Kindergarten

The Kindergarten program at Georgetown Hill Early School is a full-day program (9am-3pm) for children who turn five by September 1*. The program is designed to teach critical Kindergarten skills across all developmental domains using a play-based approach, which research shows to be the most effective way to enhance children’s academic and developmental learning outcomes. Within our Play, Learning, Arts, and Nurturing (P.L.A.N.) curriculum framework, Kindergartners at Georgetown Hill have the opportunity to build the requisite skills needed for school success and to find joy in the learning process.

*In our Transitional Kindergarten (T-K) program, children must turn five by February 1 of the year in which they are enrolled in T-K. 

What makes Georgetown Hill different from other Elementary programs?

Our Early Elementary programs differ from other models in several ways:

Smaller class sizes

Our child:teacher ratio never exceeds 10:1. A smaller class enables teachers to provide ample support to each child to meet his/her individual needs.

Empowered teachers

Within the P.L.A.N curriculum framework, our teachers have the autonomy to implement instruction that builds on their individual strengths and talents. Teachers are involved in program decision-making and can adapt the program to meet the needs of the children in their class.

Focus on the Arts

Through exposure to rich artistic experiences, children at Georgetown Hill are given opportunities to develop creativity, original thinking, motivation, and confidence. They are able to connect their ideas and represent their learning through multiple forms of self-expression including graphic/visual arts, music and dance, drama, and individual writing

Playful approach

Our learning activities are designed to be hands-on experiences where children can test out ideas, think creatively, develop social skills, explore new materials and concepts, and cultivate spontaneous joy.

Authentic assessment

Teachers use ongoing observational assessment to guide planning and instruction and work in partnership with families to set learning goals for each individual child. Our assessments are aligned with the Maryland State Department of Education College and Career-Ready Standards.

P.L.A.N

Play:

  • Creating active learning opportunities through play in centers designed for block building and floor play; dramatic play and make-believe; art exploration; puzzles, games, and manipulatives; and science explorations
  • Enjoying outdoor play: running, climbing, sliding, balancing, bike/trike-riding, and sports

Arts

  • Expressing creativity through process-oriented art
  • Studying well-known artists and emulating various artistic techniques
  • Experiencing music and movement daily
  • Demonstrating learning using a variety of artistic methods: drama, puppetry, writing, and visual arts

Nurturing

  • Seeking new and varied experiences and challenges
  • Taking responsibility for self-care and problem-solving
  • Communicating emotions and thoughts verbally
  • Playing cooperatively with peers and forming friendships
  • Focusing on tasks for extended periods of time with teacher support

P.L.A.N

Play:

  • Creating active learning opportunities through play in centers designed for block building and floor play; dramatic play and make-believe; art exploration; puzzles, games, and manipulatives; and science explorations
  • Enjoying outdoor play: running, climbing, sliding, balancing, bike/trike-riding, and sports

Arts:

  • Expressing creativity through process-oriented art
  • Studying well-known artists and emulating various artistic techniques
  • Experiencing music and movement daily
  • Demonstrating learning using a variety of artistic methods: drama, puppetry, writing, and visual arts

Nurturing:

  • Seeking new and varied experiences and challenges
  • Taking responsibility for self-care and problem-solving
  • Communicating emotions and thoughts verbally
  • Playing cooperatively with peers and forming friendships
  • Focusing on tasks for extended periods of time with teacher support
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