MMCC is a non-profit organization committed to providing the highest quality early childhood educational experience to children of families living and working in the greater South Royalton, Vermont area. We work with families and
community partners to provide a safe, nurturing, supportive environment for children, and a curriculum which addresses the social, emotional, cognitive, language and physical development of each child.
Hours of Operation:
MMCC is open Monday through Friday from 7:30 a.m. to 5:30 p.m. and offers a full-day program. The Center operates year‑round. We offer a program that allows for flexible scheduling and diverse programming to meet the needs of the multi‑ages and diverse families that we serve.
MMCC is an independently operated program. The organization takes direction from MMCC's Board of Directors. The Board consists of a minimum of six (6) and a maximum of eleven (11) elected members. The board hired Executive Director, facilitates the early childhood program. MMCC employs a highly trained and professional staff.
At MMCC we regard parents as partners; we encourage you to play an active role in the functioning of the Center and in your child's experiences at MMCC. We offer a variety of opportunities for families to become involved with our program, either through serving on the Board, serving on committees or in class-centered activities. Parents are welcome to visit the Center at any time. If you have any questions or concerns, we will be happy to discuss them with
you. We look forward to working with you.
(**Please see Enrollment Agreement for additional expectations).
‑MMCC Staff & Board of Directors
The philosophy behind our curriculum is that young children learn best by doing. Learning is not just repeating what someone else says: it requires active thinking and experimenting to find out how things work and to learn firsthand about the world in which they live.
In their early years, children explore the world around them by using all their senses (touching, tasting, listening, smelling, and looking.) In using real materials, such as blocks and trying out their ideas, children learn about sizes, shapes, and colors and they notice relationships between them.
In time, they learn to use one object to stand for another. This is the beginning of symbolic thinking. For example, they might pretend a stick is an airplane or a block is a hamburger. These early symbols ‑ the stick and a block ‑ are similar in shape to the object they represent. Gradually children become more and more able to use abstract symbols like words to describe their thoughts and feelings. They learn to "read" pictures, which are symbols of real people, places, and things. This exciting development in symbolic thinking takes place during the early childhood years as
Play provides the foundations for academic or "school" learning. It is the preparation children need before they learn abstract symbols such as letters (which are symbols for sounds and numbers - which are symbols for number concepts.) Play enables us to achieve the key goals of our early childhood curriculum. Play is the work of young children.
Magic Mountain uses The Creative Curriculum model in all classrooms. The Creative Curriculum is a comprehensive curriculum that addresses all aspects of teaching. The curriculum defines what to teach; why the content and skills are
appropriate learning expectations for young children; and where, when and how to teach effectively. It is linked to an
assessment system so that teachers can use what they learn from assessment to plan and guide instruction.
In order to teach The Creative Curriculum, it is important to understand the basis for which the curriculum is designed.
*Infants and Toddlers – age birth to 3 years – is a time when children learn most about their relation to people and things in their environment. The Creative Curriculum for Infants & Toddlers outlines what children learn during the first three years and how learning takes place. It addresses each of these components:
Content: what emerges from the goals and objectives. The focus is on helping children to learn about themselves, about their feelings, about others, about communicating, about moving and doing and to acquire thinking skills.
Process: what you do to help children learn. They include strategies for setting up the environment, selecting toys and materials, interacting with children, and planning activities. Most importantly, processes focus on decision making. All day, every day, you use routines and provide activities to respond to children’s growing abilities, interests and needs. The Curriculum provides a framework for making decisions that are developmentally, individually and culturally appropriate for each child.
Context: the setting in which the learning takes place. For children under age three, relationships are the context. By building strong bonds with children and their families, you create a climate where learning flourishes. It enables you to lay the groundwork for a lifetime of learning.
*The Preschool years – ages 3 to 5– are a special time in the life of young children. During this period, they begin to trust others outside the family. They gain independence and self-control, and learn to take initiative and assert themselves in socially acceptable ways. At the same time, they become keen observers of their world and experiment with their surroundings to find out what happens when they interact with other people and handle and maneuver objects and materials. The language surpasses the limited vocabulary and sentence structure of toddlers. In addition, preschoolers are changing physically – growing and gaining strength, agility and coordination.
The Creative Curriculum breaks down preschool child development into four areas:
1. Social/emotional development during the preschool years is about socialization – the process by which children learn the values and behaviors accepted by society. It is about becoming a competent and confident person. The three goals in this area are: achieving a sense of self; taking responsibility for self and others; and behaving in a pro-social way.
2. Physical development includes children’s gross (large muscle) and fine (small muscle) motor skills. With more advanced physical development, children master increasingly sophisticated tasks and gain personal responsibility for their own physical needs, such as dressing themselves. As children learn what their bodies can do, they gain self-confidence. The two goals in this area are: achieving gross motor skill; and achieving fine motor control.
