The GFECC is an NAEYC-accredited program that focuses on developmentally appropriate curriculum for young children. Our entire curriculum is based on the latest research in early childhood education. Learning activities are geared to the child’s developmental stage, individual ability and unique interests.

GFECC curriculum focuses on the development of the whole child, using social and emotional development as the unshakable foundation for the stage-by-stage development of cognitive, language, physical, scientific, creative, and self-help skills. This instruction philosophy prepares children for the transition into school.

Academic Building Blocks

Our program is designed to lay a foundation for academic success in language and literacy, math, science and social skills.

Constructivist Approach To Learning

Students are viewed as active participants in their own learning. This ignites a curiosity and love for learning.

Intentional Experiential Learning Environments

To positively support teaching and learning, our environment is set up with the consideration of how children learn and develop best. We call it “the third teacher.”

Purposeful Play

We see play as the driving force behind the development of imagination and intelligence, language, social skills, and physical abilities in young children.

Respectful Relationships

We strive to foster an environment of trust and collaboration through secure, respectful and reciprocal relationships.

Sense of Self

To build self-confidence and discover their potential, students are empowered to explore their individual talents.

Spiritual Awakenings

We inspire children to embrace the values and traditions of Jewish life.

Comfort Zone

Our warm and nurturing environment encourages sharing, caring and getting along.

To find out how we can help your child get the best start in life, contact Tara Ohayon, Director of Early Childhood Education, at 214-997-6731 or

For more information about GFECC curriculum, contact Lisa Jackey, Curriculum Coordinator, at 214-273-8177 or

The GFECC Curriculum Framework provides the Goldberg Family Early Childhood Center with a foundation for the educational system and procedures for the planning process to make sure that each child experiences learning in a developmentally appropriate manner, simultaneously fostering a love of learning.  The framework outlines our philosophy for learning, the foundation of Jewish Values, our curricular webbing process, the developmental guidelines that are most important for a child’s school and long-term success, and the most successful method of organization and planning for the benefit of our teachers and families.  The children at the GFECC are expected to excel in all the areas of child development and early learning outlined by the Framework.  The tiered administrative team is also expected to develop and implement the expectations and accountability measures that ensure such progress is made.

There are three areas that are fundamental to our educational framework.

Intentional Experiential Learning Environments

The learning environment is extremely important and when created intentionally is used as a powerful teaching tool.  We often refer to it as the third teacher.  Much of the early childhood teacher’s work is done before the children ever arrive, during planning and preparation of the environment.  When the environment is set up with the consideration of how children learn and develop best, it can positively support teaching and learning.

Purposeful Play

At the GFECC, we define purposeful play through various activities that are appealing to our children.  These activities can be either child directed or teacher facilitated and are freely chosen, engaging, and intentionally related to previously determined developmental guidelines.  We see play as the driving force behind the development of imagination and intelligence, language, social skills, and physical abilities in young children.

Purposeful play at the GFECC is provided in two different classrooms—one indoors and one outdoors.  The outdoor play environment is used as an extension of the indoor classroom and provides a natural platform for higher level math and science development as well as motor and social skills.

Respectful Relationships

At the GFECC we strive to foster an environment of trust and collaboration through secure, respectful and reciprocal relationships.  The social and emotional development of young children lays the foundation for their cognitive development and ultimately academic success.  Children learn best in an environment that consists of a network of healthy, respectful relationships and where their psychological needs are being met.  When these conditions exist, they feel safe and secure, valued as unique individuals and can become actively engaged in acquiring new skills and knowledge.

The GFECC advocates for all learning activities to be developmentally appropriate.  These activities promote success for the child because they are geared to the developmental stage, individual ability and interest.  Our Developmental Guidelines, that were created using the H.E.L.P Charts intertwined with the Texas TEKS as their foundation, guide the instructional decisions for our teachers.

In addition, the Lesson Planning Pages, Lesson Planning Framework, Curricular Webs and Value Planning Process allow the GFECC to maintain consistency across the whole school while simultaneously creating the atmosphere for emergent curriculum in individual classrooms.  Our carefully planned schedule of daily enrichment classes add an extra component that can only be found at the GFECC.

