Best Chinese Daycares in Huntington Park CA

Chinese Daycares in Huntington Park CA

Joy Picus Child Development Center
The Mount Washington Preschool and Child Care Center, has three centers: Joy Picus Child Development Center, Harry Pregerson Child Care Center and La Casita Verde. Our goal in MWPCCC is to support families with young children and infants. We prepare children for kindergarten and a lifetime of learning by offering them a developmentally-appropriate curriculum, nurturing staff, and a commitment to children's social well-being in an environment that respects and celebrates diversity. Our target population is an economically and ethnically diverse group of children in Los Angeles. We are committed to serving as many low-income/subsidized children as possible, and in fact, often we have absorbed those costs in order to make sure that we do not turn away families for lack of funds. MWPCCC is a community-based, non-profit organization in Northeast Los Angeles whose mission is to create, manage and sustain: 1. Developmentally appropriate, high quality, available, culturally-sensitive pre-school, childcare and family support services; 2. Collaboration with other organizations to promote children’s optimal development and enhance the quality of family life in our diverse community. Joy Picus Child Development Center is housed in City Hall South. Andrea Rosales is the Center Director. Andrea has been at Joy Picus since 2012. Dianne Walker is her office manager, and has been there since February 2016. The center has a licensed capacity of 86 children, with four classrooms. The infant room can have 12 infants ranging in age from 0-12 months (depending on walking), with 5 infant caregivers. The toddler room can have 14 toddlers ranging in age from 12-24 months, with 4 toddler caregivers. The preschool 1 room can have 24 children ranging in age from 2-3, with 5 preschool teachers. The preschool 2 room can have 32 children ranging in age from 3-5 years 11 months, with 5 preschool teachers. All three centers have the same philosophy. We are all Developmentally Appropriate Play Based Centers, meaning we believe all children learn through play. Our curriculum is emergent where we observe the children, and see what interests them, and we grow our activities through their interests. We expand on their knowledge by asking open-ended questions. The activities are open ended, and we allow the child the freedom to choose which activities they want to do. Parents always ask, is their child learning academics? Yes, we incorporate academics through play. We will never do dittos, or worksheets, or coloring pages, or other boring, tedious things. Research shows that children who are given opportunities to explore and grow within their environment are more successful than their peers who are only exposed to worksheets and dittos. (Gorman, J 2016) Children need to learn the appropriate social-emotional skills to be successful in school. One aspect of academics that we are adding more of to our play this year is STEAM: Science, Technology, Engineering, Art and Math. All of our centers have activities that integrate STEAM into our curriculum every day; however, now you will see the classrooms begin to document and display STEAM activities and projects. Here are some examples of how you will see STEAM in action: • Every day when we mix paints to find a new color, or when we mix water to our sand, we are using Science. We will be asking your child open-ended questions, to help with their critical thinking skills. Your child will learn about cause and effect, and predicting what will happen next. • For Technology, this one is hard. A lot of the research shows that in elementary schools, and in some preschools they are offering the children more screen time as a way to integrate Technology. Since this would interrupt our philosophy statement, I have found that cameras, or early technology, such as inclined planes and even scissors work. We might involve your children in the art of photography, and watch them take pictures of what they see. • When we build with blocks, or we become construction workers and build with the crates we are doing Engineering. The teachers may ask the parents to help us with creating ramps for our balls, or water or engineer some tunnels. • We create a masterpiece out of paint, glue, watercolors, crayons or markers, this is Art. When the children paint on the easels, this is what gets them ready for writing later on. It’s very important for children to paint on easels, with a variety of paints. • When we measure at the water table, or count the teddy bears, this is Math. We count all day long. In every room we use math. We count, we read books, and we talk about how many people are in their families. You may be asking yourself, what about the infants/toddlers. STEAM involves everyone, even the infants/toddlers. Based on the research from the Program for Infant and Toddler Care, we don’t do messy art with babies under the age of 12 months. We assess the children using the SEAM (Social Emotional Assessment Measure) as well as a work sampling, observation based assessment which looks at all developmental aspects of your child.

Recent Reviews in Huntington Park CA

Star Christian School

"This is a great school, all my kids have gone through this school and now they are in high school and have been in honor roll all these years. Thank you to all the teachers at star and the great"

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Maria Orozco Family Child Care

"It's a very good facilities they teach the children their abc and numbers by the time there ready for school they have there basics And the meals are very healthy We are very happy with them our..."

