16 children turning 4 years by September 30th with 2 full-time teachers.
Preschool 2 Family Packet
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 worked as a site-director at PEAK (Program for Elementary Aged Kids) at the Community Child Care Center, as well as a kindergarten and preschool teacher, before coming to CSDC in 2001. I have been involved in the Growing a Green Generation gardening project since 2002 as a volunteer, curriculum liaison and assumed the role of project coordinator in 2007. I have presented locally, regionally and nationally disseminating how teachers use the CSDC Learning Garden to teach curriculum,... Read MoreLead Teacher - Early Childhood
This is a general schedule of our day, especially as we focus on an emergent/multidisciplinary curriculum. We maintain flexible transitions as children's engagement in an activity or game might extend the length of centers or outside play.
Morning Meeting (Friday is share)
|9:30-10:35||Project work and Open Snack|
|10:45-12:00||Outside Exploration or Community Room|
|12:40-1:15||Individual / Guided Book Look, Group Story|
|2:00-3:30||Open Snack, Quiet Choices: puzzles, message center, games, books.|
|3:30-4:00||Group story, Songs, or Problem solving games|
|4:00-5:20||Outside Exploration or Community Room|
We strive to create culturally enriching experiences for children in a
safe, supportive, respectful, and challenging environment. We believe children learn best when they collaborate through peer interactions, the environment, and through teacher-child communications. Teachers create rich experiences to support the discovery and extension of children's knowledge that are relevant, meaningful, commits to extending the "teachable moment" and comes from a balance between teacher directed and child initiated activities. To appreciate the uniqueness of individual
children we foster competence in young children by understanding the capabilities of interest common to each age of childhood as we support their physical, cognitive, social, emotional, and language development. We confirm their learning through collaboration, the project approach, actual experiences, and participation.
Opportunities are provided to challenge and created a dynamic
learning environment. The room design and materials are purposefully arranged and selected to encourage children to experiment and learn from those explorations. By preparing the environment and asking thought provoking questions we attempt to support and extend each child's intrinsic motivation to learn and discover. We facilitate these discoveries through the incorporation of the creative arts, blocks, dramatic play, computer, language, books, literacy experiences, music, manipulatives, sand, and water play. Through the use of diverse materials and media, children are provided multiple ways to represent and construct their knowledge.
Children are invited to interact, collaborate, and negotiate
different perspectives, in order to enhance their emotional responses and support the development of pro-social relationships. Children's respectful behavior for each other and the environment is fostered by supporting children's development of self-worth, pride in work, acceptance of other's work, and respect for differences as they continue to become autonomous.
Our objective is to guide children as they continually practice
expressing emotions, developing empathetic behaviors, learning
appropriate pro-social strategies for entering and maintaining play
situations, practicing conflict resolution, and strengthening
self-discipline and self-confidence. In providing a respectful and
empathetic environment we intend to develop a community of learners, who care for one another.
Finally, we are committed to ensuring that the children, families
and teachers act as collaborators. Communication and feedback is
encouraged daily through opportunities to share information in the
morning, the afternoon, on the phone, at parent-teacher conferences, home visits, and monthly events. Monthly newsletters and annual written developmentals are recorded documents that further facilitate the exchange of information.