Clinton Ealry Learning Center logo

Amy Franz, Director

Nadine Karrat Briggs, Assistant Director

Clinton Early Learning Center
75 Chenango Ave.
Clinton, N.Y. 13323

NYS Pre-K Standards

How CELC meets those standards

  • Phonological and Phonemic Awareness
  • Print Awareness
  • Alphabet Recognition
  • Fluency
  • Vocabulary
  • Comprehension Strategies
  • Motivation to Read
Throughout the day children are exposed to reading. Labels are provided throughout the room. We use environmental print to encourage reading. Books are available for different purposes. We have books to read for leisure, books to look up information and instruction books. With each week's theme come new vocabulary words for us to learn and use. Children practice writing letters, and are encouraged to find their own name in print. Teachers read stories throughout the day, and engage children in questions regarding the reading.
  • Print Awareness
  • Spelling
  • Handwriting
  • Composition
  • Motivation to Write
We use different media in our writing center for children to explore. Chalkboards, dry erase books, alphabet stamps, pencils and paper are all ways we encourage children to write. We provide labels for children to recreate, ask children to write their own name on pictures, write notes to one another and put paper and pencils in different areas of the room. Comments that children make throughout the day are also written down, so children can see their words in written form.
Besides listening tapes and story time, we often utilize games such as Simon Says, the Freeze or Red Light, Green Light to enhance listening skills. We also have time at circle when we practice listening and taking turns speaking.
We develop classroom stories, where each child gets to add something to the story. We ask questions of the day to enhance thinking and speaking skills. Children are encouraged to share throughout the day through the use of open-ended questions. Fingerplays and songs are also ways of encouraging speaking/singing and learning about rhymes and repetition in language.

Students will:
  • build new mathematical knowledge through problem solving
  • solve problems that arise in mathematics and in other contexts
  • apply and adapt a variety of appropriate strategies to solve problems
  • make and investigate mathematical conjectures
  • develop and evaluate mathematical arguments and proofs
  • recognize reasoning and proof as fundamental aspects of mathematics
  • organize their thought processes with teacher guidance
  • analyze and evaluate
  • understand numbers, multiple ways of representing numbers, and number systems
  • recognize, use and represent algebraically patterns, relations and functions
  • use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes
  • determine what can be measured and how, using appropriate methods and formulas
  • collect, organize, display and analyze data
Math is another area of learning you will see throughout the day. Children are asked to assist with attendance and the set up of snack, which is problem solving through counting. We provide numerous activities for children to practice and learn math skills. Patterns and shapes are discussed in the block area and while building puzzles. We also have patterning puzzle cards that children can either create their own pattern, or copy a pattern card. Children have opportunities to sort, classify and measure. Whether it be measuring for a cooking activity or measuring how many steps a paper airplane traveled outside, children are exposed to mathematical learning. We provide children with math during circle time when we sing and act out songs like "10 Little Monkeys", or "Uno, dos, tres." Counting is done all day long. Each learning station of the classroom is allowed a certain number of children to avoid overcrowding. You can hear the children counting each other and stating that there are too many children in one area. Children have opportunities to practice writing numbers and recognize numbers. We have various board games, card games and computer games, which all emphasize math skills. Calendar and weather are also ways we discuss math concepts. Children build geometric shapes with our Geoboards and block builders. We introduce graphs with taste test results, and weather patterns. Time is discussed through use of a timer, clock and schedules. During outside play we often hear children counting off as a way to take attendance. We also play games such as "what time is it Mother Goose?" So whether you child is drawing letters in shaving cream on the table or creating shapes in the playdough, you can be assured that math is being learned.
Social Studies:
  • Self
  • My Family and Other Families
  • My School and Community
  • My Neighborhood
  • Maps, Globes, Location of Home
  • Basic Human needs and Wants
  • Symbols of Citizenship
  • Rights, Responsibilities and Roles
  • People Making and Changing Rules & Laws
Social studies and the study of history is first learned with the child's own experiences. What a child knows about history is his or her own ("when I was a baby…") Our classroom encompasses social studies through a study of oneself, family, school, neighborhood and community. Later we discuss and learn about other people and places. Our dramatic play area is a great place to see social studies come alive. Whether we are looking at a globe deciding where to travel to next, or exploring the role of a police officer we are learning about social studies. Children become a part of the school community. They are asked to participate in the creation of classroom rules, and partake in the responsibility of classroom jobs (watering the plant, checking the weather, etc). Throughout the day you can hear discussions and reminders about classroom rules, which is a child's first understanding of laws.
  • Living Environments
-good health
  • Physical Environments
-properties of matter
-action and reaction
Science can be seen throughout the classrooms, during different times of the day. In addition to healthy body lesson plans, good nutrition is discussed at lunch and snack times. Properties of matter are explored in the sensory table as a child pours water over an iceberg, or measures the water. We also provided stimulating science experiments and discuss cause and effect. Animal themes are strewn throughout the year with discussion about growth patterns, habitats, similarities and differences of animals. Children are provided daily opportunities to discuss the weather, seasons, and temperature during our circle time and as we explore our outside world.