EBL+Preschool_Program+Statement_relvworks_+2011

CINCINNATI HILLS CHRISTIAN ACADEMY

EDYTH B. LINDNERELEMENTARY SCHOOL

Program Statement

Soaring Start Pre-School

Kindergarten PreparatoryHalf Day KindergartenFull Day Kindergarten

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CINCINNATI HILLS CHRISTIAN ACADEMY

VISIONCincinnati Hills Christian Academy will unleash each student’s God-given gifts through Christ-centered academicexcellence. We are devoted to developing the whole person, and instilling a lifelong passion for learning, leading andserving.

Cincinnati Hills Christian Academy… Unleashing a passion - To learn, To lead, To serve.

MISSIONCincinnati Hills Christian Academy is a Christ-Centered, Non-Denominational, College Preparatory Academythat exists to:

Prepare students intellectually and spiritually for success in higher education and to impact and influence the worldaccording to their unique gifts and talents. This will be accomplished by:

1. Creating an environment that encourages students, faculty, staff and families to develop and live out their relationship in Jesus Christ.

2. Developing a passion for lifelong learning that leads to thoughtful, effective service through excellent, intentional curriculum and extra-curricular offerings.

3. Empowering outstanding Christian faculty and staff to fully use their passions and expertise to create engaged critical thinkers.

4. Fostering an exceptional environment that develops students’ gifts and talents in the arts, athletics, leadership, and additional extra-curricular opportunities for God’s purposes.

5. Building an engaged school community – encompassing faculty, staff, students, families, alumni, and donors – that reinforces the school’s vision, mission, and core values.

CORE VALUES1. We believe in Christ-Centeredness: ~ Following how Christ himself led, served, taught, loved, and lived; we strive to base all we do on His word.

2. We believe in Academic Excellence: ~ Reflecting we are an academy of learning, it is our primary, but not exclusive, goal to prepare our students academically for college and beyond.

3. We believe in the Whole Person: ~ Recognizing all are gifted by God in unique ways, we believe in developing all forms of those spiritual, intellectual, artistic and athletic gifts in each student to their fullest potential.

4. We believe in Servant Leadership: ~ Believing in the power of servanthood, servant leadership will be taught, modeled and encouraged to all students, staff and parents so that all are equipped for the situations in life that God calls them to lead.

5. We believe in Outreach/Service: ~ Modeling Christ in all we do, we will provide opportunity daily and through special events for students, staff, and parents to share Christ’s love through service and witness to others.

6. We believe in Stewardship: ~ Acknowledging we are blessed in many ways, we as a school will model strong fiscal stewardship and will encourage, train and expect students, staff and parents to be wise and generous stewards over their time, talents, and money.

7. We believe in the Value of Each Person: ~ Demonstrating biblical equality, we will embrace each individual as a distinct creation of God, ensure an emotionally, socially and physically safe and nurturing environment and intentionallyenroll a student body, faculty and staff that reflect the socioeconomic and racial make-up of the community in whichwe live.

8. We believe in A Vibrant Sense of Community: ~ Acting intentionally, we will foster a vibrant, connected culture of caring, fellowship and respect among students, staff and parents.

9. We believe in Accountability: ~ Holding ourselves and each other to the highest standards of integrity, excellence and to constant measurable improvement.

10.We believe in A Joyful Spirit: ~ Having an attitude of gratitude for God’s blessings that are lived out in every day smiles, laughter, and by celebrating demonstrated character and unique achievements. This results in a contagious joy that connects at the heart-level. CHCA Board of Trustees Approved 5/31/11

CINCINNATI HILLS CHRISTIAN ACADEMYEdyth B. Lindner Elementary School

Soaring Start Pre-School & Kindergarten Programs

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Purpose of the Early Childhood Education ProgramsCHCA’s Edyth B. Lindner Elementary School offers high quality Pre-School and Kindergarten Programs to ourschool community for three, four and five-year-old children. The purpose is to provide them with a safe,nurturing, stimulating introduction to school life. The programs are designed to instill a love of learning in eachchild by meeting each student’s cognitive, language, social, physical, emotional, creative and spiritual needsand thus to provide an excellent foundation for the formal learning experiences that are ahead.

