Preschool Program

The philosophy of the program adheres to the belief that language learning forms the cornerstone for later social and scholastic success.
Children with special needs are placed in a least restrictive environment with typically developing children to serve as role models.
The curriculum infuses language-enriched activities that cover instruction in all the developmental domains.
All activities are taught utilizing a multi modality/sensory approach- ie proving opportunities for learning using sight, sound, touch, smell, and movement.
This "hands on" approach is centered on weekly themes that teach developmentally appropriate skills in kindergarten readiness, language, social skills, literacy, gross motor, fine motor, and sensory.
Inherent in the program philosophy is the belief that skills are acquired on a continuum more so then at expected developmental milestones.
Each child’s skills are evaluated on a continual base, and his/her instruction is individualized to meet their particular needs.
This provides the opportunity for children to move faster or slower along the continuum, depending on his/her unique learning styles and abilities.
Activities are designed to introduce and promote new skills, while at the same time modifying them as needed, so the child is successful.

The following has been adopted, as it follows the current philosophy of the program:
The Creative Curriculum for Preschool, 4th Edition ©2002
Diane Trister Dodge, Laura J. Colker, & Cate Heroman
Teaching Strategies, INC., Washington, DC
The Youngerman Center and Buffalo Hearing and Speech Center at Fredonia collaborate in offering an Integrated Preschool Program for 3 and 4 year olds.
The classroom is staffed by a special education teacher, graduate speech language pathology students, and clinical supervisor.
Hands on activities centered on weekly themes track developmentally appropriate skills in language, gross and fine motor, cognitive, social skills and phonemic awareness for pre-reading skills.
The class provides opportunities to collaborate with other academic departments on campus for student participation and research including music, literacy, and the use of therapy dogs in promoting language development.

To enhance skills such as cognitive growth, gross and fine motor skills, socialization, expressive and receptive language, pragmatics, and phonemic awareness.

The class operates form 8:30-11:15am, five mornings a week during the University Academic Calendar
Typical children have the option of enrolling for 5, 3 or 2 mornings a week.

Communication Disorders and Sciences