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Other Chinese Daycares Near Huntington Park CA

Happy Day School

Lois Steffey started Happy Day School in 1946 with only five... children. After 40 years of loving dedication to children Lois retired in 1986. Ron Steffey, the principal at Happy Day School has been devoted to the growth and development of children since 1962. His daughter, Pam Rasmussen is the director of the Pre-school, as well as the Summer Program. This father-daughter team are the guiding hands of this happy, home-like atmosphere. We wish to maintain the excellent reputation we have painstakingly developed over the last 60 plus years. We ask our teachers to conduct themselves in a positive, loving and professional manner in keeping with the school's integrity. The well-being of children is our foremost priority. Happy Day School has pride in our advanced academic programs. Our classes are small and our teachers are dedicated with special emphasis on the individual child. We are firm believers in a strong academic background of reading, writing, and arithmetic. Our phonics program is taught from Pre-kindergarten through Kindergarten. Happy Day School also provides Summer School (through 5th grade) Science Camp, Swimming Lessons, Water Ballet, Hip Hop, Cheer-leading, Gymnastics and so much more! Mission Statement Happy Day School offers an opportunity in which children can discover the happiness of learning, the satisfaction of self-reliance and the elements of participating and working in a social situation. At Happy Day School we create interest and provide a learning experience in new activities. We use phonics, reading readiness and developmental learning materials which help the child in his/her academic studies. Educational Phlosophy Happy Day School strives to develop each child socially, emotionally and academically into a confident, self-disciplined student. A personal visit will convince you that the surroundings are ideal for the training,health and happiness of your child.

Montessori Shir-Hashirim - Berendo

When I first opened our preschool in Hollywood in 1985, the name... Shir-Hashirim seemed to be just right. Shir-Hashirim translates literally as “Song of Songs,” but the biblical meaning may be closer to “Song of Creation.” Although our name is Hebrew, we honor many traditions and we welcome students and employ faculty and staff without regard to race, color, religion or national origin. When you enter our “house for children” — the phrase and concept are original with Maria Montessori — you may be struck by several features of our everyday educational experience. The first impression may be of the silence of the children’s involvement. Our students are between two and six years of age, and many parents, seeing bunches of such young children, expect to witness significant levels of noise, if not outright chaos. A primary commitment of the Montessori method is not rigid discipline but trust that if children are presented with materials finely tuned to their emerging capacities, they will become naturally absorbed in exploring simultaneously, and through an exquisitely quiet interaction, the possibilities of both the materials and themselves. A Montessori Education is renowned for following the child by respecting his or her individual pace of development, not simply as a philosophical tenet but in the very practical terms of constantly assessing when the child is ready for which new challenge. It is the sustained experience of personal involvement in frequently changing tasks that underlies the development of the independence we see in the classroom, and that many parents report seeing in their homes and as they accompany their children out in the wider world. The second surprise may come from noting how the children help and learn from each other. Teachers present new materials and supervise their use, but the children frequently help each other. Our classrooms mix ages that are separated in many educational settings, and this mixing leads naturally to older or more experienced children helping novices in given tasks. The young child naturally looks to the older with respect and for guidance, and the older or more experienced child often learns most profoundly from teaching, an experience we share with them. You may also be surprised to see the range of activities inside and outside of the school. In our classrooms every day, students practice activities in mathematics, language, science, history, geography, reading and writing. Our programs change as our staff, family backgrounds and student interests change, but to give an indication, as of this writing we offer art, music, dance, drama, and yoga, as well as instruction in French, Mandarin and Spanish. The children, as beginners, will often show the roughness of primitives, but also, if you observe closely, you will see that they display the positive aspects of the primitive in the sense of simplicity and profundity in the experience of discovery. The motivation of our staff is continually refreshed by observing these features — the children’s solo involvements, the mutual benefits of altruistic relations with each other, and their immediate grasp of aspects of arts and sciences that we realize we had always failed to appreciate. In addition, in our twenty years of experience, we have enjoyed enormously the constantly evolving international community that has evolved around us in Los Angeles, and that surprises us every year by offering us new possibilities, for example a grandfather visiting from Singapore who plays guitar as he sings in Chinese, delighting the children who can make out words they have learned from their Chinese teacher; or a mother’s introduction of Hindu food and dances at her child’s birthday party; or the “industry” parents who may rush back from a movie set or a Las Vegas show to help us design state-of-the-art sound systems, create a tapestry-like stage background, or edit the recordings of multiple cameras into a DVD of one of our plays. We delight in the reality that each person — child, parent, and staff — brings something unique and valuable to our community. We invite you to visit our school and spend some time in our classrooms. Watch how the children interact with one another, and with the adult teachers (in Montessori we call them guides). See how responsibility and independence are fostered, and how the child-appropriate environment makes it possible for children to discover their abilities. Please join us for a tour and see why children love being here.

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