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Curriculum

The philosophical nature of the Center lends itself to the curriculum. We address curriculum in a holistic way, rather than “subject-izing.” We teach children, not subjects.

The teachers are facilitators and nurturers. The teacher develops and implements activities that enhance the development of the children and is based on the strengths that children exhibit as well as their individual learning styles and needs. The teachers develop and implement activities that enhance the development of physical, social well being, emotional and cognitive/intellectual skills. It is our feeling that when children feel good about themselves and enjoy participating in activities, they will also look to learning as a fun activity.

An infant begins a lifelong experience at birth and continues at a very rapid pace for the next several years. As the child learns, she/he gains useful experiences and knowledge that is developmental in nature. This learning is based on previous learning and continues to build on developed skills and perceptions. Not only does the young child learn factual information, but also learns ways to learn and ways to use knowledge. This amazing process is nurtured in the natural home environment.

So, we feel that if a child is going to be in Center-based child care setting, it is necessary to extend our philosophical framework into the curricular aspect of the programs offered to children and attempt to approximate the environment of a home. The philosophical framework, that of the extended family, sets the stage or attitudes for the curriculum. Our environment, much like that of a home or one of a close relative, is familiar, comfortable and provides a sense of security. As challenges become apparent or curiosity is aroused, one feels safe to venture out, take a risk, make an effort. When involved with an exciting exploration/discovery, one feels the teachers’ and other children’s excitement, enthusiasm and support. When a child is confronted with a truly difficult situation, one finds time, support and encouragement from the teachers. When a child is successful in an endeavor, he/she will find reinforcement, pride and the happiness of the activity shared with the teachers and other children.

It is very important for our children to learn to process, search for and apply information to different situations. We prepare for both the immediate and long –term future of learning by supporting their individual learning styles appropriately.

Implementing the curriculum is done with naturalistic processes stemming from our philosophy that the Center is an extension of the family. We emphasize the value of process; realizing that the perceptual information which is developmental in nature, is internalized during the actual process of an activity and the product plus the reinforcement of the teacher serve to reaffirm or reinforce the process.

The center provides a variety of divergent learning materials that have more than one acceptable set of rules for play. These types of materials include most construction materials such as blocks, legos, natural play materials including sand, oatmeal, playdough and water. Imagination generating games and activities that include dramatic play and creative expression in music and art; encourage children to develop problem-solving skills, coping/conflict resolving skills and the means to internalize processed information. These divergent learning materials and activities encourage self-actualization by creating situations whereby children are able to see and begin to realize the impact they have on their environment.

Similar to a family, where each member has ownership, the child begins to internalize and recognize his/her role in the Center. The curriculum in the Center enhances the independence of the children with respect to the readiness of each child.

Children are given opportunities to make choices in an environment that is safe and comfortable. The ability to make choices is developed by providing children with a limited variety of alternatives in any given situation throughout the day. Making choices enables children to exercise their autonomous tendencies, to learn from self-imposed consequences and to get to know the world as a place of alternatives and choices.

Our curriculum encourages self-help skill development throughout the day. Children learn to use utensils, button their pants, put on their socks and shoes, use verbal communication (words) to express feelings. These are examples of ways that a young child begins to become independent and contributes toward the development of an identity for each child, enabling him/her to take pride in what he/she does.


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Lehigh University • Murray H. Goodman Campur • More House • 5 Duh Drive • Bethlehem, PA 18015 • 610.758.5437