Early learning day care: Early Learning Daycare – Geneseo NY

Опубликовано: May 15, 2023 в 11:19 am

Автор: alexxlab

Категории: Miscellaneous

Early Learners Daycare Home Preschool – Hopewell Junction, NY 12533

Daycare in Hopewell Junction, NY

Early Learners Daycare provides childcare for families living in the Hopewell Junction area. Children engage in play-based, educational activities to help them achieve important milestones. The facility is a home daycare which fosters the development of social skills in a safe, caring environment. The director offers age-appropriate programming for kids aged 6 weeks to 12 years. Open since 2016, the director has 7 years of experience serving the local community with childcare options. Contact Early Learners Daycare to discuss operating hours, tuition rates, and schedule a free tour for you and your family.

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Early Learners Daycare is a home daycare that provides childcare for families living in the Hopewell Junction area. Children engage in play-based, educational activities to help them achieve important milestones. The facility fosters the development of social skills in a safe, caring environment.

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Hopewell Junction, NY
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Our Early Learning Center

At First Presbyterian Learning Centers, our Early Learning Center offers a unique and caring child care experience, providing a rich and stimulating environment for little ones (infants and toddlers 12-36 months) and their families.

The Early Learning Center, also known as ELC, is a county licensed, APPLE accredited daycare program that has been providing quality child care and early childhood education in Hollywood FL for more than 10 years. We do this by offering three different programs: full time daycare, part-time child care, and year-round early childhood education. The curriculum areas are similar in each program; our three different child care programs vary mainly in the amount of time each child spends at daycare.

We fill each academic year with educational activities, as well as festivals, presentations, and holiday celebrations. Our curriculum is designed to help your child grow in multiple areas of development, including academic, social, and motor skills.

If you’d like to learn more about the Early Learning Center, please contact us with any questions you might have. We’d also love to give you a personal tour of our school so that you can see our child care team and children in action.

A Daycare with a Family-like Atmosphere

At Early Learning Center, we provide more than daycare: we provide a strong foundation for children to grow, develop a love of learning, and become confident individuals. We focus on providing a caring and safe environment that builds meaningful long-term relationships among the children, their families and the teachers.

We believe each child is unique and special in their own way. For that reason, we have been able to create a family-like atmosphere where each child can grow emotionally, academically, and physically. Our daycare center strongly values the power of family, love, patience, education, and kindness, which makes us stand out from other child care services. The early childhood education we provide in all of our Learning Centers programs in Hollywood Florida goes beyond just daycare or supervision of children; we make sure to make everyone feel welcome, unique and most importantly loved. We believe in nurturing the whole child and supporting families.

We’re not just monkeying around here; we’re learning and growing! But having lots of fun too!

A Highly Qualified Daycare Team & an Innovative Early Learning Curriculum

Our staff is composed of experienced teachers, many who hold degrees in Early Childhood Education, Elementary Education, as well as CDA certifications (Child Development Associate). We also encourage staff members to further their education by supporting them with courses and ongoing training. Our Director, Ms. Jacqueline Carbonell, has a Masters Degree in Special Needs Education and more than 20 years of experience with children of all ages.

First Presbyterian Early Learning Center is part of a revolution in early childhood education with a new approach to teaching and learning. Our Creative Curriculum is a research-based teaching strategy aimed at helping teachers facilitate open-ended age appropriate activities. Continuous learning occurs in Building Blocks, Dramatic Play, Art, Science, Math, Writing, and Snack Centers. Through intentional room arrangements and placement of teaching tools, the social, emotional, cognitive, and physical growth of students is enhanced. Parents may obtain a booklet about Creative Curriculum at ELC’s front desk, or visit our Creative Curriculum web page.

Early Learning Problems or “Chasing Family Pride”

“Your children do not belong to you. Your time with them is limited.

If you decide to accept this, then try to raise a happy person.

No need to build a mini version of yourself.

There is no need to realize your failed hopes and dreams through your child.”

