The Preschool Lab the Program Is Organized to Create a Supportive When: A.M

Total Page：16

File Type：pdf, Size：1020Kb

The Preschool Lab the Program Is Organized to Create a Supportive When: A.M

Photos provided by M.P. Jordan. Program designed by K.S. Yan Oakland, California 94619 California Oakland, 12500 Campus Drive Drive Campus 12500 Merritt College www.merritt.edu (510) 531 (510) - 4911 The Preschool Lab A - 1 0 6 Merritt College 12500 Campus Drive Oakland, CA 94619 ______________________________________________________ ______________________________________________________ ______________________________________________________ Merritt College Lab Preschool The Building Room 106A, 12500 Drive Campus Oakland, 94619CA Merritt College The Preschool Lab The program is organized to create a supportive When: A.M. Preschool Lab interpersonal environment where trusting relationships 9:00 AM to 12:15 PM between teachers and children are built. Our student Tuesday and Thursday Introduction to Merritt Preschool Lab teachers are trained to project a sense of consistent warmth and support for children. For example, they P.M. Preschool Lab The Merritt Preschool Lab is a child development learn to use positive direction and re-direct children 2:30 PM to 5:30 PM program for children 3-5 and the training facility at when necessary, set appropriate limits and never speak Monday and Wednesday Merritt College for preschool teachers, caregivers and harshly to any child. Teacher/child ratios are low, (Fall 2015 TBA) other child development professionals. The lab school from 1:4 to 1:2. provides a two semester instructor-supervised practicum Where: Merritt College for advanced level students who are working on their During the school day, children have a number of 12500 Campus Drive AA degree or certificate. Enrollment of children in the social experiences including small group, one-on-one Building A, Room 106 program is open to families and family childcare and large group interactions that provide opportunities Oakland, CA 94619 providers in the East Bay. for each child to practice social and language skills. Student teachers are taught how to facilitate the chil- Our fees are reasonable. Please contact the Philosophy dren's oral language development and emerging literacy directors for more information. Merritt Preschool Lab is dedicated to creating a child- skills. centered environment where children are actively involved in their own learning process. This learning process can best be facilitated through a carefully planned curriculum of developmentally appropriate learning experiences that build on the children’s interests and developmental needs. With few transitions in the daily schedule, children Program have continuity as well as adequate periods of time to explore and to involve themselves in meaningful activi- Christine Olsen, MA The program is based on the learning theories of ties. A.M. Preschool Lab Director Vygotsky and Piaget and current best practices in the 510.436.2588 [email protected] field of Early Childhood Education. We focus on the Sessions whole child through activities that nurture growth in the Newt McDonald, MA The Preschool’s calendar follows Merritt’s academic P.M. Preschool Lab Director cognitive, language, social-emotional, creative and 510.436.2596 physical domains. Children engage in these learning year: the Fall semester program runs from September [email protected] activities in a variety of centers: cooking, dramatic play, to December; the Spring semester program runs from (Fall 2015 TBA) February to May. library, art, table toys, science & sand, water and blocks. Bonnie Rippberger A.M./P.M. Instructional Assistant 510.436.2588 [email protected] Merritt College .

Copy Link

Recommended publications

Teacher Education Policies and Programs in Pakistan
TEACHER EDUCATION POLICIES AND PROGRAMS IN PAKISTAN: THE GROWTH OF MARKET APPROACHES AND THEIR IMPACT ON THE IMPLEMENTATION AND THE EFFECTIVENESS OF TRADITIONAL TEACHER EDUCATION PROGRAMS By Fida Hussain Chang A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Curriculum, Instruction, and Teacher Education - Doctor of Philosophy 2014 ABSTRACT TEACHER EDUCATION POLICIES AND PROGRAMS IN PAKISTAN: THE GROWTH OF MARKET APPROACHES AND THEIR IMPACT ON THE IMPLEMENTATION AND THE EFFECTIVENESS OF TRADITIONAL TEACHER EDUCATION PROGRAMS By Fida Hussain Chang Two significant effects of globalization around the world are the decentralization and liberalization of systems, including education services. In 2000, the Pakistani Government brought major higher education liberalization and expansion reforms by encouraging market approaches based on self-financed programs. These approaches have been particularly important in the area of teacher education and development. The Pakistani Government data reports (AEPAM Islamabad) on education show vast growth in market-model off-campus (open and distance) post-baccalaureate teacher education programs in the last fifteen years. Many academics and scholars have criticized traditional off-campus programs for their low quality; new policy reforms in 2009, with the support of USAID, initiated the four-year honors program, with the intention of phasing out all traditional programs by 2018. However, the new policy still allows traditional off-campus market-model programs to be offered. This important policy reform juncture warrants empirical research on the effectiveness of traditional programs to inform current and future policies. Thus, this study focused on assessing the worth of traditional and off-campus programs, and the effects of market approaches, on the implementation of traditional post-baccalaureate teacher education programs offered by public institutions in a southern province of Pakistan.
