Community Service Presentation: Victory Montessori & Childcare

1. Community Service Presentation: Victory Montessori & Childcare By Kimberly Sharp MEDT 8102

2. Organization & Contact Information • Victory Montessori & Childcare Center 11777 Sheridan Blvd., Westminster, CO 80020 720-210-1177 or 303-426-8888 http://www.victorychurchdenver.com/node/46 • Janie Furlow, Director

3. Purpose • “We wish to see children achieve on the levels that the Lord has designed for them.” - www.victorychurchdenver.com • Vision • To provide a safe Christian environment • To meet the needs of all children • To challenge them spiritually, physically, mentally, and emotionally • Curriculum • Based on Montessori Learning Model • Developmentally appropriate for the age levels served • Utilization of lesson plans in classrooms (age two-PreK) • Teach Christian values through daily devotions, music, Bible stories and modeling

4. Clients Served • 122 Six-week old babies through Kindergarten • Infant Rooms • Infant One – Newborns • Infant Two – Babies able to hold themselves up (6-8 months) • Toddler Rooms • Toddler One – Walking up to 18 months • Toddler Two – 18 -24 months • Toddler Three – 2 years – 2 ½ years • Primary Class – (Age 2 ½ - until potty-trained) • Montessori Class (Ages 2 ½ - 5 ½) • I worked in Toddler One & Two Classrooms and the Montessori Class

5. Staff Members • Administrative Staff (2) • Janie Furlow, Director • Jen Fredricks, Office Manager • Lead Teachers • Montessori Certified Teachers (3) • Childcare Providers (12) • Group Leader Qualified by the state of Colorado • Infant/Child CPR & First Aid certified • Participate in childcare conferences throughout the year • Assistants (15)

6. Staff Members - Responsibilities • Provide Exceptional Childcare • Create a warm, nurturing environment • Prepare & Serve Breakfast, Lunch and Snacks • Work to Potty Train toddlers • Construct and implement lesson plans • Character Education • Art, Music and Physical Education • Centers and Montessori Work Time

7. Facilities • Childcare Facility is located in a single hallway inside the Victory Church in Westminster, Colorado • Eight Classrooms (two with private bathrooms) • Adult Restrooms utilized by Montessori Class • One Large recreational room • Kitchen & Laundry On-Site • Two age-appropriate playground areas separated by chain-link fencing

8. Description of Work - Toddlers • Prepared and served breakfast and lunch • Supervised center activities • Applied sunscreen to children (about 75 times!) • Assisted teachers with the “Morning Walk” • Played with children on the playground • Sang songs and played games with children • Comforted and re-directed those who needed it

9. Description of Work – Montessori Class • Prepared and served breakfast and lunch • Applied sunscreen to children • Supervised Swim Day Activities • Played with children on the playground • Interacted with children during Show & Tell

10. Relation to Learning - Erikson • Erikson’s Psychosocial Developmental Stages • Infant – trust vs. mistrust, world is a safe place • Toddler - independence & self-sufficiency, strong will • Preschool – initiative in trying new activities • Children I observed showed behaviors that directly lined up with each stage • Infants were comfortable with adults and appeared to feel safe. • Toddlers exerted their independence and showed strong wills! • “I do it!” as they carried heavy objects, entered/exited car seats • “I’m a big girl!” as they dressed themselves • Preschool children were excited to try new games & activities

11. Relation to Learning - Skinner • Skinner’s Behaviorist Theory • Positive reinforcement strengthens behavior • Punishment weakens behavior • Teachers were consistently reinforcing behaviors • Children who complied with requests were rewarded with immediate feedback (i.e. “Good job!” “I like your gentle hands.” “Nice throw!” high-fives and hugs from the teacher.) • Toddlers who screamed at another child to convey displeasure were reminded to “use your words.” • Children who didn’t comply were removed from the activity and placed in time-out or were required to wait until everyone else began the next activity.

12. Relation to Learning - Bandura • Bandura’s Social Cognitive Theory • Learning through observation and imitation • Development of self-efficacy • Teachers constantly modeled appropriate behavior that was immediately mimicked by the toddlers. • During walks, toddlers hold hands “so no one gets lost.” They repeated this phrase every time a child let go of someone’s hand until the behavior was corrected. • Teachers used play time to show the children how to build a tower of Legos, or how to safely throw or roll a ball indoors. • If an undesired behavior was displayed, the most common response was “No thank you” as opposed to a harsh “No!” • The children regularly respond to one another as their teachers do as they begin to develop socially acceptable problem-solving skills.

13. Relation to Learning – Piaget • Piaget’s Cognitive Stages • Sensorimotor – active senses and motor activity • Preoperational – language and imaginative play • Children are builders of knowledge and learn through discovery • Toddlers worked in a variety of centers • Kids demonstrated imaginative play with baby dolls & playground equipment

14. Relation to Learning –Vygotsky • Vygotsky’s Sociocultural Theory • Children learn with support and guidance within a range to achieve success • Scaffolding offers temporary assistance to help a child master a task • Toddlers building Lego towers with guidance for building strong structures • Allowing small children to drink from open cups and sit at a table to eat

15. Success Stories - Mealtimes • Quality food is served to all children • Expectations for behavior are high • Toddlers drink from open cups • Everyone waits to eat until all are served and the group says a prayer • Second helpings are offered when requested politely • Manners are emphasized • “Please” & “Thank You” • Children remain seated for the meal • Children place their dishes in the sink

16. Success Stories - Structure • Children know the routine and are happy to follow it • Sunscreen is applied before going outside and no one complains • Movement from one activity to the next is smooth • Toddlers sit against the wall and wait while activities are prepared • Montessori children set up and clean up their own activities • Transitions between classes • Occur as developmental milestones are met (i.e. walking, potty-training) • Teachers assist children with meeting their milestones • Children are slowly eased into their new classroom environments

17. Problems Faced by Staff Members • Playground Facilities • Wood-Chip Surface • Creates a mess inside the classrooms • Does not cushion falls as well as they would like • Limited Space • Two classes can occupy each playground space at one time • Morning time outside is preferred by all teachers due to weather • Lack of Variety of Equipment • Bathroom Facilities • Not every classroom has a private bathroom

18. Potential Solutions or Improvements • Unlimited Funding • Upgrade the playground area to include four separate play areas of varying degrees of difficulty with a padded rubber surface in place of wood chips • Provide quality inflatable pools and sprinklers for each class for Swim Days • Install a child-sized bathroom with toilet and sink in each classroom • Funding within Current Budget • Host fundraisers specifically for the playground • Update the surface of the current play area • Purchase additional inflatable pools

19. References • Victory Montessori & Childcare Center http://www.victorychurchdenver.com/node/46 • The International Montessori Index http://www.montessori.edu/ • The Montessori Foundation http://www.montessori.org/ • Montessori Connections http://montessoriconnections.com/ • American Montessori Society http://www.amshq.org/