LIVE MOVE GROWTM FAQs


1. What will my child learn from this preschool curriculum? 

2. What kind of content do you cover in this curriculum? 
3. Why the name Live Move GrowTM
4. Why do you put so much emphasis on movement in this curriculum? 
5. Why don't you integrate academic skills such as reading, writing, basic math, etc. like traditional preschools?
6. What kinds of "life skills" do you integrate into your curriculum? 
7. What kinds of "pre-academic skills" do you integrate into this curriculum, and how is that different than actually integrating academics?
8. Can children be dropped off at this preschool? How much parental involvement is required? 
9. What is the weekly "Parental Supplement" and why is it important?
10. What is the weekly stucture of your program?
11. What age groups are recommended for your program?
12. What kind of learning is appropriate for a child who is too young for preschool? 
13. What size of group do you recommend? 
14. Can I use this program if my group is smaller than four, or larger than six? 
15. What if I can't find a group?
16. With many of your activities meant to be done outside, will this curriculum work in a variety of climate conditions? 
17. In small towns, is it possible to find outings that correspond to your weekly requirements? 
18. What do you mean when you say this curriculum has been tested? 

 

 

1. WHAT WILL MY CHILD LEARN FROM THIS PRESCHOOL CURRICULUM? 

We hope your child's learning process through Live Move GrowTM will result in an increased awareness and curiosity for the world around them, a continued desire to learn and explore, a foundation of important life skills (see #6 below), and stronger family relationships. We believe this program can increase resiliance, social competency, self esteem, and other skills that will prepare your children for further academics later in life (see #7 below).

 

2. WHAT KIND OF CONTENT DO YOU COVER IN THIS CURRICULUM? 

As mentioned above, our curriculum is written to encourage curiosity and discovery. We begin by learning about our senses to provide children with tools of exploration for the rest of the year. Our units are based largely on our name, Live Move GrowTM, and each unit contains 6-8 lessons. We end each unit with a focus on the children, and how it applies to them. Below is a complete list of our units and lessons: 

 

Week 1: Welcome

UNIT 1: EXPLORING OUR SENSES

Week 2: Sense of Sight

Week 3: Sense of Hearing

Week 4: Sense of Smell

Week 5: Sense of Taste

Week 6: Sense of Touch

UNIT 2: THINGS THAT ARE ALIVE

Week 7: Farm Animals

Week 8: Wild Animals

Week 9: Ocean Animals

Week 10: Bugs

Week 11: Reptiles

Week 12: Birds

Week 13: You Are Alive! Part 1 - My Body is Alive!

Week 14: You Are Alive! Part 2 - My Healthy Body!

UNIT 3: THINGS THAT WORK

Week 15: Safety

Week 16: Things That Work Around the House

Week 17: Things That Work Outside the House

Week 18: Music and Instruments

Week 19: You Work! Part 1- I Can Help at Home!

Week 20: You Work! Part 2 - Occupations

UNIT 4: THINGS THAT MOVE

Week 21: Occupational Vehicles

Week 22: Cars, Trucks, and Automobiles

Week 23: Trains, Planes, and Boats

Week 24: Mother Nature

Week 25: Solar System

Week 26: You Move! Part 1 - Sports and Exercise

Week 27: You Move! Part 2 -  Sports and Exercise Cont’d

UNIT 5: THINGS THAT GROW

Week 28: Types of Plants

Week 29: How Plants Grow

Week 30: Leaves

Week 31: Trees

Week 32: Flowers

Week 33: Food

Week 34: You Grow!

 

3. WHY THE NAME LIVE MOVE GROW? 

After months of brainstorming ideas, we finally settled on the name "Live Move Grow." It fits our ideals perfectly: We appreciate the beauties around us, we believe movement is an essential part of learning, and we thrive as we see growth in ourselves and others. Live Move GrowTM will continue to grow beyond a preschool curriculum, as it becomes a platform for our educational ideals of what learning should and can mean for children and adults of all ages!

