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CINCINNATI HILLS CHRISTIAN ACADEMY EDYTH B. LINDNER ELEMENTARY SCHOOL Early Learning Program Statement

Three-Year-Old Program Four-Year-Old Program Kindergarten Preparatory Half Day Kindergarten Full Day Kindergarten


CINCINNATI HILLS CHRISTIAN ACADEMY VISION Cincinnati Hills Christian Academy will unleash each student’s God-given gifts through Christ-centered academic excellence. We are devoted to developing the whole person, and instilling a lifelong passion for learning, leading and serving. Cincinnati Hills Christian Academy…

Unleashing a passion - To learn, To lead, To serve.

MISSION Cincinnati Hills Christian Academy is a Christ-Centered, Non-Denominational, College Preparatory Academy that exists to: Prepare students intellectually and spiritually for success in higher education and to impact and influence the world according 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 VALUES 1. 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 intentionally enroll a student body, faculty and staff that reflect the socioeconomic and racial make-up of the community in which we 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 5/31/2011


CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program Purpose of the Early Childhood Education Programs CHCA’s Edyth B. Lindner Elementary School offers high quality Pre-School and Kindergarten Programs to our school 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 each child by meeting each student’s cognitive, language, social, physical, emotional, creative and spiritual needs and 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 their children. “Raise up a child in the way he should go and when he is old he will not depart from it.” [Proverbs 22:6] The Programs provide opportunities for parents and teachers to develop strong relationships that will positively 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 make meaning of their world. Students construct their knowledge through movement, exploration, use of a variety of materials, 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 and knowledge that children bring to school in combination with their natural sense of curiosity, a sense of wonder and joyful exuberance. The curriculum provides age-appropriate, high quality academics based on standards derived from national standards documents, the National Association for the Education of Young Children, current research on brainbased learning, and State of Ohio Early Learning Content Standards in all content areas. CHCA teachers have enumerated and refined these benchmarks and have integrated all areas with a Christian worldview. The CHCA curriculum provides meaningful, engaged, effective learning. It is well planned and organized with instructional strategies to support, to challenge, to link current learning to experience and previous learning, and to extend children’s abilities and skills. The curriculum is rich in opportunities to solve problems, use language, develop new vocabulary and engage in intellectual activities. A multi-disciplinary thematic approach to learning allows all classroom experiences, learning centers and activities to center around a theme so children make connections and construct knowledge. Early Learning Program Philosophy The philosophy of the Early Learning Program is based on the fact that “Children are a gift from the Lord; they are a real blessing” [Psalm 127:3]. CHCA values the whole child and acknowledges each child as having unique experiences, interests and cultural values that must be recognized and respected. We believe that all children have preparedness, curiosity and interest in engaging in social interactions, establishing relationships, constructing meaning, and negotiating their environment. In the Early Learning Program children choose from a wide range of developmentally age-appropriate opportunities and activities including interactions with other children, interactions with loving, Christ-centered teachers, explorations with manipulatives, as well as experience problems to solve, creative dramatics, music, art, and large and fine motor development. The Program provides a balance of self-directed and teacher-directed activities to help children develop a positive self image and offers opportunities for individual and group work and play. CHCA’s objective is to help children realize their potential while meeting their developmental needs. Sandy Breitholle, M.Ed. Early Learning Program Director Edyth B. Lindner Elementary School Principal

Revised 6/2014

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CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program Three-Year-Old Program The Three-Year-Old Program offers a wonderful beginning to a child’s education. Children are provided opportunities to expand their learning and experiences through interactions with other children, interactions with a loving Christian teacher, explorations with manipulatives, creative dramatics, and large and small motor development. The objective of this program is to help children realize their potential while meeting their developmental needs which assures a smooth transition on to the next academic year. Children must be three years 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 Christian Studies

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

Language Arts

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 of print, develop phonological awareness by hearing stories, rhymes, playing games and in interaction with adults who model and value language and value children. Children learn to listen to and talk about books that 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 with books. The pre-school environment is literacy rich.

Math

Young children’s knowledge of mathematics is constructed over time where mathematics experiences are woven throughout the curriculum, follow logical sequences, allow for depth and focus and connect to the child’s development of knowledge and skills. Carefully planned experiences focus attention on particular mathematical concepts. Instruction includes: developing in students’ number sense and counting; ideas of groupings 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.

