Welcome School Correlations to NAEYC & Nebraska State Preschool Education Standards

Although it is the intangibles that make Welcome School such an exceptional preschool experience, for those who might be interested, here are examples of how we meet early education standards.



 Social Development RelationshipsProgram promotes positive relationships. Self ConceptChild develops independence, confidence, and competence. Self –Help Skills: using the restroom, putting on outerwear, hanging belongings on personal hooks, cleaning up toys and center areas, speaking in front of the group
  Program fosters the child’s ability to contribute as a responsible community member. Child identifies own characteristics (name, age, family members, etc.) Star of the Week, Brown Bear Book, self portraits, group discussions, writing and spelling names, sharing take home bags, Mother’s and Father’s Night, Pledge of Allegiance
    Self ControlChild expresses feelings and shows concern for others. group time, group pretend play, snack time
    Child follows rules and routines. Daily arrival, sign in, snack time, circle time, center time clean up
    CooperationChild increases ability to sustain relationships. center time, group time, outdoor play
    Social RelationshipsChild interacts empathetically and cooperatively with adults and peers. Our program constantly models and encourages this behavior.
Emotional Development RelationshipsProgram encourages the child’s sense of worth and belonging. Knowledge of Family and CommunitiesChild understands and respects similarities and differences among adults and children in their program, home and community. trade books shared on topic, visits from librarians, fire department, police officers, and field trips to Gifford Farm and Fontenelle Forest
    Child expresses understanding of familiar locations in community. adults from the library, fire station, church, and forest visit in addition to trade books shared in group time and in library center
    Child uses familiar words to identify family members and workers in the community. create fire trucks, pretend centers like doctor’s office, farm, post office, pizza shop
 Physical Development CurriculumProgram promotes physical development. Fine (small) Motor SkillsChild uses finger and hand control to operate and use small objects to demonstrate fine motor coordination. Manipulative toys in centers, utilization of writing tools, scissors and other tools like paint brushes
    Child explores drawing and painting materials. Free Art center and daily art projects