 

4. WHY DO YOU PUT SO MUCH EMPHASIS ON MOVEMENT IN THIS CURRICULUM?

Our RESEARCH suggests that children struggle emotionally and academically when immobile for long periods of time. While developing discipline and lengthening attention spans are certainly important skills to teach, we believe that this should be a small part of the overall preschool experience. With this in mind, our lessons always include a brief story time and calendar time, then we spend the rest of the week learning hands-on, through movement and imaginative play. This is why we have weekly outings, and encourage the children to spend the majority of those outings running, climbing, and jumping as they explore. Movement is proven to enhance our ability to learn, and the energy of preschool-aged children surely needs a healthy outlet.

 

 

5. WHY DON'T YOU INTEGRATE ACADEMIC SKILLS SUCH AS READING, WRITING, BASIC MATH, ETC. LIKE TRADITIONAL PRESCHOOLS? 

While formal academic training is a popular preschool option, our research shows that it is not necessarily the best approach for preschool aged children. Introducing academic methods too soon may actually slow down their learning process later, and weaken their natural interest in learning. Our focus is based on careful research of what your preschooler needs for success later in academics, and in their lives. Our methods include a high emphasis in building self confidence, fostering social skills, encouraging natural curiosity, allowing children to move and play, and teaching them that learning can continue to be an exciting process. They may not remember what they learned at this age, but if they learn to love the process, they will continue to pursue learning as they grow. 

 

6. WHAT KINDS OF "LIFE SKILLS" DO YOU INTEGRATE INTO YOUR CURRICULUM?

Integrated into each lesson plan are several questions, activities, and discussions that encourage children to think critically, use their imaginations, solve their own problems, work as a team, etc. Some of these skills are emphasized weekly, such as critical thinking, problem solving, creativity, and taking turns. Other skills are emphasized for specific lessons or units, such as resourcefulness, gratitude, or safety awareness. Each of these skills is integrated for the purpose of encouraging your preschooler to become a more resiliant, confident, and well-rounded individual. Below is a complete list of our integrated "life skills": 

- Creativity

- Individuality

- Responsibility  

- Critical Thinking

- Initiative

- Safety Awareness

- Curiosity

- Leadership

- Sportsmanship

- Decision Making

- Attention Span

- Teamwork

- Problem Solving

- Music Appreciation

- Taking Turns

- Imaginative Play

- Patience

- Emotional Awareness

- Perseverance

- Social Skills/Friendship

- Self Esteem

- Gratitude

- Resourcefulness

- Healthy Habits

- Respect

 

7. WHAT KINDS OF "PRE-ACADEMIC SKILLS" DO YOU INTEGRATE INTO THIS CURRICULUM, AND HOW IS THAT DIFFERENT THAN ACTUALLY INTEGRATING ACADEMICS? 

While our curriculum as a whole does not focus on academics, integrating specific "pre-academic skills" can strengthen parts of their brain that will aid preschoolers in learning academics later. For example, by building with toothpicks and marshmallows, we are allowing children to create something unique and use their imaginations, while also allowing them to practice their fine motor skills that will aid in learning to write. Likewise, by playing the game "memory" together, we are preparing their minds to learn math concepts. Below is a complete list of our integrated "pre-academic skills": 

- Expressive Language (Pre-reading skill)

- Puzzles, Memory Games, etc. (Pre-math skills) 

- Receptive Language (Pre-reading skill)

- Visual Tracking (Pre-reading skill) 

- Rhyming/Rhythm (Pre-math skill, Pre-reading skill)

- Right/left Orientation

- Fine Motor (Strength for writing, Overall brain development)

- Hands on Learning (Sensory Development) 

- Gross Motor (Balance/coordination, Overall brain development)

- Spatial Awareness (Cognitive Development) 

 

8. CAN CHILDREN BE DROPPED OFF AT THIS PRESCHOOL? HOW MUCH INVOLVEMENT IS REQUIRED OF PARENTS? 

Live Move GrowTM is not a preschool location, but rather a curriculum for parents. It is designed to be a "co-op" with several parents who take turns teaching. Our program is unique in the sense that we encourage a large amount of parental involvement. We believe that preschoolers, like all children, thrive on a high level of support at home. To learn more about our weekly parental supplement, see #9 below, and to learn about weekly structure, see #10 below.

