Curriculum is the heart of any learning program. It is defined as all the experiences activities, and interactions that foster children’s learning and development. Curriculum includes the nurturing relationships between teachers and children, the learning environment and activities, daily schedule, children’s skill assessments, and our partnership with families. It can be planned or spontaneous, individual or large-group. Our curriculum is comprised of all the care and learning that happens in our program.
first circle learning centers | parents handbook | curriculum
curriculum
mission + goals
Based on the highest standards of care and learning, the mission of our curriculum is to develop the critical skills, knowledge, habits, attitudes, dispositions, and character traits children need to thrive in school and life.
The goals of our curriculum are to support children in successfully meeting all developmental objectives, learning real world content, developing their imagination, curiosity, self-esteem and a love for learning. Our aim is to teach children to be confident, flexible, and resilient thinkers and learners, strong communicators, and excellent planners and decision-makers. We teach them to become compassionate and supportive friends, family members, and team players, and responsible citizens of the world around them. We help them develop the self-confidence and persistence to take on new challenges, and ready them for success in school and in life .
OVERVIEW
HOW CHILDREN LEARN
Our curriculum is built on core principles from years of early childhood education research, ensuring optimal learning for young children. Key tenets include:
- learning through play
We believe children learn best through play and that childhood should not be rushed. - balanced learning activities
We believe children need balance and our learning activities provide a balance between small-group and large-group, active and quiet, structured and flexible. - trusting relationships
We believe that teaching children to trust is the root of every good relationship. - positive learning environment
We believe children need a safe and stimulating learning environment in each classroom - hands-on exploration
We know that children learn best by doing and hands-on, active exploration. - family engagement
We believe in partnering with parents to support children’s learning.
WHAT CHILDREN LEARN
Our Connecting My World™ curriculum is designed to prepare children for kindergarten by building strong foundations in literacy, math, problem-solving, social-emotional development, and independence from infancy through K-prep.
- areas of learning
We teach the whole child. - learning objectives
We make sure children learn what they need to know. - real-world learning
We believe real-world learning makes it easier for children to apply what they learn in the real world. - personalized learning goals
We believe each child is on their own learning journey and support their journey through regular assessment of their development. - STEAM-based learning
We teach children 21st century skills. - ready for learning, ready for life
We know that success in school starts long before a child sets foot in a kindergarten classroom. - character building
We teach children the values, positive behaviors, and strong character traits to last a lifetime.
“Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning. Play is really the work of childhood.”
-FRED ROGERS
HOW CHILDREN LEARN
The first six years are crucial for growth and learning, and enrolling your child in an early childhood center ensures their social, emotional, and educational needs are met. Children progress through well-documented stages of development and understanding child development is the foundation of teaching young children. Our trained educators understand developmental stages and provide individualized guidance to support early learning as a foundation for future success.
LEARNING THROUGH PLAY
We believe children learn best through play and that childhood should not be rushed. Mr. Rogers knew what he was talking about! Research confirms that play enhances imagination, problem-solving, and lifelong learning more effectively than direct instruction. Without enough play, children may struggle with academic pressure.
Our curriculum is play-centered, promoting development through exploratory, imaginative, and physical play. Teachers engage children through guided, uninterrupted play, using teachable moments to enrich learning. With extended opportunities for self-directed play, both indoors and outdoors, children build essential skills in a natural and enjoyable way.
Each of the five areas of learning in Connecting My World supports learning though play as follows:
ME AND YOU
Through play, children learn to master many important social skills, such as cooperating, negotiating, taking turns, playing games with rules, and solving disagreements. Children also learn to regulate their emotions, thoughts, and feelings by exerting control over their play environments.
BRAINPOWER
Cognitive skills are developed as children learn to solve challenges though play. For example, they may consider such questions as: what does this do? Or, does this puzzle piece fit here? Children begin to understand logical thinking, cause and effect, and mathematical concepts as they experiment with, manipulate, and explore materials.
WORD SMART
Language skills develop as children interact with others. During play, children talk more, speak in longer sentences, and use more complex language. Pretend play allows children to practice creating and using symbols to represent other things, an important pre-literacy skill.
