NEWARK PUBLIC SCHOOLS
OFFICE OF EARLY CHILDHOOD
PRESCHOOL
CURRICULUM GUIDE
Preschool
Curriculum
Guide
What Young
Children Can
Do:

Build towers

Draw faces

Pretend
How Young
Children Learn
Use Senses for:




Exploring
Repeating
Experimenting
Discovering
PRESCHOOL CURRICULUM GUIDE
“The best (preschool) curriculum isn’t taken off the shelf or nailed down months ahead
of time. Teachers plan, of course, but shift and shape plans as they go along,
responding to children’s interests and activities. Together with the children, they
(teachers) weave the curriculum – that’s emergent curriculum.”
(Jones & Nimmo, 1994)
Introduction
The three- and four-year-old (preschool) child is in a critical stage in the development of his or
her intellect and personality and learns differently from older children (Read, 1970; Decker,
1990). At this age children are still engaged in building trust in themselves and others, and a
sense of initiative, as well as achieving a greater measure of independence. The learning
process for the preschool child evolves around investigation, exploration, discovery,
imagination, encouragement and repetition. According to Piaget (1952), a
child at this stage is still taking in and storing information though the use of
sensorimotor impressions. The preschool child is continuously organizing
these impressions, beginning to use symbols and to develop concepts of
relationships.
Early input of knowledge and skills that are consistent with this
developmental stage will enhance the preschool child's ability to form
more complex intellectual skills and competencies. Most of the learning at
this age comes through the child’s senses, thus, the emphasis on ‘active learning’. Research
suggests that intellectual growth appears to progress through a series of stages. This implies
that the learning environment must be rich with a wide variety and quantity of materials and
supplies and a daily routine that assists the child in classifying and organizing new and old
information. The progress a child makes depends on the quantity and quality of the learning
experiences. In helping a preschool child to learn, the teacher must plan and select activities
that will enlarge and enhance concepts for the young child. The teacher must be alert to pick up
on the strengths, experiences and interests of each child in order
to stimulate, enhance and extend new activities that will promote
intellectual growth. The teacher also needs to be conscious of
helping the young child develop positive attitudes and
dispositions toward learning.
The Newark Public Schools’ preschool curriculum is based on
the Early Childhood Education Expectations: Standards of
Quality (Expectations) and the Early Childhood Education
Framework (Framework) from the New Jersey State
Department of Education. The Expectations document provides the kinds of activities a young
child should engage in and the expected preschool learning outcomes. The Framework
provides sample-learning activities based on the Expectations, and illustrates how a teacher
can integrate all subject areas into the curriculum to support cognitive, social, emotional and
physical development. These two documents also serve as the foundation and guiding
framework for the district’s Preschool Teacher’s Handbook and Curriculum Guide.
Administrators and teachers should use these two documents as resources when planning and
implementing the curriculum. This document is also based upon the National Association for the
education of Young Children’s (NAEYC) position statements on literacy, math, inclusion,
linguistic, and cultural diversity, (see Appendix A-D).
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When appropriate, the teacher must also include strategies for meeting the requirements of
children with special needs and those of English language learners. Based upon teacher
observation and ongoing informal assessment of children’s interests and performance, the daily
curricular activities must be tailored to the needs of the group and individualized for the
strengths and interests of the children. Both the Expectations and Framework documents
provide detailed information on inclusion strategies and
techniques. Please refer to these two documents, as needed. The
information below is only a small sample of the type of information to be
found in the Expectations and Framework documents.
Children are to be provided with a multicultural, gender-free, unbiased
view early in their school years. Children need to understand through
experiences that diversity enriches their lives. A multicultural approach
includes providing children with opportunities to learn about the culture
and ethnic heritage of others, as well as their own. Multicultural
awareness will help raise the level of self-esteem of each child. Children
can learn to respect and appreciate differences in others, interact
positively with other children and adults, and understand that there are
many correct ways to do things. This is the foundation of character
development and good citizenship. Each classroom must contain a wide variety of multicultural
materials and supplies and pictures of males and females in nurturing roles and in a variety of
occupations. Children learn from the stories, art, music, foods, dress, language and dances of
many cultures. These activities can be used to enhance learning in all of the content areas.
Teachers also need to be aware of stereotypical views of cultures and provide information that
will give an accurate and positive experience.
What Young Children Can Do
In order to plan and implement a developmentally appropriate curriculum for the preschool child,
the administrator and teacher must first have a working knowledge of how a child develops and
the skills and behavioral traits of three- and four-year olds. Research has shown that human
growth and development follows a specific sequence based on these principles:
1. Development proceeds in a predictable
manner.
2. Development is dependent on maturation.
3. Growth and maturation proceed from head
down to feet.
4. Growth and maturation occur from the center
of the body outward.
5. Children move through these developmental
stages at their own rate.
Therefore, curriculum planning is dependent on the stage of each child’s level of cognitive,
physical, social and emotional development. A variety of activities in each domain must be
provided to the young child every day to explore, and stimulate growth and development.
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Basic awareness of what three- and four-year-olds generally can do may help the teacher
assess the kinds of experiences and activities each child needs. Below is a brief list of
behavioral and physical traits of the preschool child. Since children develop and mature at their
own rate, some children may not be able to do some of the items listed below and some may be
able to do more. Observe your children and add traits to this list as needed.
Three-Year-old Children
Behavioral
Agreeable
Curious
Explore, constantly moving
Happy
Sociable
Eager to please
Play in groups of two or three children
Share with friends
Learning to take turns
Physical
Walk up stairs with alternating feet
Catch a bouncing ball with both hands
Ride a tricycle
Balance on one foot up to three times
Hop on one foot up to three times
Cut paper in two
Trace
Draw faces
Build towers
Four-Year-old Children
Behavioral
Talkative
Full of Questions
Ask many ‘why’ questions
Use when, what and how to form questions
Need companionship
Talkative
Beginning to understand concepts
Active imaginations
Mix fantasy with truth
Have imaginary playmates
Remember holidays
Physical
Grow at a fast pace
Brain grows quickly
Losing baby fat
More coordination
Skip smoothly
Imitate dance steps
Ride a tricycle
Skip rope
Button buttons
Handle spoon and fork
Run easily
Thus, a developmentally appropriate curriculum for preschoolers integrates children’s abilities,
needs and interests. It focuses on the development of the whole child: the cognitive, physical,
social and emotional domains. All these factors are important and must be taken into account
when planning the curriculum. (The various approaches and curricula in use in the district,
such as High/Scope, Curiosity Corner and Bank Street, incorporate this concept.) Each
presents content and strategies to achieve an integrated curriculum, as discussed in the
Framework document. An integrated curriculum stresses learning across a variety of subject
areas.
The following visual map provides an example of integrated learning focused on emergent
reading skills. The objective is that children will be able to recognize and match sounds and
letters.
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INTEGRATED LEARNING: VISUAL MAP
Below is an example of integrated learning using a visual map.
Language Arts/Literacy
Read aloud to children from selected
books related to letters and sounds.
Mathematics
Children count, identify and sort letters.
Children match letters to sounds.
Children participate in poems and
finger plays.
Children measure size of block letters.
Children compare size and number of letters
and words.
Dramatic Play
Children set up a post office and write
letters to parents.
Children dress up as mail delivery
people and deliver letters.
Children dress up as the letter that
starts their name.
Sand Table
Music and Movement
Children make up stories, songs and
rhymes about letters.
Children sing the alphabet song.
Language Arts/Literacy
Expectation:

