Children’s Learning Center in Teton County offers two programs for preschool with childcare: Creative Curriculum and Montessori.

Creative Curriculum

Most of CLC’s Teton County Education programs are based on the philosophy that children learn best through play and experience. These programs follow “Creative Curriculum,” which describes teaching techniques as well as developmentally-appropriate practices for use in preschool classrooms. Varied teaching tools are used to suit the age, abilities, skills and interest level of the child. Play-based activities with measurable outcomes are the core of this program.

Our teachers work with children individually and in small groups. We capitalize on children’s interests and use each one as a “teachable moment.” Children learn when they are engaged and interested and play-based activities provide the best venue for their engagement and learning.

Our classroom environments are essentially co-teachers, and our trained professionals set up ever-changing areas that offer rich opportunities for children to explore, experience, and discover. Children’s learning experiences are documented as progress toward various goals is achieved. Each classroom provides areas that encourage children to develop:

• gross and fine motor skills,
• curiosity,
• building blocks for math, reading, and science literacy, and
• social and emotional skills, as they learn to work together and share.

Following the NAEYC and Early Learning Wyoming Standards, we provide opportunities that enable our children to master the skills appropriate to their age and developmental levels in their own way and time.

Montessori

In addition to Creative Curriculum, Children’s Learning Center offers a Montessori Preschool program. The Montessori Method was created by Dr. Maria Montessori, Italy’s first female physician. She invented materials for education based on her observations and study of how children ages three through five best learn. The Montessori philosophy is based on the idea that children learn and think differently than adults and deserve to have this idea respected.  The children in a Montessori classroom are taught in a way that fosters independence and growth through self-directed learning. In a Montessori classroom we teach the child, not the class, using the following principles:

• The teacher is an observer and guide rather than a lecturer or director.  The teacher observes the child’s interactions with the classroom environment and responds to their needs and interests accordingly.

• Children possess an “absorbent mind” and take in knowledge like a sponge; therefore it is the teacher’s responsibility to provide them with as much information as they desire.

• Children are the masters of their environment; they learn the responsibility of maintaining it and keeping it in its carefully prepared state which should always foster comfort, education and independence.

• Children learn through discovery and the use of their hands.  Therefore the Montessori materials are all manipulative and contain a “control of error” so children learn from their work, not necessarily the verbal instructions of the adult.

• The Montessori classroom contains four avenues of study: Practical Life, Sensorial, Language and Math. Children are presented lessons from all avenues through individual lessons with a teacher, then are free to explore a material as much and as often as desired independently or with their peers.

Creative Curriculum

ARRIVAL  As children arrive they are encouraged to play in a particular station (“dress up,”  “art,”  “blocks/trains,” etc.) or go to a quiet place and read alone.

BREAKFAST  The breakfast routine includes a couple of children being chosen to set the table, everybody lining up to wash hands, and finally everyone being seated.   All meals are served “family style” so each dish is passed around and children serve themselves no more than they will eat, knowing they may have a second serving.  Fruits and/or vegetables are included with every meal.   Children pour their own drinks, and clean up their own messes.  When finished, children take their plates first to the trash can to dispose of leftover food, then to a tray to be taken to the kitchen.  They also remove any bowls and/or cups used.   A couple of children clean the tables while teachers clean the floors.

CIRCLE TIME involves the children sitting together to share in a discussion regarding a topic of interest, a lesson, or just how everyone is doing.  Often the rest of the day is planned during circle time.

OUTSIDE TIME is important and kids can play in the playgrounds at their campuses or go for walks.

LUNCH is served similarly to breakfast, with family style eating and kids involved in setting the table, serving themselves, and clearing the table.

QUIET TIME is a time for children to nap if needed or just enjoy some quiet time.   Reading is encouraged.   For children who are restless, teachers plan quiet activities like drawing, coloring, or being read to.

AFTERNOON OUTSIDE OR CLASSROOM TIME is another opportunity to play outside, take a walk, or complete a group project planned previously.  A snack is served at

CLEAN UP is complete by 5pm and children can play in various centers until they are picked up.

Montessori

7:30
Arrival/breakfast
Work in classroom

9:15
Circle/Line Time

9:30
Classroom work period

11:45
Lunch

12:15
Outdoor play/activities in classroom

1:30
Rest time

3:00
Afternoon Snack

3:15-5:30
Classroom work time and/or outdoor play/departure

BREAKFAST:

A protein (eggs, milk, or yogurt) a whole grain bread or cereal, and fruit.

LUNCH:

A protein (meat or cheese), a whole grain bread or grain, and vegetables.

SNACK:

A whole grain and/or protein and fruit.

7:30-5:30

Contact Stacy Rader by email or at 733-0333 for enrollment and questions.