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 // Since 2017

Melanie // 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

Janet R. // Since 2015

Janet R. // Since 2015

Anna // Since 2017

Anna // Since 2017

 

PRE-KINDERGARTEN CURRICULUM

 

CREATIVE ARTS

    • illustrate their stories
    • create art and objects with textiles
    • study famous artists' work to determine the techniques used
    • choreograph dance routines to favorite music, learn folk dances
    • collaborate to perform music in a classroom band

LANGUAGE ARTS

    • dictate stories, caption their artwork, or transcribe their own stories for publications
    • follow text in a book as they hear the words read aloud on story tapes
    • share books with reading buddies or "read" to younger children as appropriate

MATH

    • recognize patterns in music and art and create their own
    • measure items using standard units: inches, pounds, ounces, feet, etc
    • count real objects and practice counting them in sets: by 1s, 2s, and 10s
    • write numerals and understand real numbers from 1-25

MOTOR SKILLS

    • build complicated structures using small building materials
    • stand or hop on one leg; walk on a wide balance beam 
    • pedal trikes and bikes and take long walks through the neighborhood
    • 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
    • solve practical problems using the scientific method: identify the problem, propose solutions, test hypotheses, and arrive at a reasonable conclusion
    • 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
    • plan projects that extend over several days or weeks and require cooperation
    • use calendars and graphs to chart progress toward long-term goals\
    • use simple lists to help them remember tasks
    • use increasingly complex language to describe their feelings
    • 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!