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Prechool Curriculum

     Lincoln Preschool

Lincoln School and Hanscom School Campuses

Preschool Curriculum

The Program follows the preschool curriculum standards as implemented by the Early Childhood Center staff of the Lincoln Public Schools. These standards are based on the Massachusetts State Curriculum Frameworks which includes the following areas: English/Language Arts, Mathematics, Science and Technology/Engineering, History and Social Sciences, the Arts and Health Education.


The following is a list of activities, which are incorporated into classroom and individualized curriculum planning:

  • General language development and communication skills, reading stories, making books, using sign language and visuals, sharing and discussion, dictating stories to teachers and illustrating journals

  • Skill development through individual, group and cooperative activities involving music and movement, games, outdoor play (swinging, climbing, ball play).

  • Skill development through the use of stringing beads, puzzles, lacing, cutting, stacking toys, pegs, button and zipper boards, and a wide variety of interlocking toys

  • Sensory exploration through the use of varied materials such as: sand,  water, shaving cream, rice, play dough and clay

  • Use of tools, collage, painting, printing, drawing, play as a way to express oneself.

  • The exploration of self, families, communities and diverse cultures with emphasis on interpersonal skills,

  • Identifying and appropriately expressing emotions, and the development of self- help skills for increased independence.

  • Imaginary play, role-playing with costumes and props, and social interactions.

  • Singing, musical instruments, finger play, and creative movement including dance and drama, and exposure to a variety of musical styles.

  • Use a variety of materials to explore and learn about shapes, balance, textures, sizes, calendars, charts, counting and sorting.

  • Observation and investigation of our environment including cycles, similarities and differences regarding the seasons, weather, animals, plants, insects, properties of magnets and items from the natural world and cooking projects.

  • Through themes and spontaneous situations, we help children develop an appreciation of their uniqueness, an understanding and expression of  feelings, self-control, sensitivity to others' feelings and needs, an ability to handle problems and decision-making skills, cooperation and sharing, building relationships and pride in their accomplishments.

Play is the Work of Young Children!

In our program, a great deal of emphasis is spent on helping the children learn to socialize and cooperate with their peers and adults outside of their families. For many, this is the first school experience. Learning how to resolve a conflict, sharing, taking turns and listening to others are all part of the socialization process.

Sometimes, parents wonder when they ask their child(ren), "What did you do in school today?" and receive the response "I played". It may seem as though our schedule of blocks, songs, outside time, stories, games, etc. is play, and that there is no "work" or "learning" going on. Young children's natural and best way of learning is through play and interactions with their environment. Young children need a variety of opportunities to explore and experiment with concepts through hands-on activities in their natural environment. The curriculum standards identify activities that are appropriate for a range of skill development and learning styles of young children.

Our curriculum is theme based. Each week (or longer) we focus on a particular theme (i.e. Self Concept, Shapes, Healthy Foods). Specifically identified target skills incorporate interrelated activities along unit themes. Target skills (i.e., shape recognition, scissor skills, sharing) are embedded into the activities that are planned for each unit.