Children clap out the number of
letters in their name.
Children form letters with their
bodies.
Children make letters in the sand
using letter molds.
Children make their name in sand
letters.
Demonstrate Emergent Reading
Skills
Objective:

Recognize and match sounds
and letters.
Science
Provide ‘feely’ bags with wood,
stryrofoam, and magnetic letters.
Blocks
Children make letters using different shaped blocks.
Children name animals and plants
that start with different letters of the
alphabet.
Children use alphabet blocks to create their name.
Children label their constructions/structures.
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PRESCHOOL PROGRAM EXPECTATIONS AND OBJECTIVES
The district’s preschool curriculum objectives are aligned with the Early Childhood Education
Program Expectations: Standards of Quality (Expectations) and the Early Childhood
Education Curriculum Framework (Framework) documents from the New Jersey State
Department of Education, for each of the following content areas:
1.
2.
3.
4.
5.
6.
7.
Social/Emotional Development
Language Arts/Literacy
Mathematics
Science
Social Studies
Creative Arts
Health, Safety and Physical Education
The High/Scope approach is the foundation of Newark’s preschool program. The district’s
preschool curriculum objectives, as well as the High/Scope key experiences are listed below.
SOCIAL/EMOTIONAL DEVELOPMENT
Teachers facilitate the learning and guide children as they interact with each other and practice
social skills and competencies they need to fully participate in the preschool experience and
prepare for kindergarten.
The High/Scope key experience is: Initiative and Social Relations.
SOCIAL/EMOTIONAL DEVELOPMENT EXPECTATIONS AND OBJECTIVES
EXPECTATION 1:
Children will develop self-confidence and self esteem.
OBJECTIVES:
Each child will:
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
Make independent plans and choices from a broad range of diverse learning
centers.
Express ideas for activities and initiate discussions.
Participate in discussions with teachers and friends.
Engage in play to explore relationships with peers.
Display family photographs, view photos and drawings and hear tape recordings of other
children and their families.
Experience community and cultural resources, on-site and off-site.
Feel good about self as the child gains confidence with the world.
Build a sense of community with the people in the child’s life (e.g., teachers, cooks,
custodians, bus drivers, parents, etc.)
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EXPECTATION 2:
Children will demonstrate self-direction.
OBJECTIVES:
Each child will:
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
2.13
2.14
Explore and experiment with a wide variety of materials and activities.
Demonstrate self-help skills, e.g., puts blocks away, wash hands.
Move through classroom routines and activities with minimal teacher direction.
Set own limits.
Use mistakes as learning opportunities.
Use conflict resolution skills.
Evaluate and resolve problems rather than rely on a teacher-imposed solution.
Identify and express feelings and frustrations.
Develop group rules cooperatively.
Cooperate in small groups.
Take turns.
Play simple games in small groups.
Show pleasure in having and being with friends.
Become self-disciplined, self-guided and/or self-directed.
EXPECTATION 3:
Children will identify and express feelings.
OBJECTIVES:
Each child will:
3.1
3.2
3.3
3.4
3.5
3.6
3.7
Label and describe their feelings and those of others.
Understand the feelings of others.
Channel anger and negative impulse through specific techniques.
Learn to give, share and receive affection.
Experience stories, songs and poems that will reinforce cooperation and helpfulness
between and among classmates.
Look at photos and other illustrations in the classroom that depict people working
cooperatively.
Know the difference between good touch and bad touch.
EXPECTATION 4:
Children will exhibit positive interactions with other children
and adults.
OBJECTIVES:
Each child will:
4.1
4.2
4.3
4.4
4.5
4.6
Participate in classroom activities by sharing and taking turns.
Help other children or adults.
Demonstrate polite behaviors and good manners
Respect rights and property of others.
Express needs verbally to teachers and others.
Problem-solve without being aggressive.
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EXPECTATION 5:
Children will exhibit pro-social behaviors.
OBJECTIVES:
Each child will:
5.1
5.2
5.3
5.4
6.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
Role play with peers to experiment with understanding the feelings of others.
Predict reactions.
Cooperate and take turns.
Negotiate.
Articulate preferences and accept compromises.
Empathize.
Explore.
Offer positive attention to others.
Play independently, in pairs and in small groups.
Pretend play.
Join play with others without being aggressive.
Share toys.
EXPECTATION 6:
Children will exhibit attention and focusing skills.
OBJECTIVES:
Each child will:
6.1
6.2
6.3
6.4
Be able to meet the challenges of the preschool day.
Attend to task for a set period of time.
Move smoothly from one activity to the next.
Listen and wait for turn to talk.
EXPECTATION 7:
Children participate in group routines.
OBJECTIVES:
Each child will:
7.1
7.2
7.3
7.4
7.5
Separate easily from parent(s) or guardian(s).
Take the initiative and positively join groups of children in play activities.
Engage in meaningful activities with other children.
Use toys and materials with care.
Clean up their toys and materials when finished.
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Language Arts Literacy
Since early childhood is the period of the most rapid language development, it is imperative that
young children have a variety of appropriate literacy and correct language experiences
throughout the day in environments that are rich in language and print. Early childhood teachers
have the responsibility to understand language development and to foster each child’s literacy
potential.
Literacy is composed of listening, speaking, writing, reading and viewing skills. (This is
consistent with how children learn to read and write in High/Scope programs.) Literacy learning
begins at birth and can be encouraged through participation in meaningful conversation and
activities with adults. These literacy behaviors change and eventually become habits. Each
child’s interest and motivation to read is evident before that child is able to read. Emergent
reading and emergent writing behaviors can be observed in settings where literacy experiences
are consistently and continually encouraged and fostered.
It is essential that the literacy component of a preschool program provide children with
opportunities for listening, speaking, writing, reading and viewing in English and in the child’s
own language, if other than English. Children with special needs and children from language
backgrounds other than English will develop literacy in inclusive preschool programs that
provide enriched environments and foster opportunities for social interaction with other children
and teachers. Programs must develop the capability to help children communicate proficiently
in their non-English home language in order to develop the learning of English. A preschool
program will strengthen first language capabilities as a means of creating a context to learn
English. It is important to recognize the need to make modifications in the presentation of
vocabulary, directions, storytelling, reading, and other oral language communication when
working with special populations. These modifications may include use of culturally appropriate
visual aids, scaffolding, repetition, rephrasing and modeling.
The High/Scope key experience is: Language and Literacy.
LANGUAGE ARTS LITERACY EXPECTATIONS AND OBJECTIVES
EXPECTATION 1:
Children will engage in active-listening activities in a variety
of situations.
OBJECTIVES:
Each child will:
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
Understand and follow oral directions.
Demonstrate that a response is expected when a question is asked.
Listen to stories, rhymes, poems, music and songs in various languages.
Identify sounds in the environment.
Participate in activities and stories that have repetitive patterns, rhymes and
refrains.
Sequence events in a story.
