Detailing Areas of Child Development

Reading
Whenever possible, oral language is used as a major avenue to help each child develop an ability to use language for complex communication. Pre-reading play and all school activities are integrated through literature. Literature is integrated through a variety of methods, including story telling, books, puppets, flannel boards, and drama. To help us facilitate this process, we ask parents to help us by reading to their children at home. In addition to opening virtually limitless doors to pleasure and knowledge, daily exposure to the rich patterns of language and story -- through hearing stories read aloud -- effect greater success in reading in later school years. Reading is a lifelong learning experience, serving as a key to wonderful opportunities and a springboard to all other areas of study and endeavor.

Gross Motor Skills
Research has demonstrated a direct correlation between reading ability and gross motor development. Gross motor activities involve the development and coordination of the larger muscles. Opportunities to develop large muscles are provided through climbing, walking, running, cycling, throwing balls, sweeping, dusting, mopping, passing in a narrow space, and large block play.

Fine Motor Skills
Fine motor skill activities will always be available, but are not pushed on a child. Experiences of choice with play dough, paper, pens, pencils, peg boards, puzzles, buttoning, zipping, cutting, screwing on and unscrewing jar lids, peeling fruit, sewing, skipping, and hopping all provide for the development of fine motor skills, which continue developing into the primary years of grade school. A developing child will desire to engage in fine motor activities as they are allowed the freedom to choose to be or not to be involved in these, developing a "built-in desire" without pressure from others. Forcing fine motor activities on a child too early can lead to difficulties in later years, and is to be avoided.