Academics

Infant Curriculum

The ECEC follows the SCEWD curriculum for infants that Identifies opportunities, goals and standards for:

Social – Spiritual Development

Opportunities

  • Capitalizing upon opportunities to facilitate trusting relationships with adults and peers.
  • Fostering children’s relationships with God through relationships, Bible stories, prayer, and chapel worship
  • Providing environments that reflect children’s developing autonomy, interests and decisions.
  • Teacher facilitated activities to reflect upon past, present, and future events and ideas.
  • Exploration of social roles and places that include gender, self-regulation, and initiative.
  • Supporting a continuum of problem-solving, self-regulation, and initiative
Illinois Early Learning Guidelines
Children Birth to 16 months
Social & Emotional Developmental Domain 1
Attachment Relationships: Children form secure attachment relationships with caregivers who are emotionally available, responsive and consistent in meeting their needs.
  • 0 – 9 months – Children begin to build trust, initiate interaction, and seek proximity with one (or a few) primary caregiver(s).
  • 7 – 18 months – Children trust in, engage with, and seek reassurance from their primary caregiver(s). Children can confidently explore their environment when in close physical proximity to an attachment figure.
Emotional Expression: Children demonstrate an awareness of the ability to identify emotions.
  • 0-9 months – children begin to express a wide range of feelings through verbal and nonverbal communication, and begin to develop emotional expression with the assistance of their caregiver(s.)
  • 7-18 months – children begin to express some emotions with intention and with the help of their caregiver(s) children can increase their range of emotional expression.
Relationships with Adults: Children demonstrate the desire and develop the ability to engage, interact and build relationships with familiar adults.
  • 0-9 months – children develop the ability to signal for caregivers.  By the end of this age period, children begin to engage in playful communication with familiar adults.
  • 7 – 18 months – children use familiar adults for guidance and reassurance. Children also initiate and engage in back and forth interactions with familiar adults.
Self-Concept: Children develop identity of self.
  • 0-9 months – children begin to recognize themselves as individuals, separate from others.  At first, young infants are not aware that they are separate beings. However, between 6 and 9 months of age, the realization that they are separate people emerges.
  • 7-18 months – Children begin to have a greater awareness of their own characteristics and begin to express themselves with their own thoughts and feelings.
Relationships with peers: Children demonstrate the desire and develop the ability to engage and interact with other children.
  • 0-9 months – children begin to interact with their environment and people around them; an interest in other young children emerges
  • 7 – 18 months – children will begin to observe and imitate other children’s behaviors
Empathy: Children demonstrate an emerging ability to understand someone else’s feelings and to share in the emotional experience of others.
  • 0-9 months – Children begin to build awareness of others’ feelings by observing and reacting to sounds that others make. Toward the end of this age period, infants understand that they are individuals and separate from their caregivers , a crucial milestone in interpreting the feelings of others
  • 7 – 18 months – children have more experience with a wide range of emotions, as they begin to recognize and respond to different facial and emotional expressions. Children also begin to demonstrate the understanding of how behavior brings out reactions and emotions from others.

Communication Arts

Opportunities

  • Utilize graphic symbols in expressive and receptive contexts
  • Utilize verbal cues in expressive and receptive contexts
  • Incorporation of a wide variety of communication tools
  • Literacy opportunities co-exist with drive for knowledge
  • Create inferences through literature
Illinois Early Learning Guidelines
Birth – 18 months
Language Development, Communication and Literacy Domain 3
Social Communication: Children demonstrate the ability to engage with and maintain communication with others.
  • 0 – 9 months - Children demonstrate efforts in engaging others in both verbal and nonverbal communication and interaction.
  • 7 – 18 months – Children are participating in interactions with familiar others. Children also begin to demonstrate simple turn-taking skills while interacting.
Receptive Communication: Children demonstrate the ability to comprehend both verbal and nonverbal communication.
  • 0-9 months – Children begin to respond to verbal and nonverbal communication through the use of sounds and physical movements.
  • 7-18 months – Children begin to understand and respond to the meaning of actions and sounds.
Expressive Communication: Children demonstrate the ability to understand and convey thoughts through both verbal and nonverbal expressions. 
  • 0-9 months – Children begin to experiment with sounds and other various forms of communication to show interest in and exert influence on their environment.
  • 7-18 months – Children’s language progresses from babbling to utterances and to first words.  Toward the end of this age period, babbling decreases as children begin to build their vocabulary.
Early Literacy: Children demonstrate interest in and comprehension of printed materials.
  • 0-9 months – Children begin to build the foundation for early literacy by exploring printed materials and building a capacity for reading printed materials.
  • 7-18 months – Children become participants as they actively engage in literacy activities with printed materials.

Expressive Arts

Opportunities

  • Provide environments that encourage children to initiate, explore, and develop two-and three dimensional representations.
  • Teacher – facilitated opportunities for children to explore various roles.
  • Opportunities to initiate and respond to musical mediums.
Illinois Early Learning Guidelines
Cognitive Development Domain 4
Creative Expression: Children demonstrate the ability to convey ideas and emotions through creative expression.
  • 0 – 9 months – Children build the beginnings of creative expression through everyday interactions with their caregiver.
  • 7 – 18 months – Children increasingly engage with their caregiver(s) and show enjoyment in activities and interactions that focus on music, movement, building, and play.

