Preschool 

The Preschool Program at Westminster Catawba Christian School is committed to providing a high-quality, developmentally appropriate program for children ages three to five in partnership with their parents. Recognizing that each child is a unique, valuable creation of God, our goal is to lay the foundation for later learning by providing concrete experiences where children take in information perceptually as they manipulate objects and observe relationships in their environment. Direct and indirect instruction is implemented in an integrated curriculum using concrete activities. Believing all truth originates in God, the Bible is central to helping children develop their personality and learn about their world, as they are encouraged to reach their full potential in Him.

Being intimately acquainted with the maturational process of this age group, teachers help each child grow in all areas of development:

• Emotionally -- Children are impressionable imitators who learn through real world situations. Our teachers conduct themselves and their classrooms according to God's principles, giving children an example worth imitating. Children are humble by nature and will not exercise themselves in a situation beyond their developmental level. Teachers are sensitive to each student's individual needs and provide a loving, flexible environment where each child can reach his or her full potential without pressure to complete tasks beyond their developmental age.
• Cognitively -- Seeing things in part instead of as a whole, the developing mind of a child thinks differently from that of an adult. God gave children the natural ability to learn when placed in an appropriate environment. Their thoughts and actions are tied together, causing them to learn through experiences. Given time to explore the environment through their senses, children naturally collect new information and form new concepts. Our program provides an array of objects and events that children can explore and learn about with their senses. Play is one of the chief modes of learning and demonstrating their knowledge. Our program values and facilitates play as a vehicle for learning, both indoors and outdoors. Children learn to think and use information as they interact orally about new ideas. Oral language is encouraged in the classroom between students and teachers, as well as between peers. Teachers encourage children to think for themselves and use initiative in solving problems. Instead of readily answering questions, teachers talk with children, asking questions and providing experiences to guide them in reaching their own conclusions.
• Socially -- Young children are self-centered and unable to see another's point of view. Dramatic play and role playing helps them move from this stage to begin developing Godly social skills. Effective verbal communication with others is encouraged through creative expressions such as drawing, drama, puppets, and reading. Teachers encourage children to develop responsibility through activities which involve self-management and self-direction. Our program teaches children to operate according to God's principles for human relationships in families, communities and the world.
• Spiritually -- Understanding children are born into a world of sin, our primary responsibility is to pray and prepare the children's hearts so the Holy Spirit may bring a work of restoration and redemption in their lives. Teachers guide children to an understanding of God's love for them and His desire to be involved in every area of their lives. Children are encouraged to see themselves and their world through God's eyes. Discipline and structure are used to teach children how to develop a lifestyle of being conformed to the image of Jesus Christ.
• Physically -- Physical growth in children between three and five years old varies greatly with the individual child, but all develop a less toddler-like trunk and become less top-heavy. Gross-motor development is progressing rapidly as children begin to refine precious skills and develop new ones. Daily indoor and outdoor activities provide challenging opportunities to develop competence and confidence in gross-motor development. Children do not attain sophisticated manual dexterity during these years and may experience failure and frustration when asked to perform tasks requiring precise control of the hand muscles. We encourage children to develop their hand muscles and fine-motor skills through open-ended activities such as drawing, painting, working with play dough, or constructing with blocks.

Teachers view the children in their classes as individuals rather than as a group. Individualizing the program to suit particular children, the teachers can help each child reach their full potential based upon their level of development. Each child is evaluated through ongoing assessment techniques, such as interviews, observations and checklists. Prior to entering Kindergarten, each child is given the Gesell Institute's Developmental Observation for Kindergarten Assessment. Written narratives and conferences are used to inform parents about their child's development. Teachers emphasize parent involvement and value parents as partners and decision makers.

As we strive to excite children about learning, teachers provide activities that require children to develop skills rather than simply use them. Our program stresses oral language development, listening skills, fine and gross motor activities, placing little emphasis on pencil-paper work. We believe this developmental program provides an environment where children begin to develop their personalities based on a clear understanding and acceptance of themselves as unique creations in the image of God.