Curriculum Overview


 Children at the preschool level experience a child-centered, Christian environment of quality and openness to diversity.  We believe that   children learn best in a setting where they are valued and affirmed as children of God.

 Our approach to early childhood curriculum is based on age-appropriate practices for all young children.  It is important to create a hands- on, minds-on learning experience for each child.  

At Seminole Heights United Methodist Preschool each class (infants to pre-kindergarten)uses Christian curriculum titled Pinnacle, and Voluntary Prekindergarten uses Creative Curriculum. Both are curriculum approved by the state.There are also many other resources (Infant Toddler Planning Guide, Appelbaum Curriculum for Twos and Preschool, Year Round Activities for Three-Year-Old Children and Mailbox, etc.) available for the teachers to use. We also encourage the teachers to be creative and use any resources they may have or come across, as long as it holds the same beliefs set forth in the handbook.

Our hands-on, activity-based curriculum is designed to enhance the creative, emotional, intellectual, physical, and social development of the child.

  • Emotional: to help children develop self-confidence, independence, self-control, and a positive attitude toward life.
  • Intellectual: to help children become confident learners by providing opportunities to experience success and develop learning skills through problem solving, asking questions, and using words to describe their ideas, observations, and feelings.
  • Physical: to help children increase their large and small muscle skills and develop confidence in what their bodies can do.
  • Social: to help children feel comfortable in school, build trust in a new learning environment,  develop friendships, and feel they are part of the group.

The curriculum includes experiences that meet children’s individual needs and stimulate learning in all developmental areas—language, cognitive,  physical (Gross and Fine Motor)  and social-emotional.

  • Gross Motor:  This involves learning to use all of the “big” muscles in our body. These skills also relate to body awareness, reaction speed, balance and strength. Crawling, walking, running, skipping, jumping, and climbing are all examples of gross motor activity. Children received large muscle coordination through outside play, going for walks, or indoor play in the room. Depending on the weather children are offered large muscle play two times a day.
  • Fine Motor:  Fine motor activities teach hand-eye coordination.  These activities require a child to learn to precisely control the muscles in the hands. Through manipulative table toys, games, and other activities, small muscle coordination grows. A variety of small motor toys are offered and changed weekly to coordinate with the weekly theme. Things like coloring, writing, cutting with scissors, using tweezers, tearing paper, etc. all help build fine motor skills.
  • Language: The acquisition of language and literacy skills is social. It happens because young children want to interact and communicate with others. This domain includes alphabetic,  phonemic awareness, oral, and written language.
  • Cognitive: Children’s learning begins with exploration through play-based experiences.This includes cause-and-effect, reasoning, as well as early-math skills.  Counting and patterning are also included in this domain for preschoolers.
  • Social Emotional: Help children  to  develop strong and positive relationships  with adults and other children. Children are  social beings!  Learning to “play”  with others is a skill.  Helping children manage frustrations and resolve social conflicts helps children form trusting relationships with others  and promotes learning in all areas.  Children  recognize,  label  and  express  their feelings, understand behavior, demonstrate empathy toward others.
  • Self-Help: Activities in this domain include learning to dress themself, feed oneself, using the toilet, brushing teeth, bathing, tying shoes. Everything that a child needs to know to start being more independent could be included in this domain.



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Train up a child in the way he should go, and when he is old he will not depart from it.

Train up a child in the way he should go, and when he is old he will not depart from it.
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