3’s Class

Soft colors, natural materials, and a rich variety of open-ended materials invite children to explore, investigate, and create. A well-equipped writing center, library area, and the documentation and display of children’s work through their words and photos facilitate beginning literacy skills. Educators plan many activities to facilitate developing cognitive and motor skills. A mini art studio in the classroom provides a wide variety of art materials for children to use in their work. A typical day includes a morning meeting where educators and children discuss and plan their day, an extended activity time in the classroom’s many centers, snack, stories, music, and an indoor or outdoor time for active play. Learning to work together, developing friendships, gaining in self-confidence, and discovering the joy of learning are goals for the 3’s class.

Read more below about the daily schedule and learning objectives for this class.

Daily Schedule


Arrival
School begins at 9:00.  Parents bring children directly to the classroom where they may help them hang up their coats, wash hands, and choose an activity among the open areas before saying good-by.   This is also a time for families and educators to visit and informally share information.

Early Morning
Children work independently or with friends in centers prepared with a rich variety of materials based on the children’s interests and designed to provoke investigation and exploration.  The educators circulate throughout the room supporting the children’s activities and documenting the children’s work through photos and written notes.  Easel painting, water table play, block building, art materials, and the dramatic play center are available throughout the year.  Other centers change as the focus of classroom work changes during the year.

Meeting Time
Children and educators come together for music, sharing, and to discuss the activities planned for that day.  Taking responsibility for counting how many friends came to school, sharing news and ideas, and learning to listen to others helps each child become an important part of the group.

Snack
Healthy snacks of fruit, cereals, milk, cheese and vegetables are brought by parents on a rotating basis.  On Friday a special Shabbat snack of challah and grape juice is served.  Candles (LED) and blessings for the challah and juice are said.  As the children finish eating, they clean up their snack and gather on the rug for a quiet activity until everyone is finished.

Small Group Work
Following snack, we begin an extended period of time in which children work in groups either independently, or with an educator, as they explore an area or materials, participate in a planned activity, or work on an on-going project. Cooking activities, discovery walks outside, art and science investigations, and games designed to reinforce math and literacy skills often take place during small group work.

Active Play
At some time in the morning the entire class goes outside to the playground or to the social hall where bikes, scooters, balls, and obstacle courses offer opportunities for loud, active, play, group games, and skill-building activities.

Ending the Day
Children and educators gather for music, stories, and a sharing of the morning’s activities. Taking time to reflect on that day’s work and looking forward to the activities of the next day gives recognition to individual and group accomplishments as well as helps the children see the continuity of one day to the next. On Friday all classes gather for a Shabbat celebration of lighting the candles, saying the blessings over the challah and juice, and singing songs together.  Parents are always invited to join the children for Shabbat.

Dismissal
Educators help children with coats and backpacks and bring them to the entrance door for pick-up at 12:00.

Learning Objectives


Personal and Social Development

  • Demonstrates increasing ability to separate from parent/caretaker
  • Demonstrates understanding of and willingness to follow classroom rules and routines
  • Demonstrates increasing ability to manage transitions and changes in routines
  • Demonstrates initiative and self-direction, not overly dependent on adult
  • Demonstrates a curiosity about new and unfamiliar materials and events
  • Is comfortable participating in a variety of activities both alone and with others
  • Attempts challenging tasks with self-confidence and persistence
  • Shows respect and cooperation with peers both individually and in group activities
  • Shows respect and cooperation with adults
  • Displays increasing ability to use appropriate means to solve conflicts and control frustrations
  • Shows age-appropriate independence for self-care
  • Enjoys playing with other children and is beginning to demonstrate an awareness of the feelings of others
  • Beginning to demonstrate responsibility for the care of materials

Language and Literacy

  • Converses easily with adults and children using language that is easily understood.
  • Participates in conversations and group discussions, using language to convey ideas
  • Listens attentively to stories read individually or to a small group
  • Retells information from stories and verbally shares experiences
  • Shows an independent interest in looking at books or having stories read
  • Understands and follows simple directions
  • Demonstrates an understanding of the relationship between spoken and written words
  • Shows developing interest in the written word through name recognition, signs, labels, etc.
  • Incorporates developing writing skills in dramatic play and classroom activities

Mathematical Thinking

  • Sorts and classifies objects in a variety of ways, e.g., by color, shape, category
  • Demonstrates growing competency in rote counting
  • Demonstrates growing competency in identifying basic shapes and using their properties in a variety of activities
  • Shows interest and developing skill in using numbers in dramatic play, classroom activities, and in problem-solving

Scientific Thinking

  • Uses observation and experiences to ask questions
  • Proposes hypotheses and plans investigations to answer questions
  • Gathers information using different methods of recording data
  • Communicates discoveries and results of investigations through art forms, written words, pictures, music, and other media
  • Demonstrates a curiosity and appreciation for the beauty and wonder of the natural world

Artistic Expression and Appreciation

  • Enjoys experimenting with art materials
  • Identifies basic colors
  • Uses a variety of art materials to express ideas and feelings
  • Enjoys dramatic play both as an organizer and as a group participant
  • Participates in group singing and creative movement activities

Physical Development

  • Demonstrates developing skill in using scissors
  • Has age-appropriate eye-hand coordination
  • Enjoys physical activity – shows age-appropriate coordination in running, jumping, climbing
  • Shows age-appropriate skill in throwing and catching
  • Demonstrates confidence in attempting new skills, shows persistence in mastering difficult skills