Children's Center of North Harford
Preschool in Street, MD 21154
Approximately 40 years ago, a group of community-minded people, supported by the local churches (Holy Cross Episcopal, Saint Mary’s, Emory, Highland and Chestnut Grove), had the foresight to recognize the benefit of and need for, a quality child care center in rural Harford County. Establishing itself as the Street Interfaith Council, the committee pursued the idea of obtaining funding and support for a child care center to serve area children and families. Opening its’ doors at Holy Cross Episcopal Church Parish House in November 1971, The Children’s Center of North Harford (CCNH) began its’ four decades of non-profit service to the communities of Northern Harford County and Southern Pennsylvania.
From 1971 to 1974, CCNH provided full-time daycare service. In 1974, the Nursery School Program was established and was approved by the Office of Child Care/Maryland state Department of Education. In 1985 the school relocated to its current location in the former Highland Elementary School Kindergarten Building (Baity Building) and the Highland Commons Buildings. CCNH maintains two classrooms and the CCNH office in the Baity Building and maintains one classroom in the Highland Commons Building.- Child Ages:
- 2 years - 12 years
- Licenses & Accreditations:
- Maryland State Department of Education Division of Early Childhood Development
- Preschool:
- Yes
- Children per Teacher:
- Infant: -/-, Toddler: 9/2, Pre k: 16/2, Afterschool: -/-
- Hours of Operation:
- Monday to Friday 6:30 AM - 6:00 PM
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I. Purpose of CCNH educational program A. To educate the whole child in ways that are appropriate to his/her
level of development and sensitive to individual characteristics
B. To provide and promote an educational program which ensures the
development of the whole child and establishes a foundation for
future learning.
II. Educational Program Goals
A. To help children acquire a positive self-image and find joy in
learning
B. To encourage childrens independence and decision-making abilities
C. To promote childrens competencies as thinkers and communicators
D. To nurture and promote each childs uniqueness as an individual
with particular strengths, interests, and preferences
E. To help each child begin to grow into a competent member of the
society of which (s)he forma a part
F. To provide a curricular continuum throughout the Three, Four, and Five
Year Old years which fosters appropriate developmental growth of
children, and recognizes that development is the dynamic, continuous,
and inside-out process of growing through predictable stages of
maturity in uneven patterns or rhythms.
III. The Developmentally Appropriate Curriculum at CCNH
A. Definition of developmental appropriateness: having two dimen-
sions age appropriateness (a proper sequence of growth and
change that occurs in children during the first nine years of
life) and individual appropriateness (each child is a unique person
with individual personality, learning style, and family background).
National Association for the Education of Young Children.
B. The developmentally appropriate environment is an environment
in which curriculum is congruent with the emerging cognitive,
physical, and psychosocial abilities of the young child
C. CCNH educational program is approved by the Maryland State
Department of Education, is based upon a child-centered
philosophy, and includes the following curricular areas: 1) Art
2) Music 3) Physical Education 4) Language Arts 5) Pre-reading
and pre-writing skills 6) Science 7) Social Studies 8) Math
D. CCNH curriculum provides for each childs present needs while
building on his prior knowledge, establishing appropriate develop-
mental challenges throughout the Three, Four, and Five Year Old
programs, and establishes a foundation for future learning
E. The CCNH curricular continuum enables children who learn at
different rates and in different ways to work at different
levels on different activities
F. CCNH curricular program recognizes that learning is continuous,
not limited by persons, places, or time
G. CCNH curriculum recognizes that learning is integrated, not
compartmentalized, and holistic, not fragmented by domain
H. CCNH curriculum recognizes that childrens learning is most
meaningful when it is concrete, active, and experiential.
Childrens learning is most relevant when it stems from their
own interests and relates to their own lifes experiences.
IV. Roles of Teacher and Parent: A Partnership in Learning
A. Teachers roles as facilitators of developmentally appropriate
environment
1. Teachers recognize that each child is an individual who comes to
school with his own personality, interests, needs, maturity,
abilities, background of knowledge, and modes of learning.
2. Teachers structure the environment so that children learn through
interaction with peers and observant, attentive adults who provide
models, present challenges, and help children interpret their
experiences.
3. Teachers establish a predictable, stable, and nurturing environment
in which each child feels valued, safe, and secure.
4. Teachers observe children and use the insights to plan a program
based on direct experiences and interaction with materials and
peers.
5. Teachers mediate childrens learning through the provision of guided
activities, and facilitate childrens learning by arranging the environ-
ment for their self-directed play (recognizing that play is the
primary means by which young children learn how to learn).
6. Teachers use a variety of strategies to encourage and support
children as they work alone and together to make their own dis-
coveries, take risks, and learn through trial and error.
7. Teachers believe that each child has potential, accept each child as
(s)he is, and help all children begin to realize their unlimited
possibilities.