Listen for various purposes.
Attach meaning to tone and volume.
Hear language modeled by different adults.
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EXPECTATION 2:
Children converse effectively in their home language,
English or sign language.
OBJECTIVES:
Each child will:
2.1
2.2
2.4
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
2.13
2.14
Communicate in the child’s home language, English and/or sign language.
Use and understand verbal and non-verbal language.
Use words to describe previous experiences and relate them to new experiences or
ideas.
Ask questions to obtain information.
Use language to express relationships, make connections, and describe similarities and
differences.
Use language that comes from literacy experiences.
Listen and respond appropriately in group interactions.
Participate in singing, finger playing, chanting, reciting and retelling stories.
Use language in dramatic play.
Use language for various purposes (e.g., making requests and expressing
feelings).
Use language to express meaningful experiences.
Use language to discuss planned activities.
Imitate sounds.
Use puppets, props or other toys to tell or retell stories.
EXPECTATION 3:
Children will demonstrate emergent reading skills.
OBJECTIVES:
Each child will:
3.1
3.2
3.3
3.4
3.5
3.6
3.8
3.8
3.9
3.10
3.11
3.12
3.13
3.14
3.15
3.16
3.17
Develop an awareness of print.
Recognize print in the local environment.
Experience different text forms that are used for different functions of print (e.g., grocery
list, menu, store sign, telephone book, newspaper, magazine) and a variety of fonts and
letter formations.
Practice knowledge of book handling.
Recognize own name in a variety of contexts.
Predict what will happen in a story.
Experience various stages of reading-like behavior (e.g., pretend to read, label objects in
books and read one’s own writing).
Comment on characters in books.
Recognize specific books by cover.
Experience read aloud activities.
Recognize that letters form words that are used for reading.
Recognize that it is the print that is read in stories.
Experience books and writing (literacy props) in all learning centers (e.g., empty food
and household containers, traffic signs, symbols).
Recognize labels on objects throughout the classroom.
Experience cozy, comfortable reading areas with a variety of printed materials (e.g.,
books, magazines, newspapers, catalog, circulars, letters, and other mail items).
Observe adults reading high quality literature.
Imitate books and materials that reflect the child’s own and others’ identity, home
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language, cultures and interests.
EXPECTATION 4:
Children will engage in activities that promote the
acquisition of emergent writing skills.
OBJECTIVES:
Each child will:
4.1
4.2
4.3
4.4
4.5
Experiment with a variety of writing activities (e.g., drawing, scribbling, using invented
spelling, letter-like forms, and conventional letterforms).
Experiment with a variety of writing tools (e.g., pencils, crayons, chalk, markers, rubber
stamps and computers) and surfaces (e.g., paper, cardboard, chalkboard, wood, and
concrete).
Write (scribble) messages as part of playful activity.
Dictate to adults.
Observe adults writing for a variety of purposes (e.g., lists, dictated stories, and charts).
EXPECTATION 5:
Children will engage in activities that offer the opportunity
to view, comprehend and use non-textual visual information.
OBJECTIVES:
Each child will:
5.1
5.2
5.3
5.4
5.5
5.6
View age appropriate books or videos, alone or in a small group.
Follow a story on audiotape or CD.
View logos, street signs and symbols in the environment (e.g., pictorial, print and traffic
signs).
View icons on computer screens, when available.
Use age appropriate and interactive software programs, when available.
Discuss pictures in favorite children’s books and talk about what is happening.
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MATHEMATICS
All children will develop an understanding of mathematical concepts through a play-based,
child-centered, inclusive environment. Throughout all content areas, the children will be
provided with opportunities to talk, write and sing about mathematical concepts. Children will
have access to a wide variety of tools and hands-on experiences that are relevant to real-life
situations in order to help all children learn to enjoy mathematics.
Teachers must capture teachable moments and ask open-ended questions to explore
mathematical concepts that are initiated by each child during his/her natural play. With this
awareness the teacher’s role is to implement curricular activities that address each child’s level
of functioning.
The High/Scope key experiences are: Classification, Seriation, Number, Space and Time.
MATHEMATICS EXPECTATIONS AND OBJECTIVES
EXPECTATION 1:
All children will experience mathematical problem solving
through hands on activities.
OBJECTIVES:
Each child will:
1.1
1.2
1.3
1.4
Look for and give clues.
Make predictions.
See spatial relationships in terms of shape and size (i.e., putting puzzles
together).
Fit one ordered set of objects into another (i.e., match cup with saucer).
EXPECTATION 2:
All children will communicate mathematically through
emergent writing, spoken communication, manipulatives
and visual forms of expression.
OBJECTIVES:
Each child will:
2.1
Explain how he/she built something (i.e., a block structure).
EXPECTATION 3:
All children will connect mathematical ideas to real life
situations.
OBJECTIVES:
Each child will:
3.1
3.2
3.3
3.4
3.5
Set the table (i.e., five plates for five people).
Play grocery store to develop a sense of money.
Begin to attach meaning to visual and verbal representations of numbers (i.e., count on
fingers).
Dial own telephone number.
Repeat own address.
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EXPECTATION 4:
All children will explore numeration.
OBJECTIVES:
Each child will:
4.1
4.2
4.3
Understand and use concepts of first and last.
Show number sense (i.e., show me five beads).
Experience one-to-one correspondence through integrated daily school routine (i.e., five
cups for five children at the snack table).
EXPECTATION 5:
All children will develop knowledge of spatial sense and
geometric shapes.
OBJECTIVES:
Each child will:
5.1
5.2
5.3
5.4
5.5
5.6
Explore shapes using models and pictures.
Understand and use positional words (e.g., down, next to and behind).
Explore the classification of objects based on one attribute.
Match objects.
Sort objects by size, color and shape.
Explore parts of a whole (i.e., cutting an apple in half and putting the halves into a
whole).
EXPECTATION 6:
All children will develop measurement concepts.
OBJECTIVES:
Each child will:
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
Use descriptive words to discuss temperature variations (e.g., discussions of the
weather, hot or cold).
Use comparative words with props (e.g., long or short block, tall tower).
Differentiate heavier from lighter, using props, units or sets.
Differentiate more from less using props, units or sets.
Use nonstandard measurements (i.e., children use their hands or other objects as a
measurement unit).
Estimate, (i.e., how many cups are needed for snack time).
Discover or create patterns based on two or more attributes.
Participate in creating pictograph charts and/or bar graphs using everyday experiences.
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SCIENCE
The intent of science education in the early childhood classroom is to build on children’s natural
sense of wonder and curiosity. Children will employ their five senses to develop an
understanding of scientific principles through multisensory experiences and the teacher’s use of
open-ended questions. In the context of individualized play, children will explore, experiment
and learn new skills through trial and error and their own investigation and discovery. It is
important that teachers are knowledgeable of basic science concepts. Teachers need to be
prepared and look for opportunities to explore concepts during the child’s play in all content
areas. Since children’s play is a primary vehicle for use as an indicator of their mental growth,
play enables children to progress along the developmental sequence.
Science concepts
