Mount Olivet Child Learning Center
faith. education. partnership.
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Classrooms

The Mount Olivet Child Learning Center has classrooms for infants through Pre-Kindergarten.

 
 

classrooms

The Mount Olivet Child Learning Center has classrooms for Infants through Pre-Kindergarten.

 
 
 

INFANTS teachers

 Amy L. // Since 2007

Amy L. // Since 2007

 Becky C. // Since 2004

Becky C. // Since 2004

 Lynne S. // Since 2015

Lynne S. // Since 2015

 

infants CURRICULUM
 

CREATIVE ARTS

  • explore non-toxic and/or edible art with fingers, feet, or whole bodies

  • listen to environmental music during play and rest

  • use shakers, bells, and drums to experiment with sound and rhythm

LANGUAGE ARTS

  • sing rhymes and finger plays during transitions between activities and during walks

  • coo and babble with teachers during one-on-one moments

  • pre-verbal children use "baby signs"

MATH

  • fill and dump containers of blocks, pop beads, and other safe manipulatives

  • play with geometric blocks

  • experience musical and rhythmic patterns through music

MOTOR SKILLS

  • spend tummy time on the floor to strengthen back and stomach muscles

  • crawl and pull to a stand using bear blocks, bars, and plush toys

  • develop grasping motion with small objects

SCIENCE

  • go outside every day that weather permits

  • explore developmentally safe natural objects: leaves, sand, branches

  • experiment in response to simple questions e.g. "Does it roll?"

SOCIAL SKILLS

  • "converse" with adults and peers through babbling and cooing

  • pre-verbal infants use sign language

  • trusting relationships with caregivers

 
 
 

ONES Teachers

 Elizabeth F. // Since 2011

Elizabeth F. // Since 2011

 Kurt F. // Since 2016

Kurt F. // Since 2016

 Melanie K.// Since 2017

Melanie K.// Since 2017

 

ones curriculum
 

CREATIVE ARTS

  • use non-toxic paint with hands and brushes to make marks on paper

  • move their bodies to a variety of music

  • explore play dough with hands and simple tools

  • experiment with a variety of art materials

LANGUAGE ARTS

  • listen to teachers use self-talk to describe what they are doing and parallel talk to describe what others are doing

  • listen to and participate in finger plays and songs

  • pre-verbal children use "baby signs"

MATH

  • stack large and small blocks

  • begin to understand under, next to, on top

  • experience "more"

MOTOR SKILLS

  • use variety of age appropriate playground eqiupment

  • move up and down steps/ramp on carpeted loft

  • walk with confidence and begin running

  • build fine-motor skills by interacting with a variety of manipulatives

SCIENCE

  • explore natural play spaces

  • help care for plants and watch them grow

  • use age-appropriate magnetic toys

  • observe and help with simple cooking projects and making sensory substances

SOCIAL SKILLS

  • seek out trusted adults for support and comfort

  • participate in parallel play with other children, and practice using gentle touch with others

  • begin to identify basic feelings in others and how to respond

 
 

toddlers teachers

 Penni R. // Since 2009

Penni R. // Since 2009

 Sandy C. // Since 2006

Sandy C. // Since 2006

 

Toddlers curriculum
 

CREATIVE ARTS

  • use big crayons, markers, and sidewalk chalk on tables and outdoors

  • paint using big brushes, various tools, and easels

  • play music using real and home-made instruments

LANGUAGE ARTS

  • practice small-motor coordination using crayons, chalk, and markers, while playing with manipulatives such as pegboards, duplos, and blocks

  • use simple puzzlesand pattern play to practice sequencing

  • use photos and symbols for information

MATH

  • use large beads and pegboards to create sequences and patterns

  • sort manipulative by color, shape, and size

  • use comparative terms to discuss size: which is taller? heavier? shorter?