Social Studies

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

Science

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

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CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program Three-Year-Old Classroom Practices provide children with safe, challenging and joyful places that free them to learn. Morning Meeting: gathering as a whole class to greet one another, share news, pray and give prayer requests, and set expectations for the morning’s activities.

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

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

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

Logical Consequences: responding to behavior that allows children to fix and learn from mistakes while preserving their dignity.

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

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

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

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

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

Three-Year-Old Daily Schedule Students experience the following sequence of instructional activities during the Three Year Old daily schedule. Each activity is welcoming and affirming to children and is intended to engage the student’s interest on cognitive, emotional and social, spiritual and physical levels. Children arrive and get settled and engage in free choice Morning Meeting Activity Time: Learning Centers, Small Group Instruction; Individual Activities Story Time / Language Development / Project Work / Special Activities Recess Specials Classes: Art, Spanish, Library, Music, Science Explorers Closing Meeting / Prepare to go home Dismiss

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CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program Four-Year-Old Program The Four-Year-Old Program extends the philosophy, content, and skills of the Three-Year-Old Program, with no disadvantage to students entering at age four. Students grow in developmental readiness including such behaviors as student awareness of the world around them, awareness of their own body, the ability to follow directions, take turns, and transition smoothly from one activity to another. The Four-Year-Old Program offers more overt cues for these behaviors as it acknowledges a still developing ability of students to work independently. Children must be four years old by September 30 in order to be considered for placement into this program. Christian Studies

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

Language Arts

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 of print, develop phonological awareness by hearing stories, rhymes, playing games and in interaction with adults who model and value language and value children. Children learn to listen to and talk about books that 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 with books. The pre-school environment is literacy rich.

Math

Young children’s knowledge of mathematics is constructed over time where mathematics experiences are woven throughout the curriculum, follow logical sequences, allow for depth and focus and connect to the child’s development of knowledge and skills. Carefully planned experiences focus attention on particular mathematical concepts. Instruction includes: developing in students’ number sense and counting; ideas of groupings 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.

Social Studies

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

Science

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

“The job of a teacher is to excite in the young a boundless sense of curiosity about life, so that the growing child shall come to apprehend it with an excitement tempered by awe and wonder.” John Garrett, 1977

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CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program Four-Year-Old Classroom Practices provide children with safe, challenging and joyful places that free them to learn. Morning Meeting: gathering as a whole class to greet one another, share news, pray and give prayer requests, and set expectations for the morning’s activities.

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

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

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

Logical Consequences: responding to behavior that allows children to fix and learn from mistakes while preserving their dignity.

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

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

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

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

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

Four-Year-Old Daily Schedule Students experience the following sequence of instructional activities during the Three Year Old daily schedule. Each activity is welcoming and affirming to children and is intended to engage the student’s interest on cognitive, emotional and social, spiritual and physical levels. Welcome and free choice Group Meeting Center Time: Learning Centers include a wide range of reading, language arts, math, science, health, and social studies activities / Small Group Instruction / Individual Instruction Large muscle play / recess Specials: Art, Spanish, Library, Music, Science Explorers Free Choice / Assignments / Special Activities Closing Meeting Prepare to Dismiss Dismiss

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CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program Three and Four-Year-Old Specials Classes Music

Spanish

Art

Library

Science Explorers

Three-YearOld Program

1x / week @ 20 min

1x / week @ 20 min

1x / week @ 20 min

1x / week @ 20 min

1x / month @ 30 min

Four-YearOld Program

1x / week @ 20 min

1x / week @ 20 min

1x / week @ 20 min

1x / week @ 20 min

1x / 2 weeks @ 20 min

Music

“Make a joyful noise unto the Lord….” Children enjoy many opportunities to explore sound through singing, moving, listening, and playing rhythm instruments, as well as introductory experiences with verbalization 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.

Spanish

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

Art

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

Library

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

Science Explorers

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

“The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.” Jean Piaget

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CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program Three and Four-Year-Old Learning Centers Learning Centers allow students to work independently in designated areas and offer students access to instructional materials in a hands-on environment. Materials in each center change regularly. Art

Children express creativity, observe cause and effect with a variety of mediums, increase small muscle development, learn colors, shapes, and textures, develop aesthetic appreciation and independent work skills.

Games

Children improve conceptual development and turn taking skills while playing a variety of board and folder games.

Manipulative/ Children match, sort, and sequence materials. Manipulative use improves Fine Motor small muscle development and Center eye-hand coordination.

Language/ Literacy

Children develop reading readiness skills as they look at books and listen to stories.

