Welcome

Office of Early Childhood

 

We’d like to welcome you to the Waterbury Public School Pre Kindergarten Program.  We are guided by a number of preschool principles based on the Connecticut State Preschool Curriculum Goals and Benchmarks.  The following are our guiding principles:

Early learning and development are multidimensional; developmental domains are highly interrelated. Development in one domain influences development in other domains. For example, children’s language skills affect their ability to engage in social interactions. Therefore, developmental domains cannot be considered in isolation from each other. The dynamic interaction of all areas of development must be considered

Young children are capable and competent. All children are capable of positive developmental outcomes. Therefore, there should be high expectations for all young children, regardless of their backgrounds and experience.

There are individual differences in rates of development among children. Each child is unique in the rate of growth and the development of skills and competencies. Some children may have a developmental delay or disability that may require program staff members to adapt expectations of individual children or adapt experiences so that children can be successful in achieving a particular performance standard. Additionally, each child is raised in a cultural context that may affect the approach that the teacher uses with each child.

Families are the primary caregivers and educators of their young children. Families should be aware of programmatic goals, experiences that should be provided for children and expectations for children’s performance by the end of the preschool years. Program staff members and families should work collaboratively to ensure that children are provided optimal learning experiences. Programs must provide families with the information they need to support children’s learning and development

Young children learn through active exploration of their environment through child-initiated and teacher-selected activities. The early childhood environment should provide opportunities for children to explore materials and engage in concrete activities, and to interact with peers and adults in order to construct their own understanding about the world around them. There should therefore be a balance of child-initiated and teacher-initiated activities so as to maximize children’s learning.