Our Philosophy
The primary focus at Conejo Valley Neighborhood for Learning (CV NfL) is to create an environment that promotes developmentally, culturally and linguistically appropriate practices; to offer an anti-biased, inclusive environment and to encourage respect for others. We accomplish this by taking into account each child's family dynamics and by incorporating all areas of development in our approach to learning social-emotional, physical, cognitive, and creative development.
Developmentally Appropriate
Our program follows developmentally appropriate practices based on ages and stages of child development.
Within this framework, we believe that children are unique, develop at different rates and are interested in different things during the early years. Thus, we will allow for these individual differences, taking into account each child's current stage of development, ability, family culture, and language. We meet these needs through curriculum activities that reflect children's emerging needs and special interests. Observations of the children allow teachers to set up the environment and plan curriculum. The physical environment is an extension of the curriculum--it is center-based
and adapted to each child's physical ability; it is set up to allow freedom of movement; and it allows children to be autonomous and to self-select their work. Lesson plans reflect and build on the social-emotional, physical, cognitive, and creative developmental needs of each child as well as the needs of the group. Daily teacher directed times are planned for a wide age and ability range such as story telling, music, experiments and group games.
Culturally and Linguistically Appropriate
We are aware that we serve a community that is diverse in culture and language. Our program reflects these dynamics across the curriculum and the physical environment. Our staff is also knowledgeable and understanding of the community we serve and holds a high degree of respect for diversity encouraging families to share their traditions, special skills and talents throughout the year. This fosters an environment of tolerance and respect for diversity as we give an opportunity and include each family in the process of inclusion.
Inclusion
Our program is inclusive of children with special needs. Admission shall be granted without discrimination with regard to physical or cognitive ability when it in the best interest of the child. We will attempt to meet the physical needs of every child we serve in accordance with ADA regulations. Our facilities are accessible to children and individuals with adaptive equipment.
Conflict Resolution
Practicing conflict resolution skills is a priority in support of the emotional security of young children in order to promote respect for the feelings and rights of others around them. Every situation will be dealt with as a learning opportunity. Children learn by example and our staff will continually model and guide children in the appropriate manner to resolve problems.
Our staff understands that children have their own point of view with to those around them. They are able to support this developmental stage by helping children arrive at their own pro-social solutions. As in other areas of curriculum, activities will be incorporated into daily routine and activities such as games that require turn taking and foster an internal locus of control in order to accomplish this educational goal.
Social-Emotional Development
Central to the theory of social-emotional development, we believe that children must form close, nurturing relationships in order to build trust. Our staff's primary focus is to be sensitive to the child's needs, interests and family culture.
We accomplish this goal by learning as much as possible about the child and the family during the enrollment process, through home visits, and by establishing an individual and gradual plan for separation for each child. This helps us develop a bond with the child and the family in order to facilitate separation, thus allowing the child to form healthy attachments with our staff and eventually with their peers.
Children learn best when their environment and daily routines are predictable and when allowed enough time to develop a plan and implement a task. Each class will post and maintain a daily routine that allows ample, uninterrupted free choice/center-based experiences as well as ample time for outdoor activities. These blocks of time will be implemented in ways that reflect child development best practice.
Administrators and teaching staff will model and cultivate an environment that promotes each child's social-emotional development by incorporating The Six Pillars of Character across the curriculum which include trustworthiness, respect, responsibility, fairness, caring and citizenship.
Language and Literary Development
Young children need exposure to an environment where many opportunities rich in language are offered that include 1) listening and speaking, 2) reading, and 3) writing.
1. Our program offers opportunities that include the use of language through conversations with adults and peers in order to build new vocabulary and grammar skills. Staff will provide varied activities that include interactive conversations during large and small group interactions as well as individual interactions during self-selected activities and outdoor activities. Some examples include, sharing ideas, scaffolding, cause and effect through sensory activities and experimentation, and conducting language games that will increase vocabulary.
2. Reading will be an integral, ongoing part in every area of the curriculum. Age appropriate reading will cover concepts about phonological awareness, print recognition, comprehension, and analysis. Children will be read to on a daily basis during large and/or small group interaction. Books will be made available throughout the environment, and a designated book area will be established. Books in the reading area will be selected based on children's interest and emerging needs.
