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Easton Country Day School

91 Center Street
North Easton, MA 02356

Phone:
(508) 238-3504

Website:

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Philosophy & Approach

School Philosophy

General Approach to Learning: Teacher-Led

From the Director:

At Easton Country Day School you will be assured that your child is receiving a high quality education as well as the best care available in this community. We offer a variety of options for your family. These include nursery, prekindergarten and Kindergarten programs as well as enrichment programs such as Lunch Bunch and Summer Programs. Easton Country Day School fosters the social, emotional, physical, and intellectual growth of each child within a safe, positive, and consistent environment. We believe that all children are individuals capable of learning, and we aim to provide experiences and realistic expectations to meet each child's needs. Easton Country Day School as established on the foundation that young children learn best through play, and our classroom environment as well as our daily schedule promotes this philosophy. Our program expects to partner with families in providing their children with support, care, and developmentally appropriate learning experiences. Philosophy and Goals Easton Country Day School provides developmentally appropriate opportunities for children to socialize and learn together. Our primary objective is to foster the social, emotional, physical, and cognitive growth of each child. By offering a curriculum that has a wide variety of experiences and activities, we are encouraging curiosity and enthusiasm through exploration and discovery. Our nurturing atmosphere allows for the development of self-confidence, self respect, and concern for others; additionally, through play, children learn the values of friendship, honesty, sharing, responsibility, and cooperation. Easton Country Day School prepares children with the knowledge and skills necessary to enter their next stage of development and education with confidence and an enthusiasm for learning.

Curriculum & Teaching Approach

Learning Philosophy & Tools

  Play- based mostly teacher led not formally in curriculum conducive environment
Language       more

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  • Tracing paper and other writing instruments
  • A well-stocked bookcase
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

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  • Puzzles
Time & space more

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  • Calendars and clocks
  • Parquetry blocks, pegboards, and mosaic toys
  • Maps
  • Building blocks
Sci. reasoning/physical world more

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  • A place for science activities such as growing plants
  • Pets for children to watch and care for
Music more

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  • Musical instruments
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
Physical activity more

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  • A playground with climbing equipment
  • Bean bags, balls, and other objects that children can throw, kick, and play
  • Enough room for children to move around and play and a suitable indoor alternative to the outdoor playground on rainy days
  • Sandboxes and/or water stations for play
Other subjects taught

From the Director:

Three Year Old Nursery Program: Activities in our curriculum are designed to maximize each child's individual growth by introducing a balance of intellectual, social, emotional, and physical activities. The explorations of early learning skills include the areas of dramatic play, science and art. Emphasis is placed on cooperative play as children practice their understanding of socially appropriate behavior. The main emphasis for the three year old program is on social development. Opportunities for the child's growth and development are provided to: Allow the children to feel positive and secure in an environment away from home. Assist the children in communication skills, relationships with other and cooperative play. Introduce a developmentally appropriate variety of preschool skills such as counting numbers to ten, shapes, colors, first name recognition, letter recognition, glue and scissor use. Allow the children to develop at their individual pace of learning, While children are learning, Easton Country Day School offers a secure and loving environment with established routines and schedules that fosters the development of the while child. Four Year Old Prekindergarten Program Our Prekindergarten program provides a wide variety of planned activities centers on preparing 4 year olds to excel in kindergarten. The main emphasis for the four year old preschool program continues to focus on the value of social skills with the introduction of developmentally appropriate Kindergarten readiness skills. Opportunities for the child's growth and development are provided to: Continue the development of communication and social skills. Children work on activities to learn the alphabet and letter sounds, to learn numbers and simple math, and to master early writing skills. Practice individual and cooperative responsibility within the classroom and self help skills; and the use of appropriate manners. Learn to work together, share with others, and live cooperatively in the community. Foster and promote a positive attitude towards learning. Allow each child to develop at their individual pace of learning. Kindergarten Program Kindergarten at Easton Country Day School is a five day a well, full day program. All the academic skills necessary for success in first grade are included in the Kindergarten program. Curriculum for the five day program also includes enrichment activities in the areas of music, art, science and social studies. Opportunities for the child's growth and development include: Attention to literacy is intertwined throughout the day. Stories read to the children, having fun with the language with rhymes and songs, and reinforcing the children's natural interest in the sounds of the language and writing all promote the child's emerging literacy. Continue the development of communication and social skills. Our program develops a solid foundation in basic concepts of math including number related work, geometry, graphing, money and time. Active learning promotes the student's independence, purposefulness, organization, ofcus, decision making, responsibility and accountability. This is an opportunity to develop and practice real life social skills. Practice individual and cooperative responsibility within the classroom and self help skills; and the use of appropriate manners. Learn to work together, share with others, and live cooperatively in the community. Foster and promote a positive attitude towards learning. Allow each child to develop at their individual pace of learning.

