Pre-Kindergarten Program

Throughout the day in the PK3 & PK4 classrooms, children develop cognitive, including executive function, skills by exploring, experimenting, and questioning. Both planned and spontaneous activities serve as stimuli for learning. Integrated within these activities are opportunities to expand logical thinking, acquire factual information, process increasingly complex directions, and build foundational skills in important disciplines. 

Experience and research tell us that there is a direct relationship between a child’s motor development and cognitive development. The indoor and outdoor learning environments of the Early Childhood Division are designed to invite children to develop their fine- and gross-motor physical skills. Music classes encourage rhythmic and creative movement, while small-group, gross-motor physical education classes promote locomotor skills, basic body-control, bi-lateral movement, and ball-handling skills through games and activities. These activities give children frequent opportunities to refine their gross-motor skills, such as running, skipping, jumping, hopping, pedaling, climbing, lifting, and balancing. In the classroom, students have many activities to choose from, and these choices—including sand and water play, painting, drawing, using scissors and small writing tools, working with modeling materials, and using a wide variety of manipulative materials—enhance fine-motor skills. As children grow in skill, their creations reflect increased control and intention.

Children develop in cognitive, social-emotional, and physical ways according to individual developmental patterns and pacing. St. Patrick’s Pre-Kindergarten curriculum meets each child where s/he is, fitting the curriculum to the child rather than the child to the curriculum.

Beginning with a parent-teacher conference during the first week of school, teachers build a strong relationship with each child and his/her family, which sets the stage for each student’s success in the new learning environment. On the playground and in classrooms, children receive support developing independence, taking initiative, and gaining confidence in their own abilities. Teachers help students develop the skills and provide opportunities to practice respectfully and meaningfully advocating for themselves. Students learn classroom routines, rules, and how to use materials purposefully. Morning meetings provide experience in turn-taking and sharing as well as opportunities to express opinions and feelings. Teachers guide children in learning to identify and express their emotions and recognize and respect those of their friends to help resolve conflicts appropriately. Teachers encourage and create safe opportunities for children to take appropriate risks, try, make mistakes, and persist. Weekly chapel services add a spiritual dimension to the children’s evolving sense of self. Simple service activities such as gathering healthy soup ingredients for the Day School’s service program encourage responsibility and stewardship.