CURRICULUM
Learning Beyond
Our preschool uses the curriculum Learning Beyond Paper. Learning Beyond is a social constructive curriculum. Your children are inherently social beings. As such, learning is most robust when children engage with peers and adults around activities where they are actively engaged. Children construct knowledge bridged upon what they already know, but it is that social, relationship-based connection that acts like glue cementing understanding and seeking more.
Learning Beyond Paper is designed to scaffold children's skills across domains of development to meet TNELDS (Tennessee Early Learning Development Standards).
Inclusion Model
Inclusion involves more than merely having children with disabilities in the classroom. The practice consists of providing a nurturing environment for children to make meaningful connections with traditional learning peers as they play, learn, and grow. The benefits of inclusion for children with disabilities include increased outcomes in language, communication, and social skills.
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Traditional learning peers are provided with daily opportunities to practice empathy, compassion, and friendship skills. Children of all ability levels learn best in developmentally appropriate environments that offer the support necessary to interact with their peers in meaningful ways.
Differentiated Instruction
High Hopes teachers recognize that all students come to the classroom with different strengths, interests, and experiences. Our teachers must differentiate their instruction to address their student's unique learning styles and personalities. Tailoring lessons and activities to the diverse characteristics of each traditional and non-traditional learner increases student engagement. Teachers may do his by creating a supportive environment that maximizes learning opportunities for all children by adjusting activities, goals, groupings, and materials.
Differentiated instruction is essential to truly meet children's needs and help them continue growing. Differentiation does not mean teaching different things, but simply adjusting the level of complexity based on each individual child.