The 5th building is framed!
At this point all of the buildings are framed. Three of them have electric and heating and air conditioning meaning that they are nearly ready for the drywall to be installed. We are making great progress and are on track to be open on time.
This week we are pleased to announce that we are ADDING ONE YEAR OLDS TO THE HALF-DAY PROGRAM. If you are interested in enrolling your one year old please contact Mary Swanson at mary@thelittleschool.net.
We want to thank Judith Gadd, our wonderful webmaster and faithful site photographer for the new pictures that she added this week. They are great and for those of you who have not yet walked the site, it is your first look inside of the school.
See photo slide show below the posts.
Our whole team visited the buildings for their first tour on Monday and we must tell you that it was VERY exciting for us to see their responses.
GLIMPSE: This week we really have an announcement. We will be taking a walking tour of the new campus immediately following the open house on December 5th. We hope that you will all be able to join us. Please let us know by RSVP'ing to christaniven@thelittleschool.net
Wednesday, October 14, 2009
Wednesday, October 7, 2009
Pre-Tax Daycare Funds
Hello Everyone.
One of the families wrote to us this week with a problem that is likely facing many of you. They arranged for funds to be set aside pre-tax for childcare beginning on September 1st thinking that we would be open on time. As we have been delayed until January 4, 2010, that money is now in jeopardy. This very resourceful parent has done some research and learned that our late-start may be a qualifying event that would extend their access to those pre-tax funds. That mom needed to submit a letter explaining our delay. Click here to download a copy of the letter in case it could help you as well.
Please let me know if there is anything that we can do to help you.
On a separate note, some of our staff members are looking for some temporary work should any of you be interested in a short-term in-home situation. Please let us know if you would like to be contacted by some of our incoming folks.
Christa
Sunday, October 4, 2009
Little School to get a whole lot bigger
Hillsborough child development center to build new campus
interested? The Little School's new campus opens Jan. 4, 2010, in the Hillsborough Waterstone Neighborhood. To apply as a student and as an employee visit the Web site:
http://www.thelittleschool.net/
by Erin Wiltgen
chh@heraldsun.com; 918-1035
interested? The Little School's new campus opens Jan. 4, 2010, in the Hillsborough Waterstone Neighborhood. To apply as a student and as an employee visit the Web site:
http://www.thelittleschool.net/
by Erin Wiltgen
chh@heraldsun.com; 918-1035
HILLSBOROUGH -- The Little School is growing up.
A child development center in Hillsborough, the Little School has finally outgrown its current building and will build a new campus in the Hillsborough Waterstone Neighborhood.
"We are just dying to grow," said Jennifer Dock, co-founder of the Little School. "If you're going to do it, you might as well just really do it. And that's how it started. It was a push from our families who really needed the care."
The Little School serves infants through preschoolers, including children with autism and other sensory integration issues. A Duke Partnership for Excellence in Childcare Grant Recipient from 2005 to 2008, the Little School focuses on a challenging, creative, nurturing and child-centered education program. Parents travel from Chapel Hill, Durham and even Burlington to give their children this hands-on, multi-sensory experience.
"We are aware that there are daycare centers that are safe and appropriate and the children are well cared for and loved," said Christa Niven, co-founder of the school. "But our intention is not to be a day care center. We are very much a school."
As complex and established as the Little School has become, it began merely as the festering of complaints between neighbors.
When Niven moved across the street from Dock, Niven's youngest child became fast playmates with Dock's youngest. The two women began taking daily walks together, and soon their shared frustrations in finding a preschool for their children dominated their conversation.
"We were very frustrated with how little high quality care was available," Niven said.When the idea actually formed is hard to say, the women admitted, but in 2005 the Little School opened its doors to three classroom housing 40 kids.
Now the school hosts 58 children every day, 70 including twelve half-day classrooms.
With popularity growing, Niven said the school has been unable to adequately fill the rising need for quality child care. Some parents have been on the Little School's waiting list for two years.
Expansion was in the offing.
The new campus, set to open on Jan. 4, 2010, boasts 14,500 square feet as opposed to the current building's 2,500 square feet and will hold about 160 students. The current building will convert into a half-day campus, with both campuses still offering part-week options. Dock said the school is accepting student applications as well as staff applications for 2010 on the school's Web site.
Although the campus covers more area, Dock and Niven said they didn't want children to feel overwhelmed by a huge building. Instead, the new school actually comprises five smaller buildings centered around a courtyard.
Following this theory, each classroom includes a child-sized quiet spot built into the construction of the school. It's a 4-foot deep, 4-foot tall jut-out in each classroom which will sit side-by-side with the jut-out from the adjacent classroom. Each cubby hole will have a window into its neighbor so kids seeking quiet time can see each other.
