Our Statement of Philosophy affirms: “At Malibu Presbyterian Nursery School, we believe that parents are the primary caretakers of their children. Our purpose is to form a partnership with parents and together provide opportunity for the developmentally appropriate social, physical, emotional, spiritual, and cognitive growth of each child. We strive to be a place where children and their families are treated with love and respect. We believe that each child is a unique and gifted creation of God, to be affirmed and encouraged in his or her individuality. We will provide an atmosphere that encourages and empowers each child to develop a positive self-concept and the ability to independently resolve situations within the peer group. Our hope is that each child will leave the school knowing that “I am special” and “I can make a difference in this world.”
“At MPNS, we show kindness and love always to ourselves, other people, and the world around us. We love one another, because God loved us first.”
ROOM DESCRIPTIONS AND PHILOSOPHY
The Story Room is where traditional “circle time” activities take place, including but not limited to reading good literature, group discussion of the literature, flannel board, puppets, and music and movement experiences. In the Story Room the curriculum theme is “fleshed out”. The Story Room teacher is responsible for the selection of appropriate books and music, and of gearing her selections to the developmental level of each group of children. She should always be mindful that a successful story time is an active, and not a passive, experience for the children.
The philosophy in the Art Room is that process, not product, is the key to developmentally appropriate art experiences with young children. The Art Teacher will be responsible for planning projects that expose the children to the joys of working with many different types of art media, including but not limited to easel painting, water color, finger-painting, marble painting, tile printing, collage, clay, drawing with crayons, markers, and pastels, cutting, gluing, pasting, wood constructions, etc. etc. The Art Teacher will be responsible for planning the week’s projects and completing any necessary teacher preparation of the media to be used in her own time and before the day the project is presented. She will attempt to minimize her own preparation time, and maximize the child’s contribution to his or her own artwork.
The Snack Room is set up for small motor development, in direct contrast to the playground. The Snack Room teacher will therefore ensure that playdough, puzzles, housekeeping center supplies, and other tabletop activities are available for the children to enjoy. She will plan, purchase, and serve nutritious daily snacks, making sure that at least two food groups are represented each snack time. She also will encourage the children’s socialization skills, with an emphasis on good manners and healthy, positive small group play. The Snack Room is an excellent place to encourage oral language development.
The purpose of the Pre-K Skills Room is to encourage age-appropriate cognitive development skills for children during their pre-kindergarten year, helping them to learn to love learning and to gain skill mastery through meaningful, enjoyable learning experiences and active engagement in planned, guided, and spontaneous hands-on activities. These skills can be developed by including opportunities for observing, describing, measuring, experimenting, matching, grouping, and so on. The Skills Room teacher will preferably be a credentialed Kindergarten teacher, with some experience in the diagnosis and treatment of learning disabilities in young children.
The Playground is a place where gross motor skills may be developed. Playground teachers should make sure that children have access to many choices of play materials: bikes, swings, climbing structures, slides, buckets and shovels, large and small blocks, and some kind of quieter tabletop activity. Children should be able to freely choose which activities to participate in while they are on the playground. Playground rules should be kept to a minimum, keeping in mind the credo, “You may not hurt yourself, another child, or any equipment”. Playground teachers should watch for the child who finds the yard overwhelming or difficult, and seek to involve that child in safe and appropriate activities. Structured activity on the playground should be minimized.