3. Writing is an integral part of reading. A print-rich environment facilitates and enhances language development. Writing allows children to make the connection between reading and the printed word. The focus is on giving children many opportunities to see print in the environment and to use writing-like behaviors. Children will be given many opportunities to express language through dictation of their drawings, journaling, using collage materials, and by allowing them to reflect and seeing their own writing in the environment.
Cognitive Development
Children learn through play. When children are allowed ample time to play and explore, they develop a higher level of thinking since free play allows them to develop reasoning and problem solving skills.
Some skills that are foundational to cognitive development and are critical predictors of school success include Math and Science through the inquiry approach. Our program promotes developmentally appropriate knowledge and skills of mathematics. Children are allowed to explore with manipulative materials that engage them in math reasoning and lend themselves to allow for teacher-guided learning activities. Activities that encourage number sense; classification and patterning; measurement; properties of objects, shape and size; and problem solving will be explored and integrated into other areas of curriculum. Activities will include counting, sorting, rhythmic clapping and movement, group time games, and setting the table for snack.
Themes that explore nature and the physical world and encourage mathematical reasoning will be conducted through sensory activities and inquiry. Children's own interests and emerging needs will be included as well to help them develop math concepts.
Creative Development
Creativity is innate in all humans and it begins at birth. It allows us to invent, problem solve, and innovate. Infants and young children express creativity as they invent ways to solve problems--whether it involves figuring out how to reach for an object or how to get attention. Since creativity is uniquely expressed by each individual, our goal is to enhance children's creativity by providing many opportunities of expression through art, music, movement and dialogue.
Children in our program are given daily opportunities to experience open ended sensory activities utilizing a wide variety of art media free of teacher imposed models. Our staff fosters creative dialogue through dramatic play and conversations. Children will be given many opportunities to carryout real-life pretend themes in the dramatic area, during mealtimes, and in very center. They will also be encouraged to use creative language through songs, music and dance, and through conversations about symbolic representations of their work. In addition, this approach to creativity will give teachers opportunities to plan and integrate cross-curricular activities in math, science, social studies, literacy, and listening skills that involve creative development activities.
Physical Development
Each child grows at his own pace in the physical area as in other areas of development. Our staff understands, respects, and allows for these differences. They know children gravitate to physical activities that they feel capable of doing. Teachers enhance physical development by encouraging and offering various activities that promote the maturation process of fine and gross motor development.
Fine motor development will be promoted through use of small manipulatives: puzzles, building materials, writing and art media, use of eating utensils, and sensory activities such as pouring water and playing with sand. While we understand the need for sensory activities through use of food items, such as rice, teachers will keep the use of these items to a minimum out of respect for those that may go hungry and for cultural sensitivity issues. The recycling and reusing of these food items will be discussed with the children. Only items that are available in bulk and for a low cost will be used.
Health, Nutrition and Safety Development
As part of our educational goal, we encourage children to become aware of the basic skills needed to develop healthy bodies. Children will learn about good healthy habits through activities and curriculum integration. Play materials, books and charts that reflect this area of development will be available to the children throughout the classroom. Discussions will take place about nutrition, the growing body, dental hygiene, and being safe in their physical environment.
Healthy habits from the start are as equally important as other areas of curriculum. We promote good habits from the start by providing foods that are nutritional and serve them in a family style setting that encourages a positive atmosphere. Our approach to health allows children to participate in self-help activities that promote healthy practices such as: washing hands upon entering the classroom, before and after meals and after using the toilet. Snack and meal times will be used as an opportunity for children socialize, take turns, and encourage conversations. Adults and staff will create a pleasant atmosphere and serve as role models to encourage children to try new foods.
We are nut-free childcare center. We maintain a "no sugar/health food" policy. A daily nutritious snacks from a variety of food groups are provided. Drinks include water and nonfat milk or low-fat (1%) milk for children over the age of two years. If your child is lactose intolerant, we will offer a milk substitute. All snacks are free of refined sugars low-fat, and low sodium. Children are offered different types of new foods, new tastes, new textures and cultural foods. If staying for lunch, parents are responsible to provide lunch for their children on a daily basis and in accordance with the no sugar/healthy food policy. Milk or water will be provided for lunch. Juices or sugary drinks are not allowed in school or any NfL sanctioned activity. (Neighborhood City Center provides 2 snacks per day)
Parent Involvement
We respect that the parent is the child's first teacher and that the staff at the Center is in partnership with the parent(s) in caring for and educating their child. We recognize that the success of a child in school later on is correlated to parents' involvement in their child's education from early on and as such strongly recommend. Please know that you are welcome at the Center at any time and are requested to volunteer a minimum of 3.0 hours per month.
