© 2017 by Kids on the Hill Academy 1375 New Clark Road, Cedar Hill, TX 75104

Call Us: 469-454-6850   /   shatcher@KidsOnTheHillAcademy.com   / 1375 New Clark Road, Cedar Hill, TX 75104

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"Education is the most powerful weapon which you can use to change the world."

-Nelson Mandela

What is the Difference Between A Daycare and an Academy?
 
EVERYTHING

 

Daycares tend to be seen as providing custodial care while an Academy is focused on education; which from Infancy through Pre-School will provide a solid foundation and understanding of the skills needed to begin kindergarten and excel throughout their academic career.

 

 

At Kids On The Hill Academy learning begins with the newborn and continues through all age levels. We don’t just provide a caring and nurturing environment but an age-leveled curriculum which addresses the social, emotional, physical, cognitive, and creative concepts of learning.

 

 

Curriculum is designed to teach your child the language, math and social skills needed to begin kindergarten. Our proven “hands-on” learning methods facilitate your child’s physical growth and development as well as increasing their educational and intellectual learning curve.

At Kids on the Hill Academy our educational process is based on the Attachment Theory.
 

Attachment can be described as an establishment of an emotionally positive and mutually rewarding relationship between an infant and its parent or other caretaker.

 

Since a baby is totally dependent and requires constant attention and care from another human being in order to survive, it is essential that the infant experience a combination of physical sensations-sight, sounds, smells, touch, and taste-allowing the infant to survive and grow to meet their potential. As a loving caregiver rocks, hugs, coos, and smiles the infant's sensory systems are transformed and patterned neuronal activity expands and influences the development of the brain in positive ways.

 

It is in this dependent relationship between the primary caregivers and the infant that causes the attachment to grow. This attachment, the emotional relationship, is not easy to see or document; yet it is nonetheless as important for human development as the umbilical cord is in-utero.

 

It is the emotional/physical bonding experiences of infancy and early childhood that the roots of attachment are created giving the individual the capacity to form and maintain healthy emotional relationships throughout their lifespan.

 

 

Our brain is designed to promote relationships. Specific parts of the human brain respond to emotional cues such as facial expressions, touch, scent and more important allow us to get pleasure from positive human interactions. This factor is clearly a positive motivator and learning tool during infancy and childhood. Young children want to please their teachers. They model adults and children they admire.

 

 

It is these very factors that facilitate parents and teachers in shaping pro-social and social behaviors in a child. In the process of teaching children emotional, social, and cognitive tasks, the strongest rewards for a child are the attention, approval, and recognition of success that the parent or teacher can give. It is Attachment Theory that dominates all interactions and educational processes at Kids on the Hill Academy causing the child to excel, thrive and develop a thirst to learn.

 

 

Thus in our learning experiences we encourage discovery, creativity, development and exploration in a safe, respectful, yet stimulating relationship based environment.

 

 

We facilitate this through our curriculum and daily programming designed to help all children learn and grow in positive ways. While your child is here, we will be helping him/her to:

  • reach his learning potential by providing a relaxed and nurturing atmosphere where self-esteem, independence, decision making and self-control are supported,

  • learn to function comfortably as a member of a group and grow in their ability to trust others and develop rewarding interpersonal relationships,

  • appreciate and respect individual differences and all other aspects of diversity in the children, teachers and other adults they come in contact with,

  • understand expectations and boundaries in the classroom and their interpersonal relationships with others,

  • flourish in areas of social, emotional, and cognitive growth,

  • actively participate in and enjoy the learning process by engaging in a wide variety of age appropriate activities in a predictable daily schedule,

  • discover his/her unique talents and wonderful potential,

  • learn to question, think, problem solve, and discover,

  • be creative and flexible,

  • learn more than just the “ right “ answers,

  • utilize Learning Centers and Hands-On Activities as an avenue for learning,

  • assimilate and apply necessary pre-academic skills.

Age Groups

 

Infants

Our Infants program is designed to offer your baby a home away from home. Your baby will thrive in an atmosphere of tender loving care and constant attention from loving experienced teachers.

 

In the morning at arrival time the parent will give the teacher a verbal report of any changes in the Infants routine or schedule, any special needs they may have for the day or problems encountered during the night that may have a negative influence on the baby’s day.

 

Parents will be given a written report of the Infants Daily Activites, Intake and Output, and events that may have occurred during the course of the day when they pick their child up in the afternoon.
 

In the early stages of infancy a baby’s schedule is developed around his unique and individual needs. While each baby is unique they all share the common need for consistency and responsiveness in their care-giving. Our infants control their own daily schedule based on their particular preferences and patterns. Teachers closely monitor each infant’s eating, sleeping and play patterns to determine what schedule is best for them. Curriculum is based on their growth and development and stimulation needs; each day the teachers plan activities which address each of these areas.

 

Throughout the day babies are given individual attention, cuddled, hugged, rocked, walked, played with and talked to. Music is a vital part of the Infant Room and will be heard constantly.

