Kids On the Hill Preschool

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            "description": "<p><span style=\"font-size:16px\">We are Kids on the Hill Preschool. We work hard&nbsp;to&nbsp;provide&nbsp;a safe, secure, and creatively prepared learning environment. Our school provides children with avenues for discovery learning through play.&nbsp;We prepare the young child by simple instruction, example and with loving care to become socially, emotionally, physically, and cognitively ready for a bigger and dynamic world.</span></p>"
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        "excerpt": " Kids on the Hill Preschool About KOTH Our Staff Admissions Parents Contact Us About KOTH Our Staff Admissions Parents Contact Us Welcome Philosophy Curriculum Daily Routine Location Welcome SCROLL DOWN Welcome We are Kids on the Hill Preschool.&nbsp;Allow us to introduce ourselves... We are Kids on the Hill Preschool. We work hard&nbsp;to&nbsp;provide&nbsp;a safe, secure, and creatively prepared learning environment. Our school provides children with avenues for discovery learning through play.&nbsp;We prepare the young child by simple instruction, example and with loving care to become socially, emotionally, physically, and cognitively ready for a bigger and dynamic world. We believe in providing helpful guidance and tools that will give children a solid foundation to enjoy Kindergarten, have future school success, and for making good life choices. Philosophy Philosophy Our Educational Philosophy Kids on the Hill offers a high quality developmental preschool program that educates young children by incorporating the best ideas from a variety of early childhood educational practices and philosophies. It is from this knowledge and understanding of what is best for engaging children in learning through play that we create an environment and curriculum that actively involves the whole child. Jean Piaget and his developmental approach bring the idea that children learn through play and play is a child’s work. Curriculum is centered on age-appropriate activities that are success-oriented and instill a positive self-esteem. &nbsp;We borrow from Dr. Maria Montessori’s philosophy regarding an emphasis on the importance of the development of the self in relationship to family, friends and the community. &nbsp;Rudolph Steiner in his Waldorf approach gives the importance of nature, simplicity and physical surroundings that inspire creativity. &nbsp;Erik Erikson’s stages of human development guide us to provide a place of trust, security, autonomy and initiative for the child’s optimum social/emotional development. As early childhood educators, our teachers stay current with research in our field that brings into consideration recent findings on brain development in these early years, literacy, language acquisition, and numeracy learning best practices. &nbsp;Recent influences of Reggio Emilia have offered us renewed emphasis on aesthetic beauty and the project approach to curriculum planning. As is an emphasis in our state and federal educational systems at this time, we are guiding young children in their emotional development and social interactions to prepare them as members of a small community of learners who are ready to enter formal schooling with skills for success. Kids on the Hill blends these philosophies and practices throughout our program and we group the children by age to specifically approach their developmental needs. &nbsp;Care is given to each age group to promote awareness and responsibility for self, family, friends, community, the environment, different cultures and the development of character. Kids on the Hill supports the entire family unit and strives to helps families meet the challenges of raising their children.&nbsp; Play based learning overview (PDF) Play Based Learning FAQs Curriculum Curriculum Curriculum Our curriculum strives to foster the growth of each individual child’s developmental milestones through inter-connected activities. &nbsp;A theme or project is used as a framework to thoroughly prepare the&nbsp;learning environment and organize a diverse curriculum that facilitates learning in the following areas: Large Motor skills – Balancing, throwing and catching balls, riding bikes, climbing, skipping, movement for body awareness Small Motor Skills – Use of manipulative items, puzzles, cutting, gluing, drawing, sewing, play dough Language Arts – Children’s literature, puppet shows, storytelling, children’s own stories, creative dramatics, vocabulary enhancement, listening and speaking Art – Exploring as many creative mediums as possible, paint, collage, clay, textures, 3-dimensional projects and cooperative mural making Music – Songs, finger play, instruments, introducing a wide variety of music forms Cognitive Development – Concepts of learning: &nbsp;sequencing, classification, comprehension, use of prediction and thinking skills Science – Opportunities with natural and physical sciences, hands on experimentation, care of the environment, gardening Life Skills – Sharing, cooperation, manners, following directions, self help and resolving social conflicts Our curriculum projects may be based on seasonal life, a chosen subject, a holiday or celebration, a story or piece of children’s literature or an emerging interest of the children themselves. &nbsp;Each teacher plans and implements the curriculum for the particular class and individual children that are in their care.&nbsp; Daily Routine Daily Routine Daily Routine Our days at school allow for generous periods of time that gi",
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