Philosophy, Curriculum and Learning Environments
Temple Israel’s Early Childhood Center fosters a joyful approach to learning and a relationship-centered environment that is caring and supportive, and creates a warm and inviting place for preschoolers to learn.
Our objectives are to:
- Provide a stimulating environment with developmentally appropriate materials and supportive teachers who understand and facilitate the learning process.
- Guide children’s construction of knowledge through play and active exploration of the physical and social environment.
- Maintain a quality preschool program that reflects the interests and development of the whole child, including social/emotional, physical, creative, and cognitive growth.
- Establish and carry out a child-centered curriculum based upon observing, understanding, and applying each child’s individual skills and interests.
- Respect and acknowledge that each child is unique in their pace of growth, personality, learning style, and family background, and that this uniqueness is reflected both in the curriculum and adult interactions with the child.
- Encourage parent involvement and provide children and parents with appropriate support as needed.
At the ECC, curriculum is primarily informed by the children’s interests and prior knowledge and experiences, the Jewish holidays and festivals, and the teacher’s understanding of learning experiences that are developmentally appropriate for children of this age.
The “Outdoor Classroom” including the playground as well as the grounds of TI is central to children’s healthy development and to the curriculum. Gross motor development and play are encouraged and our grounds provide opportunities for children to observe nature, take part in a movement walk and explore the outdoors and observe the changing seasons.
Commitment to Jewish Early Learning Experiences
At Temple Israel ECC we reinforce the connection between a child and his or her Jewish heritage by integrating the unique traditions and values into the curriculum. There are many representations of modern Jewish families, and we celebrate Jewish traditions both openly and inclusively.
Intentional Teaching Cycle
Intentional teaching is the process of planning, implementation, observation and assessing. This continuous cycle informs teacher’s planning and ensures that children’s developmental needs are being met and that they are continuously challenged to their fullest potential.
This process is facilitated by setting learning goals outlined by the CT Early Learning Standards and engaging in ongoing child assessment. CT Early Learning Standards are grouped into domains: Personal and Social Development, Physical Development, Cognitive Development, Language and Literacy, Mathematics, Science, Social Studies and Creative Development. Assessment includes but is not limited to anecdotal records; work samples; informal notes; photos and observations. The assessment process supports teachers in understanding where each child is at in their development and guide next steps in planning curriculum, thus continuing the cycle of intentional teaching.