 

Even these youngest of children are encouraged to learn about their world through our individualized curriculum that invites exploration and celebrates each important milestone, so as the baby grows and develops he begins to join other babies in daily activities such as Tummy Time with Friends, Circle Time, Play Time, and Meal Time. Curriculum is based on group needs as well as each baby’s individual needs. At this point Baby Sign, Basic Language Skills, Color and Number Recognition are introduced at the infant’s level of understanding. Crafts are also begun at this stage of development and more activities are instituted which assist the baby in development of gross and fine motor skills.

 

Stringent safety, security, and cleanliness standards meet or exceed American Academy of Pediatric Guidelines Licensing Minimum Standards, as well as Local and State Standards. Separate and appropriate places for sleeping, eating, and diapering are provided to ensure a safe and healthy environment. Each baby has his own crib, sheet are laundered weekly and on an as needed basis.

We follow Safe Sleep practices as recommended by the American Academy of Pediatrics thus our cribs have no bumper pads, nor blankets – babies are put in sleep sacs before they are placed in the cribs and always placed on their backs to sleep.

Toddlers

18 - 23 Months

 

Our Toddler Program is designed to meet the needs of the extremely determined, constantly challenging, tenacious, adorable, witty, and ever-aware 18 – 23 Month Old. By the Toddler stage, most babies have really figured out how to get and hold an adult’s attention! As they explore their widening world, a toddler’s curiosity leads while their judgment lags well behind. They will be communicating wants and needs through words, motions, and imitations. Providing a Toddler with a safe and consistent environment is paramount.

 

The Toddler begins a rapid development in their physical, cognitive, social and linguistic skills. Socially a toddler may begin asserting his individual needs, thoughts and preferences. During this awkward phase of development, he is caught uncomfortably between infanthood and personhood; he may swing rapidly between clingy behaviors and stubborn independence.

 

Physically a Toddler is busy refining their gross motor and fine motor skills. Stacking two to four blocks, imitate scribbling, turn pages in a book and use a spoon with help. Toddlers may also be capable of exercising the gross motor muscles necessary to run, walk up stairs with help and climb onto a chair. Additionally, some children at this age begin showing symptoms of bowel control; however, most are not yet psychologically prepared for potty training.

 

The Toddler learns Cognitive skill any mental skills that are used in the process of acquiring knowledge; these skills include reasoning, perception, and intuition. These skills are developed by showing affection, listening to stories or looking at pictures and through imitation of those around him. Toddlers are exhibiting learning of cognitive skills when they are able to identify body parts, point to and identify common objects, able to begin to dress themselves and begin develop a sense of ownership, identifying people and objects by saying “my” or “mine”.

 

Socially the Toddler begins to engage other children in play and on a very limited basis begins to share with other children.

 

Linguistically the Toddler begins a rapid acquisition of words and with use of Baby Sign may actually begin speaking in sentences and able to adequately express his want and needs.

 

Our Curriculum is Thematic and is designed to introduce Toddlers to beginning educational concepts, early language skills, cooperation, and social interaction. Toddler activities include story and circle time, music, dance, art, exercise, and individual and group play. Learning experiences are planned to promote each toddler’s growing independence, to enhance social skills, and to build the confidence needed to reach their individual potential.

Two Year Olds

 

Our Two Year Old Program is designed to meet the needs of the intensely independent and determined two year old. The favorite words of a two year old are “NO”, “mine” and “I can do it”. Two year olds are sure of themselves and their abilities; they will not give up and solve simple problems by using "trial and error" method. They will practice an activity over and over until they have mastered the task at hand

 

Two-year-olds are beginning to take an interest in other children. Since their social skills are just developing and physical abilities are somewhat awkward, a well intended hug becomes a tackle and a gentle pat becomes a whack. They need to be taught how to express affection appropriately.
 

Children this age are laying the foundations for reading and writing. They love having books read to them and to pretend to "read" as they independently look through familiar books. Two-year-olds can sing the A-B-C song, but can’t make the correlation between the oral and the printed letter. They love to scribble anywhere and everywhere and may even attempt to write the first letter of their name.

 

They also pick up most parts of speech needed to form more complete sentences. They can understand and say hundreds of words, but familiar adults may need to "translate" for others due to immature pronunciation skills. They also understand and can follow simple directions.

 

Two year olds love to explore “their world”, and use their rapidly developing senses and motor skills to learn. They are highly curious about unfamiliar objects, events and situations. This curiosity coupled with their blossoming language skills and vivid imaginations, which they use to process their daily experiences, leads to many "why," "what" and "how" questions. Play is an essential and critical part of a two olds learning process. As they play they act out the things they have learned through their exploration of “their world”, internalizing this new knowledge. Using it to develop new skills such as socialization, new thought processes, problem solving all the while having fun and maturing. Play connects children with their imagination, environment, parents, family, caregivers and the world.

 

Our Two Year Old Curriculum is Thematic and based on the wonderfully rapid developing world of the tenuous Two Year Old. They continue to build on the educational concepts, early language skills, cooperation, and social interaction learned in the Toddler Class.

 

Two Year Old activities include story and circle time, music, dance, art, exercise, and individual and group play. Learning experiences are planned to promote their growing need for independence, yet allow for their need to be close to their caregiver. Group activities are planned which enhance the development of their social skills, builds the confidence needed to continue to the next level of their educational process.