CHCA respects parents as the primary and most important providers of care, nurturing and education for theirchildren. “Raise up a child in the way he should go and when he is old he will not depart from it.” [Proverbs22:6] The Programs provide opportunities for parents and teachers to develop strong relationships that willpositively impact the child’s care and education.

The programs are predicated on the belief that children learn best when they grow both in academic and social-emotional skills. CHCA creates learning experiences that invite students to construct knowledge and makemeaning of their world. Students construct their knowledge through movement, exploration, use of a variety ofmaterials, collaboration with others, and opportunities to make connections to something they already know.The vibrant CHCA educational environment acknowledges that foundational to learning are the experiences andknowledge that children bring to school in combination with their natural sense of curiosity, a sense of wonderand joyful exuberance.

The curriculum provides age-appropriate, high quality academics based on standards derived from nationalstandards documents, the National Association for the Education of Young Children, current research on brain-based learning, and State of Ohio Early Learning Content Standards in all content areas. CHCA teachers haveenumerated and refined these benchmarks and have integrated all areas with a Christian worldview. The CHCAcurriculum provides meaningful, engaged, effective learning. It is well planned and organized with instructionalstrategies to support, to challenge, to link current learning to experience and previous learning, and to extendchildren’s abilities and skills. The curriculum is rich in opportunities to solve problems, use language, developnew vocabulary and engage in intellectual activities. A multi-disciplinary thematic approach to learning allowsall classroom experiences, learning centers and activities to center around a theme so children make connectionsand construct knowledge.

Early Childhood Education Program PhilosophyThe philosophy of the Early Childhood Education Program is based on the fact that “Children are a gift from theLord; they are a real blessing” [Psalm 127:3]. CHCA values the whole child and acknowledges each child ashaving unique experiences, interests and cultural values that must be recognized and respected. We believe thatall children have preparedness, curiosity and interest in engaging in social interactions, establishingrelationships, constructing meaning, and negotiating their environment. In the Early Childhood EducationProgram children choose from a wide range of developmentally age-appropriate opportunities and activitiesincluding interactions with other children, interactions with loving, Christ-centered teachers, explorations withmanipulatives, as well as experience problems to solve, creative dramatics, music, art, and large and fine motordevelopment. The Program provides a balance of self-directed and teacher-directed activities to help childrendevelop a positive self image and offers opportunities for individual and group work and play. CHCA’sobjective is to help children realize their potential while meeting their developmental needs.

Sandy Breitholle, M.Ed. Karen Smeltzer, M.A.T.Soaring Start Pre-School Director Executive Assistant for PK-12 AcademicsEdyth B. Lindner Elementary School Principal Cincinnati Hills Christian Academy

Revised 9/2011



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Three-Year-Old Program

The Three-Year-Old Program offers a wonderful beginning to a child’s education. Children are providedopportunities to expand their learning and experiences through interactions with other children, interactions witha loving Christian teacher, explorations with manipulatives, creative dramatics, and large and small motordevelopment. The objective of this program is to help children realize their potential while meeting theirdevelopmental needs which assures a smooth transition on to the next academic year. Children must be threeyears old by September 30 in order to be considered for placement into this program.

The pre-school classroom contains a rich variety of materials and resources for students to experience:• Finest children’s literature • Creative, natural, and manipulative materials• Language through day-to-day conversations, books, poetry, creative dramatics and writing• Variety of music and art activities• Quiet and active playtime• Learning centers• Large group, small group, and individual instruction• Indoor and outdoor play areas

We are made in God’s image and children are valued as children of God and receive instruction in theBible at age-appropriate levels through stories and activities. God is the creator of the world we live inand wonder and appreciation for His creation are responses to the world around us. Our relationships withothers follow biblical principles of the Golden Rule and of community. Bible stories provide examples ofbiblical heroes, and students learn the importance of developing godly character. Students practice prayeras a simple conversation with God.

Teachers model and invite students into the love of language and its many expressions: oral, written,dramatic and musical play. During the preschool years children acquire concepts such as conventions ofprint, develop phonological awareness by hearing stories, rhymes, playing games and in interaction withadults who model and value language and value children. Children learn to listen to and talk about booksthat are read to them, construct understanding about books, develop concepts of print and the idea of story.Vocabularies grow and children acquire new words through experiences, including experiences withbooks. The pre-school environment is literacy rich.

