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The Redwood City Child Development Program curriculum focuses on ensuring that children learn effectively by providing an environment that allows all children, including those with special needs, to learn through discovery and play. The basis of our curriculum is the belief that children learn best through their interactions with real materials, children, and adults in a safe and supportive environment.
Research shows that school readiness is linked with children’s social and emotional development. RCCDP promotes positive self-esteem by providing a positive and nurturing learning environment that is geared to the level and interests of the children.
Developing empathy and promoting self-identity are our primary goals. Our toddlers are encouraged to think about how other children feel when they are hurt and how they feel when they are helped. This encourages children to become aware of others and to progress from an egocentric stage of development to pro-social behavior.
Through first five years of life, there is incredible growth of language, cognitive, social-emotional, and motor development in children. Our program recognizes children’s eagerness to learn and provides them with a healthy balance of activities, both child-directed and teacher-directed, active and quiet activities in both small and large group settings. We emphasize the development of self-esteem and social skills which are necessary for future success.
Using the California State Department of Education’s Standards for Kindergarten Readiness as a guide, appropriate measures have been integrated into building an evolving curriculum. Children are offered a variety of opportunities to practice fine motor skills through daily arts and crafts, during free play, and while using small manipulative toys. Our classrooms are rich in language as teachers are assisting children to develop their language skills so that each child will be able to express his/her needs, understand others, and use language for thought and learning. Classrooms are rich in printed materials that encourages pre-literacy skills.
Our program offers Kindergarten Readiness groups for older preschoolers moving on to kindergarten at the end of the school year. These children participate in small group activities focused on preparing them for kindergarten entry. The group focuses on phonics, learning to write first and last names, self-help, and math and science activities. This focus group uses the Zoo Phonics system for preschool. Zoo Phonics is a multisensory language program that uses a multi-modal approach to learning all aspects of language arts.
Our two older preschool classrooms participate in the Virtual Pre-K Program, designed by the San Mateo County Office of Education. Virtual Pre-K is a unique program that strengthens classroom curriculum while promoting parents’ engagement in their children’s education. This program is designed to foster a partnership between parents and teachers, as teachers work with parents to develop take-home activities to work on with their children at home. Schools work best when parents are involved!
The California Department of Education (CDE), Child Development Division (CDD) has developed an approach intended to improve the results achieved for children and families through the child development services provided by State funded programs. RCCDP uses the Desired Results System mandated by CDE as a tool to review, evaluate and reflect on program development.
RCCDP believes in the goals of the Desired Results system. We believe that the implementation of this system enriches our program and enables us to offer improved services to meet the needs of the children and families that we serve. We, therefore, support the administration of all aspects of this system. The six desired results to which all State funded programs are expected to contribute are:
RCCDP completes a Desired Results Developmental Profile (DRDP-R) on each child enrolled in the program within 60 calendar days of enrollment and every six months thereafter. We create a portfolio for each child that is utilized in an on-going assessment process for curriculum development, individualization in the classroom, and parent involvement in their child’s education. Information learned from this assessment and from observations is used to plan a curriculum based on each child’s needs. The curriculum provides age-appropriate experiences that help children become personally and socially competent, effective learners, show physical and motor competence and practice safe and healthy behavior.
The Environmental Rating Scale (ECERS, ITERS), a classroom environment assessment tool, is used yearly to evaluate our environment and make changes that will invite children to explore and stimulate new learning while helping children achieve identified goals.
The Desired Results Parent Survey is given to each parent to complete once a year, to indicate their level of satisfaction and to comment about the program.