Quality of Teaching

Individualized Teaching: From the Director

Teachers for each age level are carefully selected for their experience in early child care as well as their attitude in caring, guiding and creating a wholesome atmosphere for the young child and his or her development.

I would like to take this opportunity to welcome you to Easton Country Day School. My name is Shauna Harrison and in 2007 I purchased Easton Country Day School. I am the owner and director of this wonderful school. The school has a rich history since 1967. In 40+ years so many families have enjoyed our school. Many grandparents had their children come to our school and now have their grandchildren come to our school.

I have over 10 years of experience in the field of child care, which spans all types of programs. I am Director II and Lead Teacher certified in Massachusetts. I have obtained my degree in early childhood education from Bridgewater State College. I have attended many conferences and workshops that have advanced my knowledge in child care development. As a director I feel that it is very important that I, as well as my teachers, continue on with their experiences and knowledge of the field by continuing to complete workshops and conferences throughout the year. It is a requirement that each staff member complete 25 professional development training hours each year that include: Understanding Growth and Development of Children, Guiding and Interacting with Children and Youth, Partnering with Families and Communities, Observation, Assessment & Planning for Individual Need, Learning Environments & Implementing Curriculum, Program Planning & Development, Health, Safety & Nutrition, Professionalism & Leadership, as well as meeting the needs of all learners which include special needs children. Our entire staff are trained annually in both infant and child CPR as well as first aid and epi pen use.

At Easton Country Day School I have a wonderful team of teachers that have been carefully selected for their experience in early child care as well as their attitude in caring, guiding and creating a wholesome atmosphere for the young child and his or her development. The staff is interested in the personal development of each child. They offer educational programs designed to promote social, intellectual, and emotional experiences that will help your child in reaching his/her full potential.

Finally, I know leaving your child at school is often difficult, but our hope is that you may consider Easton Country Day School as a second home for your children. Our school offers a warm and nurturing environment for all children. We can ensure that your child's health and well being are maintained and that he or she will receive a positive and creative learning experience. We encourage you to meet the staff, and see for yourself the high quality of care offered at this school. We hope you will join the Easton Country Day School family.

What is my teaching philosophy?
My philosophy of education is rooted in several ideologies. Fundamentally, I believe children have an internal timing and pacing to their development that is unique to each child. Just as children don’t walk and talk at the same exact age, we don’t expect our preschoolers to acquire skills in the same time frame. Many factors affect development. Each family is different and provides different types of stimulation and guidance. It is my goal, as children enter my program, to assess their development, taking into account all areas. I then design my curriculum to suit their individual needs. Based on research and experience, I believe young children learn differently than their school age counterparts. Young children learn through their senses and experiences. Hands-on exploration is best for a preschooler. Rote memorization of facts is data gathering, and is not knowledge children will retain. Actual experience and repetition is key; it must be concrete and real. I view teachers and parents as facilitators. We provide an enriched, inviting environment in which children feel safe and supported. This then allows them to pursue their areas of interest, be stimulated to try new activities and explore new ideas with confidence and curiosity. This type of differentiation is difficult, but research and the growth I see over the school year supports this type of learning and planning.
“I have been told that the greatest effect on cognitive development in young children derives from social interaction. In my experience at ECDS, I have seen just that. ECDS is a place where children get the opportunity to develop their skills and it is amazing to actually witness that."


Pat Colbert- Kindergarten

Pat Colbert received her B.S. in Education from Boston University. She worked for two years as a math and computer science teacher at Grafton High School. She was recruited by Interactive Data Corporation to be a systems programmer and later became a manager. She stayed at Interactive Data for 22 years and was able to utilize her love of teaching by training new hires and developing and implementing the company "Learn at Lunch" program. After leaving Interactive Data Corporation, Pat returned to education by substituting at her town's elementary school and teaching summer programs. Both of Pat's children, Patrick and Mary, attended Easton Country Day. When Patrick was in the nursery program, she was asked to be a teacher aide at Easton Country Day. She loves being at Easton Country Day! She began at Easton Country Day as a teacher aide in 2003. She fulfilled the course requirements of the Department of Early Childhood Education and Care and became a certified Kindergarten teacher in 2010. She has continued to enhance her professional development as a Kindergarten teacher by maintaining her certification by completing trainings and workshops. This year she has completed courses that fulfill: Understanding Growth and Development of Children, Guiding and Interacting with Children and Youth, Partnering with Families and Communities, Observation, Assessment & Planning for Individual Need, Learning Environments & Implementing Curriculum, Program Planning & Development, Health, Safety & Nutrition, Professionalism & Leadership. She is also trained annually in infant and child CPR as well as first aid and epi pen use. Pat has also been teaching religious education at her church for 24 years and has taught all different ages, from grade one to grade nine. She is involved in her community by being a committee member of two town sponsored organizations. One organization runs a yearly litter cleanup and does beatification projects around town. The other organization raises money for the town's Animal Shelter. Pat's interests include being with her family, gardening, walking, skiing, and playing with their family dog Miley.

