Kindergarten

What does it mean to be a critical thinker?  Asking questions, observing, gathering information, reflecting, evaluating, and reasoning – these skills lead our kindergarteners to become active participants in their own learning.

 

Our hands-on curriculum embeds learning new skills within their natural context.  This approach provides children with a clear sense of why literacy, math, creative, social, and physical skills are to be valued and enjoyed.  Our small class size allows our teachers to individualize activities to meet each child’s needs, while the schedule’s flexibility allows children to influence and direct their own learning.

 

The Kindergarten Program serves children 5 to 6 years of age from 6:30am to 5:30pm.  Our program is also offered as a wrap-around to the public school program, where children take the bus from our Center to public school and return after their morning or afternoon session.  Our program includes participation in our full day program when the public school is closed for vacation and professional days.  See our kindergarteners’ daily schedule and further explore each of our curriculum areas.

What can kindergarteners, parents, and teachers expect from the Kindergarten Program?

 

Kindergarteners

• A clear, consistent set of expectations, values, and skills to strive for.

• Exposure to a wide variety of developmentally appropriate and challenging activities.

• A sense of pride in mastering skills that leads to independence.

• A capacity to make judgments and decisions for themselves, rather than being easily influenced by social pressures.

 

Parents

• A clear picture of what MCC values and how we teach your child.

• Daily communication about your child’s activities and learning.

• A profile of the skills your child is developing.

• A trusting connection with MCC staff and opportunities to participate in your child’s educational experience.

 

Teachers

• A trusting connection with each child and satisfaction in seeing him/her progress and grow.

• A profile of each child’s interests and a clear set of teaching objectives for each child.

• A structured, yet flexible, schedule that supports both the individual child’s and the group’s daily needs.

• Curriculum activities and mentoring support which allow teachers to provide children with continuity in their learning

   experiences and which encourage teachers to help develop novel activities.