A Note From Our Principal
Fall is in full swing! Our students are having a blast exploring colored leaves and feeling the crisp air outdoors as they participate in fun, seasonal activities. Check out our school calendar!
Picture Days will be Tuesday, 10/4/22 and Wednesday, 10/5/22. Dress to impress and bring your smiles! More info will follow regarding classroom schedules.
Our Open House Fall Festival event is on Saturday, October 22nd from 10am to 1pm. We hope to see you all there with your children. We will have games, refreshments, and fun fall activities. All families welcome, enrolled and tours. Tell your friends!
Lastly, we would like to congratulate Ms. Teresa for her promotion to Office Administrator. She will still oversea the classroom but you will see her smiling face at the front desk as well. We are super proud of her!
We look forward to another month full of learning, fun, and play!
Join us for our Virtual Potty Training Workshop on October 6 at 12PM PDT / 3PM EST
Our classrooms will be celebrating Halloween by doing “31 Days of Halloween” challenge. We have so many fun things planned, let’s see how many you participate in. We have slimy science sensory, spooky cooking projects, “Dance offs” to Thriller and lots of creative festive crafts. Get ready to join our “No Carve Pumpkins” raffle that our talented teachers will make. We end the month with our Annual “Trunk or Treat” event celebrating in costume on October 31st! We are looking for parent volunteers to test their creative skills by decorating the trunk in their car. We will send more information via Links 2 Home soon.
October 1st- Join our “31 Days of Halloween” challenge. See calendar for details.
October 4th & 5th- Picture Day
October 10th- School Closed = Professional Development Day
October 22 – Open House/ Fall Festival
October 31- Trunk or Treat/ Halloween Party
New On Our Preschool Blog
Social-Emotional Learning from Infancy through Pre-K
Social-emotional skills acquired in the preschool years pave the way for children to form lasting friendships, develop empathy, and understand different situations. Our teachers encourage social-emotional development, first and foremost, by creating a safe and supportive environment where every child feels good about coming to school.
Below are specific examples on how we facilitate this learning in each of our classrooms.
Infants (0-1 year)
Positive verbal, nonverbal, and physical interactions provide infants with a sense of safety, confidence, and self-worth. Our teachers design activities that allow infants to look to them for support and encouragement when exploring new materials. For example, if an infant is struggling to fit a shape into the shape sorter, our teachers assist and prompt the infant by saying, “Let us try and turn the piece this way” or “I don’t think that shape fits. Should we see if it fits in another spot?”
Toddlers (1-2 years)
In our toddler classroom, students take an active part in dressing themselves. For example, teachers may ask, “Can you pull your arm through the sleeve,” or “Please take your socks off for our sensory walk.” Teachers also expose toddlers to a variety of emotions in developmentally appropriate ways. They may show pictures of children making various facial expressions and encourage the toddlers to practice identifying the emotions and mimicking the expressions in a mirror.
Beginners (2-3 years)
Our Beginner teachers support sharing and taking turns by providing students with visual prompts and auditory cues. For example, if they notice a student has been waiting to play with maracas, they may say, “Sophie, what special words could you use to have a turn with the maracas?” To make children feel safe and welcome when entering the classroom, teachers include the individual student’s name in the greeting and demonstrate gratitude when they return the greeting. Sometimes they may even greet students with a high-five, fist bump, or happy dance.
Intermediates (3-4 years)
Intermediate teachers encourage students to generate some of their own rules and routines, even silly ones! This promotes ownership over their own behaviors and allows students to feel respected within the classroom community. Teachers also provide students with words to describe why they feel a particular way if they can’t express it themselves. They may say, “I think you’re angry because your face is red and you yelled. I would be angry too if someone took my toy.” They then guide students through brief exercises to help self-calm and reduce stress, such as taking slow, deep breaths.
Pre-K (4-5 years)
Teachers in our Pre-K classroom inspire students to plan and engage in challenging tasks by modeling correct methods, techniques, and goals. Examples of this include using blocks to create a ramp for cars or assisting in searching for letters in a sensory bin to spell sight words. Our teachers always praise students for their effort with specific feedback. During centers, students direct their learning with supervision from their teachers, which creates opportunities to initiate and solve their own problems.