What do you feel the children leave ECDS with?

When children leave our school to go on to the next phase in their education, I have faith that we have built a strong foundation of knowledge and experiences. This, in turn gives our students the tools for being a successful student. Our approach helps children to develop a love of learning, the ability to ask questions and to express their needs and wants in a productive manner. We want our children to approach each learning experience with confidence, knowing how to handle all the rigors of a classroom environment such as negotiating with others, listening, following directions, and being a positive member of the group. We give each area of development a chance to bloom, following each child’s internal timing and pacing. Our students are not only ready to learn, but know HOW to learn. They have a concrete base of knowledge that sets the stage for all future education and true learning. I believe our school offers children a chance to grow, learn and develop in a non-competitive environment, where opportunities to enhance their individual development in all areas are present each and every day. Parents are supported, welcomed and involved. The message we want to provide to each of our students is that what they do every day is important, is heard and celebrated. Our nurturing, loving environment gives children a sense of security, so learning occurs naturally; the children have so much fun. Indeed, learning and play go hand-in-hand.




Joyce Burns- PreK / Nursery

Joyce has been teaching at ECDS since 1999. She has a tremendous gift for working with young children. Mrs. Burns is certified in Massachusetts to work with toddlers and preschool children. She teaches our Prekindergarten and nursery programs. She was carefully selected for her experience in early child care as well as her attitude in caring, guiding and creating a wholesome atmosphere for the young child and his or her development here at Easton Country Day School. Joyce attended UMASS Boston. Before she became a team member of Easton Country Day School she was an Executive assistant at an insurance firm for 15 years. She then took some time off to raise her two children, Lyndsey and Kyle. Both of Joyce’s children graduated from Easton Country Day. She fulfilled the course requirements of the Department of Early Childhood Education and Care and became a certified preschool teacher. She has continued to enhance her professional development as a preschool teacher by maintaining her certification by completing trainings and workshops. This year she has completed professional development and training that fulfill: Understanding Growth and Development of Children, Guiding and Interacting with Children and Youth, Partnering with Families and Communities, Observation, Assessment & Planning for Individual Need, Learning Environments & Implementing Curriculum, Program Planning & Development, Health, Safety & Nutrition, Professionalism & Leadership, as well as meeting the needs of all learners. She is also trained annually in infant and child CPR as well as first aid and epi pen use. In her spare time, she enjoys reading, cooking, and spending time with her family and friends.

"I enjoy watching the children grow and change, challenging them to be independent thinkers, and the hugs and smiles are great too."

What advice can you give a parent looking for preschool placement?

If you are looking for a school that has a warm, nurturing environment and an unmatched curriculum, look no further than Easton Country Day School. The very first time I visited the school with my son, I knew that I had found the right place! The children were happy and excited, the staff was welcoming and professional, and most importantly, my son was comfortable and eager to join in. My daughter was enrolled two years later, during which time I substituted, then became a staff member. I love coming to work each day, and am proud to be contributing to the children's strong, happy and loving educational experience.








Luzann Noonan - PreK / Nursery

Luzann Noonan has been teaching at Easton Country Day School since 1994. She was born and raised in the Midwest. She developed a love of travel and adventure early on. After receiving her BSN degree she joined the U.S. Air Force where she worked as a nurse. She and her husband Larry raised their 5 children right here in North Easton. She was a stay at home mom until joining the staff here and has enjoyed working with the children using her nursing skills and experience at home to help maintain a safe , fun and nurturing environment for her students. In her spare time, she enjoys volunteering at My Brother's Keeper, reading, traveling and spending time with her friends and family. She has continued to enhance her professional development as a Preschool teacher by maintaining her certification by completing trainings and workshops. This year she has completed professional development and training that fulfill: Understanding Growth and Development of Children, Guiding and Interacting with Children and Youth, Partnering with Families and Communities, Observation, Assessment & Planning for Individual Need, Learning Environments & Implementing Curriculum, Program Planning & Development, Health, Safety & Nutrition, Professionalism & Leadership, as well as meeting the needs of all learners. She is also trained annually in infant and child CPR as well as first aid and epi pen use.

Why should parents enroll their children at ECDS?