The readiness of preschool children to study at school is an important factor that determines the further development of the child’s personality, learning success, relationships with peers, older students and teachers. Until recently, specialists (psychologists, teachers, physiologists, etc. ) considered the problem of children’s preparedness for schooling as stemming from the fact that the social situation in society divided children into two groups: those attending kindergarten and those not attending . Such a division created problems for children and their parents and caused certain difficulties for teachers, since children with different levels of preparedness entered the school. The introduction of federal state educational standards into the practice of educational institutions guarantees that the state provides equal opportunities for all children to receive high-quality preschool education. ¹

There is no single definition of the concept of “readiness for school” in child psychology because of its versatility. The Russian Pedagogical Encyclopedia gives the following definition: “Readiness for schooling is a combination of morphophysiological and psychological characteristics of a child of older preschool age, which ensures a successful transition to systematic organized schooling. ”

But to be honest, the problem of readiness for school and the concept of “readiness for school” is not only a problem of age-related physiology, psychology and pediatrics. This concept has educational-political, administrative-management and educational-economic aspects, that is, it is an object of educational policy. Without taking into account the aspect of educational policy and management, we will not be able to understand the discussion about school readiness in economically developed countries.

The study of the age characteristics of the functional state of the body in the conditions of intellectual activity is a necessary condition for strengthening health, ensuring the normal physical, mental and social development of children. It is known that pronounced adverse changes in the functional state and efficiency of a child’s intellectual activity can be observed at preschool age and at the beginning of systematic schooling. ^{2 3 4 5} To a large extent, this is due to the fact that in most developed countries of the world, increased requirements for future first-graders have led to an increase in the volume and intensity of educational and cognitive activity at preschool age.

Often the learning process in preschool educational institutions is built on the type of school education and is overloaded with additional classes, which leads to an increase in the study load, forms stressful conditions, causes serious damage to the cognitive development, health and functional state of the child’s body . Admission to school is also associated with pronounced functional stress, low efficiency of cognitive activity, unstable performance, high psychophysiological cost of education. ^{6 7} The intensity of this period is determined by the fact that the child begins to be intensively affected by a complex of “unaccustomed” factors of the educational environment, adaptation to which requires maximum mobilization of the body’s social and biological reserves.

An increase in intellectual and very tiring static loads associated with a long forced working posture behind a student’s place inevitably violates the physiological and hygienic foundations for organizing the day regimen of a child of the 6th – 7th year of life and can adversely affect growth, development, somatic and mental health of children. ^{8 9 10 11 12}

Such alarming assumptions are not unfounded. In recent years , as indicated by the Ministry of Health, the incidence of children in all age groups has increased dramatically : the musculoskeletal system – by 35.0%, the circulatory system – by 56.0%, the nervous system and sensory organs – by 35.0%, endocrine system – by 90.0% . In recent years, more than 30.0% are born with perinatal damage to the nervous system. This then negatively affects the age-related psychophysiological development of the child, the normal activity of the sense organs, provokes the formation of learning difficulties, lagging behind motor actions. ^{16 17 18 19 20 21}

Practically all prominent educational scientists, child and educational psychologists in Russia, Europe, the USA, and others over the past two centuries have warned of the disastrous path of artificial acceleration, forcing the pace of child development. They realized that such an acceleration, technically simplifying the integration of children into the adult community, the “social adaptation” of the younger generations, could become a brake on the path of the child’s normal mental development. ²²

It has long been recognized in the world that the emerging trend of children going to school from the age of 6 has given rise to the problem of a discrepancy between the mental characteristics of a child of the 7th year of life and the conditions of schooling . This age is characterized by the incompleteness of the formation of mental functions (voluntary attention, mediated memorization, imagination, logical thinking, emotional-volitional sphere, etc.) and requires special work aimed at their development. At the same time, in accordance with the educational program of the elementary school, very strict requirements are imposed on children of this age in mastering the system of knowledge in the logic of school education, which implies the formation of these functions. The consequences of this discrepancy may be an early loss of learning motivation, a variety of emotional disharmony, the emergence of protective neurotic reactions that develop into stable personality traits, “learned helplessness”, etc.

social conditions. The formation of the child’s psyche is directly related to the rate of growth and maturation of the brain. Partial deviation or disturbance in this process leads to complications in mental development.