IMAGINE THAT
When children have open-ended opportunities to play with art materials, they develop their creativity and artistic skills. Their imaginations blossom as they explore dramatic play roles and listen to music.
HEALTHY ME
Physical skills are developed as a child learns to reach, grasp, crawl, run, climb, and balance. Fine motor skills are developed as children handle small toys. All of these skills can be developed inside the classroom as well as outside on the playground. Our classrooms spend a great deal of time exploring the outdoors. Research has shown that playing outside provides tremendous benefits for children: not only do children enjoy active play outdoors, it allows them to explore their environment, develop muscle strength and coordination, and gain self-confidence.
BALANCED LEARNING ACTIVITIES
We believe in a balanced approach to learning, incorporating structure and flexibility, individual and group activities, and a mix of child-initiated and teacher-led experiences. Our curriculum builds on prior knowledge, allowing children to reflect, revisit, and connect their learning.
Classrooms use intentional, age-appropriate activities within learning centers, including sensory play, language development, motor skills, music, art, science, storytelling, drama, cooking, and early math and reading. Teachers design engaging and adaptable activities to ensure all children can participate meaningfully in both small and large group settings. In addition, when considering learning activities, the teachers:
plan as well as guide them using the children’s interests and abilities
consider how long children are sitting
revisit concepts throughout the week to build confidence, reinforce learning, and support skill development
achieve a balance of teacher-directed and child-directed activities
offer feedback and encouragement to children who need it
build on children’s prior knowledge and experiences to create meaningful connections and support new learning
use a variety of engaging teaching strategies that reflect children’s interests, curiosity, and learning styles
encourage child involvement and discussion
work to engage all types of learners
TRUSTING RELATIONSHIPS
We believe trust is the foundation of strong relationships. Teacher-child relationships significantly impact social and emotional development, influencing confidence, persistence, enthusiasm, and academic success.
First Circle’s nurturing teachers build trust through respectful, caring interactions, clear and consistent limits, and individualized support. They ease the transition from home to school with love, hugs, and attention while facilitating learning, encouraging choices, and fostering self-esteem through exploration and success.
HANDS-ON EXPLORATION
Children learn best through hands-on exploration, driven by their natural curiosity and enthusiasm. Our curriculum emphasizes active learning, where children engage with materials, ask questions, investigate, and experiment using all their senses.
Through hands-on experiences and collaborative projects, children develop concepts, inquiry skills, problem-solving abilities, and teamwork—key components of 21st-century learning.
POSITIVE LEARNING ENVIRONMENT
We believe children need a safe and stimulating learning environment with a physical space, learning centers, equipment, materials and outdoor learning to stimulate children’s bodies, minds and imaginations. Children learn better when they view the learning environment as positive and supportive. Our classrooms are safe, inviting, and stimulating and include a variety of well-rounded and engaging learning centers and open-ended materials that foster children’s growth in language, large and small muscles, creativity, imagination, self-help skills, and cultural awareness. In addition, each classroom’s schedule and routines reinforce learning by being structured enough to provide children security and predictability, while flexible enough to meet children’s needs.
CLASSROOM DESIGN
The classroom environment plays a crucial role in supporting learning and development. Our classrooms are designed to be safe, warm, and engaging, with designated areas for exploration, creativity, and group activities.
Spaces are tailored for science, art, dramatic play, block building, and large-muscle activities, along with a quiet area for children who need time alone. Visual cues and schedules help children navigate their day with confidence and independence.
LEARNING CENTERS
Learning centers are interest-based classroom areas where children learn through play and hands-on activities. These smaller, well-defined spaces encourage focused, complex play and support individual skill development.
Each classroom schedule includes time at learning centers, which foster development across all domains. Centers include music and movement, engineering (blocks and building), math and manipulatives, science, dramatic arts, literacy, art, sensory exploration, and an outdoor classroom.
EQUIPMENT+ MATERIALS
Toys are often called the “learning tools” of children. Toys foster children’s learning by helping them figure out how things work, test new thoughts and ideas, develop small muscle control, use their imaginations and develop problem-solving skills. To ensure that the environment is most conducive to the ages and stages of learning in each classroom, all the equipment and materials at First Circle:
- are plentiful in quantity and variety to engage all children and encourage both active physical and
quiet play activities - are visible and readily accessible to the children and are arranged to promote independent access
- promote imagination and creativity (for example blocks, sand, water, play dough, manipulatives and art materials)
First Circle educators ensure learning centers are engaging, meaningful, and reflective of children’s interests and cultures.