Each child comes to us with a different personality and background. I strongly believe the entire staff of ECDS truly puts each child's individual needs at the forefront. We always strive to create an inviting atmosphere for each child to feel safe, happy and welcomed. We encourage each child to grow and develop at a rate that is appropriate for them by offering a variety of opportunities for them to participate in and experiment with each and every new skill, both emotionally and intellectually. ECDS students have a sense of comfort and belonging from their first day of class. In addition, our students develop healthy relationships with their peers, and hopefully the ability to continue those relationships as well as foster new ones. We strive to encourage the social and emotional skills every child needs as a foundation to grow and flourish during the elementary school years. First impressions are lasting ones. My first impression of ECDS was that it is a warm, inviting atmosphere for children to develop and grow. I enjoy watching the children explore the areas of their classrooms, while interacting with each other and the teachers. I am happy to be part of the ECDS family.

Day in the Life

General School Mission

The Easton Country Day School originated purposefully for the Pre-school child. The program was created to ensure that learning be enjoyable, interesting, and, most important, challenging. Therefore, we present our program with spirit and enthusiasm. The planned activities further your child's mental, physical, emotional and social growth.

An excellent pre-school program is one that blends joy, laughter, companionship, constructive learning and creativity, while establishing behavior patterns. The school strives to achieve this learning process by introducing many delightful, creative and educational experiences.

A Typical Day

Programs are carefully organized for activity, relaxation, quiet work and listening. We also incorporate technology in the classroom with fun educational computer programs. The following schedule is a typical day in school.



Selective Activity

Encourage free expression

Stimulates imagination

Develops individuality

Presents dramatization

Develops music appreciation



Conversation Period

Stimulates new ideas and comprehension

Assists a young child to gain self-confidence

Encourages a child to tell of his/her experiences orally



Creativity and Work Period

Helps to develop visual and motor coordination

Develops the ability to follow directions and accept responsibility

Lengthens the attention span and concentration ability



Play or Constructive Learning Period

Encourages good sportsmanship

Develops the ability to share

Allows social adjustment



Snack/Lunch Period

The children are asked to bring a healthful snack/lunch to school each day.



Story Time

An introduction to the wonderful world of books

Home-School Connection

Home-School Connection: From the Director

The administrator and faculty will meet with you and your child before your child is admitted to the school.

At the meeting the director will provide you with the following: school's written statement of purpose; types of services provided; referral policy; child guidance policy; termination and suspension policy; a list of suggested nutritious foods the parent could send in for snack for their child, the policy for identifying and reporting abuse and neglect; a copy of the health care policy (if you request it); procedures for providing emergency health care and the illness exclusion policy; and a copy of the fee schedule. All of this information will be contained in this "Parent Handbook". You will also be given the opportunity to visit the classroom either at the time of the meeting or prior to the enrollment of your child.

The registration form is to be completed by a parent or guardian and returned to the school with the appropriate registration fee. Registrations shall be accepted in order of their application. The registration fee is non-refundable.
Parents of enrolled children receive monthly newletters and notices about what their children are learning about as well as upcoming important news.

Parents have the right to make unannounced visits to their child's room while your child is present.

Parents are invited to request an individual conference with the faculty.

Parents receive a written progress report of your child's activities and participation in the school in January and June. This report must become part of your child's record. The school faculty will bring any special problems or significant developments to your attention as soon as they arise. However, if during the school year a situation should arise and you would like to discuss it with your child's teacher, please feel free to do so. You will also be provided with a portfolio of your child's work throughout the year highlighting their progress.

Parents Say They are Encouraged to:

  • Fundraise
  • Are able to visit the school anytime we want
  • Go on field trips
  • Volunteer in the classroom

Modes of Communication

  • Notes
  • Phone Calls
  • Email
  • Special Meetings
  • Two or More Regular Conferences
  • Drop-Off
  • Pick-Up
  • Regular newsletter/printed updates circulated to the whole school

Separation

Separation is Handled through:

  • Pre-entry meetings with parents at school
  • Parents in classroom early on

Handling Separation: From the Director

We understand young children often have difficulty with separation. Teachers reassure the parents that we are always ready to talk to with them and comfort their child.
We remind the parents to always say goodbye with a kiss, hug and a wave! Be fun, but friendly about leaving. We remind the parents that if their child whines or clings, prolonging the good-bye could only make it harder for themselves and their child.

Teachers are there to help during these transition times and help to comfort their child once you leave. We offer comforting words such as "I know it's hard to say goodbye" once you have done through your goodbye routines a few times, their child will get to know what to expect and the goodbyes will be less difficult. After a short period of time, the child's anxiety about a parent leaving ends quickly after they leave. Should this not be the case, we want that parent to know that we would call them to let them know how he/she is doing.
Remind them that their child will pick up on your confidence about having chosen a good place for him/her to be while they are away. Good feelings are contagious. So the first step in adjusting to saying goodbye is to be sure the parent is comfortable with their decision to enroll their child into our school. Separation anxiety is normal and we have the experience of helping parents and children ease through this transition time.