CFDC Preschool Room

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CFDC preschool room

NAEYC Standard 1:   Relationships

Children develop a sense of themselves and community when they:

  • Engage in social interactions through dramatic play, large group and small group experiences
  • Build relationships with teachers through positive guidance and nurturing
  • Learn about diversity through families enrolled in the program and the surrounding communities
  • Build positive relationships with peers through social interactions during routines of the day

NAEYC Standard 2:  Curriculum

We practice an Emergent Curriculum that is inclusive, play-based and responsive to children’s interests, curiosities, developmental growths and potentials.  We believe that children construct their own knowledge.  In-depth short and long term projects give children opportunities to work independently and in small groups where they can test their theories, solve problems creatively and collaborate on shared experiences.  Our schedule remains consistent but allows for spontaneity.  Children have extended periods of time to work deeply and thoughtfully on their quests to understand their world.

Developmentally, we know that children are making progress when they:


  • Play independently and cooperatively with their peers
  • Communicate their needs, wants and interests with increased efficiency
  • Develop self-help skills by increasingly managing their own personal needs such as;  toileting, dressing, hygiene, and caring for their belongings
  • Follow daily routines, classroom rules, and engage in large and small group settings with guidance
  • Understand logical and natural consequences and show empathy and/or sympathy toward others
  • Are confident, self-directed, purposeful, and inventive in their play
  • Compare and contrast physical characteristics of others and the way things are done in different settings
  • Are able to adapt to a variety of situations and environments


  • Investigate and are able to demonstrate an understanding of cause-and-effect
  • Use familiar concepts in different situations
  • Try to solve problems
  • Sort and categorize items by certain characteristics (shape, size, color, texture, species)
  • Use 1:1  correspondence when counting and understand concepts of quantity; ie visually discerning groups of 1, 2, and 3
  • Show an interest in counting
  • Show an interest in copying and creating patterns
  • Recognize and label measurable attributes (smaller/bigger than)
  • Gain an understanding of comparing and contrasting
  • Increasing ability to describe their own thinking in greater detail; can remember and describe daily sequences of events
  • Hypothesize, experiment, and evaluate an open ended question
  • Ask questions to gain information

Language and Emergent Literacy

  • Are able to articulate, through language and gestures, details of their experiences
  • Experiment with rhyming, letter sounds and syntax of language
  • Begin to notice and interpret other children’s body language
  • Understand that print carries meaning and how to properly use a book, i.e. turning pages one at a time, from left to right
  • Pretend to read
  • Find enjoyment in being read to and can answer questions about the story’s content and context
  • Follow directions and engage in authentic conversations
  • Retell stories and dictate original stories
  • Understand that stories have a beginning, middle and an end
  • Begin to recognize and draw meaningful letters and words

Physical Development

Fine Motor

  • Use writing and drawing tools with increased control
  • Begin to use scissors effectively
  • Increased ability to manipulate small objects with feelings of success
  • Gain confidence with self-help skills such as dressing one’s self, eating with utensils or pouring liquid from a pitcher without spilling

Gross Motor

  • Participate in meaningful group experiences
  • Have daily physical activity:  outdoor play, music & movement, and indoor games
  • Show balance, muscle coordination, have increased stamina, and confidence in their physical abilities

Sensory Motor

  • Explore the environment using all of the senses
  • Engage in sensory experiences through texture paints, doughs, messy mediums and outdoor activities that include gardening and opportunities to smell, taste and listen
  • Begin to filter extraneous stimuli

Health and Safety

  • Practice healthy personal hygiene habits
  • Are able to identify nutritious alternatives
  • Can identify familiar symbols of health and safety in the community


  • Express themselves through imaginative dramatic play using open-ended props such as fabric & scarves
  • Want to share their work with others
  • Solve problems using a variety of strategies
  • Explore and use visual art mediums and an assortment of tools
  • Ask how to produce a particular sound, visual image, or movement
  • Use increasingly descriptive words to express their feelings
  • Use music and movement as a means to express themselves

