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Our Program and Classrooms

We embrace the principles of Creative Curriculum, which focus on the importance of relationships, routines, and the environment. Rather than adhering dogmatically to any one teaching philosophy, we feel our blending of methods enriches children’s experience and enhances learning.

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The curriculum in each of our classrooms
is child-centered.

Teachers take time to observe children and to develop classroom activities and projects that respond to children's interests and build on their skills.

Building secure and respectful relationships, as well as a sense of community, is an integral part of our curriculum.

Learning objectives are established for:

  • social
  • emotional,
  • physical,
  • and cognitive development.

Daily activities include:

  • routines,
  • a predictable schedule,
  • choice times,
  • small and large group times,
  • and child-directed as well as adult guided activities.

Teaching young children is a creative process

We believe that teaching young children is a creative process. Teachers are empowered to draw from a variety of teaching methodologies, in addition to Creative Curriculum. You will see elements of Montessori, Waldorf, Reggio Emilia, Project Approach and Expeditionary Learning woven into many classroom practices and activities.

Throughout our curriculum, we offer children opportunities for exploration and discovery. They are encouraged to feel excitement, pride and passion as part of the learning process. This, in turn, supports their natural desire to learn, a key ingredient for success in school, and in life!

Rooms are set up with interest areas

Rooms are set up with interest areas (blocks, dramatic play, science, literacy) which provide children opportunities for choice, discovery, problem-solving, and skill development.

Opportunities for extended projects

There are also opportunities for extended projects, which allow children to explore a topic in depth, over time. While the daily routine provides structure for the day, it is often the spontaneity of the children, and the flexibility of the teachers, that lead to the richest experiences for the children.

Our Facility and Classrooms

facility

The Yavapai College Foundation raised $2 million to build our beautiful facility, which first opened in August of 2007. We are located in the heart of the Prescott Campus (next to Bldg 1) where are very youngest learners are apart of the college’s community of learners.

Our building was carefully designed and equipped with the needs of children, staff, students and parents in mind. Design features include lots of natural light, quality maple furniture, and lots of natural learning materials. Each classroom leads out to a beautiful outdoor space designed for that specific age group.

Classrooms

» click Infant

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Confidence and Comfort

When you walk inside the infant room, the first thing you are likely to notice is how calm and happy the babies are. With at least one adult for every three infants, and a total group size of 9, there are plenty of opportunities for caregivers to meet the basic needs of each infant quickly and consistently. This creates a secure and trusting atmosphere where infants feel confident and comfortable exploring the environment on their own.

Awareness and Understanding

Another thing you might notice in our room is that adults are taking every opportunity to talk to the babies, especially during care giving routines. Before infants begin to talk, they are absorbing language. Bathing children in language not only helps promotes their language development, but also helps broaden their awareness and understanding of the environment around them.

Scoot and Explore

You will also find that we don't have playpens or swings in the room. We believe that it is important for infants to have as much floor time as possible. This supports their gross motor development by allowing them to move their bodies in ways they are developmentally ready to do. There is plenty of room to explore both inside and out. High quality materials and toys are available to explore and manipulate. These materials are rotated in and out of the room to meet the changing needs of the infants as they grow and develop and to continually stimulate their interest in the environment. (Materials are also sanitized frequently!)

Brain Power!

We treat the infants in our care as smart, capable beings, which they are. To support their developing sense of self as capable and competent, we are careful to balance the help we offer them with opportunities for them to do things on their own.

» click Toddler A

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Nurture and Challenge

The children in the Toddler A Classroom are one to two and half years of age. Our class size is 12 and we have a 1:4 adult to child ratio. Teachers have created an environment that nurtures and challenges children and promotes their physical, social/emotional development, language and cognitive development.

Engage and Involve

We believe in the importance of relationships and routines. Our daily schedule centers around routines and children are active participants in those routines. We engage and involve them by offering choices, respecting their decisions, and encouraging them to solve problems and complete tasks on their own. We want them to know that they are intelligent and competent people, which they are!

Learn to Grow

Teachers build trusting relationships with children, giving them a sense of security and enabling them to feel confident exploring the environment on their own. Language development is promoted as we talk and read to the children throughout the day. Meals are served family style and provide an opportunity to create a sense of community in the classroom. We support children’s emerging social skills and help them learn to interact with one another in positive ways. With the age span in the classroom, children are allowed to grow at their own pace while also learning from each other.

Growing Interests and Skills!

We have days full of activity and learning. Everything in the environment is toddler size, and activities are geared to children's interests and skill levels, which promotes their developing sense of competence and self-confidence.