- Centers feature open-ended, culturally relevant materials like blocks, art supplies, and real-life objects from home.
- Materials are age-appropriate, durable, and encourage cooperation.
- Themes and materials rotate based on children’s interests, with children involved in selection.
- Items are organized at eye level to foster independence and responsibility.
OUTDOOR LEARNING
The outdoors is an important place for children to play, practice and master emerging physical skills. First Circle has expansive playgrounds, separated by age group. We have ample space, climbing structures, swings and bike paths, water play, and both playground mulch and artificial grass to encourage play and movement. Outdoors, children can run, leap, jump, swing, climb, ride, push or pull moving toys, throw, kick and catch balls.
By committing to learning both inside and outside the classroom, we are teaching children that learning occurs everywhere, at all times. Surrounded by conservation land, we have a unique opportunity to bring learning outdoors, and help children experience elements of nature hands-on. Natural environments allow children to explore and learn in ways that are not possible indoors. The outdoors offers diverse learning opportunities, increases health and overall well-being, and allows children to experience active physical play that is essential to children’s growth and development. In addition to benefits of growing healthy bodies and mastering physical skills, outdoor play allows children to:
- develop appreciation of nature and the environment
- practice social skills as they play together, take turns and cooperate
- develop resilience and adaptability
- use language and communication skills as they invent, modify, and play games
- become more able to identify hazards and risks
- develop math skills and number relationships, as we count or keep score
- develop self-awareness, confidence, and self-esteem
- develop reflective and inquisitive thinking along with problem-solving approaches in ‘real’ situations
FAMILY PARTNERSHIPS
We believe in partnering with parents. Family engagement and communication are the cornerstone of the program because parent involvement enhances children’s achievement, attitudes and behavior, and help them feel more comfortable in new settings. We respect and support each family’s background and culture, values and traditions, and encourage feedback, input, and open communication. We welcome parents as experts on their children, and as partners in setting goals to best serve their child’s needs, strengths, and interests. We offer an open-door policy, allowing parents to visit and participate in our programs at any time.
We depend on each family’s insight to guide how we work with the children, exchange development information and experiences, continue classroom learning at home, and share the wonderful things that happen each day. Parents are encouraged to lend their knowledge and talents to the classroom. Involvement can take many forms, from contributions that family members can make from home to volunteering in the classroom. Here are a few ways parents can get involved in their child’s education:
- Sharing a talent or job Family members can share their knowledge and experience with the children. The possibilities are endless: playing an instrument, teaching the children about carpentry, or demonstrating a skill.
- Sharing your culture Families who are willing to share aspects of their cultural heritage enrich the program greatly. You could cook a traditional dish with the children, teach them dances, read a traditional story, or tell stories of your childhood.
- Making things for the program Parents can do projects at home that will benefit the children in the program. They can help collect materials for the art area (such as fabric scraps, ribbons, yarn, paper towel cardboard), objects for sorting and classifying (such as buttons, shells, keys, or bottle caps), or props for dramatic play. Perhaps you are willing to make things for the classroom such as doll clothes, curtains, or record stories for the library area.
TECHNOLOGY
As a play-based program, our belief is that children should have the time and space to play to allow them to develop their imagination and creativity. We know that most children have more than abundant access to screens at home. For these reasons, First Circle is a screen-free environment, ensuring that children engage fully with their environment, peers, and teachers.
Each classroom has a dedicated iPad for teachers to communicate with parents, capture special moments, and complete assessments. While iPads may occasionally supplement learning with administrator approval—such as demonstrating a sign in sign language—they never replace meaningful interactions between teachers and children.
We also believe in keeping rewards personal, engaging and developmentally appropriate, so technology is never used as an incentive. Our focus is always on creating a warm, interactive, and enriching learning experience for every child!
