Second Presbyterian Early Childhood Learning Center is now enrolling for the 2018-19 school year!
Contact the ECLC Director at firstname.lastname@example.org if you are interested in enrolling your child.
Our program began in 1971 as a Parents’ Day Out and has evolved into the early childhood program that it is today. We strive through a developmentally appropriate curriculum and a Christian environment to assist in a child’s social, emotional, intellectual and physical growth. We believe that each child is unique, should be treated with respect, and should be valued as a child. We will respect the needs of each child in the context of his or her family as we believe that families are the first and most important teachers in a child’s life. Teachers understand that they are role models and that a trusting relationship is vital to a child’s healthy development. The relationships that we build with our families and that they build with other families enable us to provide a strong, supportive community.
We believe that children learn through their interactions with the environment, peers and teachers. Our curriculum is play based with the understanding that children have the right to investigate, explore, communicate and create. Teachers respect children’s interest, ideas and individual development. Classrooms are designed to encourage the children’s explorations, to help them develop independently, and to encourage learning in a social setting.
Infants, Toddlers and Early Years children will receive warm, responsive and consistent care, which will foster social, emotional, and cognitive development. The development of trust between the teacher and child is crucial to the well-being of the child.
Preschoolers and PreKindergarteners will actively explore in centers that encourage emergent literacy and math skills. Block play, dramatic play, music, stories and art experiences will be part of daily routines. Weather permitting, outdoor play will be available each day.
Discipline means, “to teach”. We believe that children learn appropriate behavior through modeling from adults, design of the environment, developmentally appropriate materials, redirection, and problem solving through small group discussions. Teachers use positive techniques of guidance, including logical or natural consequences and encouragement of appropriate behavior. Consistent, clear rules are developed with the children and are discussed with them, modeled, and practiced. Gentle reminders will be given as well. Children are treated with love and understanding in each unique situation that occurs. Parents and teachers will work together to develop a clear understanding of individual goals for each child. Teachers will seek ideas from parents when dealing with unique situations. The overall goal is for children to learn to communicate in a social group and to develop self-control and respect for materials, self and others.
Our teachers demonstrate care, love, and respect for each individual child. Each teacher has a job description to help guide and measure his or her performance, and teachers are required to attend ongoing professional development workshops and training.