3. Cognitive development refers to the mind and how it works. It involves how children think, how they see their world, and how they use what they learn. The three goals in this area are: learning and problem solving; thinking logically; and representing and thinking symbolically.
4. Language development includes understanding and communicating through words, spoken and written. Children are born with the capacity to communicate with others – verbally and non-verbally. Because words represent objects and ideas, language development is closely related to cognitive development. With frequent language experiences between the ages of 3 and 5, children’s vocabulary can grow dramatically. The richer a child’s vocabulary, the more likely that the child will become a good reader. Language and literacy skills go hand in hand. Listening, speaking, reading and writing develop interdependently in children. The two goals in this area are: Listening and speaking; and reading and writing.
*information from the Creative Curriculum for Infants & Toddlers and The Creative Curriculum for Preschoolers
Overall, our goal is to help children become independent, self‑confident, and inquisitive learners. This means encouraging children to be active and creative explorers who are not afraid to try out their ideas and to think their own thoughts. We are teaching them how to learn, not just in preschool and kindergarten, but all through their lives. We allow them to learn at their own pace and in the ways that are best for them. We provide them with good habits and attitudes, particularly a positive sense of self, which will make a difference throughout their lives.
The activities we plan for children, the way we organize the environment, select toys and materials, plan the daily schedule, and talk with children, are all designed to accomplish the goals of our curriculum and give your child a successful start with school.
EMOTIONAL DEVELOPMENT: Children will experience personal growth in self‑confidence, self‑esteem, and self‑discipline. Natural feelings of sadness, fear, anger, and joy will be respected. The staff will provide emotional support to the children and will help them learn to manage these feelings in a constructive, growth-enhancing
SOCIAL DEVELOPMENT: Children will learn to become cooperative, contributing members of a group by becoming aware of, and sensitive to the needs of others. Helpfulness, kindness, cooperation, and sharing will be modeled by adults
and encouraged among the children.
PHYSICAL DEVELOPMENT: Children will have opportunities to develop the use of their large and small muscles at rates that are normal and comfortable for the individual child. Every effort will be made to provide optimum physical comfort and safety to each child.
LANGUAGE DEVELOPMENT: Language is a tool for thinking, communicating, and understanding. Children will gain skill and confidence in their use of language. Children will be encouraged to use language to express their feelings, ideas, and experiences. Children will practice using language by talking, listening, and responding in natural situations. Word games, rhymes, songs, and stories will all be used to stimulate language development. Children will be exposed to written
language through books, the alphabet, and seeing their own names, ideas and stories put into writing.
COGNITIVE DEVELOPMENT: Children will develop reasoning capabilities and will understand concepts and spatial relations. Children will be encouraged to problem solve, explore possible solutions, and ask questions.
CREATIVE ARTS: Children will be exposed to and encouraged to participate in a variety of artistic expression.
Both the expressive and receptive functions of art will be explored. Children will learn to communicate ideas and feelings through drawing, singing, music, movement/dance and drama.
SCIENCE AND THE NATURAL WORLD: Children will gain an appreciation for the natural world. Children will have opportunities to explore, observe, and discover the natural environment surrounding the Center. Children will be provided with information about aspects of the natural world including facts about plants, animals, seasons and weather.
Staff members will model and communicate the need to respect and protect the environment and will encourage children to do likewise.
WHAT CHILDREN LEARN AT HOME
Our curriculum works best when teachers and parents work together. Each of us has something valuable tocontribute. You have in‑depthknowledge of your child. You know best what your child's interests, fears and joys are.
You know about the relationships between your child and the members of your immediate and extended family. You also have shared many of your child's experiences from family events to trips to visits at the doctor's office. This in‑depth knowledge makes you central to your child's learning process and a valuable resource for us as teachers. If you share with us what is happening in your child’s home life‑ the arrival of a new baby, the death of a pet, nightmares, temper tantrums, trips, separation or divorce‑ we can better meet your child’s needs here at Magic Mountain. We can deal with both positive and difficult events through reassuring stories, soothing art activities, imaginative dramatic play, and extra love and attention.
By working together and sharing information, we can ensure more consistency between home and school. The more
consistent we, the adults are, the more secure your child is likely to feel. And, when children feel secure, they are more likely to explore, experiment, and learn.
Many parents have asked us what they can do to help their children succeed in school. We usually reply, "Just try to encourage your child to explore and learn in your home environment. Help your child become an independent, enthusiastic, curious learner." You don't need to buy a lot of special toys or equipment to turn your child into a creative thinker. The best thing you can do is to be a good listener and to talk with your child as you go about your normal, everyday household chores. Sometimes, after a long day at work, this may seem difficult. But you'll find that this kind of attention has a wonderful effect on children and makes your job as a parent more fun and interesting‑ and sometimes easier.
Prices per month