WHAT CHILDREN LEARN
At First Circle, our program supports young children as they begin their exciting journey of becoming lifelong learners. Current research confirms that the first six years of life are crucial in a child’s brain development. This amazing period is when children have the greatest capacity and aptitude for learning, especially in developing language and socialization skills. Our unique curriculum, Connecting My World, is based on the world’s most renowned philosophies of child development and fosters the development of the whole child. Children don’t learn at the same pace or in the same way, so Connecting My World supports individual strengths and interests, and respects each child’s learning styles, pace, temperament, developmental stage, and needs.
AREAS OF LEARNING
We teach the whole child. Connecting My World is designed to foster the development of the whole child. Connecting My World is comprised of five interrelated areas of learning that engage children cognitively, linguistically, socio-emotionally, physically, and creatively. While each area of learning is separate, development in one area supports and fosters learning in the others, helping support learning across all the areas. All five areas of child development are important to develop the school readiness and life skills necessary for success.
me and you
learning about myself and those around me
- managing and expressing feelings, developing empathy
- developing positive self-esteem, self-identity, and self-management
- building character and learning emotional intelligence
- making friends and building positive relationships
- beginning awareness of history, geography, economics, civics, diversity and culture
brain power
learning how to think about the world around me
- developing knowledge in STEM: science, technology, engineering, and math
- fostering inquiry, problem-solving, critical thinking and reasoning skills
- improving memory and processing skills
imagine that
learning to express myself creatively
- understanding and appreciation of visual art and artists
- exploration of a variety of materials and media
- exploring music with voices and instruments
- dramatic play
- exploring dance and creative movement
healthy me
developing a healthy body and learning to take care of myself
- daily large and small motor development
- understanding physical health
- learning safety practices
- learning how to make healthy choices in daily activities
word smart
learning how to communicate in the world around me
- understanding and using language
- learning to communicate thoughts, needs and experiences
- developing emergent reading and writing
LEARNING OBJECTIVES
We ensure children learn essential skills through Connecting My World, which incorporates nationally recognized curricula and research-based objectives that exceed state guidelines.
Learning objectives cover developmental milestones from infancy to kindergarten across five key areas. Objectives help teachers assess progress, tailor activities, and communicate with parents. Each program has specific learning goals, recognizing that children develop at their own pace.
REAL-WORLD LEARNING
Real-world learning helps children apply knowledge meaningfully. Authentic learning engages them by connecting activities to real-life situations. At First Circle, thematic learning integrates subjects, supports language development, and fosters creative thinking. Research shows thematic units enhance learning by making connections across experiences.
Our flexible curriculum allows teachers to adapt themes based on children’s interests, deepening understanding through exploration. Teachers combine children’s interests with educational goals to create engaging experiences. By linking new experiences to prior knowledge, learning becomes more effective. Teachers and children collaborate to investigate topics, ensuring a well-rounded understanding of procedural, factual, and conceptual knowledge.
Our thematic curriculum is divided into four broad themes, each of which lasts for approximately three months. The themes start with the child at the center, and then move gradually further to the larger world, involving people and places all around the world. Specifically, it guides children in an age-appropriate manner through an exploration of:
MYSELF AND MY FAMILY an exploration of the most personal aspects of the child’s experiences, those that are most prominent in the child’s daily life
MY FRIENDS, MY SCHOOL, AND MY COMMUNITY an exploration of other families, the child’s community and the people who live and work within it
MY WORLD a journey through all aspects of the physical and natural world
MY PLACE IN THE WORLD a focus on topics that may not be part of the child’s daily experience, but representative of the bigger world: the neighbors around me in this country and others, including their customs, culture and folklore, my place in space, the universe around me and my contributions
With each theme, there are endless possible areas of focus. An area of focus is more specific than a theme, but still broad enough to allow for several topics to be explored within it. Each topic is designed for deep exploration through experiential activities and projects.
PERSONALIZED LEARNING GOALS
We believe each child is on their own learning journey. By continually observing children’s play and interaction with the physical environment and others, we learn about each child’s interests, abilities, and developmental progress. This allows us to make decisions about how to teach and care for each child as an individual. And conducting frequent observations and assessments of each child allows us to be able to provide parents with regular in-depth assessments of their child’s progress.
