A Message From Your Director…

Dear Parent(s) and Guardian(s),

We would like to take this opportunity to thank you for your interest in Rolesville Creek Learning Center! Rolesville Creek Learning Center was created with a vision to provide families within the community an exceptional learning experience for their children. We understand and value the benefits of a quality early childhood program. At Roleseville Creek, we have created a fun, safe, and challenging learning environment where your children will acquire skills necessary to advance their growth and development.

Furthermore, at Rolesville Center, we have a well-educated and trained staff to implement lessons and foster areas pertinent to early childhood development. We offer low child-to-teacher ratios and small group sizes in classrooms to allow children to embrace their learning experiences. Additionally, we recognize the value of educating the whole child and therefore, our curriculum is designed to encompass cognitive, social, emotional, and physical development.

In closing, we have conscientiously developed a balanced and unique learning program in a fun and friendly environment that we know will benefit your entire family. We strive to meet the needs of all of the children in our learning programs. We look forward to having the opportunity to meet your family and, over time, develop an invaluable relationship with you and your children. We truly understand the importance of a valuable early childhood educational experience and are committed to providing your children with the qualitative learning experience that you expect and they deserve!

Warmly,

Jennifer Cua

We Offer the Following Learning Programs

Infants

Our infant program begins with infants 6 weeks old. The primary goal of the infant program is to create an environment where babies are nurtured and loved. Teachers in the infant rooms focus on providing individual attention, meeting all of your baby’s physical needs (diapering, eating, napping), helping your child achieve developmental goals, and interacting with your baby through conversation, music, and motor skill activities. Babies at our school are on the schedule set forth by you, the parent.

The school provides individual cribs with linens (changed daily, or as soiled), developmentally appropriate toys and equipment, burp cloths, and knowledgeable, nurturing caregivers. The parent is responsible for all bottles, baby food, diapers, diaper creams and wipes, and changes of clothes.

Parents fill out brief information sheets at morning drop-off that notify caregivers of the babies last feeding, diaper change, nap, etc. Throughout the time your child is in our care, the teachers record similar information (feedings, diapers, naps), and you receive a copy at pick-up. Through this communication, you and your baby’s teachers can determine necessary changes in the feeding schedule and/or other important information regarding your child.

Our infant ratio is 1:4, and may vary slightly at drop-off and pick-up times (never to exceed 1:5). Children advance to the toddler level when the following criterion is met: child is walking steadily; child feeds his or herself table food and drinks from a cup; child does not depend on a pacifier; and child is at least one year of age.

Toddlers

Our toddler program is designed for children who are walking steadily, feeding themselves table food and drinking from a cup, and at least one year of age. The primary goals of the toddler program are to maintain the balance between a toddler’s need for independent exploration and caregiver support, and to provide the toddler with the tools s/he needs to interact in a social setting.

Teachers in the toddler classroom focus on language development, communication through sign language and simple words, improving self-help skills, modeling good health practices and food habits, and developing gross motor skills. Toddlers produce art projects and are introduced to a structured environment, which contains learning centers and follows a daily routine.

Our program is set up to promote age-appropriate interactions. By providing multiples of each toy, areas for active and quiet play, a variety of free play activities, smooth transitions, simple rules, realistic expectations, and proper supervision, the teachers create an environment that avoids conflict and discipline problems.

Should a child display a negative behavior, such as biting, the toddler staff works to replace that behavior with one that is acceptable in a group setting. The school provides all food and snacks, sippy cups, and rest mats. Parents are responsible for mat sheets (standard size crib sheet) and nap blankets, a sleep toy (if necessary), diapers, diaper creams and wipes, and changes of clothes. Daily information sheets will be recorded with food, diapers, and nap times. These will be provided to the parent at pick-up. Our toddler ratio is 1:5.

Twos

The two-year-olds are very busy and the program has several goals. Language development is a primary focus at this level. You will hear teachers using terms such as; “Use your words”, “How does that make you feel?”, etc. Children are “given” words by the teacher to enable them to express their feelings and voice their concerns or frustrations (i.e., “I don’t like that!”).

Play becomes more social and interactive, and undesired behaviors, such as biting and hitting, are replaced with words and communication. Sharing toys and taking turns are skills learned at this level. Hand in hand, with the increase in social interaction, children also experience an increase in independence.

Potty training is a major part of this process. (We do not allow the use of pull-ups for potty training purposes. A potty training handout is available to all parents of potty training children.) Children learn to recognize when they need to go potty, how to manipulate their own clothing (pulling down pants, putting on shirts and jackets), how to clean their spills, how to put their shoes on, proper table manners, etc.