Young children’s knowledge of mathematics is constructed over time where mathematics experiences arewoven throughout the curriculum, follow logical sequences, allow for depth and focus and connect to thechild’s development of knowledge and skills. Carefully planned experiences focus attention on particularmathematical concepts. Instruction includes: developing in students’ number sense and counting; ideas ofgroupings and comparisons; patterning and ordering; sequences; and less-than, more-than concepts.Instruction is grounded in manipulatives, problem-solving, collaborative work and ties to language.

Students begin to acquire an awareness and understanding of the world, starting with God who createdthem. Children explore how people live, work, get along with others, solve problems, and shape theirsurroundings. For young children, the family, school, neighborhood and community are ways to seesocials studies in action. Everyday experiences as a child interacts with others and in his/her communityserve as a foundation for learning social studies.

Science is founded upon the design of its Creator and students are introduced to God’s creation at theearliest level. Students are natural scientists: curious, observing and questioning. The science curriculumprovides a balance among life, physical, and earth/space topics where students explore ideas, manipulatematerials, and engage in conversations to construct understanding. Students share with others theirexperiences and expand their understanding of the natural world through language, drawing, andconstructions.

ChristianStudies

LanguageArts

Math

SocialStudies

Science



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Three-Year-Old Classroom Practicesprovide children with safe, challenging and joyful places that free them to learn.

Morning Meeting: gathering as a whole class to greetone another, share news, pray and give prayer requests,and set expectations for the morning’s activities.

Interactive Modeling: teaching children to notice andinternalize expected behaviors through modeling.

Logical Consequences: responding to behavior thatallows children to fix and learn from mistakes whilepreserving their dignity.

Academic Choice: increasing student motivation bydifferentiating instruction and allowing students teacher-structured choices in their work.

Working with Families: hearing families’ insights andhelp to understand the school’s teaching approaches.

Setting Bounds: helping students create and understand classroom rules that allow all class members to meet their learning goals.

Positive Teacher Language: using words and tone topromote children’s active learning and self-discipline.

Guided Discovery: introducing materials in a way thatencourages creativity and responsibility.

Classroom Organization: setting up the physical room in ways that encourage independence, cooperation, and productivity.

Collaborative Problem Solving: using conferencing,role playing and other strategies to resolve any studentconflicts within the classroom.

Three-Year-Old Daily Schedule

8:30 am – 8:50 am Free Choice

8:50 am – 9:15 am Morning Meeting

9:15 am – 9:45 am Activity Time:

Learning Centers

Small Group Instruction

Individual Activities

9:45 am – 10:15 am Story Time / Language Development

10:15 am – 10:45 am Recess

10:45 am – 11:15 am Specials Classes: Art, Spanish, Library, Music, Science Explorers

11:15 am – 11:30 am Closing Meeting

11:30 am Dismiss



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Four-Year-Old Program

The Four-Year-Old Program extends the philosophy, content, and skills of the Three-Year-Old Program, withno disadvantage to students entering at age four. Students grow in developmental readiness including suchbehaviors as student awareness of the world around them, awareness of their own body, the ability to followdirections, take turns, and transition smoothly from one activity to another. The Four-Year-Old Program offersmore overt cues for these behaviors as it acknowledges a still developing ability of students to workindependently. Children must be four years old by September 30 in order to be considered for placement intothis program.

“The job of a teacher is to excite in the young aboundless sense of curiosity about life, so that thegrowing child shall come to apprehend it with an

excitement tempered by awe and wonder.”John Garrett, 1977

We are made in God’s image and children are valued as children of God and receive instruction in theBible at age-appropriate levels through stories and activities. God is the creator of the world we live inand wonder and appreciation for His creation are responses to the world around us. Our relationships withothers follow biblical principles of the Golden Rule and of community. Bible stories provide examples ofbiblical heroes, and students learn the importance of developing godly character. Students practice prayeras a simple conversation with God.

