Much of what a child experiences at Garden City Nursery School is in line with the five Domains of the Early Learning Standards. The teachers at GCNS are well versed in the learning standards and plan their days accordingly. The school’s mantra of learning through play is maintained as the teachers plan thoughtful lessons. Through their daily activities, the teachers work to prepare the children to seamlessly transition into Kindergarten by the end of the 4 year old program. View our Pre-K Curriculum Map .

The following tabs offer a more in-depth look:

Approaches to Learning: How children become involved in learning and acquire knowledge.

  • Child finds various ways to problem solve
  • Can take objects apart and reassemble
  • Maintains focus on task
  • Asks for assistance

Physical Development and Health: Children’s physical health and ability to engage in daily activities

* Uses senses to assist and guide learning

  • Identifies
  • Compares and Contrasts
  • Uses Descriptive Words

* Health and Well Being

  • Personal care and hygiene
    • Toileting, brushing teeth, washing hands
  • Self Dress, clean up
  • Recognizes when sick
  • Stay healthy through nutrition, sleep, water, rest, exercise

* Safety Rules

  • Hold an adult’s hand at a busy street
  • Communicates unsafe behavior
  • Understands certain practices can be unsafe
Social and Emotional Development: Emotional competence and ability to form positive relationships that give meaning to children’s experiences in the home, school and larger community

  • Recognizes self as unique
  • Identifies as part of a family
  • Compares and contrasts self to others
  • Understands range of feelings
  • Pride in work and sense of accomplishment
  • Self Regulation
    • Expresses feelings
    • Modifies behavior to situation
  • Interacts with adults
  • Understands and able to transition
  • Positive Relationship with Peers
    • Approaches already engaged children
    • Plays with others and sustains interaction
    • Shares
    • Develops close relationship
    • Offers help or shows concern
  • Trades, takes turns, compromises
  • Accountability
    • Follows rules and routines
    • Breaking rules has consequences
    • Different rules for different situations
  • Adaptability
      • Separates
      • Transitions
      • Adapts to strategies to cope with change
        • Ex., deep breathing

Communication, Language and Literacy: how children understand, create and communicate meaning


  • Participates in small and large groups
    • Story telling
    • Singing
    • Finger plays
  • Asks Questions
    • Show and Tell
  • Listens attentively
    • Directions, information, stories
  • Initiates Conversation
  • Maintains eye contact
  • Background Knowledge
    • Uses vocabulary correctly
    • Makes comparisons
  • Viewing
    • Understanding social cues
    • Identifies emotions by facial expressions
  • Engages in pretend play


    • Names letters
    • Names numbers
    • Difference between letters and numbers
    • Letter/sound correspondence
    • Group sound-a-likes
    • Letters form words
    • First sound of words
    • Recognize rhyme
    • Recognize own name
    • Recognize common signs and labels
    • Read left to right


    • Use combination of drawing , dictating or writing
    • Express opinions:
      • Ex: I like.. because..
    • Informative/explains what they are drawing for informational text
    • Provide a reaction

    Production and Distribution:

    • Add details to illustration
    • Use digital tools to produce something with peers


    • With guidance, support and shared research, explore author’s books and express opinions about them.

    Response to Literature:

    • Create poem, dramatization, art work or personal response to an author or themed study

    Speaking and Listening:

    • Print upper and lower case letters
    • Form nouns with plural (s/es)
    • Understand question words
      • To/from, in/out, on/off, by/with, above/below, before/after, first/then/next/last
    • Capitalize
    • Write simple words
    • Sorting/categorizing common things
    • Opposites
    • Shades of words by acting out
      • Walk, march, strut, prance


Cognition and Knowledge of the World: What children need to know and understand about their world and how they apply what they know.


  • Number names
  • Count sequence
  • Count number of objects
    • People on a line
  • Compare numbers
    • Bigger, smaller


  • Addition is adding to getting larger
  • Subtraction is removing; getting smaller
  • Simple patterns

Measurement and Data:

  • Describe and compare measurable attributes
  • Sort and count objects in a category


  • Identify and describe shapes
  • Analyze, compare and sort objects
  • Count to 20
  • Represent a number of objects (0-5) with zero being no object
  • Written numbers (0-5)
  • Count/ one-to-one correspondence to 10
    • Understand that the last number name said tells the number of objects counted
    • Of scattered objects
    • Of objects in a row
  • Identify if number of objects in multiple groups are more, less, greater, fewer and/or equal to each other
  • Describe and compare measurable attributes
    • Such as length and weight: big/small, long/short, full/empty, light, heavy

 Identify and describe shapes:

  • Squares, circles, triangles, rectangles
    • Describe objects in the environment using names of shapes and describe relative position:
      • top/bottom, up/down, in front of/behind, over/under, next to
    • Name shapes regardless of size
  • Analyze, compare and sort two and three dimensional shapes.
  • Create shapes from components (sticks, clay etc)
For more detailed information on the individual programs, click here

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