Science

Children explore, experiment, hypothesize, question, and develop concepts using real objects. Materials include investigations in life, physical, earth/space science.

Math

Children develop number through games and activities.

Sensory Center

Children develop sensory awareness with materials such as sand, water, and rice. They compare characteristics by sifting, pouring, comparing, and experimenting with the materials.

Dramatic Play

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

Construction Center

Children design and create structures while developing muscles and experimenting with size, shape, and weight.

Music

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

skills

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CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program Kindergarten Preparatory The Kindergarten Preparatory (K-Prep) Program is designed for those students who are of Kindergarten age but would benefit from the gift of extra time, thus affording them the opportunity to expand their experiential background and further develop the skills necessary to be successful in Kindergarten. Developmental readiness includes such behaviors as student awareness of the world around them, awareness of their own body, the ability to follow multi-step directions, take turns, and transition smoothly from one activity to another. The K-Prep Program offers more overt cues for these behaviors as it acknowledges a still developing ability of students to work independently. Our K-Prep program is a great choice for young five-year-olds as it helps students approach and master Kindergarten skills in a way that fits their ability to learn. Most K-Prep students transition to full-day Kindergarten the following year, after which they are ready to succeed in first grade. Christian Studies

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

Reading

Teachers use phonemic awareness to help students associate letters with sounds, providing the foundation for reading. Teachers model and invite students into the love of reading through quality literature. Students learn print conventions, sequencing, and story patterns leading to reading readiness. Reading becomes the interaction of the reader and the text and allows students to find meaning in print. Students practice writing 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 listen respectfully to others.

Math

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

Social Studies

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

Science

Through science students begin to learn to be stewards to care for humanity and conserve resources for the glory of God. Students become responsible and independent science learners through an organized progression of class presentations, hands-on activities, and laboratory investigations that emphasize scientific 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.

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CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program Kindergarten Preparatory Daily Schedule The Kindergarten Preparatory Program builds on the preschool experience and welcomes and affirms children. Students begin the transition to increased independence and the ability to persist at tasks, take turns, engage positively with others, and grow in cognition, grow socially, developmentally, and exercise increased levels of independence and self control. A loving learning environment supports individual student growth. The following sequence of activities makes up the Kindergarten preparatory daily schedule. Children Arrive and settle in Specials Classes on varying days: Art, Music, Physical Education, Library, Computer Lab Small Group Instruction and Learning Centers Snack and Recess Continued Small Group Time / Free Choice / Learning Centers Closing Meeting Dismiss

“…play is the principal business of childhood.” Jerome S. Bruner, 1990

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CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program Half Day Kindergarten 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 provide learning and experiences of their choice in the afternoon. The goals for student learning are the same as Full Day Kindergarten, but experiences extending those concepts are constrained by time. Full Day Kindergarten 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 one activity to another, take turns, work independently, and attend to a task for an appropriate length of time. It is designed for students who have turned five-years old by September 30 and who have an academic foundation as a result of one of more years of pre-school. Christian Studies

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

Reading

Students learn that language is a gift from God and should be used to glorify and serve Him. Students continue 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 develop eye-hand coordination and practice handwriting while they begin using D’Nealian letters. Students solve problems and express feelings using language.

Math

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 measure in 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.

Social Studies

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

Science

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 class presentations, hands-on activities, and laboratory investigations that emphasize scientific process and develop 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.

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CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program The Kindergarten Program builds on the preschool experience and welcomes and affirms children. Students begin the transition to increased independence and the ability to persist at tasks, take turns, engage positively with others and grow in cognition, grow socially and developmentally, and exercise increased levels of independence and self control. A loving learning environment supports individual student growth. The following sequence of activities makes up the Half Day and Full Day Kindergarten daily schedules.

Half Day Kindergarten Daily Schedule

Full Day Kindergarten Daily Schedule

Children arrive; journal writing

Children arrive, table activities, journal writing

Morning Meeting: calendar, weather songs, Bible memory verses, prayer

Morning Meeting: calendar, weather, songs, Bible memory verses, prayer

Whole Group Instruction: Big Book, Science / Social Studies / Health

Snack and Story Recess

Small Group Instruction: Guided Reading groups and Learning Centers

Rotating activities in small groups, learning centers

Recess and Snack

Prepare for lunch

Christian Studies

Lunch and Recess

Math: Small and Whole Group Instruction

Specials Classes: Art, Music, PE, Spanish, Library, Computer Lab,

Specials Classes: Art, Music, PE, Spanish, Library, Computer Lab

Math: large/small group instruction

Clean up, Pack up, Dismiss

Recess Science / Social Studies / Health Christian Studies Closing meeting Dismiss