should be introduced during their interaction with materials, people and everyday activities.
The High/Scope key experiences: are Space, Time, and Number.
SCIENCE EXPECTATIONS AND OBJECTIVES
EXPECTATION 1:
All children will discover the five senses and their uses.
OBJECTIVES:
Each child will:
1.1
Explore the sense of sight, smell, taste, touch and sound through a variety of
developmentally appropriate teacher planned activities.
EXPECTATION 2:
All children will make simple predictions of experimental
outcomes.
OBJECTIVES:
Each child will:
2.1
2.2
2.3
Look for and give clues to predict an outcome.
Make predictions of expected outcomes (i.e., mixing colors will create a new
color).
Observe results.
EXPECTATION 3:
All children will explore living things.
OBJECTIVES:
Each child will:
3.1
3.2
3.2
3.6
3.5
Observe and identify basic life cycles (e.g., a caterpillar turns into a butterfly, a
chicken hatches from an egg).
Discover differences between living and nonliving things.
Understand the basic needs of a living organism (e.g., food, shelter, water,
sunlight).
Become familiar with common animals and their habitats (e.g., zoo, farm, circus, pets,
wildlife, water).
Explore plant life (i.e., plants come from seeds).
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EXPECTATION 4:
All children will experiment with matter.
OBJECTIVES:
Each child will:
4.1
Experiment with solids and liquids (e.g., melting ice, mixing and cooking foods and
beverages).
EXPECTATION 5:
All children will discover the properties of magnets.
OBJECTIVES:
Each child will:
5.1
Discover that magnets attract only certain metals through the use of objects
carefully selected by the teacher.
EXPECTATION 6:
All children will investigate the earth’s properties.
OBJECTIVES:
Each child will:
6.1
6.2
6.3
Identify weather characteristics (e.g., sunny, windy, rainy, cloudy, snowy).
Identify changes in seasons (e.g., leaves fall from trees, buds appear on trees, trees
are full of leaves).
Develop an awareness of the earth’s surfaces (e.g., soil, mountains, water).
EXPECTATION 7:
All children will explore the components of the solar
system.
OBJECTIVES:
Each child will:
7.1
7.2
Identify the moon, sun, and stars.
Notice the differences between night and day (i.e., children discuss their routine
during the day and routine during night).
EXPECTATION 8:
All children will participate in taking proper care of the
environment.
OBJECTIVES:
Each child will:
8.1
8.2
8.3
Understand and participate in recycling and cleanup of litter.
Take care of personal belongings (e.g., toys, clothing).
Take care of preschool equipment (e.g., toys, furniture).
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CREATIVE ARTS
Creative Arts in the preschool classroom will be integrated into all curriculum areas to develop
an appreciation for the arts and as a way to conduct classroom activities to meet expectations in
all content areas. When used in a developmentally appropriate way, creative arts promote
curiosity, verbal and nonverbal expression, and can be used as a medium for learning about
other cultures.
The teacher needs to be aware of cultural differences and practices of the children. An
awareness and understanding of children’s cultural values will be used to strengthen children’s
autonomy and creative expression.
The teacher introduces music, dance, art, and drama to children in a manner that allows
children to explore their own creativity. For children, the critical component of creative art is the
process rather than the end result or product. Children develop independence, self-motivation
and self-expression through concrete, hands-on learning in an environment that stimulates
creativity through music, dramatic play, dance and art.
The High/Scope key experience is: Creative Representation.
CREATIVE ARTS EXPECTATIONS AND OBJECTIVES
EXPECTATION 1:
All children will develop an appreciation for
music and visual self-expression.
OBJECTIVES:
Each child will:
1.1
1.2
1.3
1.4
Listen to and experience a variety of music mediums (e.g., singing, finger plays,
instruments, classical, reggae).
Experience and perform dances and rhythmic activities that develop gross motor skills
(e.g., marching, dancing, skipping, jumping, tiptoeing).
View performances of dance, music, and drama by their peers and other outside cultural
groups.
Visit institutions or have groups from institutions visit to share art, music and theater
works.
EXPECTATIONS 2:
All children will be able to express themselves through
dramatic play.
OBJECTIVES:
Each child will:
2.1
2.2
2.3
2.4
2.5
2.6
2.7
Participate in imaginative play activities (e.g., dramatic play area and using props in
learning centers).
Discover dramatic play through story telling, puppetry and other language development
activities.
Problem solves through role-play using critical and imaginative thinking skills.
Imitate actions and sounds.
Role-play situations.
View performances of their peers and other outside cultural groups.
Dramatize or mimic feelings and emotions.
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EXPECTATIONS 3:
All children will explore through their tactile and visual
senses the use and application of art materials.
OBJECTIVES:
Each child will:
3.1
3.2
3.3
3.4
3.7
3.8
Use art materials (e.g., paper, glue, paint, clay, scraps, buttons and beautiful
junk).
Work independently with confidence to create an art project.
Observe materials and artistic works and describe those observations.
Independently explore objects, materials and areas in the classroom.
Participate in small group activities that stimulate curiosity through hands-on and
verbally expressive experiences.
Use various art forms (e.g., dance, theater, music and visual arts) as a vehicle for
creative expression and representation.
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HEALTH, SAFETY AND PHYSICAL EDUCATION
Health, safety and physical education in the preschool classroom encourages children to think,
experience, explore and make connections to enhance each child’s sense of control and
competence as a learner at the child’s developmental level. The development of health, safety
and physical skills extend the children’s knowledge of themselves, those around them and their
world or culture. This area should be integrated into each of the other content areas.
The preschool environment should be organized to include both indoor and outdoor space to
maximize each child’s opportunities to develop health awareness as well as gross and fine
motor skills. Through daily indoor and outdoor activities, play, and planned and spontaneous
teaching, the teacher will provide a wide range of concrete, firsthand experiences that promote
the healthy development of each child.
The High/Scope key experience is: Movement
HEALTH, SAFETY AND PHYSICAL EDUCATION EXPECTATIONS AND OBJECTIVES
EXPECTATION 1:
All children will develop hygiene and nutritional skills.
OBJECTIVES:
Each child will:
1.1
1.2
1.3
1.4
1.5
1.6
1.6
Select healthy foods.
Understand how to keep germs from spreading.
Practice hand washing and toileting skills.
Dressing self.
Using utensils at meals to serve self and others.
Cleaning up after eating and playing.
Practice brushing teeth.
EXPECTATION 2:
All children will develop the ability to make personal
decisions and appropriate choices during group play that
promote cooperation and socialization skills.
OBJECTIVES:
Each child will:
2.1
2.2
2.3
2.4
2.5
2.8
Solve problems and cooperate in group activities and games.
Show respect for the needs of others and make friends.
Begin to control one’s own impulses.
Take initiative in group activities.
Help other members in group play situations.
Experience sharing and taking turns.
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EXPECTATION 3:
All children will identify potentially harmful objects,
substances, and activities and respond appropriately.
OBJECTIVES:
Each child will:
3.1
3.2
3.3
3.4
3.5
3.9
Recognize harmful substances and hazard symbols.
Communicate information about harmful substances or activities to an adult.
Respond appropriately to emergency situations (i.e., participate in fire drills; stop, drop
and roll; understand when and how to dial 911).
Develop the knowledge to stay away from strangers.
Tell a trusted adult about frightening experiences.
Practice safety rules for pedestrians (i.e., cross the street at a crosswalk with an adult;