Teachers model and invite students into the love of language and its many expressions: oral, written,dramatic and musical play. During the preschool years children acquire concepts such as direction ofprint, develop phonological awareness by hearing stories, rhymes, playing games and in interaction withadults who model and value language and value children. Children learn to listen to and talk about booksthat are read to them, construct understanding about books, develop concepts of print and the idea of story.Vocabularies grow and children acquire new words through experiences, including experiences withbooks. The pre-school environment is literacy rich.

Young children’s knowledge of mathematics is constructed over time where mathematics experiences arewoven throughout the curriculum, follow logical sequences, allow for depth and focus and connect to thechild’s development of knowledge and skills. Carefully planned experiences focus attention on particularmathematical concepts. Instruction includes: developing in students’ number sense and counting; ideas ofgroupings and comparisons; patterning and ordering; sequences; and less-than, more-than concepts.Instruction is grounded in manipulatives, problem-solving, collaborative work and ties to language.

Students begin to acquire an awareness and understanding of the world, starting with God who createdthem. Children explore how people live, work, get along with others, solve problems, and shape theirsurroundings. For young children, the family, school, neighborhood and community are ways to seesocials studies in action. Everyday experiences as a child interacts with others and in his/her communityserve as a foundation for learning social studies.

Science is founded upon the design of its Creator and students are introduced to God’s creation at theearliest level. Students are natural scientists: curious, observing and questioning. The science curriculumprovides a balance among life, physical, and earth/space topics where students explore ideas, manipulatematerials, and engage in conversations to construct understanding. Students share with others theirexperiences and expand their understanding of the natural world through language, drawing, andconstructions.

ChristianStudies

LanguageArts

Math

SocialStudies

Science



5

Four-Year-Old Classroom Practicesprovide children with safe, challenging and joyful places that free them to learn.

Morning Meeting: gathering as a whole class to greetone another, share news, pray and give prayer requests,and set expectations for the morning’s activities.

Interactive Modeling: teaching children to notice andinternalize expected behaviors through modeling.

Logical Consequences: responding to behavior thatallows children to fix and learn from mistakes whilepreserving their dignity.

Academic Choice: increasing student motivation bydifferentiating instruction and allowing studentsteacher-structured choices in their work.

Working with Families: hearing families’ insights andhelp to understand the school’s teaching approaches.

Setting Bounds: helping students create andunderstand classroom rules that allow all classmembers to meet their learning goals.

Positive Teacher Language: using words and tone topromote children’s active learning and self-discipline.

Guided Discovery: introducing materials in a way thatencourages creativity and responsibility.

Classroom Organization: setting up the physical room in ways that encourage independence,cooperation, and productivity.

Collaborative Problem Solving: using conferencing,role playing and other strategies to resolve any studentconflicts within the classroom.

Four-Year-Old Daily Schedule

8:30 am – 8:50 am12:00 pm – 12:20 pm Welcome and free choice

8:50 am – 9:05 am12:20 pm – 12:35 pm Group Meeting

9:05 am – 9:45 am12:35 pm – 1:10 pm Center Time:

Learning Centers include awide range of reading, languagearts, math, science, health andsocial studies activities

Small Group Instruction

Individual Instruction

9:45 am – 10:05 am1:10 pm – 1:30 pm Large muscle play / recess

10:05 am – 10:25 am1:30 pm – 2:00 pm Specials: Art, Spanish, Library,

Music, Science Explorers

10:25 am – 11:05 am2:00 pm – 2:30 pm Free Choice / Assignments

11:05 am – 11:20 am2:30 pm – 2:45 pm Closing Meeting

11:20 am – 11:30 am2:45 pm – 3:00 pm Prepare to Dismiss

11:30 am3:00 pm Dismiss

“Make a joyful noise unto the Lord….” Children enjoy many opportunities to explore sound throughsinging, moving, listening, and playing rhythm instruments, as well as introductory experiences withverbalization and visualization of musical ideas. The music literature is of high quality and lasting value,including traditional children’s songs, folk songs, classical music, and music from a variety of cultures,styles, and time periods.

Students begin to learn and appreciate the Spanish Language and Hispanic Culture using everyday namingwords, games, greetings and situational phrases in conversation. Students use play to explore Christianholidays, songs, and the joy of seeing God’s world through another language and culture. Students beginto learn Bible verses in Spanish.

