Central Coast Montessori School (CCM) has been in business for over 17 years and is ready to expand. Over the last 17 years hundreds of kids have passed through the doors of CCM and gone onto do great things with our first graduating kindergarten class now graduating from College. CCM offers an educational program rich, individualized academic environment which promotes independence and optimum scholastic achievement. Currently CCM is located in one location in Morro Bay California. We are one of two full time preschools in the immediate area, serving a local population of roughly 10,000 residents. Enrolled students are currently maxed out with our given limitations on size and state code. Operations are owned and Directed by Laurie Holcomb, a certified American Montessori Society (AMS) facility operator with over 30 years of experience in the Montessori Method. The location is also staffed with Montessori trained teachers who offer a very intimate 1-8 teacher student ratio, providing a close and personal learning environment. Montessori programs are much more than your typical daycare program. …show more content…
(AMS, 2015) CCM is more than a daycare, Montessori student learn to think critically, work collaboratively, and act boldly. These are skill sets necessary for the 21st century. (AMS, 2015) CCM vision and mission is to continue to expand on the goal of Maria Montessori, “Montessori education is to foster a child’s natural inclination to learn. Montessori teachers guide rather than instruct, linking each student with activities that meet his interests, needs, and development level.” (AMS, 2015) Our strategy for growth would be regional, local areas with a population consisting of young families in need of professional preschool
November 2, 2015 VERIFICATION OF ENROLLMENT Student Name: Athen Munoz Student ID: VVC216 Date of Birth:11/22/2011 This is to confirm that Athen Munoz is enrolled at Victor Valley Community College Child Development Lab as of 8/17/2015. Please do not hesitate to call (760) 245-4271 X 2618 if you have any further inquiries. Sincerely, Deydalia Fraydealfaro Site Supervisor
Gisselle Zepeda Mr. Lievre American Government Credit 5 Board of Education of Westside Community Schools Versus Mergens The Equal Access Act upheld by the Supreme Court in Board of Education v. Mergens, 1990, requires public secondary schools to allow access to religiously based student groups on the same basis as other student clubs. The school administration denied a group of students their right to create a Christian after school club. The students intended for their club to have just the same privileges and club meetings as all other after school clubs. The schools excuse being that it lacked faculty support which led to the school and district being sued by the students.
As they make progress in developmental classes in Blue Ridge Community
Frances Lozada-Tirado a. Shall make reasonable effort to protect the student from conditions harmful to learning and/or to the student’s mental and/or physical health and/or safety. b. This item is important to me because I feel that children in this age and time are experiencing harmful condition that enable them to learn. I feel that we as teachers and family workers need to strive for our students to feel safe and secure in order for them to reach their full potential. As a family engagement specialist, it is my responsibility for my families and students to feel safe in my centers.
As a child, I was identified as precocious, but I had few viable options to achieve more than what McKeesport dictated. After three years in a charter school, my parents made one of the best
The program in which she is a part of serve students until the age of 18 years old, or until they are ready to be referred to a less restrictive setting and attend a regular educational program. The target client system is the students, but help is given to parents of those children as well. Ms. Thomas, herself meets with parents and keeps in contact with them. She offers resources and other assistances that they need in order to better care for their child.
CSI COMPETENCY STATEMENT II To promote physical and psychological reasoning As a provider, I will utilize a program that will facilitate the physical, cognitive, grammar structure, and creative aptitudes of infant/pre-schoolers. The implementation of activities and various resources encourage the "oneness" of a child. Through the timely and suitable learning strategies of the four Functional Areas below, I will collectively demonstrate my ability to meet Standard II.
Fuller and Strath (2001) conducted a quantitative research study that examined local populations of early education organizations based on the 1990 household census data to report features of the early childhood workforce nationwide. Multiple economic and regulatory forces shaped the population of early education organizations that operated within states and local communities. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median family childcare home provider had a high school diploma. Fifteen percent of all preschool teachers in urban areas were African American and 8% were Latina.
Our passion is to bring up well-rounded children who compete well wherever they go. A good foundation is essential if a child has to fit into the society and at Building Block Preschool we strive to offer that to our little ones. Formed with the sole purpose of nurturing the children, Building Block preschool is dedicated to providing a safe environment that is conducive for a child's holistic development. At Building Block Preschool, we believe in the child's education. We believe it's a collective responsibility of the child's school and the parent.
The Wood Oaks Board of Education voted a referendum on the to build a new elementary school and middle school; Superintendent Lindsey Smith asked the board to approve a $3.3 million building program for the district, the money would be used for the new buildings. The middle school would be built in the central part of town and would serve two elementary schools now feeding into Wood Oaks Middle School. The Board voted four-two to place the issue as a referendum on the November general election ballot. Voting for placing the referendum on the ballot were Jones, Katie McCormack, Matthew O’Malley, and Joseph Sister.
During the past two years, I was given the opportunity to spend some time observing in the classrooms at the First Presbyterian Church of Bakerstown Preschool, a Christian-based school, in the Gibsonia, PA area, the Westminster College Preschool Lab, and the Head Start program at New Castle, PA. Observing in the different classrooms displayed different ways to setup and design one classroom from another. The church preschool was different from the Head Start program, mostly due by the budget and location of each facility. Many of the church preschool classroom materials were provided by donations to the preschool. The classrooms at all three locations, had some physical similarities with each other including: many windows, child-sized tables, chairs, cubbies, and play kitchens that were child friendly, with different areas for children to play in during free time.
DEVELOPING HEAD START IN OUR SCHOOL U.S. Department of Health and Human Services’ Administration for Children and Families has released improved Head Start Performance Standards. This is the first comprehensive overhaul of standards since they were first published. Both the early education landscape and our knowledge of the science of early learning have changed vividly in the last half century. Change and common core performance standards were sorely in need of modernization.
The Practice - A community of practice is not just a shared interest. Members of a community of practice are generally practitioners of some description and they will develop a shared repertoire of resources: experiences, stories, tools, and ways of addressing recurring problems, which in the childcare profession is called a shared
Early Childhood Education: Theoretical Perspectives Abstract Studies confirm that high-quality education early in a child’s life leads to continued success in school, at work, and results in a healthier well-rounded student who is emotionally and socially strong. In most early childhood programs and schools, technology will be part of the learning background of the future. To make sure this new technology is used effectively, we must confirm that teachers are fully trained and supported. In this paper, theoretical perspectives of child development are discussed with the basic elements of learning program.
Education, 135(3), 328-336. Harvard University Center on the Developing Child (2009) Five Numbers to Remember about Early Childhood Development, Developing Child, Harvard University, as retrieved from http://developingchild.harvard.edu/resources/five-numbers-to-remember-about-early-childhood-development/ Hirokazu, Y., Weiland, C., & Brooks-Gunn, J. (2016). When Does Preschool Matter?. Future Of Children, 26(2), 21-35.