"I'm hoping that will inject community into the quiet space," Niven said. "They're really fun. They're really cute."
As its construction suggests, the new building won't lose the homey, cozy one-on-one feel the school's name promises. Niven said she and Dock wanted the name to emphasize the atmosphere of the school: a soft, homey feel. Each classroom is home-furnished with walls painted soft colors and lights that can dim.
"We want to convey the message that we're not a center, we're not a large industrialized center," Dock said. "We want kids to not feel like they're one in a thousand."
With quiet-time cubby holes and separate buildings, Dock and Niven said they hope the new school carries over the same at-home feel as the old one.
"We wanted it to feel like a little place," Niven said. "It's the little school. That's just who we are."
School focused on the individual
October 3, 2009
Program welcomes kids with special needs
By Erin Wiltgen
chh@heraldsun.com; 918-1035
HILLSBOROUGH -- Even with a long-anticipated expansion on the horizon, the Little School promises it won't lose its commitment to high-quality child care and attention to the individual.
A child development center in Hillsborough devoted to hands-on multi-sensory learning, the Little School emphasizes more than just the basics.
"We recognize that it's really important to know what your child ate and how often they use the potty every day," said Christa Niven, co-founder of the school. "But we feel like a true quality center should use something much deeper and richer and should be able to tell the parents at the end of the day how their children grew that day, how they saw the world that day."
To help ensure such individual attention, the Little School has three teachers in every classroom as opposed to the typical two.
"We don't want them changing diapers all day long," Niven said. "We want there to be enough teachers in each classroom where they are able to have truly educational moments. We want the teachers to feel like teachers."
In addition to quality care, caring for autistic children and children with sensory integration issues became part of the mission almost from the start. Sensory integration difficulties can be caused by a range of catalysts, from prenatal alcohol exposure to traumatic brain injury or even cochlear implants. A few characteristics children can display are extremes of activity level, trepidation of swings, seesaws or heights, aggression in response to someone accidentally bumping them or avoiding physical contact with people and with certain "textures."
Niven said a family called the school before it even opened asking admittance for a little boy with probable autism. The parents had called everywhere and been turned away immediately, even at the school where the mother worked.
When Jennifer Dock, co-founder and co-director of the school, and Niven agreed to take the child without a second thought, the father began sobbing.
"I didn't know there was a reason to say no," Niven said. "I realized this was a very serious issue when that man began to cry."
Despite the connotation that goes along with teaching special needs children, Niven said having autistic children hasn't added an extra burden. The county sends specialists to help teachers with children who have special needs. Niven said all it takes on their part is a willingness to open the school's doors.
"That's our happy accident," she said. "We always had willing hearts. There was no question for us whether there was going to be a place for every child in our school."
And not only does it not bring a burden to the school, Niven said, but having autistic children actually helps the school.
"It makes us better," she said. "It makes us happier. It makes our community more whole."
Autistic children themselves benefit from an environment that's not necessarily just for kids with special needs, a situation that doesn't challenge them, Dock said.
"One of the most potent things you can do for a child with autism is to include them with typically developing children to foster the skills you're teaching them," she said.
Including autistic children benefits the other students as well, Dock said, partially because changes that are made for autistic kids in a classroom actually help others.
For example, one child with sensory integration issues struggled to express himself in the moment. He would get more upset each time he had a hard time communicating. A county on-site provider gave the teacher a visual prompt, so that each time the child struggled to communicate what was wrong with him, he could hold the prompt and the teacher would know something's wrong.
Suddenly, whenever that child held the prompt, not only teachers but other children in the classroom would ask him what was wrong. And other students, autistic and non-autistic, began using the prompt to express themselves as well.
"All children are trying to be stronger verbally," Dock said. "And all children are trying to figure out and are developing their social skills. Honestly, we don't need to stretch and change to accommodate these children. We stretch for all kids. The most important thing we do is to see each child not as a label but as what does he or she need."
And what each child needs, according to the Little School curriculum, is an environment to engage in hands-on, creative learning with a focus on each individual student. Students learn by expressing themselves through music, painting, drama, song, movement and play. At a conference on Oct. 2, Dock even learned how to use outdoor spaces as teachers and use farming and gardening in the curriculum.
Although each child leaves the school knowing the alphabet and numbers, the Little School emphasizes problem solving as well as basic knowledge parents see as crucial for entering kindergarten.
"We spend a lot of time advocating for children and really communicating with the families that the top five things that parents think that kids need to be ready for kindergarten are actually the bottom five that kindergarten teachers want," Dock said. "Teachers want kids who can negotiate their day, use impulse control and problem solve."