recognize and understand the meaning of traffic lights and other traffic signs).
EXPECTATION 4:
All children will develop coordination, balance and strength
through gross motor activities.
OBJECTIVES:
Each child will:
4.1
4.2
4.3
4.4
4.5
4.6
Engage in large motor activities for the development of large muscles, such as climbing
stairs (alternating feet), marching, hopping, running and jumping.
Engage in free movement activities (e.g., using scarves, music, etc).
Develop creative movement using dance.
Engage in manipulative skill activities using balls, scarves, feathers, beanbags, etc.(e.g.,
bouncing, kicking, throwing, catching, rolling).
Participate in group games, exercises and other physical activities.
Use outdoor gross motor equipment safely and appropriately.
EXPECTATION 5:
All children will develop coordination in fine motor
activities.
OBJECTIVES:
Each child will:
5.1
5.2
5.3
5.4
Practice eye-hand coordination through the use of writing materials, paint brushes,
scissors, puzzles, play dough, sewing, lacing, etc.
Use hands and fingers to act out finger plays and songs.
Complete simple puzzles.
Fold and tear paper.
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SOCIAL STUDIES
Social Studies in the preschool classroom begins with cultivating children’s understanding of
themselves and their place in their family and their world. It then extends to the development of
an understanding of the role of the larger community, and respecting and appreciating other
cultures of the world. Social Studies should be thematically integrated into all areas of the
curriculum.
Through planned daily activities and spontaneous events, teachers will provide a wide range of
concrete, hands-on experiences and field trips or on-site activities. These activities provide
opportunities for children to learn more about themselves, their families and their community.
Opportunities will be provided to explore and appreciate the cultures and lifestyles of other
people. Special attention will be given to assuring that cultural and gender stereotyping is
avoided.
The classroom environment must be organized to provide opportunities for children to develop
independent behaviors and to act out real life situations. The environment should reinforce
those skills and concepts, which encourage good citizenship and develop the child’s capacity to
participate in a culturally diverse, democratic society in an interdependent world.
The High/Scope key experience is: Initiative and Social Relations
SOCIAL STUDIES EXPECTATIONS AND OBJECTIVES
EXPECTATION 1:
All children will develop self-awareness and interpersonal
relationship skills.
OBJECTIVES:
Each child will:
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.10
Practice social skills and pro-social behaviors.
Develop healthy self-concept and self-esteem.
Exercise responsibility for personal belongings.
Develop and practice independent behaviors.
Develop and practice positive group behaviors.
Develop appreciation and respect for individual similarities and differences.
Demonstrate respect for people and property.
Establish and obey rules.
Resolve conflicts and communicate emotions in socially acceptable ways.
EXPECTATION 2:
All children will develop an awareness of family and family
traditions.
OBJECTIVES:
Each child will:
2.1
2.2
2.4
2.5
Identify family members and their roles in the family.
Identify one’s own role in the family.
Discuss and participate in seasonal celebrations and holidays.
Share traditions within their family or culture.
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EXPECTATION 3:
All children will develop community and career awareness.
OBJECTIVES:
Each child will:
3.1
3.2
3.3
3.10
Recognize community workers and increase awareness of the jobs they do (e.g., visit
places of work, talk to workers, invite workers to visit the classroom).
Appreciate the importance of his/her role as a member of a family, a classroom and a
community.
Increase awareness of workers and the jobs they do.
Develop awareness of economics in daily living.
EXPECTATION 4:
All children will explore their own and other cultures.
OBJECTIVES:
Each child will:
5.1
5.2
Develop an awareness of their own and other cultures.
Develop awareness of cultural similarities and differences (e.g., observe performances,
eat foods).
EXPECTATION 5:
All children will develop an awareness of environmental
issues.
OBJECTIVES:
Each child will:
6.1
6.2
6.3
Practice conservation.
Develop an understanding of the impact of pollution.
Recycle within the classroom.
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WORLD LANGUAGES
Language begins as a social activity. A child uses language to express feelings and
communicate needs. The environment for learning language needs to be natural and rich with
opportunities for social interaction to promote the development of language and communication
skills. Early childhood educators should encourage and assist all parents in becoming
knowledgeable about the cognitive value for children learning more than one language. A rich
variety of media resources can be used.
Language learning in the preschool classroom focuses on the development of listening and
speaking skills and cultural awareness through concrete experiences. Preschool children
absorb language effortlessly and are adept imitators of speech sounds. They respond well to
learning situations relating to their own interests and experiences. They communicate by
participating in simple face-to-face interactions with classmates, teachers, family and visitors
from the community.
The High/Scope key experience is: Language and Literacy.
WORLD LANGUAGES EXPECTATIONS AND OBJECTIVES
EXPECTATION 1:
All children will experience language activities in at least
one language other than English.
OBJECTIVES:
Each child will:
1.1
1.2
1.3
Listen to conversations and stories in other languages through a variety of media.
Listen to conversations and stories in other languages through a variety of guest
visitors/speakers.
Participate in simple songs, rhymes and poems.
EXPECTATION 2:
All children will participate in activities that initiate simple
greetings and introductions in other languages.
OBJECTIVES:
Each child will:
2.1
2.2
Develop awareness that the language being spoken is a language used in the broader
community.
Practice speaking in a language other than English (i.e., greet a classmate and/or
visitor).
EXPECTATION 3:
All children will participate in cultural activities and
celebrations to develop an awareness of diverse cultures.
OBJECTIVES:
Each child will:
3.1
Participate in appropriate seasonal cultural activities and celebrations as planned by the
teacher and/or family.
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ASSESSMENT
As stated in the Framework, assessment and evaluation are vital components of quality
preschool programs. However, for a variety of developmental reasons, assessment techniques
common at other age-levels, such as the use of standardized tests, are not appropriate in the
preschool years. Qualitative means of child assessment through detailed observations and
record keeping are more appropriate in preschool classrooms. The purpose of assessment is to
help teachers determine appropriate classroom activities for each child. The following
information is taken directly from the Expectations (2000) document and supports the Newark
Public School’s beliefs concerning assessment for young children.
Assessment shall be ongoing, authentic (extracted from the actual activities in which children
are engaged) and cumulative. Group administered achievement tests are inappropriate tools
for assessing young children’s development. Such tests are ineffective because they do not
provide information on how these children learn and how they might apply their learning to real
life situations. If individual developmental screening tools are administered, their purpose
should be to provide teachers with current information about each child. Developmental
screenings should be viewed as one component in a
classroom evaluation process that incorporates a
variety of developmentally appropriate assessment
practices. All assessment practices must be sensitive
Assessment
to each child’s special needs, home language, learning
Goa
Improve Teaching
style and developmental stage.

