Part-time Nursery Program 3

20 children turning 4 by September 30th with 2 full-time teachers and 2-3 student interns meeting Monday - Thursday 1-4pm.

Nursery 3 Classroom 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.

Classroom Teachers

  • Marissa Audy

    Assistant Teacher
    Phone: (603) 862-2835
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  • Jamie Gleason

    Facilitating Teacher
    Phone: (603) 862-2835
    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 More
  • Bethany Leahy

    Early Childhood Teacher ii
    Phone: (603) 862-2835
    Read More

Time: Activity:
1:00-1:20 Arrival, Daily Note, Choice Time
1:20-1:40 Afternoon Meeting
1:40-2:30 Outdoor Play
2:30-3:30 Center Choice Time
3:30-3:40 Clean Up
3:40-3:55 Story/Closing Meeting
3:55-4:00 Dismissal

Please note this schedule may change bue to the needs of the children. 


I believe children are extremely capable people who enjoy challenges and opportunities to demonstrate their greatest strengths and to perform at peak capacity. The environment and especially the people surrounding children are crucial to their motivation to learn, to achieve, to behave appropriately, in essence to "perform". Because I believe children to be so capable, I hold very high expectations of them. In this program those expectations are especially high in terms of social skills. It is my philosophy that adults who are willing to expend a great deal of energy and enthusiasm in their relationships with children are entitled to hold high standards and expectations from children in return. Essentially, those willing to give alot can ask alot. This is the most important concept UNH practicum students can gain from their experience in this classroom.

I also believe children should be given ample time to behave like children in a world where achievement and academic stress are imposed at a very early age. While every attempt is made to take advantage of opportunities to learn from our world and from each other, children are also encouraged to enjoy childhood, allowed as much freedom as safety will allow, given as many choices as possible, allowed to be silly at times, and invited to do fun things simply for enjoyment or entertainment.


Though we are very flexible in terms of scheduling and taking advantage of unexpected opportunities, familiar, with a general routine for this three-hour program. Children are exposed to a wide variety of small and group projects, free-choice time, outdoor play, quiet reading time, clean-up and snack time. Each of these opportunities is designed to fully maximize their potential in fostering gross motor skills, fine motor skills, social skills, and cognitive skills. Children are exposed to computers, a great variety of art materials, elaborate dramatic play settings, sand and/or water play, playdough, block building, and many other choices. Children are invited to actively explore and experiment with as many different materials, and in as many different locations or situations that we can make available to them. Children are exposed to many pre-reading, pre-writing, and early math skills in preparation for kindergarten, including counting by ones, fives, and tens, estimating, observing patterns, writing, letter and word recognition. Because we believe children to be highly capable Individuals, they are exposed to a great many academic challenges, such as learning theme-related vocabulary, conducting experiments to arrive at their own conclusions, and researching Ideas and questions Independently or In conjunction with teachers or parents. We attempt to design our classroom In response to the children's interests, by elaborating on their comments, and allowing them to assist In designing or decorating learning centers.


In this class we focus a great deal on relationships, especially friendships, as we learn what It means to be a friend, and understand that consideration for others Is the root of friendship. The predominant underlying theme Is fostering healthy psychological growth and a positive sense of self worth, with hopes that these children will face school and life in general with enthusiasm and confidence. Throughout our theme based approach and project approach, we attempt to provide numerous opportunities to lay the foundation for this emphasis on children developing into happy and healthy Individuals. Children must first, love themselves before loving other's and loving life itself. Along with the love of life, comes the desire to learn.

Fostering healthy psychological and social emotional development is, therefore, the primacy goal, with the focus on relationships with others affiliation skills (making friends), positive self? concept, communicating with peers, appropriate attention seeking techniques, understanding and acceptance of individual differences, consideration and sensitivity to others. We encourage successful interaction within a group through cooperation, following directions, increasing attention spans, listening, activities requiring imagination, working as a team, playing group games, and turn taking. We also concentrate on developing children's communication techniques, Including their ability to solve conflicts independently, their ability to recover and verbally express their needs or desires, and their ability and willingness to articulate what they know.