Early education of children significantly exacerbates the problems of schoolchildren in mastering knowledge. This is especially true for boys, whose brain maturation is slower than that of girls. The school curriculum is designed for a certain level of development of the body’s functional capabilities , and a child cannot begin to acquire knowledge until his body and, first of all, the central nervous system are ready for this process. Clinical observations show that with underdevelopment of the frontal lobes of the brain, a violation of personality components is invariably noted.

The reaction to early learning may be delayed and will later manifest itself in various kinds of emotional and personal deviations, the child’s tendency to frequent illnesses, allergic phenomena, logoneurosis, dysarthria, tics and obsessive movements.

The advanced load on the cortical sections, which is inevitable when learning to read, write, count, due to its energy intensity, depletes the subcortical formations, which, in turn, have completed their development and have lost their plasticity and resources for readaptation (recovery). Such a child, against the background of high achievements in the field of literature and mathematics, demonstrates the lack of formation of elementary skills: the inability to tie shoelaces, fasten buttons, cut bread. The child reads the encyclopedia “to the holes”, remaining helpless in everyday life. Therefore, early teaching of signs, numbers, counting and reading to children can provoke dysontogenetic development.

Both advance and delay in development are equally harmful for a child. The fact is that the energy of the brain is finite in each specific period, and for the development of one or another motor or mental function, certain periods have been laid down by evolution. If a child masters the skills inherent in 5 years, then he will “sink” the skills necessary at 4 years. And this happens in early development.

In connection with what has been said, the question of abandoning the concept of “readiness for school” altogether is being discussed ²³ because it:

has no positive meaning and plays rather a negative role in the public mind. The idea is instilled in society that there is such an objective thing as an abstract “readiness for school”, while in fact there is no general development standard;
The concept of “readiness for school” is harmful. Since it has political and administrative significance and is associated with a decision concerning the fate of many children, it plays a negative role in this context. The consequences of misjudgment on this issue can – and do – harm a huge number of children;
The negative role of this concept also lies in the fact that it inspires the public with the idea that it is the kindergarten and early childhood that are responsible for ensuring that the child is “ready” for school. The school itself, as it is, does not need changes and new concepts and should not be “ready for children”.

“Readiness for school” is a notion that refers exclusively and only to a child! It becomes “extreme” in the conditions of unreasonable educational policy, which is contrary to common sense.

Research on the topic:

¹ Balabekyan E.S. The problem of children’s readiness for schooling. The world of science, culture, education. No. 1 (62) 2017 p. 235-238

² Boyce W. T. Differential Susceptibility of the Developing Brain to Contextual Adversity and Stress. neuropsychopharmacology. 2016, 41 (1), pp. 142-162

³ Boyce W. T., Quas J., Alkon A., Smider N. A., Essex M. J., Kupfer D. J. Autonomic reactivity and psychopathology in middle childhood. Br J Psychiatry. 2001, 179(2), pp. 144-150

⁴ Escobar M., Alarcón R., Blanca M. J., FernándezBaena F. J., Rosel J. F., Trianes M. V. Daily stressors in school-age children: a multilevel approach. Sch Psychol Q. 2013, 28(3), pp. 227-238.

⁵ Quas J. A., Yim I. S., Oberlander T. F., Nordstokke D., Essex M. J., Armstrong J. M., Bush N., Obradović J., Boyce W. T. The symphonic structure of childhood stress reactivity: patterns of sympathetic, parasympathetic, andadrenocortical responses to psychological challenge. Dev Psychopathol. 2014, 26 (4), pp. 963-982.

⁶ Development of the brain and the formation of the child’s cognitive activity / ed. D. A. Farber, M. M. Bezrukikh. M.: Publishing House of the Moscow Psychological and Social Institute, 2009. 432 p.

⁷ Escobar M., Alarcón R., Blanca M. J., FernándezBaena F. J., Rosel J. F., Trianes M. V. Daily stressors in school-age children: a multilevel approach // Schl Q. 2013. Vol. 28, No. 3, pp. 227–238.

⁸ Baevsky R.M. Mathematical analysis of heart rate measurements under stress / R.M. Baevsky, O.I. Kirillov, S.Z. Kletskin. – M., 1984. – 280 p.

