CID Pre K Girls


Pre K Kids Thumbs Up

Pre K Snack Time

In the CID pre-k, students learn language around everyday activities – like cutting up apples for snack time.


Typical Day in Pre-K

8:30-9:00 a.m. Circle Time: Children and teachers welcome one another with the “Hello Song” to a large circle of greeting, sharing, trusting and belonging. The children explore the week’s theme through a variety of activities emphasizing the use of language, pre-math skills and alphabet knowledge. Children learn the days of the week, months, seasons, etc.

9:00-9:30 Structured Language:  The children gather in small, ability-based groups where they practice understanding and using specific vocabulary, phrases and sentences. Teachers use toys, games and small group activities to keep the children motivated while promoting language development.

9:30-10:00 Creative Movement: The children explore the joys of movement while developing motor skills and body awareness. Instruction focuses on encouraging each child’s creative process, using imagination and energy to move intuitively and spontaneously.

10:00-10:45 Snack/Conversational Language: During conversational language, the children enjoy a snack while they practice using the language skills they’ve acquired in a more structured setting. Through a variety of language-based preschool activities, children develop conversational, play and group skills.

10:45-11:30 Centers: In order to provide opportunities for children to experience typical preschool settings and activities, the Pre-K Discovery Room looks and functions like any other good-quality preschool classroom. The room is divided into different areas such as art, blocks, dramatic play, book corner, sensory table and writing. Teachers observe and facilitate the children’s use of social language while tracking and monitoring pragmatic language abilities. Future direct instruction focuses on skills that children need in order to be successful in mainstream settings.

11:30 a.m.-12:45 p.m. Lunch and Recess/Nap Time: This period is supervised by Washington University School of Medicine graduate students working on their master’s degrees in deaf education and audiology. After lunch, the 3-year-olds nap with a favorite stuffed animal; the 4- and 5-year-olds run, jump, climb, play with balls and engage in group games and activities to develop physically and socially and to build confidence.

12:45-1:30 Early Literacy: As they enjoy a wide variety of wonderful children’s stories promoting cultural diversity, family, self-esteem and other values, the children develop cognitive and language skills. The children make predictions, recall story events, relate the story to their own lives and retell or act out stories. The children engage in projects and activities that extend the stories, build comprehension and provide more opportunities to improve language.

1:30-1:40 Music: The children sing, move to music and play with musical instruments.

1:40-2:05 Speech/Auditory Training: Children move into classrooms in small groups for targeted work to develop speech and listening skills.

2:05-2:30 Small Group Choice Time: The children engage in a variety of typical preschool activities that stimulate and challenge their thinking and problem-solving skills as they explore the weekly theme.

2:30-2:50 Recess: The children participate in free play to foster the development of play skills, social skills and motor skills.

2:50-3:00 Closing Circle Time and Dismissal: The children gather to reflect on and discuss what they learned during the day before being dismissed.


Pre K Kids High Five


“Play for young children is not recreation activity…It is not leisure-time activity nor escape activity…

Play is thinking time for young children. It is language time. Problem-solving time. It is memory time, planning time, investigating time. It is organization-of-ideas time, when the young child uses his mind and body and his social skills and all his powers in response to the stimuli he has met.”

- Carol Westby, PhD