GSRP (Pre-K for All) is Michigan’s state-funded Pre-K program for four year old children administered by MiLEAP, Office of Early Education.

Research on Pre-K programs and specific research on GSRP indicates that children provided with a high quality Pre-K experience show significant positive developmental differences when compared to children from the same backgrounds who did not attend a high quality Pre-K program.

To strengthen learning at home and strengthen positive child outcomes, programs must provide for active and continuous partnership with families in the learning process. Families are never charged fees for program elements such as transportation or meal service.

Key Elements of High-Quality Early Childhood Learning Environments

The Key Elements draw from national and state standards for early childhood and

are based on research in child development that exemplifies proven practices in

early education. Developed in 2020 and approved by the Michigan Department of

Education in 2021, the Key Elements provide a condensed framework for

implementing high-quality programs for children and are adhered to by all

GSRP classrooms.

Key Element #1 High Quality Learning Environments

The environment is designed to promote high quality learning and

interactions in all domains throughout the day.

Key Element #2 Consistent Daily Routine

A consistent daily routine is implemented to promote balanced participatory learning through all portions of the day. 

Key Element #3 Adult-Child Relationships

Responsive adult-child interactions promote secure relationships that support learning throughout the day.

Social Emotional Learning

Social Emotional Learning (SEL) is crucial to helping children learn to manage their

feelings and to interact successfully with others. Research shows young children

who struggle with behavioral and emotional problems have a fifty percent chance of

continuing to struggle into adulthood. There is additional evidence that high-quality

early childhood education can minimize challenging child behaviors when it focuses

on child-initiated learning activities and is most effective when offered to children

through a system based on positive relationships with children, families, and

colleagues.

Key Element #4 Intentional Teaching

Adults use intentional teaching practices to support continued growth in all

aspects of children’s development and learning.

Intentional Teaching is dependent upon adult expertise in fundamental child

development and the developmental continuum together with authentic assessment

and appropriate observations of each child to establish learning goals and

continuously inform instruction.

Intentional teachers rely on all members of the teaching team to affect the on-

going assessment cycle by observing and assessing, reflecting, and planning, and

implementing instruction.

Key Element #5 Engaging families

The relationship with each family is valued and strengthened by seeking

multiple ways to partner in their child’s development and learning.

Family engagement is critical to positive child outcomes. The GSRP provides a

variety of opportunities for families to become involved in the program and

regularly seeks input from families and involves them in decision making for the

program.

Schedule

630-830 Before Care if Needed

830-9 Breakfast/Morning Snack

9-920 Large Group

920-945 Small Group

945-1055 Choice Time (Open Play)

1055-1105 Recall Time

1115-1145 Outside/Gross Motor**

1145-12 Lunch Set up

12-1230 Lunch

1230-1 Rest Time set up

1-2 Rest Time

2-230 Wake up time and Snack Time

230-6 After Care if Needed

This schedule is subject to change based on children’s interests.

**Outside time is weather permitting. If we are unable to go outside we will do gross motor activities inside.