[Show full text]
Liberal Arts Colleges in American Higher Education
Liberal Arts Colleges in American Higher Education: Challenges and Opportunities American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 59 In Memory of Christina Elliott Sorum 1944-2005 Copyright © 2005 American Council of Learned Societies Contents Introduction iii Pauline Yu Prologue 1 The Liberal Arts College: Identity, Variety, Destiny Francis Oakley I. The Past 15 The Liberal Arts Mission in Historical Context 15 Balancing Hopes and Limits in the Liberal Arts College 16 Helen Lefkowitz Horowitz The Problem of Mission: A Brief Survey of the Changing 26 Mission of the Liberal Arts Christina Elliott Sorum Response 40 Stephen Fix II. The Present 47 Economic Pressures 49 The Economic Challenges of Liberal Arts Colleges 50 Lucie Lapovsky Discounts and Spending at the Leading Liberal Arts Colleges 70 Roger T. Kaufman Response 80 Michael S. McPherson Teaching, Research, and Professional Life 87 Scholars and Teachers Revisited: In Continued Defense 88 of College Faculty Who Publish Robert A. McCaughey Beyond the Circle: Challenges and Opportunities 98 for the Contemporary Liberal Arts Teacher-Scholar Kimberly Benston Response 113 Kenneth P. Ruscio iii Liberal Arts Colleges in American Higher Education II. The Present (cont'd) Educational Goals and Student Achievement 121 Built To Engage: Liberal Arts Colleges and 122 Effective Educational Practice George D. Kuh Selective and Non-Selective Alike: An Argument 151 for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges Richard Ekman Response 172 Mitchell J. Chang III. The Future 177 Five Presidents on the Challenges Lying Ahead The Challenges Facing Public Liberal Arts Colleges 178 Mary K. Grant The Importance of Institutional Culture 188 Stephen R.
[Show full text]
College Hill Preschool Manhattan-Ogden USD 383
College Hill Preschool Manhattan-Ogden USD 383 PARENT HANDBOOK 2016-2017 “Where All Can Grow” 2600 Kimball Avenue Manhattan, KS 66502 785-587-2830 Dear Parents, Welcome to College Hill Preschool! With a variety of program opportunities available for preschool children, we are excited that you have chosen us as the learning environment for your child. At College Hill you will find that our motto, “Where All Can Grow,” is the foundation of our program. We are dedicated to providing learning opportunities that help the children in our program grow and learn over time and have adopted a “whole child” approach to instruction. We strive to create classrooms where children are encouraged to solve problems and take pride in their individual accomplishments. We are devoted to developing strong relationships with families and watching these relationships grow and evolve through mutual respect. As your child’s first teacher, you will always bring a wealth of information to the classroom regarding your child’s individuality and we welcome you to share this information with us so that together we can help your child reach his/her highest potential. We are committed to helping our staff grow and strengthen their knowledge of early learning and child development. In conjunction with community partners we provide quality professional development to help them strengthen their skills, as well as training tracks to further their education. We are excited that you have chosen to grow with us this school year and are committed to ensuring your child leaves our program ready to succeed, not only in kindergarten, but later in life! Please feel free to contact me or your child’s teacher if you have questions or concerns throughout the school year.
