Our program will create authentic, trusting relationships in a small group setting to support your child's educational success.
At HCC family members and the community collaborate to empower each child to become healthy, self-confident individuals. This is done by providing children the resources to develop a passion for learning through interactive play.
The HCC kindergarten program is led by Amy Sutton, a certified teacher with a strong background in elementary education. Ms. Sutton provides children what they need to grow physically, emotionally, and intellectually.
At the HCC Kindergarten you will see:
- Children have access to various activities throughout the day, such as block building, pretend play, picture books, paints and other art materials, and table toys such as Legos, pegboards, and puzzles. Children are not all doing the same things at the same time.
- Teachers work with individual children, small groups, and the whole group at different times during the day. They do not spend time only with the entire group.
- The classroom is decorated with children’s original artwork, their own writing with invented spelling, and dictated stories.
- Children learn numbers and the alphabet in the context of their everyday experiences. Exploring the natural world of plants and animals, cooking, taking attendance, and serving snack are all meaningful activities to children.
- Children work on projects and have long periods of time (at least one hour) to play and explore.
- Children have an opportunity to play outside or in the indoor play area every day. Play is essential and not sacrificed for more instructional time.
- Teachers read books to children throughout the day, not just at group story time.
- Curriculum is adapted for those who are ahead, as well as, those who need additional help. Because children differ in experiences and background, they do not learn the same things at the same time in the same way.
- Children and their parents look forward to school. Parents feel safe sending their child to kindergarten.
Meet the Teacher
Amy Sutton is the Kindergarten Senior Teacher. Amy received her bachelor’s degree in Elementary Education from Illinois State University and has 9 years of Kindergarten experience. Amy has also been a parent educator with Parents as Teachers and has been a para-educator in a pre-k classroom.
Amy lives in Quincy with her husband and three children. In her free time Amy enjoys spending time with her family, baking and reading.
“I love to watch the learning process with children, watching their wheels turn and the light come on when they learn something new and see how proud they are with their accomplishment.” ~Amy Sutton
To learn more about the kindergarten program at Hannibal Children’s Center, please contact Meredith Andrews, Director at 573-406-5700.
How do children learn at Hannibal Children's Center?
The teaching team utilizes the High/Scope's educational approach which emphasizes “active participatory learning.” Active learning means students have direct, hands-on experiences with people, objects, events, and ideas. Children’s interests and choices are at the heart of our programs. They construct their own knowledge through interactions with the world and the people around them. Children take the first step in the learning process by making choices and following through on their plans and decisions. Teachers and parents offer physical, emotional, and intellectual support. In active learning settings, adults expand children’s thinking with diverse materials and nurturing interactions.
Almost 40 years of research shows that High/Scope programs advance the development of children and improve their chance of living a better life through adulthood. National research with children from different backgrounds has shown that those who attend High/Scope programs score higher on measures of development than similar children enrolled in other preschool and child care programs.
To learn more visit highscope.org.
What are our goals for young children?
We use a comprehensive educational approach that strives to help children develop in all areas. Our goals for young children are:
What happens each day in a classroom at the Hannibal Children’s Center?
- To learn through active involvement with people, materials, events, and ideas
- To become independent, responsible, and confident — ready for school and ready for life
- To learn to plan many of their own activities, carry them out, and talk with others about what they have done and what they have learned
- To gain knowledge and skills in important academic, social, and physical areas
Our classrooms follow a predictable sequence of events known as the daily routine. This provides a structure within which children can make choices, follow their interests, and develop their abilities in each content area.
. This three-part sequence is unique to the High/Scope approach. It includes a 10–15 minute small-group time during which children plan what they want to do during work time (the area to visit, materials to use, and friends to play with); a 45–60-minute work time for carrying out their plans; and another 10–15-minute small-group time for reviewing and recalling with an adult and other children what they've done and learned
. During this time a small group of children meet with a teacher to experiment with materials and solve problems. Although teachers choose a small-group activity to emphasize one or more particular content areas, children are free to use the materials in any way they want during this time.
. Large-group time builds a sense of community. The children and teachers come together for movement and music activities, storytelling, and other shared experiences. Children have many opportunities to make choices and play the role of leader.
. Children and their teachers spend at least 30 minutes outside every morning and afternoon, enjoying vigorous and often noisy play in the fresh air. During extreme weather or other unsafe conditions, the classroom will spend their 30 minutes in the indoor play area for large-motor activity.
. The children and teachers participate in family style dining. The teachers eat with the children and incorporate meaningful learning experiences into mealtime routines. This encourages children’s independence and gives them opportunity to practice social skills.
Conflict is inevitable during the course of children’s play, whenever they become frustrated or angry. To help children learn how to work out their disagreements together, teachers are trained to use a six-step process to solve problems and resolve conflicts.
- Approach calmly, stopping any hurtful actions or language — A calm manner reassures children that things are under control and can be worked out to everyone’s satisfaction.
- Acknowledge feelings — Children need to express their feelings before they can let go of them and think about possible solutions to the problem.
- Gather information — Teachers are careful not to make assumptions or takes sides. We ask open-ended questions to help children describe what happened in their own words.
- Restate the problem — Using the information provided by the children, the teacher restates the problem, using clear and simple terms and, if necessary, rephrasing hurtful words.
- Ask for ideas for solutions and choose one together — Teachers encourage children to suggest solutions, helping to put them in practical and concrete terms. We accept their ideas, rather than impose our own, thus giving children the satisfaction of having solved the problem.
- Give follow-up support as needed — Teachers help children begin to carry out their solution, making sure that no one remains upset. If necessary, we repeat one or more steps until all the children return to their play.
At the Hannibal Children’s Center a variety of assessments are utilized.
- COR (Child Observation Record)
- ASQ (Ages and Stages Questionnaire)
- ASQ-SE (Ages and Stages Questionnaire/Social Emotional)
- ELSA (Early Literacy Skills Assessment)
- (Child Observation Record) is a computerized tool compiled of daily observations that are utilized for children ages 6 weeks through 6 years. The purpose is to monitor development of the key experiences in the High Scope Curriculum. Through this assessment we can identify each child’s individual interests and needs. As these notes are taken reports are created allowing our teaching team to track each child’s developmental progress, learning, and improve curriculum. We also share reports from COR during Parent Teacher Conferences that are held twice a year or at the parent’s request.
- (Ages and Stages Questionnaire) is utilized for children 4 months through 5 years old. This assessment is composed of various questionnaires that are filled out by the parent/parents and then by the child’s group teacher. The ASQ is designed to identify children who show potential developmental delays within:
- Gross motor
- Fine motor
- Problem solving
- (Ages and Stages Questionnaire/Social Emotional) is utilized for children 6 weeks through 5 years old. This assessment is composed of various questionnaires that are filled out by the parent/parents and then by the child’s group teacher. The ASQ-SE is designed to identify children who show potential developmental delays within:
- Social Development
- Emotional Development
- (Early Literacy Skills Assessment) this literacy assessment tool is part of the High Scope Curriculum. It is designed to measure the early literacy skills of children ages 3 through 6 years. This assessment assesses four key principles in early literacy:
- Phonological Awareness
- Alphabetic Principle
- Concepts about print
The assessment results are used to align curriculum and teaching practices to the interests and needs of the children.
At the Hannibal Children’s Center a Health and Safety Coordinator provides the following support for children attending the center:
- Medication administration
- Child weight checks
- Child wellness checks
- Temperature checks
- Nutrition monitor
- Center health and safety monitor
- Resource person for any health related questions that parents may have
- Special health needs resource
- Children's group wellness education