Art and its various mediums provide students abundant opportunities to express their understandings, toaid in telling stories, and to grow in fine motor skills and awareness of the world around them. Value oftheir own work and valuing others’ work builds confidence and community. Students learn the use andcare of materials and tools and practice various media, techniques, and processes related to the visual arts.

Students enjoy literacy rich opportunities with the school librarian. Students will hear and participatein stories.

“Ever since the creation of the world His invisible nature, namely, His eternal power and deity, has beenclearly perceived in the things that have been made.” [Rom1:19-20] Students have opportunities toexplore, experiment, hypothesize, question and develop science concepts with our Science EnhancementCoordinator.



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Pre-School Specials Classes

“The principal goal of education in the schoolsshould be creating men and women who are

capable of doing new things, not simply repeatingwhat other generations have done.”

Jean Piaget

Three-Year- Old Program

Four-Year- Old Program

Music Spanish Art Library ScienceExplorers

1x / week 1x / week 1x / week 1x / week 1x / month@ 30 min @ 30 min @ 30 min @ 30 min @ 30 min

1x / week 1x / week 1x / week 1x / week 1x / 2 weeks@ 30 min @ 30 min @ 30 min @ 30 min @ 30 min

Music

Spanish

Art

Library

ScienceExplorers



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Pre-School Learning Centers

Learning Centers allow students to work independently in designated areas and offer students access toinstructional materials in a hands-on environment. Materials in each center change regularly.

Children express creativity, observecause and effect with a variety ofmediums, increase small muscledevelopment, learn colors, shapes, andtextures, develop aesthetic appreciationand independent work skills.

Children improve conceptualdevelopment and turn taking skillswhile playing a variety of board andfolder games.

Children match, sort, and sequencematerials. Manipulative use improvessmall muscle development and eye-hand coordination.

Children develop reading readinessskills as they look at books and listen tostories.

Children explore, experiment,hypothesize, question, and developconcepts using real objects. Materialsinclude investigations in life, physical,earth/space science.

Children develop number skills throughgames and activities.

Children develop sensory awarenesswith materials such as sand, water, and rice. They compare characteristicsby sifting, pouring, comparing, andexperimenting with the materials.

Children develop creative expression,imagination, social interaction skills,and work through problems byreenacting real life experiences.

Children design and create structureswhile developing muscles and experi-menting with size, shape, and weight.

Children experiment with a variety of instruments to discover how theymake sounds.

Art

Games

Manipulative/Fine Motor Center

Language/Literacy

Science

Math

Sensory Center

DramaticPlay

ConstructionCenter

Music



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Kindergarten Preparatory

The Kindergarten Preparatory (K-Prep) Program is designed for those students who are of Kindergarten age butwould benefit from the gift of extra time, thus affording them the opportunity to expand their experientialbackground and further develop the skills necessary to be successful in Kindergarten. Developmental readinessincludes such behaviors as student awareness of the world around them, awareness of their own body, the abilityto follow multi-step directions, take turns, and transition smoothly from one activity to another. The K-PrepProgram offers more overt cues for these behaviors as it acknowledges a still developing ability of students towork independently.

Our K-Prep program is a great choice for young five-year-olds as it helps students approach and masterKindergarten skills in a way that fits their ability to learn. Most K-Prep students transition to full-dayKindergarten the following year, after which they are ready to succeed in first grade.

Students learn that each of us is created in God’s image and He loves us dearly. Character development isemphasized as students learn the impact of their daily choices on their relationship with God as well aswith one another. Students practice prayer and look for God’s answers. The steps to salvation areintroduced and biblical principles are integrated into all subject areas, helping students see how Godrelates to everything. Students participate in service projects to grow their faith. Students regularlymemorize Scripture and attend chapel worship in the classroom setting.

Teachers use phonemic awareness to help students associate letters with sounds, providing the foundationfor reading. Teachers model and invite students into the love of reading through quality literature. Studentslearn print conventions, sequencing, and story patterns leading to reading readiness. Reading becomes theinteraction of the reader and the text and allows students to find meaning in print. Students practicewriting conventions in daily journals as they apply letter-sound relationships and story telling techniques.Students express thoughts and feelings using age-appropriate sentences and vocabulary and learn to listenrespectfully to others.

