Pre-K/Preschool Curriculum

New Mexico Early Learning Guidelines and Essential indicators

The New Mexico Early Learning Guidelines and the New Mexico Essentials Indicators are the foundation for capturing important aspects of children’s learning and therefore guides the instructional planning.

Using NM Early Learning Guidelines, we design lesson plans to meet each child’s developmental needs. We gather information about the child through the use of portfolios and checklists to ensure the child is making progress in meeting age-appropriate standards.

Children’s progress is monitored three times per year using the Early Childhood Observational Tool (ECOT) or the Early Childhood Outcomes (ECO). The information that is collected through observation and portfolio documentation is shared with each family at scheduled Parent Teacher Conferences during the school year.

The preschool day focuses on learning through play. Play is a child’s work and it provides children with the opportunity to learn from their environment. Research has shown that children who engage in high quality play experiences can achieve higher levels of cognitive functioning, which positively affects their future academic achievement

In APS Pre-K classrooms our curriculum consists of

• SAVVAS Three Cheers for Pre-K
• Waterford learning software in reading, math, & science that adapts to each child’s individual needs
• Heggerty which develops phonological awareness
• NM Pyramid to support Social Emotional Learning

Each child’s day includes:

• Time for independent work
• Group meals
• Outdoor learning play
• Small group activities
• Rest time
• Structured free choice play

Our learning centers consist of:

• Science
• Literacy
• Blocks
• Art
• Writing
• Dramatic Play
• Table Top activities
• Custom centers designed by the teacher

Cultural and Linguistic Responsive Instruction

Every child in Albuquerque Public Schools has diverse strengths rooted in their family’s unique culture, heritage, language, beliefs, and circumstances. (State of New Mexico, Children, Youth and Families Department, 2010). Through their home language and culture, families share a sense of identity and belonging (McCabe et al, 2013). In our Preschool school classrooms, materials reflect the culture, language, identity, and reality of the children, families, and communities served.

All teachers have knowledge of second language acquisition to be able to support students appropriately through the use of a print-rich labeling of home languages, use of second language acquisition strategies, building relationships between children, and promoting home languages while supporting English language development.

Translation services are available so families can fully participate in meetings or events such as parent teacher conferences.

Professional Development Days

In addition to district wide PD Days and scheduled school breaks there will be no preschool four times per year to maintain a high level of teaching practices and program implementation. Your teacher will share these specific dates with you.