[Show full text]
Helpful Phone Numbers
SF DL Helpful 10 WA Phone CS P O P LA R TM AH Aley Hall TB Erickson Thunderbird Gym S Numbers MA T . BU Thorson Institute of Business TM Tate Geological Museum Academic Testing - 268-3850 E V EC I EI E R CA Civic Apartments UU Union/University Bldg. V D 9 I Accounting and Financial R GE TA E D L Murane Fields CS McMurry Career Studies Center VA Goodstein Visual Arts Center L L O Management - 268-2691 C A D DL Doornbos Livestock Facility WA Grace Werner Agricultural Pavilion N E S Athletic Office/ O WH Wheeler Terrace Apartments J EC Early Childhood Learning Center T-Bird Tickets - 268-3000 Tennis WH EI Myra Fox Skelton Energy Institute WM Werner Wildlife Museum WT Courts E College Store - 268-2202 T -B V I R D I GW Walter H. Nolte Gateway Center WT Werner Technical Center D R R I V E D S U Career Services - 268-2089 E P HS Saunders Health Science Center V I CA R 8 AM D C 1 O KT Krampert Center for Theatre & Dance Parking Lots C Early Childhood Learning Center S I LH Liesinger Hall Handicap parking 6 L (daycare) - 268-2586 LI Goodstein Foundation Library spaces are available TB English Center- 268-2585 7 in all parking lots D LS Loftin Life Science Center A RH O R GW N Enrollment Services (admissions, I A MA Maintenance Building Selfie Spot T N 5 U O financial aid, registrar) - 268-2323 M MU Music Building R BU E P S A Housing/Student Activities - 268-2394 PS Wold Physical Science Center C RH Residence Hall Library - 268-2269 PS UU SF Storage Facility KT LS Math Learning Center - 268-2865 SH Strausner Hall 4 MU TA Thorson Apartments Operator - 268-2100 3 E V AH LI I R SECURITY - 268-2688 D C A M P U S D R I V E E G E L Student Wellness - 268-2267 D R I V E L A M P U S SH O C 2 C HS Student Services - 268-2201 1 Student Success - 268-2089 VA LH Tate Geological Museum - 268-2447 D RI V E C O L L E G E Theatre Box Office - 268-2500 N Want to get in shape? W Werner Wildlife Museum - 235-2108 O L C Run, or walk, the campus inner O Map produced by mapformation.com, July 2012 T T S T Writing Center - 268-2610 R E E loop.
[Show full text]
University Basic Needs Insecurity: a National #Realcollege Survey Report
APRIL 2019 College and University Basic Needs Insecurity: A National #RealCollege Survey Report AUTHORS: Sara Goldrick-Rab, Christine Baker-Smith, Vanessa Coca, Elizabeth Looker and Tiffani Williams Executive Summary NEARLY 86,000 STUDENTS PARTICIPATED. THE RESULTS The #RealCollege survey is the nation’s largest annual INDICATE: assessment of basic needs security among college students. The survey, created by the Hope Center • 45% of respondents were food for College, Community, and Justice (Hope Center), insecure in the prior 30 days specifically evaluates access to affordable food and housing. This report describes the results of the • 56% of respondents were #RealCollege survey administered in the fall of 2018 at housing insecure in the previous year 123 two- and four-year institutions across the United States. • 17% of respondents were homeless in the previous year Rates of basic needs insecurity are higher for students attending two-year colleges compared to those attending four-year colleges. Rates of basic needs insecurity are higher for marginalized students, including African Americans, students identifying as LGBTQ, and students who are independent from The Hope Center thanks the their parents or guardians for financial aid purposes. Lumina Foundation, the Jewish Students who have served in the military, former foster Foundation for Education of youth, and students who were formerly convicted of a crime are all at greater risk of basic needs insecurity. Women, the City University Working during college is not associated with a lower of New York, the Chicago risk of basic needs insecurity, and neither is receiving City Colleges, the Institute for the federal Pell Grant; the latter is in fact associated with higher rates of basic needs insecurity.
[Show full text]
The Child Development Center at Miracosta College One Barnard Drive • Oceanside, CA 92056 • (760) 795-6656 Or 795-6862 •
The Child Development Center at MiraCosta College One Barnard Drive • Oceanside, CA 92056 • (760) 795-6656 or 795-6862 • www.miracosta.edu/childdev Online Application: www.miracosta.edu/childdev click on “Applying to the Center” (Enrollment for Fall begins May 1st; enrollment for Spring begins November 1st) Admission is open to all children 18 months to 4.11 years of age regardless of race, creed, color, ability or national origin. Children may be enrolled in morning and extended care (extended days are only available in the preschool classrooms). As a campus-based child development program, priority enrollment and discounted tuition are provided to MiraCosta College student families. Children of MiraCosta staff/faculty and the community are welcome to enroll as space permits. All children must be enrolled in a minimum of two days per week to allow for program continuity. We strive to craft classroom enrollments that reflect the diversity of today’s families. As such, we include consideration of student status, age, gender, primary language, ethnicity, and developmental needs in our enrollment decisions. Programming Options Rooms 1 & 2 Room 3 Rooms 4 & 5 (entry at ages (entry at ages (entry at ages 18-30 months) 2.7-3.4 years) 3.5 – 4.5 years) Morning Program 8:30 am -11:30 am 8:45 am – 11:45 am 8:45 am – 12:00 pm Early Care 7:30 am – 8:30 am 7:30 am – 8:45 am 7:30 am – 8:45 am Extended Day Program* (Includes flexible pick-up Not Available 8:45 am – 4:45 pm 8:45 am – 4:45 pm beginning at 2:30pm) * Early Care, Lunch, and Extended Care are limited primarily to students attending MiraCosta College classes during those times or for MCC faculty and staff employed on campus.