We continue the development of gross motor skills and begin a heavier concentration on fine motor skills. Children will use scissors, crayons and markers, paintbrushes, silverware, etc., on a daily basis. Letters and numbers will be a part of everyday conversation. Theme units will be used to introduce academic concepts.

At the two-year-old level, the school provides lunch and snacks, rest mats, art supplies, and other consumables. Parents are responsible for mat sheets (a standard size crib sheet) and blankets, changes of clothes, and diapers, wipes, and diaper creams.

Children will advance with their peer group to the three-year-old level at the beginning of the new school year. It is preferred that all children in the three-year-old program be potty trained. The ratio at the two-year-old level is 1:8.

Three to Five

The programs for the three, four, and five-year-olds are very similar in structure, curriculum, and goals. Development of fine and gross motor skills, increase in vocabulary and communication skills, exposure to math concepts, pre-writing activities, handwriting, and kindergarten preparation are all goals of these programs.

The school provides lunch and snacks, rest mats, art supplies, and other consumables. The parents are responsible for mat sheets (standard size crib sheet) and blankets, a change of clothes, and, occasionally, for unusual classroom supplies (ex. T-shirt for project, jars, paper towel tubes, etc.). The three to five-year-old classrooms are set up in learning centers. These centers consist of art, dramatic play, manipulatives/math, blocks, reading, writing/computer, and science/sensory. The room set-up also allows for a cozy space where children can get away from the pressures of “group life”.

The schedule is designed to provide a balance between structure and flexibility. The curriculum is based on theme units and incorporates everyday events as a basis for learning. For example, lunch-time provides the following learning opportunities: counting place settings to set the table, using proper hand washing techniques before the meal, learning good food habits through discussion of the lunch menu, observing good table manners during meal time, understanding proper social interaction while having lunch-time conversations with friends and teachers, being responsible by cleaning up spills and clearing the table, and following good health habits by brushing teeth and using the restroom prior to nap.

The children in the three to five-year-old programs are welcomed and involved in a pleasant social and academic atmosphere. Creativity is encouraged, and individual accomplishments are recognized and praised. Drawings advance from scribbles to distinguishable figures, children begin to form letters and shapes and recognize their written name and the names of classmates. Children learn to print their name and to count. Each child enrolled in the program has a classroom folder. Communication from teachers and administrators, children’s artwork, and other items to go home are placed in the folder. It is important that this folder is checked daily to help keep you informed of your child’s activities and upcoming events. It is our goal to promote children to the next level as a class when the new school year begins. This allows children to continue friendships and to have the comfort of a familiar peer group. The three-year-old ratio is 1:9 and the four-year-old ratio is 1:12.

School Agers

The program for the school-agers is designed to be a fun and relaxing place for your child to enjoy the day when not at public school. The school provides afternoon snack as part of the after-school program, and morning and afternoon snacks and lunch on days when the children are here all day (public school holidays and teacher work days). All art supplies and other consumables are supplied by the school. The parents are responsible for a change of clothes and, occasionally, for unusual classroom supplies (ex. T-shirt for projects, jars, paper towel tubes, etc.). Field trip fees for teacher work days and vacations will be announced to you in advance.

The classroom is arranged with learning centers. These centers consist of art, dramatic play, manipulatives/math, blocks, writing and listening, reading, computer, science, and recreation (including game tables and PlayStation). The room set-up also allows for a cozy space where children can get away from the pressures of “group life.”

The schedule is designed to provide a balance between structure and flexibility. The curriculum is based on theme units and incorporates everyday events as a basis for learning. The children in the school-aged program are welcomed and involved in a pleasant social and academic atmosphere. Creativity is encouraged, and individual accomplishments are recognized and praised. A unique feature of this program is the multi-aged grouping.

Older children enjoy the rewards of taking on leadership roles and mentoring the younger children in the class. The younger children benefit from the academic assistance and positive role-modeling demonstrated by their older peers. Communication is a valued element of our program.

Each child enrolled has a classroom folder. Notes and newsletters from teachers and administrators, children’s artwork, and other items to go home are placed in the folder. It is important that this folder is checked daily to help keep you informed of your child’s activities and upcoming events.

The school-age ratio is 1:15. During any field trips, there is a maximum of 10 children per adult.

As you can see, the programs at Rolesville Creek Learning Center build on each other to provide your child with a solid foundation for future success. Through the use of developmentally appropriate activities and expectations, we help your child to be a confident and caring, independent and responsible person. We accept children into our program at any time during the year, upon availability.

We would be honored to be given the opportunity to provide your child with a positive early learning experience.

A Message From Your Director…

We Offer the Following Learning Programs

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