Students are taught that God’s orderliness and mystery are reflected in mathematics. Students developnumber sense, concepts of one-to-one correspondence, practice groupings and comparisons. Concepts ofpatterns, sequences, less-then, more-than, measurement and early addition are developed. Studentsbecome problem solvers as questions are posed. Instruction is grounded in manipulatives, problem-solving, collaborative work and ties to language.

Students begin to acquire an awareness and understanding of the world, specifically the communities offamily, school, and neighborhood. As a member of multiple communities, students learn the importanceof their uniqueness as a child of God, respect for others who may be different, and the interconnectednessof all of us. Students learn to make decisions and take responsibility for their own choices.

Through science students begin to learn to be stewards to care for humanity and conserve resources forthe glory of God. Students become responsible and independent science learners through an organizedprogression of class presentations, hands-on activities, and laboratory investigations that emphasizescientific process and develop critical thinking skills. Units of study include conservation; weather; water.air and sunlight; plant and animal habitats/characteristics; magnets; colors and shapes in nature;and matter.

ChristianStudies

Reading

Math

SocialStudies

Science



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Kindergarten Preparatory Daily Schedule

12:20 pm – 12:35 pm Children Arrive and settle in

12:35 pm – 1:05 pm Specials Classes on varying days: Art, Music, PE, Library, Computer Lab

1:10 pm – 1:25 pm Meeting Time; Whole group lesson in reading or writing skill

1:30 pm – 2:00 pm Small Group Instruction and Learning Centers

2:00 pm – 2:15 pm Snack and Recess

2:20 pm – 2:50 pm Continued Small Group Time / free choice Learning Centers

2:55 pm – 3:10 pm Closing Meeting

3:15 pm Dismiss

“…play is the principal businessof childhood.”

Jerome S. Bruner, 1990



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Half Day Kindergarten

The Half Day Kindergarten is for those students who are ready for an academically challenging program.Parents often consider this program because it better suits the family schedule or it allows the parents to providelearning and experiences of their choice in the afternoon. The goals for student learning are the same as Full DayKindergarten, but experiences extending those concepts are constrained by time.

Full Day Kindergarten

The Full Day Kindergarten is for those students who are ready for an academically challenging program.

The Half Day and Full Day Kindergarten Programs are well suited to the child who is able to transition from oneactivity to another, take turns, work independently, and attend to a task for an appropriate length of time. It isdesigned for students who have turned five-years old by September 30 and who have an academic foundation asa result of one of more years of pre-school.

Christian studies at this level focuses on student understanding that God uniquely created all of us, andHe loves us. Character development is emphasized as students learn the impact of their daily choices ontheir relationship with God as well as with one another. Students practice prayer and look for God’sanswers. The steps to salvation are explained and Bible stories are taught and discussed, always with thepurpose of applying the lessons to their lives. Scripture is also integrated into all subject areas. Studentsparticipate in service projects to grow their faith. Students regularly memorize Scripture and attendweekly chapels.

Students learn that language is a gift from God and should be used to glorify and serve Him. Studentscontinue phonemic awareness training as they make connections between oral and written language.Reading materials include charts, poems, Bible verses, big books, and individual books. Students developeye-hand coordination and practice handwriting while they begin using D’Nealian letters. Students solveproblems and express feelings using language.

Math is a tool that helps students understand God’s precise, orderly, and sometimes mysterious creation.Students explore patterns through various activities. Number sense develops through skip counting.Students investigate geometry concepts by making maps, using shapes, and geoboards. Students measurein both standard and non-standard units. Students practice estimation, telling time, and graphing.Instruction is grounded in manipulatives, problem-solving, collaborative work, and ties to language.

Students begin to appreciate their personal heritage and cultural differences as they evaluate their role andresponsibility as citizens in God’s creation. Beginning with the family and expanding to the classroom andthe school community, students learn to make and take responsibility for their own choices. As a memberof multiple communities, students learn the importance of their uniqueness as a child of God, respect forothers who may be different, and the interconnectedness of all of us.