[Show full text]
Pathway to a Pre-K-12 Future
Transforming Public Education: Pathway to a Pre-K-12 Future September 2011 This report challenges our nation’s policy makers to transform public education by moving from a K-12 to a Pre-K-12 system. This vision is grounded in rigorous research and informed by interviews with education experts, as well as lessons from Pew’s decade-long initiative to advance high-quality pre-kindergarten for all three and four year olds. The report also reflects work by leading scholars and institutions to identify the knowledge and skills students need to succeed in school and the teaching practices that most effectively develop them. Together, these analyses and perspectives form a compelling case for why America’s education system must start earlier, with pre-k, to deliver the results that children, parents and taxpayers deserve. Table of Contents 2 Introduction 24 Interviewees 6 Envisioning the Future of 25 Sidebar Endnotes Pre-K-12 Education 26 Endnotes 12 Pathway to the Pre-K-12 Vision 29 Acknowledgements 23 Conclusion Introduction More than two centuries ago, as he prepared to retire and attitudes rather than scientific evidence about from the presidency, George Washington counseled the children’s development or their potential to benefit young nation to prioritize and advance public education from earlier educational programs. We know now, because, he wrote, “In proportion as the structure of a from more than 50 years of research, that vital learn- government gives force to public opinion, it is essential ing happens before age five. When schooling starts at that public opinion should be enlightened.”1 Today, kindergarten or first grade, it deprives children of the that our public education system is free and open to chance to make the most of this critical period.
[Show full text]
Classifying Educational Programmes
Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries.
[Show full text]
THE HUMBER COLLEGE INSTITUTE of TECHNOLOGY and ADVANCED LEARNING 205 Humber College Boulevard, Toronto, Ontario M9W 5L7
AGREEMENT FOR OUTBOUND ARTICULATION B E T W E E N: THE HUMBER COLLEGE INSTITUTE OF TECHNOLOGY AND ADVANCED LEARNING 205 Humber College Boulevard, Toronto, Ontario M9W 5L7 hereinafter referred to as "Humber" of the first part. -and- FERRIS STATE UNIVERSITY 1201 S. State Street, Big Rapids, Michigan, USA 49307 hereinafter referred to as "Ferris", of the second part; THIS AGREEMENT made this June 1, 2019 THIS AGREEMENT (the “Agreement”) dated June 1, 2019 (the “Effective Date”) B E T W E E N: THE HUMBER COLLEGE INSTITUTE OF TECHNOLOGY AND ADVANCED LEARNING (hereinafter referred to as the “Humber”) -and- FERRIS STATE UNIVERSITY (hereinafter referred to as the “Ferris”) RECITALS: A. The Humber College Institute of Technology and Advanced Learning (“Humber”) is a Post- Secondary Institution as governed by the Ontario Colleges of Applied Arts and Technology Act, 2002 (Ontario). B. Ferris State University (“Ferris”), a constitutional body corporate of the State of Michigan, located at 1201 S. State, CSS-310, Big Rapids, Michigan, United States. C. Humber and Ferris desire to collaborate on the development of an Outbound Articulation agreement to facilitate educational opportunities in applied higher education. D. Humber and Ferris (together, the “Parties” and each a “Party”) wish to enter into Agreement to meet growing demands for student mobility and shall be arranged from time to time in accordance with this Agreement. NOW THEREFORE, in consideration of the premises and the mutual promises hereinafter contained, it is agreed by and between the Parties: 1.0 Intent of the Agreement a) To facilitate the transfer of students from Humber with appropriate prerequisite qualifications and grades for advanced standing into the HVACR Engineering Technology and Energy Management Bachelor of Science Program at Ferris (the “Program”).