Wellness

Opportunities

  • Foster good practices and understanding of self-care, dietary, and hygiene habits.
  • Environment provides flexibility, strength, and coordination challenges to further fine motor skills i.e.: grasp, pinch, twist, turn, roll, pull, squish, pour, swipe, snip, pound, squeeze, and smooth.
  • Environment provides manipulation skill challenges i.e.: kicking, catching, striking, throwing, bouncing, dribbling, and trapping.
  • Environment provides locomotor challenges, i.e.: running, walking, hopping, skipping, leaping, jumping and sliding.
  • Environment provides nonlocomotor challenges, i.e.: twisting, turning, stretching, reaching, bending, shaking and pushing.
  • Teacher – Facilitated experiences to foster physical self-regulation and social skills 
  • Engage in vigorous indoor and outdoor play 
Illinois Early Learning Guidelines
Physical Development and Health Domain 2
Gross Motor: Children demonstrate strength, coordination, and controlled use of large muscles.
  • 0-9 months – Children are beginning to develop and coordinate the large muscles needed to purposefully move their bodies.
  • 7 – 18 months – Children develop mobility, as they purposefully move from one place to another with limited control and coordination.
Fine Motor: Children demonstrate the ability to coordinate their small muscles in order to move and control objects.
  • 0-9 months – Children begin to reach for, grasp, and move objects.
  • 7 – 18 months – Children begin to gain control of their small muscles and purposefully manipulate objects.
Perceptual: Children demonstrate the ability to distinguish, process, and respond to sensory stimuli in their environment.
  • 0-9 months – Children begin to use their senses to explore and become aware of their environment.
  • 7 – 18 months – Children begin to use sensory information received from their environment to alter the way they interact and explore.
Self-Care: Children demonstrate the desire and ability to participate in and practice self-care routines.
  • 0-9 months – Children have a growing awareness and interest in their own needs.
  • 7-18 months – Children signal caregivers about their needs through nonverbal and verbal communication and increase their ability to complete some self-care tasks on their own.

Discovery

Opportunities

  • Ample opportunities for sensory and manipulative play, capitalizing upon natural phenomena.
  • Whole experiences that foster numerical sense and scientific logic, i.e. cutting, mixing, measuring, hammering, gluing and taping, including cooking, woodworking and construction. 
  • Incorporating mathematical and scientific instruments, tools, and vocabulary into children’s work.
  • Experience for child to initiate data collection, hypothesis, prediction, and testing of scientific concepts.
Illinois Early Learning Guidelines
Cognitive Development Domain 4
Concept Development: Children demonstrate the ability to connect pieces of information in understanding objects, ideas, and relationships.
  • 0-9 months – Children begin to receive and organize information through social interactions and sensory exploration.
  • 7 – 18 months – Children begin to recognize object characteristics, and build awareness of simple concepts through interactions and exploration.
Memory: Children demonstrate the ability to acquire, store, recall, and apply past experiences.
  • 0-9 months – Children begin to form memories from their experiences and will begin to anticipate certain patterns for occurrences.
  • 7 – 18 months – Children remember familiar people, routines, actions, places, and objects.
Spatial Relationships: Children demonstrate an awareness of how objects and people move and fit in space.
  • 0-9 months - Children use observation and sensory exploration to begin building an understanding of how objects and people move in relationship to each other.
  • 7 – 18 months – Children begin to use trial and error in discovering how objects and people move and fit in relationship to each other.
Symbolic Thought: Children demonstrate the understanding of concepts, experiences and ideas through symbolic representation.
  • 0 – 9 months – Children use observation, exploration, and social interaction to learn about objects, actions, and people.
  • 7 – 18 months – Children use social interaction to continue to gather meaning from objects, actions, and people. Children move from exploring objects to learning how to play with objects in ways they are intended to be used. Toward the end of this age period, children begin to use one object to represent another object.
Logic & Reasoning: Children demonstrate the ability to use knowledge, previous experiences, and trial and error to make sense of and impact their world.
  • 0 - 9- months – Children begin to build awareness and use simple actions to have an impact on objects and people in their environment.
  • 7 – 18 months – Children combine specific actions to have an effect on people and objects and interact with people and objects in different ways to discover what will happen.
Quantity & Numbers: Children demonstrate awareness of quantity, counting and numeric competencies.
  • 0 – 9 months – Children are developing an understanding of quantity and number concepts as they explore and interact with objects and people in their everyday environment.
  • 7 – 18 months – Children begin to identify that there are different quantities of objects and people, and may attempt to match quantities with numbers through the use of words, symbols, and gestures.
Science Concepts & Exploration: Children demonstrate a basis awareness of and use scientific concepts.
  • 0 – 9 months – Children use social interactions along with their five senses to discover and explore the world around them.
  • 7 – 18 months – Children use all of their five senses to purpose fully collect and act on information received through interactions with their environment.
Safety & Well-being: Children demonstrate the emerging ability to recognize risky situations and respond accordingly.
  • 0 – 9 months – Children first rely on their natural reflexes to signal basic survival needs to their caregiver(s). Toward the end of this age period, an emerging awareness in their own bodies and trust in their caregiver(s) support children in meeting needs and protecting them in uncertain and potentially unsafe situations.
  • 7 – 18 months – Children’s increasing physical abilities allow them to explore new ways of interacting with the environment around them. Motivated by these new skills, children take risks to explore and learn, and demonstrate through nonverbal and verbal communication trust in their caregiver(s) to keep them safe.

 

Contacts

ECEC Main Office: (708) 209-3099

FAX:
(708) 488-4304

Doris Knuth, Director: (708) 209-3538