Identify child needs
Assessment should be goal-oriented and should
document children’s progress toward developmental
 Support
and learning goals using a systematic procedure that is
development
integrated with curriculum planning. The content of
assessments reflects progress toward important
 Identify child
learning and developmental goals. Each program
learning style
should have a systematic plan for collecting and using
assessment information that is integrated with
curriculum planning. The teacher should use the results
of assessment to adapt curriculum and teaching
practices to better meet the needs of the children.
Information gained from assessment should be communicated with the child’s family.
Currently, we use the Brigance Preschool Screen to assess the child in all domains: cognitive,
social, emotional and physical. This assessment tool contains rating forms for teachers and
parents to complete. A Literacy Assessment is also conducted for each child. This instrument
assesses emergent literacy skills, such as letter identification, rhyme assessment, phoneme
isolating, phoneme matching, preschool concepts about print, and writing vocabulary.
Developmental assessments and observations are used to identify children who have special
learning or developmental needs and to plan teaching and learning interventions and
modifications that are appropriate for these needs. For some preschool children, the typical
classroom interventions may not be supporting the child’s development as would be expected.
Referral for an evaluation to the district’s child study team should be considered. Information
received from a single developmental assessment or screening should never serve as the basis
for major decisions affecting the placement or the enrollment of a child. Assessment should be
23
tailored to a specific purpose and should be used only for the purpose for which it has
consistently demonstrated reliable results.
Documentation is extremely important for young children and benefits teachers.