Physical Development CurriculumProgram promotes physical development. Gross (large) Motor SkillsChild develops coordination, balance, spatial awareness and strength through gross motor activities. outdoor playground equipment,indoor climber, balance beam, mini-trampoline,  tricycles
    Child develops gross motor skills. See above
  Program promotes nutrition and health. Health Status and PracticesChild develops an awareness of health, nutrition and safety. daily snack, hand washing routine, doctor unit, dental health unit
    Child develops an understanding of the need for regular physical exercise and activity. outdoor play, use of indoor gross motor equipment
    NutritionChild shows knowledge of healthy eating and lifestyle habits. snack, trade books
    Child begins to develop interest in foods and eating styles of other cultures. classroom cooking projects, Cinco De Mayo Day, Chinese New Year, Farm unit, planting project in the spring, grinding wheat
    Child understands that healthy foods help him or her to grow and give energy to play and think.  
Language Development CurriculumProgram promotes language development. Listening and UnderstandingChild listens to directions and conversations with understanding. Expectation that children will complete multi step tasks i.e. art projects, and routines like cleaning up after snack and getting outerwear on prior to outdoor play.
    Child follows directions in sequences of actions. daily art activities, pretend centers, transitions
    Child listens to others and responds to feelings and expressed ideas. Modeled at all times.
    Child demonstrates understanding of English language. Modeled at all times through use of trade books and introduction to vocabulary associated with interest units. Letter of the week activities introduce words that begin with each letter.
    Speaking and CommunicatingChild communicates needs, wants, or thoughts. We focus on this skill area in all aspects of our program.
    Child communicates for a variety of purposes. Modeled at all times.
    Child uses English to share feelings and express ideas. Modeled at all times.
    Child uses new vocabulary that has been introduced. Modeled at all times through use of trade books and introduction to vocabulary associated with interest units.
    Phonological AwarenessChild shows knowledge of phonological awareness (hears and understand different sounds of language). Letter of the week activities i.e. show and tell object that begins with a letter, collages of words that begin with a letter, toys that begin with a letter
    Child progresses in listening and telling differences in phonemes (parts of sound in spoken word). Daily activities promote this, especially group time stories, songs and finger plays.
    Child recognizes the connection between spoken and written words. sign in upon arrival is often completed by writing specific alphabet letters, lyrics to songs are posted as classes learn them, books are read aloud daily, books on CD listening center
    Book Knowledge and AppreciationChild demonstrates interest in and appreciation of reading-related activities. Twice daily group time for stories, listening center w/ books on tape/CD, twice monthly visits from librarians who read, share songs and do finger plays and frequent family visitors who read aloud. Also, library center is a permanent center.
    Child increases knowledge about books and how they typically are read. See above.
    Child learns to sequence and predict a story. guided questions during stories, “what do you think comes next”, free art often becomes  book making time
    Print Awareness and ConceptsChild shows an awareness of print as a form of meaningful communication. Children sign in each day: a letter, a shape, his/her name, a color word etc.
    Child understands that each spoken word can be written down and read. Children’s words are printed on art projects as dictated to the teachers.
    Early Writing and Alphabet KnowledgeChild shows an interest in early writing. See above.
    Child progresses in the identification of letters. ongoing letter of the week activities
    Child recognizes and/or writes own name. Coat hooks have names on them. Children must put belongings on hooks daily. Children must find his/her nameeach morning at the sign in table. 
Cognitive Development CurriculumProgram promotes cognitive development. Initiative and CuriosityChild uses initiative, curiosity and persistence to learn about the world. pretend centers, themed play sets, group play tie, themed units
    Child engages in imaginative play. See above.
    Child increasingly uses communication to ask questions and seek answers. We focus on this skill area in all aspects of our program.
    Reasoning and Problem SolvingChild shows ability to classify, compare and contrast objects, events and experiences. matching and sorting activities
    Child tries several alternative methods to solve a problem and is highly involved and persistent. puzzles and manipulatives
    Child reflects on experiences and information, and interprets or draws conclusions based on the information. We focus on this in all aspects of our program. We encourage input during group time, but also while working in small groups or during snack time.
     Number and OperationsChild develops awareness of numerals. calendar time, 1:1 correspondence toys and manipulatives, children count classmates when lining up
    Child uses language to demonstrate understanding of space and time (next to, on top of, before, after, etc.) songs during group time, gross motor indoor games like “Doggie, Doggie, Where’s Your Bone?”
    Child develops an understanding of the counting process. See above.
    Geometry and Spatial SenseChild develops knowledge of geometric principles. toys, puzzles and manipulatives, student created shape books, trace shapes for sign in
    Child develops spatial sense.  
    Child groups objects together that are the same in some way and gives reasons for groupings. sorting toys
    Patterns and MeasurementChild develops knowledge of pattern s. lacing colored pasta, pattern play toys and manipulatives
    Child demonstrates use of measurement. filling a variety of containers in w/ various materials in sensory table
    Scientific Skills and MethodsChild develops scientific skills and methods.  
    Child uses sentences that include two or more ideas with descriptive details. No shortage of this glorious skill being displayed without much urging!
    Child uses senses, materials, events in nature, and the environment to investigate and expand knowledge. We purposely create an environment that fosters exploration, investigation, and excitement about learning.
    Scientific KnowledgeChild develops knowledge of the scientific process.  
    Child demonstrates understanding of simple cause and effect relationships. blowing bubbles in 2 liter bottles, mixing water colors to create secondary colors, grinding wheat to make flour, cooking projects
    Child shows interest in measurement of time, length, distance, and weight. calendar time, daily routine and use of time language to alert children to transitions
    Child develops increased ability to observe and discuss things that are common and things that are different. objects in science center i.e. pelts, skulls, giant pine cones, x rays, life- cycle models
    MusicChild is able to sing, play, move and create music, expressing individual imagination. keyboard/piano for playing music, daily song and dance during group time
    Child responds to music through movement. children frequently dance during group time to songs that dictate certain motions, use of scarves and bean bags to add additional interest
    Child is able to distinguish between different types of music (loud/soft, fast/slow, happy/sad, etc.) Songs sung daily, some specifically use various voices like whisper, baby, giant etc.
    ArtChild progresses in exploration and experimentation with new materials. daily art projects : teacher guided, free art, easel painting, play dough
    Child gains experience in making shapes and linear patterns. cutting various shapes for Holiday book, themed art projects like elves, torn paper trees, fire trucks
    Child broadens artistic exploration. Free art: paper, glue, collage materials, hole punchers, texture scissors, stamps, etc.
    Child uses materials to build and create a structure to represent another item (blocks become a castle, clay becomes a snake.) unit blocks, magnet blocks, play dough, cut paper in free art and teacher guided art projects.
    MovementChild expresses strong emphasis, steady beats and changing dynamics in various musical tempos and styles through movement. Children sing the weather song, days of the week song and patriotic song daily. Children also dance, clap, and use rhythm sticks and learn a variety of songs throughout the school year.
    Child demonstrates a sense of balance and body coordination. balance beam, indoor climber, outdoor equipment, tricycles, scooters
    Child represents experiences through movement. Bear Hunt song, Fire Truck song, and a variety of preschool themed “act it out” songs
    Dramatic PlayChild participates in a variety of dramatic play activities. themed pretend centers: farm, pizza shop, post office, doctor’s office, vet clinic, etc.
    Child imagines and clearly describes characters, their relationships and their environment in dramatic play situations. Themed toy sets include castles, fire stations, space station, doll houses and many others.


Leave a Reply

Your email address will not be published. Required fields are marked *