Welcome !

Early Childhood Center-School Year 2016-2017

"Play is the highest expression of human development."
Welcome to The One School At Temple Beth Am, Celebrating the Whole Child. We understand and respect that every child is essentially, ‘the one.’ Every child is unique. The specifics of how we nurture and grow each child are dependent entirely upon the needs of the child. This is how we celebrate each child - by engaging him or her at his or her point of need. The One School partners with every parent to ensure every child is championed and educated as an individual.

The One School is a NAEYC Accredited, Reggio Emilia Nature-inspired school, serving ages 18 months to five years. The One School offers certified teachers, a low student/teacher ratio, an emergent creative curriculum and specialty areas of study including science, art, music, foreign language and nature study. The One School’s curricula are supplemented by young family programs and parenting workshops, an infant and toddler program, Family Center, Summer Camp, after school enrichment classes and an active and instrumental Parent Teacher Organization. A commitment to contribute to the community and the world at large is also a part of the school’s social justice philosophy.

Friday, April 25, 2014

Shining Stars Beach Field Trip

Our Shining Stars and their parents enjoyed a morning at the beach.  Families participated in a StoryWalk- an innovative
way of  all ages out walking while reading children's books thereby combining nature and physical activity with
literacy.  We also enjoyed a Shabbat on the beach, a healthy snack at the pavillion and a craft.  Oh what fun!!!

Thursday, April 24, 2014

The Garden Party

A garden is a community effort.  Thank you to Amy Russell and the entire PTO for financially supporting this important effort and making this an educational experience for our children, teacher, parents and the Temple Community.  The plan began with the Jacobs family and continued with lots of sweat and dirty hands to build a fabulous classroom and community garden.
Many thanks to:   Mike Deakter,  David Sherman and family,  Dotty Wisch,  Liz Perez & family, Robin Walder & family,  Kerrie Rhoades and family,  Amy Russell and family,  David Cox,   David Weiss and family,  Jenny Wolpert and family, Krista Alterman & family,  Caryn Meinbach and family,Tina Izard and Bois family, Jacob family and Julie Hiers.
In-kind donations:  Atkins family, Schwab family, Hyman family, Resnick and Spritzer family.
Thank you to Fran Sachs for supporting us through your board position as Vice-President of Education.

Gifts for our volunteers and colored pencils for our children

Thank you Mike and Liz for making our garden come alive~

Great Volunteers

Love those grandchildren, Stella and Emma

Liz and Maya- love those gardeners!

Friday, April 18, 2014

Week of the Young Child

In honor of the of Week of the Young Child, I wanted to write about the importance of choosing the best environment for your child!
The intangibles in the Early Childhood Classroom
The early years are such formative years when attitudes are being created, when habits are taking shape, and when thoughts are being crystallized.  This is when the very essence of each child is coming into being.  These are the intangibles that we may look for within early childhood settings
An overarching belief for educators of young children is to foster a zest for learning, to cultivate an ongoing curiousity about the world we live in.  We are calling for all classrooms, no matter what their level of sophistication, to be vessels of interest, and challenge in which young minds and bodies have the freedom to explore new areas of thought and experience.  To seek the following intangibles,
Here is where:
The training and skill of teachers come into play
The importance of observation and understanding are the guiding forces in choosing what is offered to the children on a daily basis
Teachers design curriculum based on the understanding of each child on a very personal level, along with his developmental needs
Teachers are aware of all the strengths, weaknesses, and dreams that each child holds!
Please make sure you check at our literacy week in honor of the Week of the Young Child on our bulletin boards and in our classrooms!
Each class read favorite books from on author and voted on the book they enjoyed most!

Wednesday, April 9, 2014

The One School Passover Celebration

The One School Charoset
4-6 apples- (large)
1 box of strawberries
4 bananas
chopped finely
add cinammon and 1/4 box of raisans

Thank you to all our volunteers who helped.  Here are some, but many others
all came to clean up.  Thanks so much

Parsley from our garden

Friday, April 4, 2014

Let Kids Help Prepare for Passover

From Judaism.org
Remember Passover when you were growing up, with lots of preparation and tumult in the house? Perhaps you are old enough to remember a carp swimming in the bathtub, waiting unwittingly to be made into Grandma's special gefilte fish. Maybe you watched as the Hackmesser and wooden bowl were put on the counter filled with apples and walnuts to be pounded with the semi-luna blade to create the right consistency of charoset
What memories do your children and grandchildren have?
Let's find ways to give lasting Passover memories to the next generation – minus the bathtub fish – by involving them with the preparation for the holiday and its cooking.
Now, I can imagine you are shouting,
Has she gone crazy? How am I to prepare the house and cook the food for 16+ people and have the children under foot? I barely have enough time doing it alone!
 If children participate in a few tasks they will actually be less intrusive to the preparation than you would imagine.   Read article on urj.

Thursday, April 3, 2014

The Disturbing Transformation of Kindergarten

Play is not only essential for kindergarten, but for our Pre-k program.  This is an important read.
Two major studies confirmed the value of vs teaching reading skills to young children. Both compared children who learned to read at 5 with those who learned at 7 and spent their early years in play-based activities.  those who read at 5 had no advantage.  Those who learned to read later had better comprehension by age 11, because their early play experiences improved their language development.