The teacher’s reflective Peer Coaching process, in addition to their Monthly Planning Meetings and Reflective Supervision Sessions allow the time and structure for teaching teams to come together to discuss curricular goals and help them to support individualized learning.  Together, the curriculum and curricular framework at the GFECC provides goals for the knowledge and skills important to the development of all children; learning experiences that can be created through consideration of these goals; details about how learning experiences occur through the daily schedules and routines; and the availability and use of materials to children.

Observation and assessment is an everyday occurrence at the GFECC.  Our teachers are consistently evaluating the children to determine their progress within our Developmental Guidelines.  All instruction is planned with this in mind.  As children begin to show if a particular skill is emerging, developed, or mastered, the teachers facilitate the next level of learning.

Consistent with our NAEYC Accreditation and our focus to continuously support optimal development for all children, the children at the GFECC are also administered two formal assessments during their time spent here.  Both formal assessments are administered by a third party not directly associated with the teachers.  All results are kept confidential and shared only with the administrative team and the child’s teachers.

At the two year old level, during the second semester, they are given the Early Screening Profiles.  Early Screening Profiles is an indispensable tool that uses multiple domains, settings, and sources to measure cognitive, language, motor, self-help, and social development. We also use it to survey the child’s articulation and test behavior. This screening provides a wealth of practical information to help make accurate screening decisions, as well as plan intervention strategies for children and their families.

At the Pre-K level, during the first semester of school, they are administered the KTEA-3.  We use this assessment to receive a deeper understanding of achievement gaps that may exist in reading, math, written language and oral language.  The results serve as a benchmark for the teachers and help guide the instruction necessary for Kindergarten Readiness.

Discover CATCH is the Coordinated Approach to Children’s Health is our total wellness initiative that at its foundation teaches the children about the importance of exercise and good nutrition.  Discover CATCH is designed to nurture a love of physical activity, provide an introduction to classroom-based gardening and nutrition, and encourage healthy eating in the children enrolled at the GFECC. Modeled after the nationally recognized CATCH Program, Discover CATCH provides an environment where physical activity, health education, gardening and healthy eating behaviors are valued and taught. Little ones are motivated to walk, run, jump, dance and move their whole bodies while playing and having fun!

The CATCH Early Childhood program is unique because the classroom curriculum includes stories with puppets and activities that really resonate with preschool children. Lessons share important nutrition concepts and are crafted so that they can be used in any preschool learning center. Children have fun as they learn about healthy eating; and the PE activities, which come with music, keep kids and teachers moving and singing.

Meet Our Curriculum Coordinator

Lisa Jackey

ECC Curriculum Coordinator

My name is Lisa Jackey and I am the Curriculum Coordinator. I have been working within the field of Early Childhood Education over 20 years now, although I have been engulfed in education since I was a child. You can say education runs in my blood! My mother is a Director for Curriculum and Instruction for a public school district in New Jersey. I began my Early Childhood experience as a classroom teacher and have spent the last fifteen years within administration. Along the way, I have also taken part in some very pertinent research involving the quality of early childhood environments at the University of Oklahoma.

I completed my Bachelor of Arts degree in Psychology and Child Development at the University of Oklahoma. At the University of Oklahoma Health Sciences Center, I completed my Master’s degree in Health Administration and Supervision. I have completed all but my dissertation for my Doctorate of Education in Early Childhood Education. My dissertation topic is Promoting Healthy Mental Health through Social Emotional Development in Young Children.  Here at the GFECC I have implemented my plan for dissertation by developing a training program and Reflective Supervision model that enables teachers to participate in supporting children’s mental health and social emotional development, as well as their own.

I love training and the development of classroom environments. My favorite part of early childhood is the relationships that are developed throughout the building . . . children, families, and staff. Research proves that it is within this context that the best foundation for academic success is born.

Feel free to stop by the Preschool to meet me anytime! I look forward to meeting you!