NAEYC Standard 3:   Teaching

  • We follow children’s lead by identifying their interests and/or misconceptions then provide materials and experiences that extend their thinking
  • We take into account individual development, culture and language through observation, conversations, and meetings with families
  • We incorporate home and second languages into the classroom environment by sharing and learning relevant words in languages from families
  • We believe that the PROCESS of learning is more important than a product that is created or demonstrated
  • We accommodate children’s individual needs by adapting the environment as needed
  • We support children in forming social relationships with peers by offering them opportunities for small and large group experiences, cooperative short and long term projects and cooperative problem solving

NAEYC Standard 4:   Assessment of Child Progress

Teachers compile a portfolio of competencies for each child based on the developmental milestones outlined in the Early Learning Guidelines.  These portfolios contain observational anecdotal notes, children’s work samples, and photographs of the child at play, over time, as evidence of growth.  In addition to the child’s portfolio, developmental progress note are written in narrative; three months upon entering the program and every six months thereafter. Each child is screened using a developmental assessment tool from Ages and Stages Questionnaire (ASQ) which is completed along with the bi-annual DPN.

The purpose of this information is to encourage reflection and goal-setting for individual learners and to engage parents in the assessment and evaluation of their child’s progress.  Other assessment tools used are time samplings, frequency charts, and developmental check lists.

NAEYC Standard 5:   Health

We believe the preschool years are important in establishing health and safety habits for life.  Classroom and outdoor environments are set up to provide safe spaces for children to explore and play.  Children have opportunities to challenge themselves while being supervised while taking risks.  We encourage healthy eating habits by adhering to a nutrition policy, providing healthy snacks, opportunities for cooking and growing our own food.  Our snacks and meals are served “family style” which is a natural setting to talk about healthy food choices.  Children are taught proper hand washing techniques and appropriate times to wash hands.  We provide age appropriate toothbrushes for after-meal brushing.  Children are encouraged to manage their own food, clothing, and safety, when appropriate.

NAEYC Standard 6:   Teachers

Teachers strive to know each child individually by forming authentic relationships through:

  • Nurturing and guidance
  • Observation of children’s interests and development
  • Documenting progress through portfolios and documentation panels
  • Child-centered conversations, engagement, by asking open-ended questions, and forming relationships with their families

NAEYC Standard 7:   Families

We believe that each family has a unique home-culture, regardless of their ethnicity.  We support families by:

  • Collaborating with families to enrich our curriculum in ways that reflect each child’s home culture and to provide consistency in expectations / goals between school and home
  • We offer families the opportunity for a classroom teacher to visit the child’s home in an effort to build authentic relationships
  • “Family Week” is a time where each child and their family are highlighted in an effort to share their unique home-culture with the classroom community.  This encourages appreciation for diversity as we strive for anti-bias curriculum which represents all children and their families.
  • The preschool classroom provides a monthly newsletter as a communication tool as well as offering parents a connection to classroom curriculum.
  • Daily notes are provided which share children’s small or large group experiences in an effort to create a school-to-home connection
  • We host parent-round-table discussion as a platform to share strategies and form connections between our families bi-annually
  • CFDC coordinates three family events throughout the year to bring us all together in less formal settings, such as our “Pizza in the Park” event
  • Our open-door policy affords parents another avenue to seek advice, offer feedback, voice concerns, or visit their child whenever they wish during the day.

NAEYC Standard 8:  Community and Relationships

We aim to foster relationships within our center community, campus community and the larger community that are cooperative, collaborative, and meaningful to both the children and members of the communities.  We use resources available from other campus departments such as, Child & Family Services, Nursing, and Dental to name a few, either inviting them to interact with children in our environment or taking the children to other departments when possible and appropriate.

NAEYC Standard 9:   Physical Environments

We view the environment as a “third teacher”.  It is aesthetically pleasing, attractive and inviting, and includes elements of curiosity and whimsy for children, parents and the teachers who work in the environment.  There is a sense of order so that children can clearly see available choices and easily maintain the materials, which foster independence.  The environment reflects the interests, development, and cultures of the children and families who attend.  The environment also includes quiet spaces for children to relax, work alone or with a small group.  Intentional placement of furniture and regular evaluations of the environment help to guide children’s level of engagement with materials and peers.

Child and Family Development Center
31 College Drive
Concord, NH 03301-7412
(603) 230-4024
Fax: (603) 230-9311