Curriculum and Program Mission
The mission of Coleman Center for Early Childhood and Family Enrichment is to establish a place where children will be encouraged to engage in developmentally appropriate learning through play. An emphasis will be placed on science, technology, engineering, arts, and mathematics (STEAM). All children will be provided with a safe, nurturing, child - centered, and quality educational environment that fosters a child’s individual success and a love of learning in collaboration with parents and the community.
Infants, Toddlers and Twos
Infants, toddlers and twos participate in Creative Curriculum which provides a focus on responsive care and the routines and experiences that are essential to the growth and development of children from birth up to age three (3).
Children are provided with intentional, responsive care and teaching during routines and learning experiences. Frequently the time spent diapering, toileting, feeding, and dressing are missed opportunities for development and learning. Teachers use routines to nurture curiosity, help children feel secure and create a language rich environment with meaningful interactions. This helps build the foundation for the child’s future success.
Teachers also focus on daily experiences, facilitating the children in playing with toys, pretending, enjoying books and stories, creating with art, and more. Teachers and caregivers are intentional about the daily experiences they provide, while giving the children the flexibility to respond to the changing interests, abilities, and needs of the children.
The objectives identify the behaviors, skills, and knowledge that are most important for school success. These include:
- Science and Technology
- Social Studies
- English Language development
- 6 weeks up to 18 months - 1:5
- 18 months up to 2 ½ years – 1:7
Our approach to learning and teaching is centered on the developmentally appropriate practices of a variety of research-based curriculums and practices including Creative Curriculum, STEAM and Conscious Discipline.
- Strategies are based on the principles of active learning and the support of a child’s positive interactions with adults and peers.
- Methods are applied that promote independence, curiosity, decision making, cooperation, persistence, creativity, and problem-solving in young children.
- Multiple levels of learning occur with individuals, pairs, and small groups, promoting creative and divergent thinking.
- Multiple opportunities to think, investigate, experiment, and challenge are provided, while also allowing time for reflection and dialogue.
- Children are encouraged to engage in developmental learning through creativity and play.
- 2 ½ years up to 4 years – 1:11
- 4 years and older – 1:18
Alabama First Class Pre-K Classrooms
Coleman Center offers two (2) Alabama First Class Pre-K Classrooms. Follow the link for additional information.
Assessment – ongoing throughout the year
What is childhood assessment?
- Early childhood assessment is a tool used to gather and provide educators, parents, and families with critical information about a child’s development and growth.
- Assessment is a critical part of a high-quality, early childhood program.
- When educators conduct an assessment, they observe a child to obtain information about what he knows and what he can do.
- Observing and documenting a child’s work and performance over the course of a year allows an educator to accumulate a record of the child’s growth and development.
Why is assessment important?
Assessment provides educators, parents, and families with critical information about a child’s development and growth. Assessment can:
- Provide a record of growth in all developmental areas: cognitive, physical/motor, language, social-emotional, and approaches to learning.
- Identify children who may need additional support and determine if there is a need for intervention or support services.
- Help educators plan individualized instruction for a child or for a group of children that are at the same stage of development.
- Identify the strengths and weaknesses within a program and information on how well the program meets the goals and needs of the children.
- Provide a common ground between educators and parents or families to use in collaborating
on a strategy to support their child.
Daily schedules for children provide a framework for planning and organizing the daily
routine for the children. Schedules are posted in each classroom for children over
18 months. The daily routines will vary according to the age of the child. Adjustments
are made to schedules and routines as the children develop. Eventually children naturally
conform to a group schedule. Scheduling will always include the children’s needs in
order to develop a secure foundation.