Developmentally Appropriate
Our program follows developmentally appropriate practices based on ages and stages of child development.
Within this framework, we believe that children are unique, develop at different rates and are interested in different things during the early years. Thus, we will allow for these individual differences, taking into account each child's current stage of development, ability, family culture, and language. We meet these needs through curriculum activities that reflect children's emerging needs and special interests. Observations of the children allow teachers to set up the environment and plan curriculum. The physical environment is an extension of the curriculum--it is center-based
and adapted to each child's physical ability; it is set up to allow freedom of movement; and it allows children to be autonomous and to self-select their work. Lesson plans reflect and build on the social-emotional, physical, cognitive, and creative developmental needs of each child as well as the needs of the group. Daily teacher directed times are planned for a wide age and ability range such as story telling, music, experiments and group games.
Culturally and Linguistically Appropriate
We are aware that we serve a community that is diverse in culture and language. Our program reflects these dynamics across the curriculum and the physical environment. Our staff is also knowledgeable and understanding of the community we serve and holds a high degree of respect for diversity encouraging families to share their traditions, special skills and talents throughout the year. This fosters an environment of tolerance and respect for diversity as we give an opportunity and include each family in the process of inclusion.
Inclusion
Our program is inclusive of children with special needs. Admission shall be granted without discrimination with regard to physical or cognitive ability when it in the best interest of the child. We will attempt to meet the physical needs of every child we serve in accordance with ADA regulations. Our facilities are accessible to children and individuals with adaptive equipment.
Conflict Resolution
Practicing conflict resolution skills is a priority in support of the emotional security of young children in order to promote respect for the feelings and rights of others around them. Every situation will be dealt with as a learning opportunity. Children learn by example and our staff will continually model and guide children in the appropriate manner to resolve problems.
Our staff understands that children have their own point of view with to those around them. They are able to support this developmental stage by helping children arrive at their own pro-social solutions. As in other areas of curriculum, activities will be incorporated into daily routine and activities such as games that require turn taking and foster an internal locus of control in order to accomplish this educational goal.
Social-Emotional Development
Central to the theory of social-emotional development, we believe that children must form close, nurturing relationships in order to build trust. Our staff's primary focus is to be sensitive to the child's needs, interests and family culture.
We accomplish this goal by learning as much as possible about the child and the family during the enrollment process, through home visits, and by establishing an individual and gradual plan for separation for each child. This helps us develop a bond with the child and the family in order to facilitate separation, thus allowing the child to form healthy attachments with our staff and eventually with their peers.
Children learn best when their environment and daily routines are predictable and when allowed enough time to develop a plan and implement a task. Each class will post and maintain a daily routine that allows ample, uninterrupted free choice/center-based experiences as well as ample time for outdoor activities. These blocks of time will be implemented in ways that reflect child development best practice.
Administrators and teaching staff will model and cultivate an environment that promotes each child's social-emotional development by incorporating The Six Pillars of Character across the curriculum which include trustworthiness, respect, responsibility, fairness, caring and citizenship.
Language and Literary Development
Young children need exposure to an environment where many opportunities rich in language are offered that include 1) listening and speaking, 2) reading, and 3) writing.
1. Our program offers opportunities that include the use of language through conversations with adults and peers in order to build new vocabulary and grammar skills. Staff will provide varied activities that include interactive conversations during large and small group interactions as well as individual interactions during self-selected activities and outdoor activities. Some examples include, sharing ideas, scaffolding, cause and effect through sensory activities and experimentation, and conducting language games that will increase vocabulary.
2. Reading will be an integral, ongoing part in every area of the curriculum. Age appropriate reading will cover concepts about phonological awareness, print recognition, comprehension, and analysis. Children will be read to on a daily basis during large and/or small group interaction. Books will be made available throughout the environment, and a designated book area will be established. Books in the reading area will be selected based on children's interest and emerging needs.
3. Writing is an integral part of reading. A print-rich environment facilitates and enhances language development. Writing allows children to make the connection between reading and the printed word. The focus is on giving children many opportunities to see print in the environment and to use writing-like behaviors. Children will be given many opportunities to express language through dictation of their drawings, journaling, using collage materials, and by allowing them to reflect and seeing their own writing in the environment.
