Public School Employees Child Development Program at River Hill High School

Center in Clarksville, MD 21029

12101 Clarksville Pike
Clarksville, MD 21029
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As qualified educators, we are dedicated to providing a safe, nurturing learning enviorment for all children. We will support each child’s uniqueness and potential. Through collaboration with school, parents and community members.


Child Ages:
2 years - 5 years
Licenses & Accreditations:
Maryland State Department of Education Division of Early Childhood Development
Hours of Operation:
Monday to Friday 6:30 AM - 6:00 PM

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The Public School Employees’ Child Development Program
believes that a childs early years play a unique and important role in
his/her total development. Our philosophy is that learning occurs
when children are actively involved - both physically and cognitively
-
in experiences that are developmentally appropriate.
Developmentally appropriate practices respect the needs, interests,
and abilities of the children in all domains of development — social,
emotional, cognitive, and physical while considering each childs
age, culture, and prior experiences.

Our objectives are:

to help children feel safe and comfortable by creating a warm

and nurturing environment;

to facilitate development of autonomy and a sense of initiative

by providing children with choices within a daily routine;

to facilitate problem-solving in young children by offering and

supporting open-ended activities that allow them to creatively
formulate their own ideas about their world;

to enhance positive self-feelings by providing activities with

varying levels of complexity to allow both mastery and challenge;

to encourage development of attention span and task

completion through a flexible schedule;

and to encourage interaction among children of diverse racial,

ethnic, economic and ability levels by recognizing each child’s
uniqueness and importance in the classroom community.

During the day, children have opportunities for large group, small
group, and individual activities. There is a balance between teacher-
initiated and child-initiated activities and between active and quiet
times. Activities are also planned around the outcome of daily
observations of individual childrens needs, interests, and abilities.
Therefore, the curriculum is responsive to each individual childs
developmental level. Children are encouraged to take advantage of
opportunities for decision-making, planning, problem-solving, and
responsible actions.

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