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Final Assignment ECE 312

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Heather Miller

on 3 November 2013

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Transcript of Final Assignment ECE 312

Teachers support children's play. They act as facilitators in children's learning as opposed to providing direct instruction.
Catonsville School of Discovery
Heather Miller
ECE 312
Instructor Harmelink
November 4, 2013

Our Philosophy
Our goal is to educate and nurture each child’s natural wonder and curiosity. We strive to meet the needs of all children, who are seen as individuals and have unique learning styles and interests. This is accomplished by implementing a play-based and hands-on curriculum that spans the major domains of child development- social/emotional, cognitive and physical. Just as important as working with the child, is working with the family. We value each family and the diversity they bring to our program.

"Positive relationships are essential for the development of personal responsibility, functioning and mastery (NAEYC, 2008). We treat each child with the highest level of respect and form positive relationships with both the child and family. This ensures a healthy sense of self-worth in the child, as well as family involvement. Parent/family involvement is beneficial to a child's achievement. "Family participation in education was twice as predictive of students’ academic success as family socioeconomic status" (Michigan Dept. of ED, 2002). We have a diverse student/family community and are so grateful to have so many different cultures represented. We learn from everyone in our community. This teaches our young children acceptance, peace and love.
We are conveniently located, only minutes away from I-95 and I-695.
We use the High/Scope Curriculum for both Preschoolers and Toddlers (ages 8 weeks-2 1/2 years old).

Tuition and Fees
Our tuition is based on the age of your child. This is due to the difference in teacher:child ratio and class size. Tuition fees are as follows:

Infants and Toddlers (8 weeks-24 months) $250/week
2 Year old program $200/week
Preschool (3-5 years old) $175/week
Located at 1210 Rolling Glen Rd. We are tucked away at the top of a residential street, far from the highly traveled roads at the heart of the town. This gives a home-like feel before even entering the building.
Scope of Service
We serve children ages eight weeks through five years old.

Our classrooms are comfortable, home-like and inviting for all children. Shelves are low and accessible for all children and stocked with developmentally appropriate toys and learning materials.
Our Center is open Monday-Friday
7 a.m.-6 p.m.
"High/Scope emphasizes the child as a self-initiating active learner. Adults continuously gauge the child's developmental status and present intellectual challenges intended to stretch the child's understanding" (Schweinhart, 1991).
The classroom is welcoming and divided into interest areas. There is a balance of large/small group activities,, and individual/social play.
One important aspect of High/Scope is Plan-do-review. This encourages children to plan, carry out and reflect on their play. This leads to:
Purposeful and focused play
Children taking initiative
Problem solving
Positive interactions with others
Children develop self-help skills by serving themselves at mealtime, taking out and putting away toys on shelves that are accessible to them and by hanging their own artwork to dry.
The High/Scope curriculum is aligned with NAEYC developmentally appropriate practices (Gadzikowski, 2013).

Content areas for Infants/Toddlers
Approaches to learning
Social and Emotional Development
Physical Development and Health
Communication, Language and Literacy
Cognitive Development
Creative Arts
Content Areas for Preschoolers
Approaches to Learning
Social and Emotional Development
Physical Development & Health
Language, Literacy & Communication
Creative Arts
Science and Technology
Social Studies
Teachers plan for purposeful implementation of lessons. They plan and implement activities that are engaging and span across the content areas. Teachers get to know their students well so they can best meet the needs of the children. This allows for differentiation of teaching based on learning styles and student interest.
Assessment of Child Progress
Teachers use authentic assessment in conjunction with the Child Observation Record (COR)
Authentic Assessment allows teachers to evaluate children's learning in the natural environment. This means that children are observed and assessed during play, when they are most comfortable
Aspects of COR assessment:
Anecdotal records
Rating Scales
In order to ensure children are well enough to benefit from learning experiences,daily health checks occur each morning upon arrival. We are looking for any signs of illness or injury.
The physical health and well-being of the children is of the utmost importance.
All teachers are CPR and First Aid certified.
It is inevitable that your child will become sick at one time or another. When this occurs, we have a 24 hour policy. Children must be symptom-free for 24 hours before returning to school. This helps decrease the spread of germs and keeps our children and teachers as healthy as possible. We thank you in advance for adhering to this important regulation.
Our staff is highly qualified and experienced. They maintain this level of professionalism by attending professional development and are supported by administration. Staff are observed on a regular basis and are in constant communication with the administration on ways they can grow and improve their practice.
We strive to establish and maintain positive and collaborative relationships with families. Children's families have a crucial impact on their development. We work hand in hand with families to optimize learning. We offer many opportunities for families to become involved in their child's early education.
Community Relationships
Using the resources in our community helps us meet the needs of our families and the goals of our program. Some of the resources/partnerships we maintain include:
Public Library- drop in story-times
Maryland Department of Aging- Seniors volunteer in preschool-aged rooms to play games and read to the children. It is important to remember that diversity is not just culture and race, but includes age as well.
Maryland Infants and Toddlers and Child Find- a referral system to assist families in assessing and meeting the needs of their children who need extra support in the classroom.
Leadership and Management
Catonsville School of Discovery has a strong and effective leadership dynamic. Teachers take on leadership roles as well as the administrators. Teachers work on committees such a family involvemtn, pedagogy and logistics. This allows teachers to help in an area that they have a high interest, to meet goals most effectively.
Professional Development
Professional development is another way staff strengthens leadership. Our latest professional development strategies focused on how to actively engage children by getting them to "grapple" with an idea, activity or concept. By grappling, children are pushing themselves to think and work through a challenging task, thus engaging fully in the task at hand and building self-motivation as well as intrinsic motivation.
Physical Environment
Our classrooms are warm and inviting. We feel that the classroom is a child's home away from home. At Catonsville School of Discovery, each classroom is a print-rich environment. Shelves and objects are labeled. Rooms are organized, and everything has its own place. We feel this organization is essential for a feeling of security for children. Classrooms have child-sized furniture and meet all the safety requirements set forth by MD state licensing. Our outdoor space has plenty of open space for children to run and play freely. Climbing structures are age appropriate and on a thick bed of recycled tire rubber for maximum safety.
Preschool Classroom
Infant Classroom
Daily Preschool Schedule
7:30-9:00 Table top activities/outdoor play (weather permitting)
9:00-9:20 Breakfast
9:20-9:30 Clean up
9:30-10:00 Calendar, greeting, morning meeting and circle game
10:00-11:00 Theme related activities and free choice play indoors
11:00-12:00 Outdoor play
12:00-12:30 Lunch
12:30-12:45 Clean-up, restrooms, prepare for rest time
12:45-2:00 Rest/nap time
2:00-2:15 Rise and put away blankets and mats, restrooms
2:15- 2:30 Snack
2:30-3:30 Theme related activities and free choice play indoors
3:30-4:30 Outdoor play
4:30-5:30 Indoor table top activities- puzzles, playdough, drawing etc.
6:00 Center closes