And the Little School sees to it that the children within its doors learn those skills within a context that fits them as individuals. With so many teachers, the one-on-one experiences give children the time they need to process lessons at their own pace.
"Just to be able to walk on the porch with one teacher or take a walk in the woods, to do that without putting stress on the other classroom teacher makes a huge difference," Dock said. "And it's simple."
Program welcomes kids with special needs
By Erin Wiltgen
chh@heraldsun.com; 918-1035
HILLSBOROUGH -- Even with a long-anticipated expansion on the horizon, the Little School promises it won't lose its commitment to high-quality child care and attention to the individual.
A child development center in Hillsborough devoted to hands-on multi-sensory learning, the Little School emphasizes more than just the basics.
"We recognize that it's really important to know what your child ate and how often they use the potty every day," said Christa Niven, co-founder of the school. "But we feel like a true quality center should use something much deeper and richer and should be able to tell the parents at the end of the day how their children grew that day, how they saw the world that day."
To help ensure such individual attention, the Little School has three teachers in every classroom as opposed to the typical two.
"We don't want them changing diapers all day long," Niven said. "We want there to be enough teachers in each classroom where they are able to have truly educational moments. We want the teachers to feel like teachers."
In addition to quality care, caring for autistic children and children with sensory integration issues became part of the mission almost from the start. Sensory integration difficulties can be caused by a range of catalysts, from prenatal alcohol exposure to traumatic brain injury or even cochlear implants. A few characteristics children can display are extremes of activity level, trepidation of swings, seesaws or heights, aggression in response to someone accidentally bumping them or avoiding physical contact with people and with certain "textures."
Niven said a family called the school before it even opened asking admittance for a little boy with probable autism. The parents had called everywhere and been turned away immediately, even at the school where the mother worked.
When Jennifer Dock, co-founder and co-director of the school, and Niven agreed to take the child without a second thought, the father began sobbing.
"I didn't know there was a reason to say no," Niven said. "I realized this was a very serious issue when that man began to cry."
Despite the connotation that goes along with teaching special needs children, Niven said having autistic children hasn't added an extra burden. The county sends specialists to help teachers with children who have special needs. Niven said all it takes on their part is a willingness to open the school's doors.
"That's our happy accident," she said. "We always had willing hearts. There was no question for us whether there was going to be a place for every child in our school."
And not only does it not bring a burden to the school, Niven said, but having autistic children actually helps the school.
"It makes us better," she said. "It makes us happier. It makes our community more whole."
Autistic children themselves benefit from an environment that's not necessarily just for kids with special needs, a situation that doesn't challenge them, Dock said.
"One of the most potent things you can do for a child with autism is to include them with typically developing children to foster the skills you're teaching them," she said.
Including autistic children benefits the other students as well, Dock said, partially because changes that are made for autistic kids in a classroom actually help others.
For example, one child with sensory integration issues struggled to express himself in the moment. He would get more upset each time he had a hard time communicating. A county on-site provider gave the teacher a visual prompt, so that each time the child struggled to communicate what was wrong with him, he could hold the prompt and the teacher would know something's wrong.
Suddenly, whenever that child held the prompt, not only teachers but other children in the classroom would ask him what was wrong. And other students, autistic and non-autistic, began using the prompt to express themselves as well.
"All children are trying to be stronger verbally," Dock said. "And all children are trying to figure out and are developing their social skills. Honestly, we don't need to stretch and change to accommodate these children. We stretch for all kids. The most important thing we do is to see each child not as a label but as what does he or she need."
And what each child needs, according to the Little School curriculum, is an environment to engage in hands-on, creative learning with a focus on each individual student. Students learn by expressing themselves through music, painting, drama, song, movement and play. At a conference on Oct. 2, Dock even learned how to use outdoor spaces as teachers and use farming and gardening in the curriculum.
Although each child leaves the school knowing the alphabet and numbers, the Little School emphasizes problem solving as well as basic knowledge parents see as crucial for entering kindergarten.
"We spend a lot of time advocating for children and really communicating with the families that the top five things that parents think that kids need to be ready for kindergarten are actually the bottom five that kindergarten teachers want," Dock said. "Teachers want kids who can negotiate their day, use impulse control and problem solve."
And the Little School sees to it that the children within its doors learn those skills within a context that fits them as individuals. With so many teachers, the one-on-one experiences give children the time they need to process lessons at their own pace.
"Just to be able to walk on the porch with one teacher or take a walk in the woods, to do that without putting stress on the other classroom teacher makes a huge difference," Dock said. "And it's simple."
