What Will My Child Learn in Pre-K?
The Atlanta Public Schools Pre-K program is grounded in state standards for developmentally-appropriate instruction. For the 2020-2021 school year, Atlanta Public Schools is also adopting a new curriculum to support robust student learning that encourages play, creativity, and curiosity in learning across the content areas.
These research based early learning standards identify what students from birth to age 5 should know and be able to do. The standards are written as a continuum of skills and behaviors that children should develop during the critical early learning years. The GELDS support the growth of the whole child and encompass the physical, social-emotional and cognitive aspects of learning and development in an age appropriate manner. The GELDS promote quality early experiences and are aligned to the K-12 Georgia Standards of Excellence. You can learn more about the GELDS here.
Ready to Advance includes 10 comprehensive units based on interconnected topics and concepts blending social-emotional experience with academic learning. The research-based curriculum is grounded in the understanding of how young children learn, recognizing the diversity of their experiences, and meeting them where they are to help them be kindergarten ready.
- All About Me
- Families & Friends
- Communities & Health
- Community Jobs & Fall
- Celebrations & Winter
- Spring & Growing Things
- Farms & Food Sources
- Insects & Ecology
The program supports instruction across all domains of learning and has been correlated to GELDS for Pre-K:
- Foundational Skills
- Social and Emotional Development
- Speaking and Listening
- Health and Physical Development
- Social Studies
- Language and Literacy
Ready to Advance Early Learning features essential emergent writing instruction. Children gain knowledge of and interest in writing as they are continually exposed to print and writing in their environment. Ready to Advance Early Learning provides multiple strategies teachers can use to scaffold children’s writing. Teachers, by being aware of children’s current fine motor abilities and their progress in emergent writing, can use a mix of these strategies to foster growth in each child zone of proximal development.