Kids Learning Center implements The Creative Curriculum. This was published in 1997 by Teaching Strategies, Inc., to help parents and teachers teach children at an early age. The curriculum focuses on research that places an importance on the importance of the first four years of the child's life. It includes developmentally appropriate goals and objectives for children within four main categories of interest: social/emotional, physical, cognitive, and language. The social/emotional stage helps promote independence, self-confidence, and self-control. Within this stage, children learn how to make friends, how to have group interactions and how to follow rules. The physical stage is intended to increase children’s large and small motor skills. The cognitive stage is associated with thinking skills. Children learn how to solve problems, ask questions and think critically. The language stage deals with communication. Children learn how to communicate with others, listen and participate in conversations, and recognize various forms of print. In this stage, children begin to recognize letters and words and begin writing for a purpose. The Creative Curriculum is taught in thematic units that every 3-5 weeks and provides an emphasis on language development where the teacher plays an important role to create a variety of situations and activities to provide opportunities for student engagement in the concepts. Children begin to learn language and appropriate interactions through their daily experiences. We believe that teachers should work with parents and families for the benefit of the child. Communication with families gives instructors an understanding of the child's personal life and cultural understanding. Teachers communicate the achievements and weaknesses of the child with the parents frequently throughout the year. This allows parents to continue encouraging students and supporting them outside the classroom. All children’s work is maintained in portfolios including digital pictures of their artwork using different mediums such as: marker/crayon drawings, easel paintings, and block structures, emergent writing samples, stringing and cutting experiences. Anecdotal records, screenings, informal/formal assessments, and teacher observations are also part of this developmentally appropriate and individualized program. We track children’s developmental progress throughout the Preschool Years. If a child is observed and it is determined they need further evaluation, our school works with the families to help contact the appropriate agencies to provide the child with support services and accommodations to reach success. We believe that early intervention is key for students to succeed.