Our curriculum is grounded in our mission to reflect developmentally appropriate learning based on Judaic values. Our approach to learning and early childhood development is multidisciplinary, holistic, student-centered, and delivered through a Judaic lens. At the CJP, we know that children begin to learn and understand the world around them best through play and experimental learning. Our emergent curriculum is designed to respect each child as a capable and unique individual, to foster the diverse ways in which they develop and learn, and to create a nurturing environment. We are inspired by various educational approaches including, but not limited to, the Reggio-Emilia approach. Our classroom environments and materials are of the upmost importance. Students are often given "provocations" or invitations to learn that are based on themes with an emphasis on the process rather than the "product" of the activity.
Our developmentally-appropriate goals are based on the North Carolina Foundations for Early Learning and Development. These goals serve as tools within our curricular framework to support our teachers in facilitating a student-centered, inquiry-based learning environment that is focused on providing appropriate learning goals, and opportunities within specific stages of development. Additionally, we use supplementary curriculum such as "Handwriting Without Tears," "PJ Goes to School," (a PJ Library partnership), and DISC (Discovering Israel Through Stem Careers).
Foundations is broken up into 5 different learning domains, followed by subdomains, and finally organized into specific learning goals.
Approaches to Play and Learning (APL) Goals:
Curiosity, Information-Seeking, and Eagerness
APL 1- Children show curiosity and express interest in the world around them.
APL 2- Children actively seek to understand the world around them.
Play and Imagination
APL 3- Children engage in increasingly complex play.
APL 4- Children demonstrate creativity, imagination, and inventiveness.
Risk-Taking, Problem-Solving, and Flexibility
APL 5- Children are willing to try new and challenging experiences.
APL 6- Children use a variety of strategies to solve problems.
Attentiveness, Effort, and Persistence
APL 7- Children demonstrate in initiative.
APL 8- Children maintain attentiveness and focus.
APL 9- Children persist at challenging activities.
Emotional and Social Development (ESD) Goals:
Developing a Sense of Self
ESD 1- Children demonstrate a positive sense of self-identity and self-awareness.
ESD 2- Children express positive feelings about themselves and confidence in what they can do.
Developing a Sense of Self With Others
ESD 3- Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.
ESD 4- Children form relationships and interact positively with other children.
ESD 5- Children demonstrate the social and behavioral skills needed to successfully participate in groups.
Learning About Feelings
ESD 6- Children identify, manage, and express their feelings.
ESD 7- Children recognize and respond to the needs and feelings of others.
Health and Physical Development (HPD) Goals:
Physical Health and Growth
HPD 1- Children develop healthy eating habits.
HPD 2- Children engage in active physical play indoors and outdoors.
HPD 3- Children develop healthy sleeping habits.
HPD 4- Children develop the large muscle control and abilities needed to move through and explore their environment.
HPD 5- Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.
HPD 6- Children develop awareness of their needs and the ability to communicate their needs.
HPD 7- Children develop independence in caring for themselves and their environment.
HPD 8- Children develop awareness of basic safety rules and begin to follow them.
LANGUAGE DevelopMENT and Communications (LDC) Goals:
Learning to Communicate
LDC 1- Children understand communications from others.
LDC 2- Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.
LDC 3- Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LDC 4- Children speak audibly and express thoughts, feelings, and ideas clearly.
LDC 5- Children describe familiar people, places, things, and events.
LDC 6- Children use most grammatical constructions of their native language well.
LDC 7- Children respond to and use a growing vocabulary.
Foundations for Reading
LDC 8- Children develop interest in books and motivation to read.
LDC 9- Children develop phonological awareness.
LDC 10- Children develop knowledge of the alphabet and the alphabetic principle.
Foundations for Writing
LDC 11- Children use writing and other symbols to record information and communicate for a variety of purposes.
LDC 12- Children use knowledge of letters in their attempts to write.
LDC 13- Children use writing skills and writing conventions.
Cognitive Development (CD) Goals:
Constructions of Knowledge: Thinking and Reasoning
CD 1- Children use their senses to construct knowledge about the world around them.
CD 2- Children recall information and use it for new situations and problems.
CD 3- Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making choices.
CD 4- Children demonstrate appreciation for different forms of artistic expression.
CD 5- Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.
CD 6- Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities.
CD 7- Children recognize that they are members of different groups (e.g. family, preschool class, cultural group).
CD 8- Children identify and demonstrate acceptance of similarities and differences between themselves and others.
CD 9- Children explore concepts connected with their daily experiences in their community.
Mathematical Thinking and Expression
CD 10- Children show understanding of numbers and quantities during play and other activities.
CD 11- Children compare, sort, group, organize, and measure objects and create patterns in their everyday environment.
CD 12- Children identify and use common shapes and concepts about position during play and other activities.
CD 13- Children use mathematical thinking to solve problems in their everyday environment.
Scientific Exploration and Knowledge
CD 14- Children observe and describe characteristics of living things and the physical world.
CD 15- Children explore the natural world by observing, manipulating objects, asking questions, making predictions, and developing generalizations.
These goals are the roadmap of our curriculum. We teach through themes and provide the students with rich learning experiences to drive inquiry and development.