 

9. WHAT IS THE WEEKLY "PARENTAL SUPPLEMENT" AND WHY IS IT IMPORTANT? 

In addition to the weekly lesson plan and outing suggestion, we also provide a Parental Supplement with a list of books, activities, and discussions relating to the week's lesson topic.  Beyond the 3-4 hours spent in preschool each week, these are extra things that you can do with your child at home that will encourage them to continue exploring the concepts they learned that week, and allow for quality family time. As an involved parent who continues the learning process at home, you are better aware of their strengths and needs. Additionally, the full scope of this curriculum could not be experienced or learned in the "classroom" alone. We believe the parental supplement can serve as a training ground for parents, and provide additional ideas that will further the child's development and growth. We emphasize that learning at home should be based on the child's interest levels, and continue to be a way to fasilitate their excitement and curiosity. 

 

10. WHAT IS THE WEEKLY STRUCTURE OF YOUR PROGRAM? 

Each week consists of two meetings: the first is the home-based lesson with one parent teaching, and the second is an outing which involves all of the parents and children. The parents rotate weeks of being in charge of one lesson and one outing. The home-based lesson is a time for parents to drop their children off at the teaching parent's home, and pick them up at the conclusion of the lesson. Lessons and outings generally last 1.5-2 hours. 

 

11. WHAT AGE GROUPS ARE RECOMMENDED FOR YOUR PROGRAM? 

The principles and methods taught in our program are applicable to all preschool children (defined as 3-5 year olds). Many of the skills introduced may be too advanced for a child younger than three. This curriculum has been tested (see #19 below) by groups with children as old as five with great success. As always, we encourage parents to make small adaptations to meet the needs of their child. 

 

12. WHAT KIND OF LEARNING IS APPROPRIATE FOR A CHILD WHO IS TOO YOUNG FOR PRESCHOOL?

There are so many ways to work with your child on his/her developmental needs during the toddler years. The principles we encourage most at this age are full parental involvement, basic integration of social skills, some developmental activites, and high levels of free play. We have developed a "Toddler Play Group Program" specifically for this purpose, and it is also available for purchase in our online store. See #13 below for more details! 

 

13. WHAT SIZE OF GROUP DO YOU RECOMMEND? 

We recommend groups of four to six children.

 

14. CAN I USE THIS PROGRAM IF MY GROUP IS SMALLER THAN FOUR OR LARGER THAN SIX? 

Definitely. Our recommendation is only that- and you are free to set up groups however you would like. It is our experience that more than six children (especially three year olds) may be difficult to manage. Having less than four children in a group may make it more difficult to do some of the teamwork activities suggested.

 

15. WHAT IF I CAN'T FIND A GROUP? 

Ordering the curriculum to do at home with only your preschooler is an option. This is the most expensive option (see #23 below) since the price decreases with every preschooler in your group. As mentioned above, the curriculum is designed around preschoolers in a group setting, and several of the activities may need some modification if you are doing this with one child. However, we have had a few parents successfully test this curriculum with one child. Many of the skills and principles taught are still applicable outside of a group setting. 

 

16. WITH MANY OF YOUR ACTIVITIES MEANT TO BE DONE OUTSIDE, WILL THIS CURRICULUM WORK IN A VARIETY OF CLIMATE CONDITIONS? 

We were very careful to keep all climate conditions in mind when writing this curriculum! We did our best to design it so the majority of outdoor activities were planned for the early fall and late spring months. In addition, we made sure to include options for indoor versions of many activities.

 

17. IN SMALL TOWNS, IS IT POSSIBLE TO FIND OUTINGS THAT CORRESPOND TO YOUR WEEKLY REQUIREMENTS? 

Just like we planned for different weather conditions, we also kept small towns in mind. Emily grew up in a very small town, and understands the need to be creative in such areas. Each outing has options that could apply to both big cities and small towns.

 

18. WHAT DO YOU MEAN WHEN YOU SAY THIS CURRICULUM HAS BEEN TESTED? 

In the 2014-2015 school year, we had approximately ten groups of varied sizes and ages of children, who tested this curriculum and completed weekly surveys. We have taken all of their feedback and our own experiences into account in order to provide you with the best possible version of this program!