Children follow the same development pattern (e.g., they learn to crawl before they learn to walk), but they have different growth rates (e.g., one may talk at age two, another at age three). In DoDEA, your child is seen as an individual with his/her uniquely timed growth pattern. The early learning programs in DoDEA integrate the curriculum lessons with adult and peer interactions to align with the developmental level of each child. All programs and services provide a safe and nurturing environment that encourages a child’s physical, social, emotional, intellectual, and language development. The learning experiences are meaningful and relevant, helping children to make connections between what is being taught and their own life and experiences. Thus, when you visit a DoDEA early learning environment, you’ll see educators using familiar objects and providing experiences similar to those you do at home. Making connections between school experiences and home helps children accept the challenges of new learning.

An essential part of early development depends upon a child’s opportunities to be involved in his/her environment. Children are encouraged to explore, investigate, and respond to a wide range of materials in their learning environments and in their home environment. DoDEA’s Sure Start Program, Prekindergarten (PK) program, and Preschool Services for Children with Disabilities (PSCD) are based on a hands-on, interactive, interests-based approach. The DoDEA standards are embedded in the investigations and experiences of prekindergarten classroom interest areas, including Dramatic Play, Sand and Water, Toys and Games, Technology, Library, Art, Blocks, Music and Movement, Cooking, Outdoors, and Discovery.

Developmentally appropriate prekindergarten learning environments encourage growth of children’s:

• Self-esteem,
• Cultural identities,
• Independence, and
• Individual strengths.

Young children come to school eager to learn and possessing innate curiosity. Prekindergarten children begin to develop control of their own behavior through the guidance and support of warm, caring adults. Educators will provide what they need to grow socially, physically, emotionally, and intellectually though a centers-based approach, which is exhibited in the following ways:

• Children have access to a variety of experiences throughout the day, such as block building, dramatic play, picture books, paints and other art materials, exploration with sand and water, music and movement, cooking, and table toys, such as pegboards and puzzles.
• Educators work with individual children, small groups, and the whole group at different times during the day.
• Children’s work is displayed in the learning environment (e.g., children’s original artwork, their writing with inventive spelling, dictated stories) to honor their individuality and foster a sense of accomplishment.
• Play is an important vehicle for developing self-regulation and promoting language, cognition, and social competence.
• Assessment in the learning environment is ongoing, authentic, and used for planning, addressing individual children’s needs, and monitoring progress.
• A prekindergarten child’s physical, social-emotional, cognitive, and language development are advanced through the teaching of the DoDEA College and Career Ready Standards using a balance of teacher- and child-directed learning, coupled with the adopted curriculum.