[Show full text]
Kindergarten to College (K2C) a First-In-The-Nation Initiative to Set All Kindergartners on the Path to College
New America Foundation Asset Building Program Kindergarten to College (K2C) A First-in-the-Nation Initiative to Set All Kindergartners on the Path to College Leigh Phillips, San Francisco Office of Financial Empowerment Anne Stuhldreher, New America Foundation September 2011 In the Spring of 2011, the City of San Francisco automatically opened college savings accounts for over 1,000 San Francisco Kindergartners. The City also “seeded” every account with an initial deposit of $50. The account openings marked the official launch of San Francisco’s Kindergarten to College initiative, or “K2C.” This initiative, the first of its kind in the nation, aims to improve the odds for San Francisco Kindergartners and set all San Francisco public school children on a path to college, from the very first day of school. This case study provides an overview of Kindergarten to College (K2C), why city leaders started it, and how it works. What Is Kindergarten To College? secondary education. The hope is that as their savings grow, The idea behind Kindergarten to College is relatively so will their aspirations. simple: to help families start saving earlier and to save more, by removing barriers to opening an account and At full rollout, every child entering kindergarten in a San providing incentives to spur contributions. Francisco public school will have a college savings account automatically opened for them with a $50 deposit from the Parents, friends, extended family and the students City and County of San Francisco. Children enrolled in the themselves will use their K2C account to save for post- National School Lunch Program will receive an additional $50 deposit.
[Show full text]
Liberal Arts Colleges
A Classic Education What is the study of Liberal Arts? Approach to Education In-depth study of a broad range of subjects Intended to increase understanding of: . Multiple academic subjects . The connections between those subjects . How those subjects affect the experiences of people Basically, Liberal Arts is the study of humankind in both breadth and depth What is Liberal Arts? Liberal Arts is NOT: . The study of the arts exclusively . The study of fields from a (politically) liberal point of view . A professional, vocational, or technical curriculum Some liberal arts colleges have professional, vocational, or technical elements within the context of the liberal arts curriculum But that is not their focus What Does Liberal Arts Seek to Understand? 1. The Natural World • How scientists devise experiments to test hypotheses • How to measure those experiments • How to interpret those measures • To attempt to find truth and to prove or disprove the hypotheses • To learn that it is ok to fail . You learn more that way! • That there is wonder in the act of discovery What Does Liberal Arts Seek to Understand? 2. Mathematics, Formal Reasoning, and Logic • How mathematics is used . As the “language” of science . By social scientists to test and use models • Mathematics has its own beauty Fibonacci numbers Fractals! What Does Liberal Arts Seek to Understand? 3. Social Sciences • Cause and Effect . How people influence events . How people are influenced by events . How social scientists build models to explain human behavior What Does Liberal Arts Seek to Understand? 4. Humanities and Literature • How humans react to various circumstances • To become skilled at communicating ideas • To read closely • The power of imagination • How to find bridges across historical and cultural divides • The human condition • To value the beauty of words! What Does Liberal Arts Seek to Understand? 5.
[Show full text]
Women in Higher Education in Pakistan Anniqua Rana
The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Listening to the Voices: Multi-ethnic Women in School of Education Education 2016 Listen to This Silence: Women in Higher Education in Pakistan Anniqua Rana Follow this and additional works at: http://repository.usfca.edu/listening_to_the_voices Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Rana, Anniqua (2016). Listen to This Silence: Women in Higher Education in Pakistan. In Betty Taylor (Ed.), Listening to the Voices: Mutli- ethnic Women in Education (pp 119 - 128). San Francisco, CA: University of San Francisco. This Book is brought to you for free and open access by the School of Education at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Listening to the Voices: Multi-ethnic Women in Education by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. Listen to This Silence: Women in Higher Education in Pakistan Anniqua Rana A Bit of Advice If in the course of a con- versation gaps of silence begin to occur, spoken words turn si- lent; therefore, my eloquent friend, let’s carefully listen to this silence. —Parveen Shakir (Pakistani poet) Abstract Pakistan has a fairly short history of just over 50 years, becoming independent from British colonial rule in 1947. It shares a much older history with India; however their recent relationship has been turbulent because of disputes over the territory of Kashmir. Despite this, the country has made some economic progress.
[Show full text]