» click Toddler B

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Safe and Comforting

The children of the Toddler B classroom are 2 to 3 years of age. Class size is 12, with a 1:4 adult to child ratio. Our classroom allows for emerging independence in a safe and comforting atmosphere.

Balance and Creativity

There is a balance of structured and unstructured activity times, and opportunities for skill development as well as creative expression. We engage in lots of art, movement, sensory, and practical life activities. We also love to explore and study the natural world around us.

We encourage children to develop self-confidence by:
  • Forming trusting relationships with them
  • Communication our respect for each child’s different interests and learning style
  • Creating a safe, warm and friendly classroom atmosphere
  • Encouraging active exploration, autonomy, and self-expression
We encourage a sense of community by:
  • Encouraging respect of self and others
  • Helping children develop a sense of responsibility for their actions
  • Learning about each other, the environment, and the community we live in
Toilet Training

Children do not need to be toilet trained to be in the Older Toddler classroom. Helping children through the toilet learning process is part of the routine in Toddler B.

» click Preschool

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Learning Through Play

Daily life in the preschool classroom at the FEC is all about learning through play. Our group of 15 children, ages 3 and 4, engage in hands-on learning and meaningful lessons each and every day.

Encouragement and Discovery

We are guided by the design principles of Expeditionary Learning which teach us the importance of taking responsibility for ourselves, caring for others and the natural world, taking the time to discover what we can do and learning from both our successes and failures. We also take a page from the philosophy of Reggio Emilia schools which encourage us to think of the relationship between teachers, families, children and the physical environment.

The Spirit of Play

But, above all else, above all the deep philosophy and pedagogy that drive our curriculum, our classroom embraces a spirit of play and respect. The preschool staff truly enjoys being with children, interacting with them, listening to their ideas and helping them discover.

On any given day you might catch us:
  • Learning early literacy skills through shared reading and writing
  • Discovering how to relate to others when solving a conflict between friends
  • Taking responsibility for our classroom by setting the tables for lunch
  • Developing early math abilities while building with blocks
  • Sharpening our investigative skills through a trial and error science experiment
  • Defining our sense of self by advocating for our needs with others through phrases such as, “It’s my turn to play with that now. Please share.”
Learning and Discovering!

Our project approach is child-centered with children helping to decide what topics to study. You will notice that the majority of work displayed on our walls is child-created. We believe in the process of education, where the teachers learn as much as the children and the ultimate goal is to discover the amazing capabilities we all have.

  • YC students taking Early Childhood Education courses complete observation and activity assignments at the FEC.
  • Degree and Certificate seeking students in ECE complete practicum and internship requirements at the FEC, under the guidance and direction of Master Teachers.
  • YC students from other disciplines (such as Nursing, Psychology and Elementary Education) come to the FEC to observe and interact with children while completing specific course assignments.

» click Pre-K

Take a Virtual Tour of This Classroom!

Cultivating Wonder

There is a strong sense of community and self-initiative among the 15 children in our Pre-K classroom. Our classroom culture is based on mutual respect, friendship, learning from each other and cultivating the never-ending sense of wonder. By working together to care for the classroom environment, children develop a sense of ownership and feelings of competence.

Learn Through Doing

Children learn through doing. Math, literacy, science, art and practical life learning opportunities are woven into the curriculum. Teachers devise lessons that help children appreciate our connection to the natural world and learn about the diversity of people who make up the global community.

Encouragement and Stimulation

The teaching approach in the Pre-K room has been influenced by the philosophy of Maria Montessori, although other philosophies are also reflected in the classroom. The environment has been intentionally designed to encourage and stimulate children toward exploration, discovery and mastery. There is also an abundance of natural learning materials, which have been carefully selected to invite creativity and self-expression as well as mastery of discrete skills. And most importantly, the child is seen as a competent learner and the joy of learning is celebrated!

Preparation for life

One of the goals in the Pre-K room is to recognize and nurture children’s potential. We want to prepare them for success in school and life. We believe this is attained best by developing children’s intellectual skills (thinking) as well as their social/emotional skills. Ultimately, it is children’s ability to work with others, to generate and pursue their own ideas, and to be creative and flexible in their thinking that will best equip them for a full and rewarding life.

Prospective Families

Upcoming Workshops

Next workshop:

"Transforming Challenging Behaviors Workshop with Dr. Larry Grimm"
Saturday, May 12, 2012
9:00a.m. - 11:00a.m.

Important Dates

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