MOTOR SKILLS

  • pedal big-wheel type trikes, pull wagons, and find other ways to move large objects with wheels

  • sift, sort, and gather sensory table materials using tools

  • take short walks around the neighborhood

SCIENCE

  • use tools to measure sort and classify objects by t heir characteristics

  • take walks and field trips to identify plants and animals

  • explore natural materials in the sensory table

SOCIAL SKILLS

  • practice taking turns during circle time songs and finger plays

  • use simple words such as "stop" and "help" to communicate their needs

  • use transitional objects and rituals to move between activities and settings

 
 
 

PRESCHOOL teachers

 Nancy B. // Since 2008

Nancy B. // Since 2008

 Mary J. // Since 2007

Mary J. // Since 2007

 

preschool curriculum
 

CREATIVE ARTS

  • construct three-dimensional art using recycled and natural material, modeling clay, or playdough

  • dictate captions or descriptions of their art projects

  • experiment with bleeding paint colors, textural tools, and collage

LANGUAGE ARTS

  • trace, cut with scissors, and form shapes with string, playdough, and other manipulatives to gain fine motor control

  • use print labels and signs in the classroom and on belongings to help children decode and attach meaning to particular combinations of letters

  • practice appropriate tone of voice and language in conversations

MATH

  • build structures using toothpicks and marshmallows or gumdrops, or larger structures with cardboard boxes

  • sequence objects or events by their characteristics

  • measure items using relative objects: how many blocks tall am I?

MOTOR SKILLS

  • lift and move heavy objects on the playground: logs, milk crates, and toys

  • pump with their legs to keep swinging

  • run, gallop, march, and/or skip

SCIENCE

  • use tools such as mirrors, magnets, magnifying glasses, rulers, and light boxes so children can measure and quantify real objects

  • conduct simple experiments such as: 'Will it float?' 'Which is heavier?' 'Can it fit?'

  • look for similarities and differences between various objects and living things, and use these to make predictions about how similar things might behave in a given situation

SOCIAL SKILLS

  • use "I messages" to communicate their needs and wishes

  • talk through problems at class meetings and one-on-one with adult support

  • collaborate to determine classroom rules for appropriate behavior

 

 
 

PRE-KINDERGARTEN teachers

 Laura C. // Since 2012

Laura C. // Since 2012

 Anna F. // Since 2017

Anna F. // Since 2017

 

PRE-KINDERGARTEN CURRICULUM

 

CREATIVE ARTS

  • illustrate their stories

    1. create art and objects with textiles

    2. study famous artists' work to determine the techniques used

    3. choreograph dance routines to favorite music, learn folk dances

    4. collaborate to perform music in a classroom band

LANGUAGE ARTS

  • dictate stories, caption their artwork, or transcribe their own stories for publications

    1. follow text in a book as they hear the words read aloud on story tapes

    2. share books with reading buddies or "read" to younger children as appropriate

MATH

  • recognize patterns in music and art and create their own

    1. measure items using standard units: inches, pounds, ounces, feet, etc

    2. count real objects and practice counting them in sets: by 1s, 2s, and 10s

    3. write numerals and understand real numbers from 1-25

MOTOR SKILLS

  • build complicated structures using small building materials

    1. stand or hop on one leg; walk on a wide balance beam

    2. pedal trikes and bikes and take long walks through the neighborhood

    3. dance with coordianted moves to favorite musics

SCIENCE

  • document their learning by using models, drawings with or without text, photos, and simple diagrams with labels

    1. solve practical problems using the scientific method: identify the problem, propose solutions, test hypotheses, and arrive at a reasonable conclusion

    2. take apart household items to see how they work and build simple machines using pulleys and levers

SOCIAL SKILLS

  • hold class meetings to discuss behavior and group dynamics

    1. plan projects that extend over several days or weeks and require cooperation

    2. use calendars and graphs to chart progress toward long-term goals\

    3. use simple lists to help them remember tasks

    4. use increasingly complex language to describe their feelings

    5. incorporate self-assessment into developmental portfolios

 
 

FLOAT TEACHER

 Lisa D. // Since 2016

Lisa D. // Since 2016

 

Our talented float teacher who rotates and engages with multiple classes during the day!