Cognitive Development
Children learn through play. When children are allowed ample time to play and explore, they develop a higher level of thinking since free play allows them to develop reasoning and problem solving skills.
Some skills that are foundational to cognitive development and are critical predictors of school success include Math and Science through the inquiry approach. Our program promotes developmentally appropriate knowledge and skills of mathematics. Children are allowed to explore with manipulative materials that engage them in math reasoning and lend themselves to allow for teacher-guided learning activities. Activities that encourage number sense; classification and patterning; measurement; properties of objects, shape and size; and problem solving will be explored and integrated into other areas of curriculum. Activities will include counting, sorting, rhythmic clapping and movement, group time games, and setting the table for snack.
Themes that explore nature and the physical world and encourage mathematical reasoning will be conducted through sensory activities and inquiry. Children's own interests and emerging needs will be included as well to help them develop math concepts.
Creative Development
Creativity is innate in all humans and it begins at birth. It allows us to invent, problem solve, and innovate. Infants and young children express creativity as they invent ways to solve problems--whether it involves figuring out how to reach for an object or how to get attention. Since creativity is uniquely expressed by each individual, our goal is to enhance children's creativity by providing many opportunities of expression through art, music, movement and dialogue.
Children in our program are given daily opportunities to experience open ended sensory activities utilizing a wide variety of art media free of teacher imposed models. Our staff fosters creative dialogue through dramatic play and conversations. Children will be given many opportunities to carryout real-life pretend themes in the dramatic area, during mealtimes, and in very center. They will also be encouraged to use creative language through songs, music and dance, and through conversations about symbolic representations of their work. In addition, this approach to creativity will give teachers opportunities to plan and integrate cross-curricular activities in math, science, social studies, literacy, and listening skills that involve creative development activities.
Physical Development
Each child grows at his own pace in the physical area as in other areas of development. Our staff understands, respects, and allows for these differences. They know children gravitate to physical activities that they feel capable of doing. Teachers enhance physical development by encouraging and offering various activities that promote the maturation process of fine and gross motor development.
Fine motor development will be promoted through use of small manipulatives: puzzles, building materials, writing and art media, use of eating utensils, and sensory activities such as pouring water and playing with sand. While we understand the need for sensory activities through use of food items, such as rice, teachers will keep the use of these items to a minimum out of respect for those that may go hungry and for cultural sensitivity issues. The recycling and reusing of these food items will be discussed with the children. Only items that are available in bulk and for a low cost will be used.
Health, Nutrition and Safety Development
As part of our educational goal, we encourage children to become aware of the basic skills needed to develop healthy bodies. Children will learn about good healthy habits through activities and curriculum integration. Play materials, books and charts that reflect this area of development will be available to the children throughout the classroom. Discussions will take place about nutrition, the growing body, dental hygiene, and being safe in their physical environment.
Healthy habits from the start are as equally important as other areas of curriculum. We promote good habits from the start by providing foods that are nutritional and serve them in a family style setting that encourages a positive atmosphere. Our approach to health allows children to participate in self-help activities that promote healthy practices such as: washing hands upon entering the classroom, before and after meals and after using the toilet. Snack and meal times will be used as an opportunity for children socialize, take turns, and encourage conversations. Adults and staff will create a pleasant atmosphere and serve as role models to encourage children to try new foods.
We are nut-free childcare center. We maintain a "no sugar/health food" policy. A daily nutritious snacks from a variety of food groups are provided. Drinks include water and nonfat milk or low-fat (1%) milk for children over the age of two years. If your child is lactose intolerant, we will offer a milk substitute. All snacks are free of refined sugars low-fat, and low sodium. Children are offered different types of new foods, new tastes, new textures and cultural foods. If staying for lunch, parents are responsible to provide lunch for their children on a daily basis and in accordance with the no sugar/healthy food policy. Milk or water will be provided for lunch. Juices or sugary drinks are not allowed in school or any NfL sanctioned activity. (Neighborhood City Center provides 2 snacks per day)
Parent Involvement
We respect that the parent is the child's first teacher and that the staff at the Center is in partnership with the parent(s) in caring for and educating their child. We recognize that the success of a child in school later on is correlated to parents' involvement in their child's education from early on and as such strongly recommend. Please know that you are welcome at the Center at any time and are requested to volunteer a minimum of 3.0 hours per month.
