Presentation Childhood Learning Center

What Does a Child Need?

Children need to know that they are safe; safe to be themselves, safe to explore, safe to make mistakes. When children have a sense of safety; confidence, autonomy, and growth in all essential area of early childhood development can develop and prosper. From our secure entrance to the manner we engage children; safety is the beginning, the middle and the end of every day.
Why Hands on Learning?

Hands on Learning is a phrase that has been popular in education for years. But what do we really mean when we claim that activities are hands on? Hands on refers to the notion that you learn by doing. For example, when Ms. Michelle teaches her art unit, the children learn about Michael Angelo painting the Sistine Chapel. They emulate him by painting while on their backs, thats hands on learning. When Ms. Sara has children match socks; that teaches children important early math skills such as sorting and classifying, thats hands on learning. And when Ms. Ange loads her science table with pine-cones, acorns, and bean pods, that teaches children to compare and contrast using all of their senses an important early science and math skill. Thats hands on learning!

Its like the quote from Confucius:

I hear, I forget
I see, I remember,
I do, I understand.

Most adults have at one time or another taken a quiz to find out what style of learner they are. There are 3 main styles (others argue 7 but for practical purposes, well stick with three:

Visual- learning mainly through seeing Auditory- learning mainly through hearing And kinesthetic- learning through moving bodies and/or being tactile (touching things)

Young children have wonderful opportunities to receive all types of feedback through their senses when they are young. Two-year olds are always saying I do now! Thats because they have little patience and want to get to the best method of learning. Four year olds regularly stop to touch things. Thats because it provides immediate feedback to their brain. Thats why hands on learning is so important and so many schools want to offer hands on learning. Hands on learning is paramount to every aspect of the curriculum at Presentation Childhood Learning Center. Its the best way to teach young children.
What Do Children Want?

Children want to be kids. They want to learn and explore; play and rest; pretend and experience real grown-up stuff. They want to know who can help them, what their limits are, what is coming next and what their responsibilities are.

How we balance this: Well before the children arrive, we set up the classroom for a variety of interest areas and social experiences. We take into consideration the activities and areas that were successful and those that need to be reevaluated. For instance Ms. Sara had an interest area that involved mixing colors. She noticed that the activity was very popular. The children that were involved didnt want to leave and there was beginning to be a long list of children waiting for the area. At that time, many teachers would have told the children actively involved in the area to leave and make way for the next group. Instead she pulled in a new table and added several more stations for the children that were waiting. Every child was able to explore as long as necessary to get the most out of that learning experience. The next day when she set up the classroom she took into account the popular color mixing activity and made sure the there were plenty of spaces available for the young learners. After the classroom is set up we establish a structure for the day. In addition to the extensive early childhood experience that our teaching staff holds we have a very low turn-over rate at Presentation Childhood Learning Center. This helps create regular routines and consistent practices among teachers and students. The daily routine is posted using pictures and words in chronological order at the beginning of each day. Students have the ability to revisit the daily routine throughout the day to see what is coming next. This gives them a sense of confidence and control as they do not need to rely on a teacher for information. Finally we create a positive classroom community. Children and teachers work together to establish the limits in the classroom. We develop a can do list that reminds us of the things that we can do. We can walk in the halls. We can sit on our pockets and listen. We can share our toys and take turns. Again this information is readily accessible via pictures and the children are able to access this information at anytime without a teachers assistance.
How do children learn to Love learning?

In the early years of educating children, meeting their basic needs including developing a feeling of trust and security is essential. It is the foundation for creating a love of learning. A love of learning comes from curiosity. When children are curious and allowed to act on those curiosities; experience cause and effect; trial and error; and ultimately find satisfactory answers to their questions, problems or curiosities; this fosters a love of learning. They are more apt to attempt to find answers, experiment, engage in experiences and again find satisfactory answers to those questions, problems or curiosities. The other day I watched a group of children build a marble-run out of blocks. Their goal was to build ramps that connected to each other and gradually sloped down to allow a marble to maneuver from the top of their creation to the floor. Their problem was that they could not figure out how to get the marbles to stay in the run. The marble repeatedly fell to the floor at the beginning of the run. I could obviously see that they needed blocks to secure the edges. They were puzzled momentarily. First they tried to create a track for the marble by nudging two long blocks parallel to each other. But they ran out of the size blocks they needed. The track also had several spaces that were too large for the marble and it ended up falling through. Then they tried to make it shorter but that was unsatisfactory because collectively they had a goal of reaching a certain area of the room. Finally they added some walls an experienced success! The marble started on one end of the room and gradually rolled down the track to the floor on the other side of the room. This was accomplished on their own. The teachers in the classroom allowed them to engage in cause and effect (there were no walls so the marble repeatedly fell to the floor); trial and error (placing the blocks side-by-side) and ultimately the found a satisfactory answer to their problem. The teachers job was to allow this experience to develop to stand back and let the love of learning take place without adult interjections. Teachers should be guides, not guards.
Whats Important To Parents?