Teachers who can document children’s learning in a variety of ways are able to respond
to demands for accountability.
Teachers who document are more often able to
teach children through direct firsthand interactive
experiences that enhance brain development.
Teachers are more effective when they document.
Good documentation assists with more productive
planning decisions (e.g., how to set up the
classroom, what to do next, what questions to ask,
what resources to provide and how to stimulate
each child’s development). It can also assist
teachers in making decisions to explore external
support systems.
Teachers who document children’s work are better
able to meet special needs. Gathering information
and assessing children’s development help to
identify appropriate learning experiences for
children.
Children perceive learning to be important and
worthwhile when teachers document their learning.
The three major types of assessment recommended for young children are observation,
portfolios and working with the children’s parents and family.
Observation

Observation can make use of the following techniques: rating forms, checklists,
photography, narrative description, anecdotes, videotaping, journals, group conversation
and children's conversation.
 Observation must be intentional. As part of the daily classroom routine, it is probably the
most authentic form of assessment. Observing what children do every day is the best
place to start when creating a real life profile of each child.
What to observe:

Dispositions are a trend in behavior or activity that reflect a particular
motivations to learn, explore or investigate a particular thing. Having
a certain disposition doesn’t mean that a child can do something but
that the child actually does it on a regular basis.
 Coping strategies (i.e., notice how a child solves a problem).
 Withdrawal or isolation (i.e., determine the child’s place in the group).
 Key attributes of the child (i.e., identify and list attributes of interest).
24
How to observe:





Observe regularly with a specific purpose.
Observe children at different times of the day.
Observe children in different settings throughout the school or center.
Observe the usual demeanor of the child, not the unusual behavior or bad days.
Observe for new possibilities. If a child is having trouble, could the environment or
circumstances be changed to assist the child?
Portfolio
Portfolio assessment is the systematic and intentional collection of samples of things children
do. It should illustrate and document children’s development over a period of time, be
coordinated by teachers but involve children and reflect each child’s individual development.
Strategies for portfolio assessment

Determine the developmental areas to be assessed (e.g., spoken
language, art, early literacy, symbolic play, motor skills, math
concepts, creativity, peer relationships).
 Identify the documents which best demonstrate development (e.g.,
drawings, paintings, other artwork, photos, dictated stories, book
choices, teacher’s notes, audio tapes, graphs and checklists).
 Regularly create a collection of samples with children’s input (i.e.,
record what the children tell you about a variety of things).
Develop a storage system for the samples of children’s work.
Identify any gaps in the developmental story. Make sure the samples show the full range of
what each child can does.
 Collected data should tell a clear story to the audience.


The Parents
Parents can be helpful in accurately and sensitively assessing children. The following practices
help encourage parental involvement in child assessments. The following are guidelines for
parents.






When assessing children, accentuate the positive.
Build assessment comments about how a child is doing
into everyday conversations with parents.
Explain assessment approaches at a parent meeting or
workshop. Be clear about the differences between
standardized tests and authentic assessment.
Write about assessment in a newsletter or a special letter
to be sent home.
Demonstrate that parents are valued as respected
partners in the behavior and progress of children.
Support comments with documentation showing what the
child has accomplished over time.
25
The Children
Everyone has a view of a child’s abilities, preferences, and performances, including the child. To
effectively involve the children in their own assessment:

Observe and document things the children say and do.
Often random statements such as, "I was this big on my
last birthday, now I’m THIS big," are evidence that children
are capable of assessing what they can do and how they
are changing.

Ask children about themselves. Children will tell you what
they like and do not like to do. Some children may be
pleased by a conference-like situation in which they have
your undivided attention, some children may respond to
more informal discussions.

Ask children to assess their work. Ask children to help
decide which work should be included in their portfolio.
Respect their choices and responses about their work.

