Young
children learn best by doing. Learning requires observing
and experimenting to find out how things work and why
they work the way they do. Children expand their imaginations
creatively through various mediums. Children begin to
take their explorations from a concrete level to an abstract
level of thinking by using all their senses: touch, taste,
smell, sight and sound. Our educational curriculum is
based upon child-initiated and teacher-directed activities.
Teachers plan and supervise activities, which enhance
children's self-esteem, encourage problem solving, and
facilitates language development. We respect children's
individual developmental stages by tailoring activities
and expectations not only to their age, but also to their
interests and abilities. The activities planned for the
children, the way the environment is organized, the selection
of toys and materials, the daily schedule and the language
staff use are all designed to accomplish our curriculum
goals. We want children to enjoy their day, make friends
and to benefit developmentally from their childcare experience.
We follow National Association for the Education of Young
Children (NAEYC) standards.
The
most important goal of our early childhood curriculum
is to help children become enthusiastic learners. The
ECC uses benchmarks to ensure that the children have the
kinds of rich and robust early experiences that prepare
them for success in school and for lifelong learning.
This means encouraging children to be active and creative
explorers who are not afraid to try out their ideas and
to think their own thoughts. Our goal is to help children
become independent, self-confident, inquisitive learners.
We allow them to learn at their own pace and in ways that
are best for them. We try to teach them good habits and
encourage positive attitudes - particularly a positive
sense of self, which will make a difference throughout
their lives.
To
help the children grow and learn, the teachers utilize
various means such as observation, project samples, photographs
and discussion to assess the stages of development of
the children in their group. This information aids the
teachers in planning a program that promotes appropriate
growth and development for the group as well as the individual
child.
In
addition, assessments for speech, hearing, vision and
development may be done by outside professionals. Notice
will always be given before a screening is done. You will
be notified and referred for special needs services if
a professional believes that your child requires further
evaluation. The director has the obligation to inform
you, as the parents, if outside testing seems appropriate
for your child.
For
more information, please go to Our
Programs to read about our Hebrew Immersion program
and about our different CORE classes.