Parents want to know that their child is safe. Parents want to know that you see their child as a valued individual. Parents want to know that you are there as a partner. Parents want you to partner with them to help their child reach social/emotional, physical, cognitive and spiritual development. They want their child to be respected and happy. The goals that parents have for their children are the goals that Presentation Childhood Learning Center has for their children. We value our non-corporate approach to educating and caring for children. The programs we teach and the curriculum we value is centered on meeting the needs of each individual child and, not meeting profit-goals.

Parents inquire equally about seeking varied social experiences for their child, and finding a program that will challenge their child cognitively. Getting along with other children is just as important as having an intrinsic love of learning. Making good choices can be just a challenging as becoming a good reader for some children. Children can be full of creativity yet struggle with learning how to write their name. Children are full of different qualities yet pass through the same developmental stages. Presentation Childhood Learning Center recognizes this and aims to partner with you to prepare your child for success both in the classroom and in life.
Your Childs Environment at PCLC

Children need to know that they are safe; safe to be themselves, safe to explore, safe to make mistakes. When children have a sense of safety; confidence, autonomy, and growth in all essential area of early childhood development can develop and prosper. After safety is established, we establish interest areas for the children to explore. The classroom is arranged in a manner that facilitates different kinds of learning activities. Children need to work collaboratively and explore independently. Art is a good example of an interest area that needs to encompass both collaborative experiences and independent experiences. If you tour our facilities, you will notice that our art easels are side-by-side, not back-to-back. Children like to talk with each other as they create. When children choose to work at the easels, they generally are also interested in talking with a friend, observing the friend and creating art in a social environment. But, children also seek art for solace. Drawing and molding can create a calming presence in a childs day. They verbalize things like dont copy me and make it clear that when they are finished with their creation it will be theirs and theirs alone. We recognize and accommodate this as well. Providing interesting, well-organized materials that have clear limits allows children to play and develop in a safe manner while engaging in complex learning opportunities.
Our Environment is Unique

Presentation Childhood Learning Center is located in the lowest level of Presentation of Mary School in an addition was added in 1951. The outside of the building looks similar to yester-year. It has a traditional brick faade and big light-loving windows on the south side of the building. The inside of our building has been re-designed with early childhood education in mind. From the secure entrance to the finger-guards on the doors, safety is the beginning. ADA compliant bathrooms and no-touch sinks allow children to utilize the facilities independently. Because we are an independent program and strive to create a unique connection between our program and the families we serve, we felt strongly about creating spaces that felt more like home. Whenever possible, natural baskets are used to house items instead of plastic containers. Other materials like comfy pillows, non-toxic plants and hand painted murals are part of the esthetics every day. The most unique resource is our mentor program with Presentation of Mary school students. Each preschool and pre-kindergarten program pairs with a single classroom in the school. In the beginning of the school year, children from that classroom are introduced to the children at PCLC. Throughout the year they read books, play games, build block towers, celebrate, learn, play and develop extraordinary friendships. Unique field experiences are incorporated throughout the school year and the summer. During the school year, children participate in our hand-on nature program called Nature Club. Nature Club comes to PCLC from one of our teachers love of nature. Children can be seen scouring our campus for deciduous and evergreen trees; looking for foot-prints in the snow; or collecting rocks. We may be across the street from St. Paul but nature is alive and well on our campus. Local and community-wide field excursions are offered in the summer programs. During the school year, the field trips come to us. From scientists to storytellers; musicians to magicians; and firefighters to free-lance artists, loads of talented people stop by to visit during the school year.
PCLC Welcomes Parent Involvement

Because we begin everything with safety, the first thing we ask is that anyone interested in working with the children at PCLC complete a short training called VIRTUS and pass a background check. After those requirements are completed, there are many opportunities for parents to be involved at PCLC. From helping in the classroom at various celebrations to helping at our facility on maintenance days. Like helping at home? Our teachers are able to send prep-work home with you. Play an instrument? Have time to read a story? Know how to sew? Are you talented at design work? If you have the time or a talent, we have a place that is suitable for use that time and those talents! Maybe you have the desire to be involved but not the time. No problem. We provide snapshots of your childs day in many ways. When you enter PCLC, there are 2 bulletin boards. One that features the highlights from the previous months experiences within the classroom. Ms. Ange provided photos from her unit on wheels. Photos of children measuring a bike tire, and counting the spokes help parents understand exactly how a bike tire and math can go together. The other bulletin board highlights our special activities. An open-ended art experience that features the steps children need to create a Pinch-Pot is followed by the Nature Club program documenting children learning about the Black Bears that populate our state. These bulletin boards will help you feel more connected to the valuable learning experiences that take place daily but may have been missed in the conversation home in the car. Need a virtual connection? We do that too. Weekly updates from the director and your childs teacher, a secure photo site, a website, Facebook page, direct email and voicemail to your childs teacher is available. Outside of the classroom, you may be invited to attend the Christmas Nativity Program, Mothers Day Tea, Fathers Day Mini-Golf or Kickball Game. As part of a ministry of Presentation Church, Presentation Childhood Learning Center supports our Panther Pride Benefit Auction in November. Parents are asked to get involved in whatever manner they feel comfortable. Maybe its buying a raffle ticket; maybe its attending the event and maybe its donating an item. Anything and everything is appreciated for this incredibly successful annual event. The Learning Center families are also asked to help at our Spring Festival booth called The Blossom Tree in May.