• Curriculum

    The Pre-K program implements the Georgia Early Learning and Development Standards (GELDS) following a framework based on several scientific research-based instructional programs:

    • High Scope
    • Montessori Approach to Early Childhood Education
    • Inquiry-Based Learning


    High Scope

    High scope is an instructional framework founded on effective teaching and learning strategies that encompass the developmental domains of early learning. Drawing on the child development ideas of Jean Piaget, it emphasizes the idea that children are intentional learners, who learn best from activities that they themselves plan, carry out, and review afterwards. Adults introduce new ideas to children through adult-initiated small and large-group activities. Adults observe, support, and extend the children's play. Adults arrange interest areas in the learning environment; maintain a daily routine that permits children to plan, carry out, and review their own activities; and join in children's activities, asking appropriate questions that extend their plans and help them think about their activities. They add complex language to the discussion to expand the child’s vocabulary. Using key experiences derived from child development theory as a framework, adults encourage children to make 3 choices, solve problems, and engage in activities that contribute to their intellectual, social, and physical development.  

    (Schweinhart, Larry J. "The High/Scope approach: Evidence that participatory learning in early childhood contributes to human development." The crisis in youth mental health (2006): 207-227.

    Montessori Approach to Early Childhood Education

    Young children learn best in a playful environment and through the manipulation of toys.  The Montessori approach to early childhood education is a method that introduces problem solving, independence, and sensory perception through reality-oriented learning materials. This scientifically research-based approach encourages development through all domains as teachers facilitate imaginative play using real-life lessons.  As a result, young children grasp concepts that otherwise are foreign to them.  


    Inquiry-Based Learning

    Students are encouraged to ask questions about what they notice in their world. Teachers engage students in longer investigations developed from students’ authentic questions. Beginning with scientific activities, students learn how to generate meaningful questions. Teachers scaffold students in ongoing inquiry-based projects and in shorter inquiries into everyday situations. Children have the opportunity to engage in research, collect data, and develop theories about their world.