|
|
 |
Play is essential to children's healthy
development and learning. Children can expand concepts, establish positive
feelings, increase skills, learn to express themselves, and develop friendships
through play. The developmentally appropriate materials and props in each
of the learning centers are the tools children use throughout the day
and enhance a child's natural ability to engage in role-playing and active
learning.
The teachers do not provide models for children to copy.
Children are encouraged to initiate and explore with the materials provided.
Knowing their work is not going to be "judged" by others, children
feel comfortable interacting with various forms and textures creating
and constructing many projects simply for the pleasure of the process.
As our children become more involved in their projects, they develop a
positive sense of competence and accomplishment. Our classroom is a community
of friends; it is a risk free place for our mixed age group of children
to help, support and learn from one another.
Learning Centers
The classroom environment and arrangement of the
learning centers create an atmosphere that encourages the social, emotional,
physical and cognitive development of the child as a whole. The developmentally
appropriate activities in each of the ten learning centers (Science, Math,
Library/Literacy, Art, Sensory, Table Top, Blocks, Dramatic Play, Music
and Movement, Outdoors) are aligned with the New Jersey Department of
Education's Early Childhood Program Expectations: Standards of Quality.
Creativity and Art Experiences
Children are encouraged to express themselves freely
and creatively as they explore, experiment and develop an aesthetic appreciation
for art. While encouraging originality, the Child Development Center does
not use dittos, workbooks, precut patterns or coloring books that restrict
and/or inhibit a child's creative process. We value the creative experience
more than the end product.
Children are sensory learners and as they interact
with art media (paint, collage, woodworking, clay, markers and crayons
they have opportunities to:
use language and develop a wide array of descriptive words
•engage in social situations, work both independently
and as a group
•develop a sense of accomplishment
•develop both small and large muscle groups
•explore cause and effect
Exploring the Outdoors
Our curriculum is not limited to the classroom.
When we go outside we enjoy more than just our playground. We schedule
visits to the library, have mapped out our own hiking trails on campus,
and have picnic lunches when the weather permits. Remember that you are
always welcome to join us. If we are not in the classroom and not on the
playground we will leave a note on the door so you know where to find
us.
Child Assessment System
The teachers use an authentic performance
based assessment system to measure each individual child's growth and
progress. Assessment is based on a developmental continuum and contains
both informal and formal objective observations, children's anecdotes,
work samples, and artifacts. Ongoing assessment reports are maintained
in individual portfolios, and measures the progress of the whole child
(cognitive, social, emotional, physical and literacy development).
It is important to remember that children have
individual learning styles, and move through various stages of development
at their own pace. Therefore the assessment system used at the Child Development
Center does not measure or compare a child with any other child in the
classroom.
|
|
