12 children turning 2 years by September 30th with 1 full-time teacher & 2-3 interns meeting Tuesday & Thursday from 9am - 12pm.
The Classroom Family Packet (sent to you in August) contains information from your child’s teachers about the philosophy, schedule, curriculum, and classroom practices of the classroom that builds on to the CSDC Family Handbook.
I began my professional career at Families First Health and Support Center in 2005 where I provided care for multi-age groups. I taught in a kindergarten classroom at Little Harbour School before coming to CSDC in 2011. I have taught in Preschool 1 and 2 before moving to Kindergarten in 2014. I graduated from Roger Williams University in 2004 with a Bachelors of Arts in Sociology and Political Science. I pursued further education at the University of New Hampshire where I earned a... Read MoreFacilitating Teacher
|8:30-9:00||Pre-session set-up and teacher's meeting|
|9:30-9:50||Group time, songs, and dance|
|9:50-10:40||Free choice time|
|10:40-11:00||Clean-up and potty time|
|11:20-12:00||Outdoor play, weather permitting, and departure|
|12:00-12:30||Post-session clean-up and teacher's meeting|
Foundation Curriculum is the vehicle through which teachers ensure that children are learning -- that they are constructing knowledge about their world, other people, and themselves. Children are continually exposed to information as they interact with others, observe events and act upon things in the environment. Knowledge is constructed as the child attempts to make sense of this information which may expand upon, reinforce or challenge what has been learned in previous experiences. Through an experience-based curriculum, teachers expand upon and challenge the child's current understanding of his/her world. Teachers develop the curriculum based upon their understanding of the needs and interests of the children in the group. All areas of a child's growth - physical development, language and cognitive development, and social emotional development -- are nurtured through a variety of developmentally appropriate activities. These activities provide children with the means to demonstrate and represent the knowledge they are constructing about topics under investigation. Through these representations, teachers are able to assess growth in the child's understanding of these topics and determine the direction or focus of future experiences.
The curriculum in Programs I and II emerges from two sources -- teachers and children. A theme-based curriculum is initiated by the teachers and is implemented in all three programs that use the Nursery School classrooms. Concurrently, project-based curriculum emerges in small groups of children as teachers observe and respond to the interests of the children. Since the classroom is used by three separate groups of children and three different staffs, the teachers develop a curriculum based on a common theme which lasts for three to five weeks. The classroom environment is set up to reflect this theme which makes it possible to organize the physical space so that major changes in materials, books, manipulatives and dramatic play accessories do not need to be made each time a different program is in session. (The staff of each program make some changes each day, however, to ensure the safety and appropriateness of the materials available to the children in their group.) Themes are selected based on what teachers know about the needs, interests and experiences of the young children and families enrolled in the program. Themes that occur on an annual basis have included: Families and Friends, Fall Harvest, Celebration Traditions, Artists and Their Works, and Our Big Beautiful Planet. Examples of other themes that reoccur are: Travel and Transportation, Construction; Machines/Technology, Physics, Emotions, Senses, Health and Safety, and Night. Teachers set up classroom areas with theme-related materials and plan a variety of large and small group activities that reinforce concepts associated with the current theme. Collaboration among children and teachers in group activity is seen as an integral part of the learning process. Materials and activities cover all curriculum areas (science, math, language, social studies, art, music and movement) and support growth in all areas of development (cognitive, language, social, emotional and physical). As children engage in this theme-based curriculum, teachers assess current levels of understanding, and provoke further investigation by providing additional materials and activities.
In addition to this teacher-initiated, theme-based curriculum, child-initiated projects arise as teachers observe and respond to the interests of the children. Teachers observe children at play and in interactions with one another. They engage children in conversations, investigate events and explore materials with them. Through these observations and interactions, topics of interest to the children are pursued through small group project work. Again, collaboration among children and teachers is encouraged. Teachers assess the children's knowledge and understanding of the topic and, over a period of several weeks, plan and implement a series of small group activities, each intended to reinforce, challenge, or expand upon what was learned in previous activities. Children are also provided with opportunities to represent what they know through various modes of expression -- writing(dictating), drawing, painting, sculpting, and dramatizing.
It is our intention to provide a safe and nurturing environment which supports growth in all areas of development and responds respectfully and enthusiastically to children's needs and interests. Children are expected to learn basic concepts and to develop good problem-solving skills as they actively investigate and explore this environment. Through project work and theme-related activities, each child will grow in his or her understanding of the topics under study and just as, or more importantly, will learn the value of cooperation and the benefits of collaborative effort towards a common goal. In an environment that challenges children, yet lends the support needed for each to experience success, we intend to support the development of happy, self-confident, respectful and respected individuals and group members.