S.T.E.A.M.-BASED LEARNING
We teach children 21st century skills. STEAM stands for science, technology, engineering, arts and math. Young children’s natural curiosity of how the world works make early childhood an optimal time to introduce them to STEAM-based learning. We harness young children’s innate drive to observe, interact, discover, and explore to set them on a path to develop a love of scientific inquiry and creative problem-solving. In addition to developing an interest and knowledge base for STEAM, experts say that science instruction improves abilities in subjects outside of STEAM, including literacy, language-learning,
problem-solving, and executive functioning.
SCIENCE encourages investigation and answering questions, learning to test hypotheses, experimenting, and reflecting.
TECHNOLOGY includes understanding the purpose of and using simple tools like magnifying glasses, as well as more complex ones like microscopes.
ENGINEERING skills are developed when trying to build things or create, while recognizing problems and testing solutions.
ARTS refers to using creative thinking and imagination while exploring a variety of materials and methods.
MATHEMATICS deals with numbers, but also patterns, shapes, organizational skills and much more.
At First Circle, children engage in daily STEAM activities that encourage active thinking, creativity, and hands-on experimentation. Through play and exploration, they build early literacy, language, math, and science skills. By applying these concepts in a fun, interactive way, children develop a strong foundation for future learning and careers in science, technology, engineering, arts, and math, preparing them for both kindergarten and the evolving world.
READINESS
READY FOR LEARNING, READY FOR LIFE
We know that success in school starts long before a child sets foot in a kindergarten classroom. At First Circle, one of the primary goals in our programs from infants to pre-kindergarten is to prepare children for the next step in their development. Supportive teachers make sure each child grows at their own pace and is truly ready to flourish in the next phase of their educational journey, whether that’s achieving the next milestone, moving up to the next classroom, or moving on to kindergarten.
WHAT IS READINESS
Readiness encompasses skills in every domain: physical, cognitive, social, emotional, literacy and approaches to learning. But being ready isn’t just mastering a set of skills or meeting milestones; it’s being prepared to take the next step in an educational journey with capability, interest and enthusiasm. At First Circle, supportive teachers make sure each child grows at their own pace and is truly prepared for the next step.
READY FOR LIFE
While school readiness encompasses early literacy and math skills, it also includes essential skills such as how to wait in line, how to be a good friend, how to ask for help, how to make mistakes and learn from them, and how to be self-confident and love learning. We believe that preparing children for school is not just about the curriculum; it’s about creating a safe environment with heart, with teachers that nurture, cherish and motivate-a place where thriving is not just about reaching benchmarks of performance or fitting into a box, but about reaching the potential within and approaching the future with confidence and a love of learning.
ASSESSMENT
Assessment involves observing and documenting children’s development over time to understand their individual strengths, skills, and needs. Instead of testing, teachers assess through daily observations, shaping the curriculum to support each child’s success. By tracking progress in alignment with learning objectives, educators continuously adjust instruction to meet individual learning needs.
PROGRESS REPORTS
Our assessment system also enables us to exchange information with families so, together, we can ensure that your child is progressing. Throughout the year, parents receive regular feedback about their children’s learning and developmental progress. We are required by EEC to provide an evaluation of each toddler and preschool child every six months. For infants and diverse learners, we complete an evaluation every three months. As part of the evaluation process, parents are invited to schedule a Parent-Teacher conference if they wish.
PARENT/TEACHER CONFERENCES
We regularly offer preschool parents the opportunity for parent-teacher conferences. Information will be sent out with a link for scheduling a conference.
DIVERSE LEARNERS
Every classroom contains a diverse group of learners, each of whom has a wide range of strengths and needs. Educators adapt the curriculum to differentiate instruction to provide learners with a variety of ways to process information and demonstrate what they have learned, in order to meet the way in which each child learns most effectively.
TEMPERAMENT
Each child develops their own unique way of learning about themselves and the world around them as they develop. Their individual temperament guides their approach to objects, people, experiences, and events. When we consider a child’s temperament, we look at where they stand on the continuum of nine separate areas: activity level, regularity of sleeping and eating patterns, initial reaction, adaptability, intensity of emotion, mood, distractibility, persistence and attention span, and sensory sensitivity, as all these areas shape how a child grows and learns.
