Early Childhood at the Haines Center
305 S 9th St
St. Charles, IL 60174
District 303 schools and Administration Center will be closed December 24 - January 1st. Offices will reopen January 2, 2025.
The Early Childhood classroom is a structured play-based environment where children are engaged in developmentally appropriate activities aligned with Creative Curriculum Gold Objectives for Development and the Illinois Early Learning and Development Standards. Children's skills in all areas of development are monitored throughout the school year using Teaching Strategies Gold assessment process and progress reports go out to parents three times per year.
St. Charles Early Childhood program uses the Creative Curriculum as the framework for the preschool program. This is a developmentally appropriate curriculum that is accepted by The National Association of Education for Young Children. A variety of active and quiet work/play centers are provided so children can make choices, create, and interact with peers within their environment. The materials used provide concrete experiences and are adaptable to the many different play and developmental levels of children. The teachers also develop "Units of Study" that thematically complement the children, their cultures, and the community.
The Second Step early learning program teaches skills to build self-regulation and social-emotional competence, both important for kindergarten readiness and school and life success. Children learn and practice vital skills for listening and paying attention, having empathy, managing emotions, building friendships, and solving problems with others. The Second Step program has been shown to reduce behavior problems, improve classroom climate by building feelings of inclusiveness and respect, and increase children's sense of confidence and responsibility. The program includes themes with short learning activities, visual supports, puppets, and songs.
Consistent daily learning schedules provide children with a balance of experiences, including large/small group activities, indoor/outdoor play, and teacher-directed/self-directed learning opportunities. While we remain flexible in our daily schedule to meet the needs and interests of our students, a typical routine generally includes:
1. Student Arrival: Includes individual greetings, hang coats, empty backpacks, folders, and library books, attendance, independent reading, and sign-in activities.
2. Circle Time: Children sing songs and fingerplays, share views, complete attendance, talk about the day's activities and choices. Activities include: stories, dramatics, literacy, music, dance, and games.
3. Choice Time: One hour of uninterrupted child-initiated play at interest centers which include: blocks and floor toys, dramatic play, table toys/manipulatives/games, open-ended art center, science center library area, sensory/water table, writing table, and computers is provided daily. Teachers plan and integrate learner objectives/outcomes throughout play activities. Snack is incorporated during choice/center time. Children sit together for a self-serve snack. During this time children have opportunities to make requests, use self-help skills, and practice conversation.
4. Clean Up: Children sort, categorize, and organize as they put away the materials.
5. Centers/Small Group: Children participate in small group, teacher-directed activities designed to meet each child's individual needs. Topics may include: graphs, charts, games, writing, communication, and academic skills.
6. Gross Motor: Children will participate in 20-30 minutes of gross motor activities such as playground equipment, balls, group games, etc. Gross motor will be used outside weather permitting. During inclement weather children will have indoor gross motor play. Children will play outside daily when the real feel temperature is above 15 degrees with the wind chill.
7. Closing Activities: Class reviews activities from the day and document their work and play on their daily sheets. Children are encouraged to put on coats and backpacks independently.
Staff Qualifications/Ratio
All teachers have Bachelors and/or Masters degrees and hold an Illinois State Board of Education Professional Educator License with endorsements in Early Childhood Special Education/Special Education and English as a Second Language.
Classroom Teaching Assistants hold ISBE Paraprofessional Licensure. Each classroom is staffed with a teacher and two teaching assistants.
Program staff also include licensed speech and language pathologists, psychologists, occupational therapists, physical therapists, and a nurse to support students who may require identified supports and services.
Communication with Families