Let children take pictures of their most prized work from
time to time. They can make a bulletin board display of
their especially chosen picture portfolio.
Program Assessment
Current research supports the belief that quality early childhood programs make a difference in
the lives of children, their families and, ultimately, the society at large. Assessing the quality of
early childhood programs is just as important as assessing the needs and progress of the
children. There are several excellent instruments that can be utilized to assess program quality
and identify areas in need of improvement. Two of the most commonly used in the state of New
Jersey are the Early Childhood Environment Rating Scale and High/Scope’s Program Quality
Assessment (PQA) Preschool Version. The district uses the PQA to assess program quality.
The PQA is a rating instrument for evaluating the quality of our early childhood programs and
identifying professional development and training needs. It examines all aspects of program
implementation, from the physical features of the setting to the nature of adult-child interaction,
and more. The PQA, to be used with all preschool classrooms, defines program quality along a
continuum, with clear and specific quality indicators, so it helps in illustrating best practices and
where to focus our efforts and attention for further program development. It is a valuable tool
for administrators to gauge the quality of their programs and for teachers to use in assessing
their own practices, needs and strengths.
26
REFERENCES and RESOURCES
Bredekamp, S. & C. Copple (1997), Developmentally Appropriate Practice in Early
Childhood Programs. Washington, D.C.: National Association for the Education of Young
Children, 1997.
Bredekamp, S. & T. Rosegrant (Eds.). (1992). Reaching Potentials: Appropriate Curriculum
and Assessment for Young Children, Vol. 1. Washington, D.C.: National Association for
the Education of Young Children.
Burns, M. Susan, Peg Griffn, & Catherine Snow. (1999). Starting Out Right: A Guide to
Promoting Children’s Reading Success. Washington, D.C.: National Academy Press.
Chambers, B., Carlisle, M. Keck, M., Rubin, M., and Russell, P. (2001). Curiosity Corner
Teacher Manual. Maryland: Success for All Foundation.
Colorado Quality Standards for Early Childhood Care and Education Services. (1994).
Colorado Department of Education.
Day, B. Early Children Education (4th ed.). (1994). New York: Macmillan.
Decker, C. A. (2000). Children: The Early Years. Tingley Park, Illinois: The GoodHeartWillcox Company, Inc.
Dimidjian V. J. (Ed.) (1992). Play’s Place in Public Education for Young Children. National
Education Association of the United States.
Dodge, Diane T. & Laura Colker. The Creative Curriculum for Early Childhood, (3rd ed.).
Washington, D.C.: Teaching Strategies.
Dodge, D.T. & Heroman, C. (2000). Building Your Baby’s Brain: A Parent’s Guide to the
First Five Years. Washington, D.C.: U.S. Department of Education.
Draper, T., Ganong, M.C., Goodell, V. (1980). See How They Grow: Concepts in Child
Development. New York: Butterick Publishing.
Early Childhood-Head Start Task Force (2002) Teaching Our Youngest: A Guide for
Preschool Teachers and Child Care and Family Providers. U.S. Department of
Education. U.S. Department of Health and Human Services.
Early Childhood Education Program Expectations. (2000). New Jersey State Department
of Education.
Early Childhood Education Curriculum Framework (DRAFT, 2002).
Department of Education.
New Jersey State
Every Child Reading: An Action Plan. (1998). Washington, D.C.: Learning First Alliance.
Goodman, K. S. (1986). What's Whole in Whole Language? Portsmouth, NH: Heineman.
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Harms, Thelma, Richard Clifford & Debbie Cryer. (1998). Early Childhood Environment
Rating Scale (Rev. ed.). New York: Teachers College Press.
Helm, J., S. Beneke & K. Steinheimer. (1997). Documenting Children’s Learning. Childhood
Education.
Herr, J. (1990). Working with Young Children. South Holland, Illinois: The GoodHeartWillcox Company, Inc.
How Young Children Learn to Read in High/Scope Programs. (2001). Ypsilanti, Michigan:
High/Scope Educational Research Foundation.
Hohman, M., and Weikert, D. P. (1985). Educating Young Children. Ypsilanti, MI:
High/Scope Press.
Hohman, M., and D. P. Weikert. (1995). Educating Young Children: Active Learning
Practices for Preschool and Child Care Programs. Ypsilanti, MI: High/Scope Press.
Katz, L. & McClellan, D.. (1997). Fostering Children's Social Competence. Washington:
National Association for the Education of Young Children.
Katz, L., Chard S., and Genishi, C.. (1996). A Profile of Every Child in Early Childhood
Education. Guilford: Dushkin/McGraw Hill.
Love, K. (1997). What a Brain: Alexandria, Louisiana: Children and Families.
Mooney, M. (1998). Developing Life-long Readers. New Zealand: Learning Media,
Ministry of Education.
Morrow, L. M. (1997). Literacy Development in the Early Years. Boston, MA: Allyn &
Bacon.
Morrow. L.M. (2001). Beginning Literacy: Research-based Principles and Practices.
New Jersey: Sadlier-Oxford.
Neuman, Susan B., Carol Copple & Sue Bredekamp. (1999). Learning to Read and Write.
Washington, D.C.: National Association for the Education of Young Children.
Nursery Rhymes and Phonemic Awareness. (2002). New Jersey: Sadlier-Oxford.
Piaget, J. (1952). The Origins of Intelligence in Children. New York: International
Universities Press.
Read, K.H. (1971). The Nursery School: A Human Relationships Laboratory. Philadelphia:
W.B. Saunders Company.
Smart, M.S., and Smart, R.C. (1967). Children: Development and Relationships.
New York, New York: The MacMillan Company.
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Early Childhood Education Websites
Teacher Websites
These are a few websites that you might find helpful in planning for the preschool program.
1. ChildCraft Educational Corporation.
P.O. Box 3239. Lancaster, Pennsylvania. 17064.
www.childcraft.com and then select Classroom DesignerTM
This website presents supplies and materials for preschool classrooms. It also provides a
classroom designer page that teachers can use to design or re-arrange their classroom
space.
2. Early Childhood Education Web Guide
www.ecewebguide.com
This site seeks to provide child care professionals with the most up-to-date internet
resources on such topics as child development, learning environment, professionalism, antibias resources, discipline and guidance, health and safety and program management.
3. International Reading Association
www.reading.org
This site contains a variety of informations for this organization, such as, books, literacy
links,media center, reading online, and topics and issues in reading.
4. Lakeshore Learning Materials. 2695 E. Dominguez Street. Carson, California 90749
5. National Association for the Education of Young Children
www.naeyc.org
This site contains a variety of information on early childhood education for teachers,
directors, principals and parents. Accreditation information and conferences are also
includes.
6. New Jersey Professional Development of Center
www.njpdc.org
This site is located at Kean University and contains information on the New Jersey
Department of Human Services Abbott preschool program scholarships and substitute funds
for community providers.
29
7. New Jersey Department of Education
www.state.nj.us/education/
This is the New Jersey State Department of Education’s web page. Contains all
information pertaining to public education in New Jersey including a page on the
Early Childhood Program Aid regulations and the funding for the Abbott
preschool program. The ECPA page contains the program guidelines and funding
requirements.
8. The National Black Child Development Institute
www.nbcdi.org
This site contains information to protect and enhance the quality of life for African
American children and their families. It contains a link to the Early Childhood Leadership
Resource Center and cross-cultural partnerships.
9. KidSource Online
www.kidsource.com
This site targets parents and educators and contains information on health and
safety, resources, advice for parents and teachers, and many more topics.
10. www.sitesforteachers.com
This site contains K-12 resources for all subject areas, tutorials, lesson plans, creative ideas,
online projects, and thousands of helpful links. Some information may be adaptable for
preschool children.
11. Scholastic, Inc. 2931 E. McCarty Street. Jefferson City, Missouri 65101.
12. The Wright Group. 19201 120th Avenue NE. Bothell, Washington 98011-9512
PARENTS
1. www.tnpc.com/parentalk/preschool.html
This site provides resources geared toward parents of preschoolers. Topics include:
intellectual stimulation, physical activities, routines around the house, tough issues and
other topics.
2. www.babycenter.com or www.parentcenter.com
These two linked sites contain parenting information. Parentcenter.com contains
information on health, learning and parenting including an activity planner, ideas family
games, indoor and outdoor games.
30
3. www.nochildleftbehind.gov/parents/safety
This site provides personal safety guide for parents.
4. www.childcareaware.org
This site provides resources targeted to child care providers. The information is important
for all preschool teachers, parents and providers.
LESSON PLANS
1. www.creativeclassroom.org
This website is packed with ready-to-use ideas, time-saving tips and practical advice form
experts. While the site is for kindergarten through eighth grade, some materials and ideas
may be appropriate for preschoolers. Topics include managing misbehavior, motivation
techniques, reviews of basic books, math matters and keeping kids organized.
2. www.eduplace.com
Eduplace.com provides resources for elementary school teachers, students. and parents.
Includes reading/language arts, math, science, and social studies centers, intervention,
professional development, searchable activity database, educational games, and textbook
support.
3. www.lessonplanz.com
This website is a searchable directory of free online lesson plans and lesson plan resources
for all grades and subject, including preschool. It includes a teacher tip page and a
teacherchat board.
DISCIPLINE TECHNIQUES
1. www.ecdgroup.com
This site provides information on an education consulting group, its initiatives, resources,
library, news and conferences.
SPANISH
1. www.chicos.net
This site is in Spanish and contains information for teachers in schools and parents. It
contains a ‘chat’ room and provides a variety of school projects and links to other sites.
31
2. www.quia.com
This site can help teachers create a class, a student roster, lists of books, and online
workbooks. Most information is for K-12 children, but may be adapted for preschoolers.
The site is mostly in English; Spanish resources are available.
3. www.nacnet.org/assunta/cancion.htm
This site is in Spanish and contains links to a variety of songs for all age groups.
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