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320 Corry
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STATEMENT OF PHILOSOPHYThe curriculum and teaching practices of the Community Children's Center are based upon current theory and research concerning how children learn cognitively, socially, emotionally and physically. We provide children with an environment that is responsive to their developmental levels and abilities, is based on their interests, and supports their individual growth. Young children learn through play. Children’s abilities to memorize rote academic tasks do not reflect real understanding. Rather, they fully understand and remember information that they construct from their experiences with people and the world around them. Classroom activities, routines and procedures are individualized and child centered at the Community Children's Center. Children freely choose their play activities, figuring out how things work, interacting with each other, trying out new roles, experimenting with their own ideas, building on their experiences, and solving real problems. Making choices enables children to exercise their autonomy, to learn from self-imposed consequences, and to know the world as a place of alternatives. Education at the Community Children's Center is aimed at supporting the integrated growth of the whole child. This growth is nurtured and facilitated by the teacher through a rich and stimulating environment. The teacher provides a wide variety of open-ended materials and experiences, and focuses on building interpersonal relationships that bring confidence and security. OBJECTIVESThe main objectives of the Community Children's Center program are as follows:
a. stimulates concept formation b. encourages language development c. nurtures curiosity, creativity and respect for diversity d. foster large and small muscle development
MIXED-AGED GROUPSThe toddler, preschool and school age programs are mixed-aged settings. The toddler rooms are comprised of children approximately 18-36 months. Preschool rooms are comprised of children three years of age through kindergarten, and the school-aged program is made up of first, second and third grade children. We believe that this setting is consistent with the natural mixed-aged settings of the neighborhood and family. The older children have an opportunity to nurture and play with the younger children. The younger children and the older children experience a rich and diverse set of social relationships. Our children have the opportunity to be with one teacher and a core group of children for as long as three years. We believe that this stable, familiar, and comforting environment will enhance the social and emotional development of our children. The children interact with developmentally appropriate materials at their own developmental level, and more competent peers support younger children in their development. In the cooperative learning situations that arise, cognitive growth is stimulated as children are challenged to assimilate and accommodate new information represented by their differences in understanding. PARENT/GUARDIAN INVOLVEMENTParent/guardian involvement in Center activities is not only encouraged but essential to quality care. The Center is dependent upon this energy and enthusiasm to accomplish many of its goals and objectives. Involvement benefits and enriches the experiences of the children. Frequent and continuous interactions between the home and center are crucial if children are to have successful experiences at the Center. Adult family members and teachers share experiences about the child during transitions (arrival and departure), conferences, and through written communication. By developing and maintaining positive interactions with adult family members, teachers acquire information about the child and socialization patterns of the home, enabling them to care for the child in a consistent manner. All parents/guardians can become active and involved in their own special ways to make a positive, significant difference in the life of the Center and ultimately the life experience of the children. For school-agers, the Center provides a bridge between the child's school experience and home. The Center welcomes its families to be at home here. Some ways for adult family members to be actively involved are:
In addition, parents/guardians are also needed to help the Center in the following ways:
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© Community Children's
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