We offer kid-friendly, healthy meals each day. Here is an example of a day's menu
Breakfast- Cereal, milk, fresh fruit
Lunch- Spiral pasta with chicken breast and vegetables and grated cheese, milk, fresh fruit
Snack- Yogurt, graham crackers and water.
Daily Menu
Meet the Director
Heather Miller has had 16 years
of experience working with young children. As a lead teacher at a college lab school, she taught children ages 8 weeks to five years old. Heather worked with Baltimore City Public Schools, where she worked with first and second graders. She chose to go back to her roots and ensure a high quality early education for the youngest children.
Our daughter is starting her third year at Catonsville School of Discovery and we (including her) couldn't be happier! I feel she is truly engaged in the activities each day, since she comes home and tells us all about her day. - Julie
As any new parent will tell you the thought of having to place your newborn in daycare with strangers can be difficult. I am so grateful for the staff of Catonsville School of Discovery. I feel like my son is in great hands while I am at work. I love that they have a curriculum dedicated for the younget children. I know that he is stimulated and loved everyday!
We have nothing but positive experiences at Catonsville School of Discovery. The staff is approachable and always available to answer questions about our son's development. We have also learned a great deal at the literacy night and feel more confident in reading to our son. - Tom and Lucy
Website Evaluation
Bright Horizons has a comprehensive website offering all of the information a parent may wish for. As a parent, I find the community board a helpful tool. I gave the website a total of 12 points our of a possible 18 points.
Basic Information
Fair -2 Points
The website clearly states the center title, address and ages served. the website is easy to navigate, however it lacks more information about the location and does not list tuition and fees.
Philosophy or Focus of the Program
Fair-2 Points
There was not a section that was titled as a "Philosophy," however there were educational goals listed under the frequently asked questions. It would be helpful if the philosophy were clearly listed on one of the main pages.
Fair-2 Points
Although the website has a wealth of information, the NAEYC all 10 of the standards are not included. Some of them are easy to find, such as the curriculum and a little information about staff. some are buried in the FAQ's, and some are non-existent.
Good- 3 Points
The website has an entire section dedicated to parents. It includes parent testimonials, webinars and a community board for sharing ideas, asking and answering questions and getting advice on each age of development as well as on many topics.
Poor- 1 Point
I did not see a schedule or a sample menus posted. The website mentions two snacks are offered and a hot meal can be purchased. I visited a website for a specific location (closest to me) instead of searching the main website.
Fair- 2 Points
The website has three photos that alternate at the top portion of the website. They remain the same when you click into a new section of the website. They seem like generic photos and do not give me an idea of what the classrooms may look like.

Gadzikowski, A.  (2013).  Administration of early childhood education programs.  San Diego, CA: Bridgepoint Education, Inc.

Michigan Department of Education. (2002). What Research Says About Parent Involvement in Children’s Education In Relation to Academic Achievement. Retrieved from: http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pdf

NAEYC. (2008). Overview of the NAEYC Early Childhood Program Standards. Retrieved from: www.naeyc.org/files/academy/file/OverviewStandards.pdf

Schweinhart, L. (1991). Validity of the High/Scope Preschool Education Model. High/Scope Educational Research Foundation. Retrieved from: http://www.highscope.org/file/Research/high_scope_curriculum/preschool_validity.pdf
Assessments are shared with parents to discuss development, growth and next steps.
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