“We need to cultivate an atmosphere of reciprocal help and socialization. Implicit in this is a decisive response to a child’s need 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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CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program K-Prep, Half Day, and Full Day Kindergarten Specials Classes Music

Physical Education

Art

Library

Science Lab

Computer Lab

Kindergarten Preparatory

1x / week @ 30 min

1x / week @ 30 min

1x / week @ 30 min

1x / week @ 30 min

quarterly

1x / week @ 30 min

Half Day Kindergarten

1x / week @ 30 min

1x / week @ 30 min

1x / week @ 50 min

1x / week @ 30 min

quarterly

1x / week @ 30 min

1x / week @ 30 min

Full Day Kindergarten

2x / week @ 30 min

2x / week @ 30 min

1x / week @ 50 min

1x / week @ 30 min

quarterly

1x / week @ 30 min

1x / week @ 30 min

Music

Spanish

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

Students apply movement concepts and principles to learning and developing motor skills. Cooperative Physical Education behavior and the ability to use combined movement skills and strategies in recreation/leisure sports is

encouraged. Responsible personal, social and Christian behavior in physical activity is expected. Students are taught the importance of achieving and maintaining a health-enhancing level of physical fitness.

Art

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 to the visual arts are practiced. The visual arts are related to history and cultures being studied in the classrooms. Students are encouraged to value the characteristics, value and merits of one’s own artwork and the artwork of others.

Library

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

Science Lab

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

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

Students begin to learn and appreciate the Spanish Language and Hispanic Culture using everyday naming words, 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 another language and culture.

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CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program K-Prep, Half Day and Full Day Kindergarten Learning Centers Learning Centers allow students to work independently in designated areas and offer students access to instructional materials in a hands-on environment. Materials in each center change regularly. Art

Children express creativity, observe cause and effect with a variety of mediums, increase small muscle development, learn colors, shapes, and textures, develop aesthetic appreciation and independent work skills.

Games

Children improve conceptual development and turn taking skills while playing a variety of board and folder games.

Manipulatives Children match, sort, and sequence materials. Manipulative use improves small muscle development, and eye-hand coordination.

Books

Children develop reading readiness skills as they look at books and listen to stories.

Computer/ typing center

Children use a variety of computer programs.

Science

Children explore, experiment, hypothesize, question, and develop concepts using real objects.

Math

Children develop number through games and activities.

skills

Sand/Sensory Children develop sensory awareness with materials such as sand, water or Table rice. They compare characteristics by sifting, pouring, comparing, and experimenting with the materials.

Dramatic Play

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

Blocks

Children design and create structures while developing muscles and experimenting with size, shape, and weight.

Music

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

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CINCINNATI HILLS CHRISTIAN ACADEMY Edyth B. Lindner Elementary School Early Learning Program

Early Learning Optional Programs Morning and Afternoon Extended Care Programs are designed to provide extended opportunities for learning aligned to the Pre-School curriculum. The topics students explore during the pre-school session find further expression and variety during the extended care portion of the day. Children benefit from the congruity of topics, materials, and instructional approaches while also having longer periods of time to make choices and explore. Before School Care: 7:30 am to 8:30 am If enrolled, Preschool children may be dropped off in the morning as early as 7:30 am where they will be supervised by our Aide Staff until Preschool or Extended Day Care begins at 8:30 am. They will have a light breakfast and then have time 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 old Children in the Preschool may enroll in the morning from 8:30 am until noon each day that they attend Preschool. Children will 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 pm Children in the Preschool may enroll in the afternoons from end of Preschool at 11:30 am until 3:00 pm each day that they attend Preschool. Children will 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. After School Care: 3:00 pm to 6:00 pm Children in the Preschool may enroll for After School Care from 3:00 pm to 6:00 pm or any portion of that time period for the same fee. They will be supervised by our Aide Staff in a safe and stimulating environment. Children will have opportunities 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 ACADEMY EDYTH B. LINDNER ELEMENTARY SCHOOL Early Learning Programs 11312 Snider Road, Cincinnati, OH 45249 513-247-0900 ADMINISTRATIVE OFFICES 11525 Snider Road ~ Cincinnati, Ohio 45249 513-247-0900 ~ http://www.chca-oh.org

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