PLAN FOR REFERRALS
Families with child care needs have children with all types of abilities and disabilities. Our staff has training and experience in child development which they share with parents on a daily basis. While all young children develop at their own rate, children go through changes in skill development during predictable time periods, called developmental milestones. When children have not reached these milestones by the expected time period, it’s called a developmental delay. Developmental delays can occur in any one of five areas of development (cognitive, social and emotional, speech and language development, fine and gross motor) or in several areas at the same time.
Often a developmental delay will be “outgrown” by a child, but more often, the child may need some additional assistance in developing skills to be on par with his or her typically developing peers. Research shows the earlier assistance is provided to assist with a developmental delay, the more quickly the child can make progress, and the fewer challenges to learning the child will face.
When a child develops at a different rate or in a different way than what is expected or typical at the child’s stage of development, First Circle has developed a Referral Plan so that the child’s needs may be identified and a plan developed to help the child succeed. Should your child be identified as learning at a different rate or a different way than what is typical, we’ll schedule a meeting with you to share our observations and conclusions with you and recommend next steps.
MyCharacter
We teach children the values, positive behaviors, and strong character traits to last a lifetime. We at First Circle are proud of our unique character education program, MyCharacter, an important component of curriculum. Character is what determines how we respond to the situations and circumstances of life, and it’s demonstrated by how a person thinks, acts, and feels. Character is manifested by the habits and values a person demonstrates in their interactions with others, and how they treat themselves. According to early childhood experts, children begin to develop character traits in infancy based on their own personal experiences, relationships and temperament. Character education is essential for young children to learn because studies show that character skills are as important as academic skills in determining success in life. When children are taught the habits of planning and goal-setting, self-regulation, decision-making, organizing their personal time, and managing responsibilities effectively, they are building lifelong learning habits that will help them succeed in school and in life.
MyCharacter helps children build the social-emotional skills that create a strong foundation for school readiness and lifelong success. Through everyday interactions and guided learning experiences, children develop skills such as self-regulation, problem-solving, communication, empathy, cooperation, resilience, and responsible decision-making. We believe these skills are just as important as academics in helping children feel confident, capable, and prepared to succeed in kindergarten, school, and beyond.
MyCharacter introduces an area of character every three months, with a specific trait each month, outlined on the chart. Activities and materials are incorporated into daily education and routines throughout the program. The books, games, poems and songs that are introduced each month highlight the trait and teach pro-social behaviors as well as engage children in making choices and decisions to reinforce the learning objectives. With each character trait, children participate in multiple learning activities to think about ways to solve problems, to reinforce learning, and to see how their behavior, actions, and words affect others.
MyCharacter teaches children how each trait plays an important part in being a person of character. The benefits of teaching character at a young age are clear:
SENSE OF SELF
As kids grow, they’re figuring out who they are and learning important life skills along the way. By building a strong sense of self, they’re developing the tools to handle challenges, take responsibility, and stay motivated.
- self-competence
- resilience
- self-management
RELATIONSHIPS
When children learn relationship skills, they’re building the foundation for strong, healthy relationships—with friends, teachers, and even younger kids. These early lessons help them connect with others in meaningful and positive ways.
- integrity
- respect
- compassion
CITIZENSHIP
A child’s character shapes who they become—not just at home or school, but as future coworkers, neighbors, and leaders. Teaching citizenship traits helps them grow into thoughtful, inclusive adults who make a positive impact in their communities and the world.
- community
- mindfulness
- helpfulness
LEADERSHIP
Developing leadership is a critical 21st-century skill. When we teach children leadership skills, we are setting them up to be the role models, leaders, and innovators of the future.
- courage
- positive attitude
- responsibility
HOW IT WORKS
Every month, you’ll receive our unique flyer for families, which provides information about each character trait so children can be supported in their character education development at home. The at-home flyers give you specific activities you can do with your child to model and practice the character skills being taught in the classroom. Character and the ability to make good choices, self-manage, and be helpful, honest and compassionate are skills that are built over time, with examples, reinforcement, modeling, and practice. With MyCharacter your child will be learning and practicing the traits that help develop values, positive behaviors, and strong character to last a lifetime, and ensure they are ready for school!
“Character education is not one more thing to add to your plate. It is the plate!”
—DR. KEVIN RYAN founder of the Center for Character and Social Responsibility