Science is a method of inquiry founded upon the order of the natural world and the design of its Creator.Students become responsible and independent learners through an organized progression of classpresentations, hands-on activities, and laboratory investigations that emphasize scientific process anddevelop critical thinking skills. Students practice safe and appropriate use of scientific instruments,materials, equipment and procedures. Units of study include seasons; weather; personal safety; magnets;earth and sky; plant life cycle; properties of water; nutrition; uniqueness of human body; the five senses,and matter.

ChristianStudies

Reading

Math

SocialStudies

Science



11

Half Day Kindergarten Daily Schedule

8:30 am – 8:40 am Children arrive; journal writing

8:40 am – 8:50 am Morning Meeting: calendar, weather songs, Bible memory verses, prayer

8:50 am – 9:15 am Whole Group Instruction: Big Book, Science / Social Studies / Health

9:15 am – 9:45 am Small Group Instruction: Guided Reading Groups and Learning Centers

9:45 am – 10:00 am Recess and Snack

10:00 am – 10:15 am Christian Studies

10:15 am – 10:50 am Math: Small and Whole Group Instruction

11:00 am – 11:30 am Specials Classes: Art, Music, PE, Spanish, Library, Computer Lab

11:30 am – 11:40 am Clean up, Pack up, Dismiss

Full Day Kindergarten Daily Schedule

8:30 am – 8:45 am Children arrive, table activities, journal writing

8:45 am – 9:00 am Morning Meeting: calendar, weather, songs, Bible memory verses, prayer

9:00 am – 9:55 am Snack and Story

9:55 am – 10:10 am Recess

10:10 am – 11:10 am Rotating activities in SmallGroups, Learning Centers

11:10 am Prepare for lunch

11:20 am – 12:00 pm Lunch and Recess

12:10 pm – 1:00 pm Specials Classes: Art, Music, PE, Spanish, Library, Computer Lab,

1:00 pm – 2:00 pm Math: Large / Small Group Instruction

2:00 pm – 2:15 pm Recess

2:15 pm – 2:40 pm Science / Social Studies / Health

2:40 pm – 3:00 pm Christian Studies

3:00 pm – 3:10 pm Closing meeting

3:10 pm – 3:15 pm Dismiss

“We need to cultivate an atmosphere of reciprocal help andsocialization. Implicit in this is a decisive response to a child’sneed to feel whole. Feeling whole is a biological and cultural

necessity for the child. It is a vital state of well-being.”Loris Malaguzzi



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K-Prep, Half Day, and Full Day Kindergarten Specials Classes

PhysicalEducation

ScienceLab

ComputerLabMusic Art Library Spanish

1x / week 1x / week 1x / week 1x / week quarterly 1x / week@ 30 min @ 30 min @ 30 min @ 30 min @ 30 min

1x / week 1x / week 1x / week 1x / week quarterly 1x / week 1x / week@ 30 min @ 30 min @ 30 min @ 30 min @ 30 min @ 30 min

2x / week 2x / week 1x / week 1x / week quarterly 1x / week 1x / week@ 30 min @ 30 min @ 45 min @ 30 min @ 30 min @ 30 min

KindergartenPreparatory

Half DayKindergarten

Full DayKindergarten

Students sing/perform on instruments, alone and with others, a varied repertoire of music includingselections of Christian story and praise. Rhythmic movements are incorporated with songs, many of whichrelate to Bible stories and reinforce Scripture.

Students apply movement concepts and principles to learning and developing motor skills. Cooperativebehavior and the ability to use combined movement skills and strategies in recreation/leisure sports isencouraged. Responsible personal, social and Christian behavior in physical activity is expected. Studentsare taught the importance of achieving and maintaining a health-enhancing level of physical fitness.

Students develop visual awareness of God’s creation in order to produce an individual artistic awareness.The use and care of materials and tools is learned and various media, techniques, and processes related tothe visual arts are practiced. The visual arts are related to history and cultures being studied in theclassrooms. Students are encouraged to value the characteristics, value and merits of one’s own artworkand the artwork of others.

Students begin to understand the function of the school library and are invited into the joy of readingthrough story time and choosing books. Students practice locating books in the library for both personaland academic purposes. Students select literature by genre based on need and personal enjoyment.

