Education Station Prschool offers a developmentally stimulating curriculum specifically designed to allow children to take risks and be adventurous and imaginative in an atmosphere of security and comfort. Our preschool’s curriculum is, therefore, built around children’s play. Our preschool classroom has several different play areas such as the block area, housekeeping area, cognitive (academic) area, computer area, art area, sensory area, and others which the child is free to explore under the guidance and supervision of the teacher.

This type of programming is necessary for our developmental focus, allowing the staff to see each child as an individual with different likes and dislikes, different needs and levels of growth, and provides ways to maximize each child’s experience at preschool. In a typical day at preschool, there are both structured and non-structured times which include individual and group activities.

Education Station Preschool is a
Positive Behavior Support Center (PBS)

We believe a preschool environment should foster and encourage a child’s creative, intellectual, emotional and social growth. A disciplined program should be an integral part of the preschool program and should be designed with these same goals in mind.

Here at Education Station Preschool discipline is used as a means of redirecting a child’s misbehavior toward positive behavior. When discipline is necessary, it is used as a means of teaching a child to understand his or her behavior and to teach the child responsibility for that behavior. This is accomplished through discussion, providing the child with choices, involving the child in decision making, and or removal of the child from a situation.

Should a child behavior become a safety concern Education Station reserves the right to withdraw the student from the program. It requires patience, thoughtful attention, cooperation and a good understanding of the child Education Station Preschool staff will use only positive guidance techniques.

Such as:
When interacting with young children, staff should ask themselves the following questions: “Am I…”

• Validating feelings?
• Asking open-ended questions?
• Encouraging problem solving?
• Respecting children’s choices
• Using praise and positive reinforcement?
• Talking with children – not at them
• Circulating throughout the classroom
• At the child’s eye level?