What makes our program unique?

SCEIC utilizes a number of programs in our curriculum. Combined programs ensure our ability to tailor our curriculum to the needs of our students and enable all of our students to reach their highest developmental potential.


High/Scope ®

"What is the High/Scope educational approach? The High/Scope educational approach for preschool, elementary, and adolescent programs is a set of guiding principles and practices that adults follow as they work with and care for children and youth. These principles are intended as an "open framework" that teams of adults are free to adapt to the special needs and conditions of their group, their setting, and their community. "Active learning" - the belief that children learn best through active experiences with people, materials, events and ideas, rather than through direct teaching or sequenced exercises - is a central tenet of the High/Scope approach for all age levels." (From - The High/Scope® Approach: Preschool) High/Scope Educational Research Foundation. Copyright © 2003, All rights reserved.

To read more about High/Scope, click this link:
http://www.highscope.org/EducationalPrograms/EarlyChildhood/homepage.htm



Early Literacy

"Why Do I need Early Literacy? For many children, learning to read and write during early school experiences is a pleasurable and even a thrilling experience for themselves, for their parents, and for their teachers. But for children who do not make good progress in these early grades, learning to read is difficult and is associated with both present and future failure. Children who do not learn to read well in the first and second grades are likely to struggle with reading throughout their lives. But, it is not a simple matter to teach reading. Early literacy is such a complex topic involving many issues like whole language, phonics, development, natural environment, direct teaching, and intervention. There is a wealth of new research that supports a balanced approached to early literacy instruction through purposeful, functional use and meaningful context within a print-rich environment. Skills and strategies are taught within these meaningful contexts rather than in isolation." (From - Early Literacy: Background Information)

To read more about Early Literacy, click this link:
http://www.earlyliterature.ecsd.net/background_information.htm
Early Literacy, Telecollaborative Project


Early Intervention

"The inclusion of children with disabilities in general preschool and child care programs is becoming more and more common. Parents, teachers, and researchers have found that children benefit in many ways from integrated programs that are designed to meet the needs of all children. Many children with disabilities, however, need accommodations to participate successfully in the general classroom. Teachers and other staff often require current information, skills training, and even additional staff to meet the needs of these children." (From - Preschool Inclusion by Claire C. Cavallaro & Michele Haney. Paul H. Brookes Publishing Co.) copyright © 1998, CEC Information Center on Disabilities and Gifted Education.



"The activities and materials used in most early childhood classrooms are designed to meet the needs of many children with or without disabilities. When they do not meet the specific needs of a child, they can be adapted or expanded to accommodate that child's individual needs. The purpose of an adaptation is to assist children in compensating for intellectual, physical, or behavioral challenges. They allow children to use their current skills while promoting the acquisition of new skills. Adaptations can make the difference between a child merely being present in the class and a child being actively involved." (From - Accommodating all Children in the Early Childhood Classroom) copyright © 2002, University of Kansas, Circle of Inclusion Project. Permission for reproduction of these materials for non-profit use with proper citation is granted.

To read more about Early Childhood Classrooms, click this link:
http://www.circleofinclusion.org/english/accommodating/index.html


Inclusive Early Childhood Environments

"The inclusion of children with disabilities in general preschool and child care programs is becoming more and more common. Parents, teachers, and researchers have found that children benefit in many ways from integrated programs that are designed to meet the needs of all children. Many children with disabilities, however, need accommodations to participate successfully in the general classroom. Teachers and other staff often require current information, skills training, and even additional staff to meet the needs of these children." (From - Preschool Inclusion by Claire C. Cavallaro & Michele Haney. Paul H. Brookes Publishing Co.) copyright © 1998, CEC Information Center on Disabilities and Gifted Education

To read more about Inclusive Early Childhood Environments, click this link:

"The activities and materials used in most early childhood classrooms are designed to meet the needs of many children with or without disabilities. When they do not meet the specific needs of a child, they can be adapted or expanded to accommodate that child's individual needs. The purpose of an adaptation is to assist children in compensating for intellectual, physical, or behavioral challenges. They allow children to use their current skills while promoting the acquisition of new skills. Adaptations can make the difference between a child merely being present in the class and a child being actively involved." (From - Accommodating all Children in the Early Childhood Classroom) Copyright © 2002, University of Kansas, Circle of Inclusion Project. Permission for reproduction of these materials for non-profit use with proper citation is granted.

To read more about Early Childhood Classrooms, click this link:
http://www.circleofinclusion.org/english/accommodating/index.html