Students learn and apply skills, concepts, processes related to scientific inquiry. Safe and appropriate usesof scientific instruments, materials, equipment, and procedures are practiced.

Students learn and demonstrate basic computer skills. Social and ethical responsibility in regard totechnology as related to biblical principles is introduced.

Students begin to learn and appreciate the Spanish Language and Hispanic Culture using everyday namingwords, greetings and situational phrases in conversation, and are introduced to Hispanic cultural events.Included are Bible verses, Christian holidays, songs, and the joy of seeing God’s world through anotherlanguage and culture.

Music

PhysicalEducation

Art

Library

ScienceLab

Computer Lab

Spanish



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K-Prep, Half Day and Full Day Kindergarten Learning Centers

Learning Centers allow students to work independently in designated areas and offer students access toinstructional materials in a hands-on environment. Materials in each center change regularly.

Children express creativity, observecause and effect with a variety ofmediums, increase small muscledevelopment, learn colors, shapes, andtextures, develop aesthetic appreciationand independent work skills.

Children improve conceptualdevelopment and turn taking skillswhile playing a variety of board andfolder games.

Children match, sort, and sequencematerials. Manipulative use improvessmall muscle development, and eye-hand coordination.

Children develop reading readinessskills as they look at books and listen tostories.

Children use a variety of computerprograms.

Children explore, experiment,hypothesize, question, and developconcepts using real objects.

Children develop number skills throughgames and activities.

Children develop sensory awarenesswith materials such as sand, water orrice. They compare characteristics bysifting, pouring, comparing, andexperimenting with the materials.

Children develop creative expression,imagination, social interaction skills,and work through problems byreenacting real life experiences.

Children design and create structureswhile developing muscles and experi-menting with size, shape, and weight.

Children experiment with a variety of instruments to discover how theymake sounds.

Art

Games

Manipulatives

Books

Computer/typing center

Science

Math

Sand/Sensory Table

DramaticPlay

Blocks

Music

Pre-School Optional Programs

Morning and Afternoon Extended Care Programs are designed to provide extended opportunities for learning aligned to thePre-School curriculum. The topics students explore during the pre-school session find further expression and variety duringthe extended care portion of the day. Children benefit from the congruity of topics, materials, and instructional approacheswhile also having longer periods of time to make choices and explore.

Before School Care: 7:30 am to 8:30 amIf enrolled, Preschool children may be dropped off in the morning as early as 7:30 am where they will be supervised byour Aide Staff until Preschool or Extended Day Care begins at 8:30 am. They will have a light breakfast and then havetime to engage in a variety of recreational activities and opportunities that encourage socialization and problem solving.

Morning Extended Day Care: 8:30 am to 12:00 noon for 4 yr oldChildren in the Preschool may enroll in the morning from 8:30 am until noon each day that they attend Preschool. Childrenwill have lunch, rest/nap time, and engage in a variety of enriching activities including “Theme Days” such as Circus Day,Zoo Day, Explorers Day, special art projects, creative movement, cooking, and science explorations.

Afternoon Extended Day Care: 11:30 am to 3:00 pmChildren in the Preschool may enroll in the afternoons from end of Preschool at 11:30 am until 3:00 pm each day that theyattend Preschool. Children will have lunch, rest/nap time, and engage in a variety of enriching activities including “ThemeDays” such as Circus Day, Zoo Day, Explorers Day, special art projects, creative movement, cooking, and scienceexplorations.

After School Care: 3:00 pm to 6:00 pmChildren in the Preschool may enroll for After School Care from 3:00 pm to 6:00 pm or any portion of that time period forthe same fee. They will be supervised by our Aide Staff in a safe and stimulating environment. Children will haveopportunities to play with friends and participate in a variety of recreational activities. Music, creative art, dramatic play,and lots of outdoor play are planned to encourage socialization and problem solving.

CINCINNATI HILLS CHRISTIAN ACADEMYEDYTH B. LINDNER ELEMENTARY SCHOOLSoaring Start Pre-School & Kindergarten Programs

11312 Snider Road, Cincinnati, OH 45249513-247-0900

ADMINISTRATIVE OFFICES11525 Snider Road ~ Cincinnati, Ohio 45249513-247-0900 ~ http://www.chca-oh.org

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