401 W.Hamilton Avenue
Campbell, CA 95008
|Play- based||mostly teacher led||not formally in curriculum||conducive environment|
|Nursery rhymes, poems, songs|
|Emerging literacy skills|
|Math & number sense||
|Time & space||
|Sci. reasoning/physical world||
|Other subjects taught||High Scope curriculum|Language and literacy|Math|Science, Social Science|Creativity|
The staff use the Desired Results tools to assess children in our care. The use of observations and anecdotal notes enable us to determine the needs of the children collectively as well as individually. These determinations support the children that may need additional support. These tools are utilized in both our preschool and school-age program.
Our programs reflect our knowledge of child development and are based on the work of prominent developmental theorists like Piaget, Erikson, Vygotsky, Dewey, and Gardner.
We support NAEYC and NAA guidelines for Developmentally Appropriate Practice in Early Childhood Programs and Accreditation Criteria.
We believe that each child grows and develops in a sequential manner at his/her own pace and, with the support of peers and observant, caring adults; children are challenged to reach higher levels of competence.
We believe that a child's intelligence is demonstrated in many ways and that each child has a uniquely different learning style and temperament. Therefore, we support emergent curriculum based on the interests of children.
We support each child's need to act on his/her own ideas within an encouraging and accepting social context of children and adults.
We believe that it is not only our similarities but also our differences that help us build a community of respect within each child development center.
We strive to be inclusive, respecting each other's worth and uniqueness. We strive to understand each other within the context of family, culture and individuality. Our programs are based on interconnected relationships between and among families, children, staff and the community.
We believe children should have opportunities to discover, explore and to express their curiosity.
We believe that children are inherently competent. By exploring materials and sharing experiences, children make discoveries that build knowledge, awareness and skills.
We believe that children should have opportunities to share their ideas and feelings, to listen to others, to resolve conflicts and to develop compassion. Through their interactions with others, children develop trust and confidence.
We believe that family members are the most important people in children's lives and our program and staffs work to support those relationships.
We strive to work together with families as true partners for the benefit of each child. While we bring knowledge of how children develop and learn, the family brings intimate knowledge of their child.
Together we create an environment in which children are the center.
We value family connections to their extended community and understand that the strength of these relationships supports children.
We believe that teachers and all center staff play a critical role in the development and implementation of an innovative child development program.
We believe that a quality program is built on individual interactions between adults and children and the facilitation of collaborative explorations and projects in a richly equipped environment.
We strive to create a supportive, trusting environment in which staff members are respected for their ideas, their work with children, and their own unique program contributions.
We believe in the importance of providing and supporting professional growth opportunities for staff and including staff in decisions that directly affect them.
When the children come into the program they are greeted by consistent and familiar staff that can communicate with the children.
The children's day, which consists of 3 hours, will have a balance of child-initiated activities, teacher initiated activities, snack, and outside time.
The children start each morning with a circle time in which they learn many valuable tools!
We have a parent-teacher advisory group that meets quarterly to talk about subjects of importance to the development of the children.
We have had a nutritionist speak. A staff member conducted the importance of language and literacy training and recently we had the children's vision tested.
Staff communicate with parents daily by explaining how the flow of the day went. We send out monthly newsletters, and offer conferences 2 times per year.
We recognize that it may be a hard separation for both the parents and or children. Prior to the first day we encourage parents to stop by with their child and show them the facility. The parents are welcome to stay as long as they feel it is necessary to assist the children with separation anxiety. If the child is having a really hard time we have asked families to consider picking up early and then letting them stay a bit longer each day. Children can bring photos from home to help them with the transition too.