⁹ Bezrukikh M.M. Methods for assessing the level of development of visual perception in children aged 5-7.5 years / M.M. Bezrukikh, L.V. Morozov. – M.: New school, 1994. – 46 p.

¹⁰ Kravtsova E.E. Psychological problems of children’s readiness for schooling. M., 1991.

¹¹ Antropova M.V., Kuznetsova L.M., Paranicheva T.M. Morphofunctional and psychophysiological maturation of preschool children in conditions of early, systematic education / M.V. Antropova, Kuznetsova, T.M. Paranichev // Human Physiology. – 2003. – T. 29, No. 3. – S. 41-47.

¹² Tankova-Yampolskaya R.V. To the problem of physical development of children of early age // Age features of physiological systems of children and adolescents / R.V. Tankova-Yampolskaya. – M., 1981. – S. 11-1

¹³ Antropova M.V. Psychological and medical aspects of some pedagogical innovations in elementary school / M.V. Antropova, G.G. Manke, L.M. Kuznetsova, T.M. Paranichev // School of Health. – M., 1998. – No. 3. – S. 19-27

¹⁴ Antropova M.V. The state of health and morphofunctional features of 4-year-old children in connection with the early start of their developmental education L.M. Kuznetsova, T.M. Paranicheva // Healthcare of the Russian Federation. – 2000. – No. 5. – S. 17-23.

¹⁵ Luskanova N.G. Evaluation of school motivation of primary school students. – M., 1985

¹⁶ Bezrukikh M.M. How to prepare a child for school / M.M. Bezrukikh, S.P. Efimova, M.G. Knyazev. – M.: New school, 1994. – 106 p.

¹⁷ Wenger L.A. Perception and learning / L.A. Wenger. – M., 1969. – 340 s

¹⁸ Teaching children of 6 years of age in kindergarten and school / Edited by O.A. Loseva. – M.: Pedagogy, 1987.

¹⁹ Panasyuk T.V. Anatomical and anthropological features of infants, early and preschool children / T.V. Panasyuk. – M., 1998. – 27 p.

²⁰ Paranicheva T.M. The functional state of the body and the adaptive capabilities of children 4, 5, 6 years old in the process of developmental education 03.00.13 – physiology: author. diss. cand. biological sciences. – M., 2007

²¹ Physiology of child development / Edited by M.M. Bezrukikh, D.A. Farber. – M., 2000. – 319

²² Sirotyuk A.L. Developmental deficiency syndrome with hyperactivity. M., 2002

²³ Hopf, A. und andere (2008) Vom Kindergarten in die Grundschule / Berlin.

²⁴ Krenz, A. (2006) Ist mein Kind Schulfähig? / München

Results of upbringing, education and development of children

Results of educational activities with pupils

Analysis of the adaptation of young children

Every year, the kindergarten opens its doors to new pupils. For their more successful adaptation, the following conditions are created:

– flexible daily routine

– creation of a subject-developing environment

– a gradual increase in the time the child spends in kindergarten

– preliminary work with parents.

Based on the results of observations of the adaptation of young children to the conditions of preschool education, the adaptation of young children was mild to moderate, which indicates

About the high professionalism of teachers
On the comprehensive support of the development of the baby in the educational process
About assisting teachers in optimizing living conditions and raising children in group
On monitoring the observance of the rights of the child
On the timely identification of children in need of additional examinations, corrective work, etc.

The adaptation process is under constant control by the head of the preschool educational institution, art. educator, physician, psychologist.

Adaptation results:

	14/15 year	15/16 year	16/17 year
mild adaptation	17%	14%	32%
moderate	27%	41%	68%

When organizing educational and recreational activities in kindergarten, the following is taken into account:

– the general state of health of children revealed during the study of the anamnesis of newly admitted children and those already attending kindergartens, i.e. specificity of diseases and individual characteristics of children;

– organization of work in productive activities and features of the daily routine. The curriculum is designed in such a way that almost all classes are held in a subgroup form, taking into account the age characteristics of children, the turnover of various activities, their distribution throughout the day, as well as during the week;

– planning and content of recreational activities is based on the integration of all services of the institution and is aimed at maintaining and strengthening the health of children.