Teachers — 22 Children (ages 4.8 - 6)

Established in 1984, this program was created for those children who seemed academically ready for kindergarten but not yet developmentally ready. It is a more structured environment than the nursery school classrooms, yet still provides a non-stressful, enriched experience where children expand the tools they have into ones they will need for elementary school and for lifelong learning.

Children participating in the Transitional K program should turn 5 years old on or before January 31st of the school year and must have at least one year of prior preschool experience before entering our program. Children graduating from the Transitional Kindergarten program move on to other kindergartens or to first grade, depending on their age and developmental needs.

 

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THe Program

The following areas are stressed in our curriculum:

Language Arts — Reading, Hands-On Phonological Exercises, Creative Writing, Book Creation, Drawing, Writing:
Our goal in the area of language arts is to encourage a love for the written word, as well as to begin to demystify the decoding process of reading.

Math — Reasoning, Shapes, Measurement, Patterns, Ordinality, Enumeration: out math program is approached in a way that is consistent with how young children think and learn.

Science — Tactile experiences, Beginning Engineering, Biology: Our science curriculum focuses largely in the natural science area. We strive to increase children’s powers of observation by using sensory cues and their curious thinking in order to understand and appreciate the immediate world.

Emotional and Social — Building an emotional vocabulary, group activities, conflict resolution: The emotional component of our program fits hand-in-glove with the child’s social development. We provide our children with an emotional vocabulary to help them process the natural challenges and joys of participating in a learning community.


Communication

We encourage good communication between teachers and parents to best help each child — offering (1) daily or weekly check-ins and (2) a parent/teacher conference in the Fall and Spring to discuss the child’s school experience and how we can work together to make that experience optimal. At other times parents may request a phone call or a meeting to discuss concerns that may arise about their child’s progress.

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Next Steps

We also provide information for parents who are exploring school options for the years following Step One. We make available a list of Step One alumni attending all the different public and private schools in the area; these families are willing to talk to current Step One families about their school experience.