Three Year Olds

 

Our Three-Year-Old Program is designed to meet the needs of inquisitive three year-olds. They watch and listen to everything that goes on around them; asking questions about the things they see and do not understand. The three year old is processing the world around him and trying to make sense of it all, attempting to see where he fits into the scheme of things.

 

By age three children begin to develop the social skills necessary to play cooperatively with other children. Three year olds begin to share, take turns, and can tolerate delayed gratification, most of the time.

 

Children at this age are very creative with amazing imaginations and will often engage in imaginative play. Playing with imaginary friends is also normal behavior at this age and usually is not reason to be concerned. They enjoy making up stories, pretending, and acting out their favorite books, stories, and TV shows. Most three-year-olds enjoy imitating people and animals, especially those they are around on a daily basis. Three year olds will mimic what they see during play and will begin to emulate people that are close to them.

 

Three-year-olds are very adventurous, and the world is full of wonderful things to explore. They will often try things that could be dangerous. It's hard for a child this age to understand the dangers associated with his actions. They must be given room to explore and try new things and yet be watched closely in order to be kept from harm’s way.

 

Around three years of age children begin to feel a strong need to please their parents and other adults. They will imitate the way they walk, talk and act. They will also begin to conform to adult expectations; because of this desire to please they will often become very cooperative.

 

A three- year-old can be lively and talkative. They have their own thoughts and ideas and they love to share them with anyone who will listen. Because they are excited to share and are learning so many new words it is normal to stumble over words but this is not stuttering and usually does not indicate a problem.

 

Three-year-olds love to play and create by coloring, drawing, painting, and making crafts. They love both hearing and making up and telling stories of their own. Consequently their curriculum is Theme and Center based; capitalizing on the things they love, their newly developing thought processes, the rapidly developing ability to express themselves, and their expanding thirst for knowledge.

 

Incorporated into their educational process are the basic educational concepts, early language skills, cooperation, and social interaction skills learned in the Two-Year-Old Class. Basic Math and Literacy Skills are introduced as well as Science and Social Studies at the three year old level of understanding.

Four Year Olds

 

Our Four-Year-Old Program is designed to meet the needs of "vivacious" and "ingenious" four-year-old. Often impatient and silly, they have just discovered humor and spend a great deal of time being silly and telling "jokes" that they have heard or made up which usually do not make any sense to adults, but other children think they are hilarious.

 

Four-year-olds feel good about the things they can do, exude with self-confidence, and are willing to try new adventures. They love to show off and will organize the group in escapades of dare devil stunts; many of which they see on television programs with cartoons and Super Hero’s. Because the four-year-old is just now trying to differentiate reality from fantasy and cannot estimate their own abilities accurately, they are capable of trying some outlandish and dangerous tricks. They need to be closely monitored and given an explanation of why they cannot fly like Superman, etcetera.

 

Four-year-olds approach the world with great curiosity and use their imaginations to help understand it. Wild stories and exaggerations are common. Pretending now goes far beyond "playing house" to more elaborate settings like fire station, school, shoe store, ice cream shop, hospital and other areas which interest them. They can also make plans and complete tasks, which is obvious as they collaborate as a group deciding how they will play and what props they will use.

 

When it comes to learning, four-year-olds are developing greater self-control and ingenuity. They have learned to better manage intense emotions with coping strategies. They are now able to express what is wrong and can be guided to learn how to handle the situation which is causing them distress. Four-year-olds are beginning to have compassion towards others, they are sympathetic and attempt to console others who are having a difficult time. They are also beginning to suggest ways to resolve conflicts and encourage others to make right choices.

 

Four-year-olds want to try new experiences, be more self-reliant and seek to expand the areas of their lives where they can be independent decision-makers.

 

The vocabulary of a four-year-old is expanding daily. They have begun communicating in complex and compound sentences and often initiate and carry out long and interesting conversations both with children and adults. They are enthralled by written language and can associate letters with sounds. They are very conscious of words in their environment and will constantly ask “what does that sign say”. They are now able to print letters and spell some three letter words.

 

A four-year-old is intrigued with numbers and has a greatly increased capacity for learning math concepts. They use logical reasoning to solve everyday problems and can effectively use language to compare and describe objects and shapes. Science is exciting to them because they love to explore and can now make sense of the world on a very basic level.

 

Their creativity has sky-rocketed and the enjoy singing, dancing, and drawing. They are now able to make up their own songs and dances and their art work is not copied but of their own design and interests.

 

The four-year-old curriculum is Theme and Center based; capitalizing on the things they love, their more developed thought processes, the ability to express themselves, make their own decisions, and their unquenchable thirst for knowledge. Incorporated into their educational process are more advanced educational concepts for math, literacy science, and social studies. Exploration, drama, and story-telling play a critical part in the daily activities . They will be reading stories with three word sentences by the end of the school year. Kindergarten will be trouble-free for these four-year-olds as they will already have the basic skills and knowledge needed to excel with the Kindergarten Curriculum in public or private school systems.