BMCC Early Childhood Center

Preschool in New York, NY 10007

199 Chambers Street
New York, NY 10007
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A mutually supportive and diverse community in today’s complex milieu dictates the need for parents to seek care for their children outside of the home. For young children as well as their parents the experience of a child entering school for the first time is overwhelming. The combination of a new environment new materials new people and new demands placed upon children is overpowering. Due to this many children may have difficulty adapting to their new environment and forming attachments to the new adults in their lives.

At the BMCC Early Childhood Center we are cognizant of this and seek to help children cope during this time by assisting parents with their understanding of attachment and the needs of their children. “Attachment is considered to be: the strong affectional bind we feel for special people in our lives that lead us to feel pleasure and joy as we interact with them and to be comforted by their nearness in times of stress” (Berk 1998) A securely attached child will have an optimistic and balanced life and will most often contribute positively to the world.

In addition well known psychoanalyst Sigmund Freud stated “a child’s emotional ties to his or her parent are the foundation for later relationships.” The simplest way to deal with separation anxiety for children is to understand the child’s need for consistency reassurance and support during this new experience. This facility is authorized to administer over-the-counter topical ointments only

Child Ages:
2 years - 5 years
Licenses & Accreditations:
New York State Office of Children & Family Services
Hours of Operation:
Monday- Friday 7:45AM-5:00PM

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At the BMCC Early Childhood Center we view our early childhood classrooms as a microcosm of a learning community. Our children are viewed as members of a peer group. As we begin to think about ‘learning through play’ the emergent curriculum is part of the early childhood methodology we utilize to foster learning in children. Our curriculum is diverse from classroom to classroom from age group to age group yet planned to reflect the Centers philosophy and goals for children. Our goals are as follows; activities with children aim to be child directed teachers assist in the facilitation of learning we construct classrooms as a means for learning and teachers of young children set up the classroom environment to allow children to explore to question to work independently within a group or with an adult. Within our learning community we use remnants of emergent curriculum Creative Curriculum Jean Piaget’s philosophy the eight stages of Erick Erickson’s approach to learning Howard Gardener’s concept of multiple intelligences and supportive elements of the Reggio Emilia approach. Our objective is to create critical thinking in young children. This is done by; forming healthy attachment to adults developing a positive self image development of the ‘whole child’ and supporting the idea of continuous growth through an enriched curriculum. To further support children’s growth and development in the classroom we encourage family involvement. Family involvement includes maintaining the conceptual approach to children’s learning as parents serving as primary teachers of their children’. To further support these concepts we attempt to build a partnership between student parents teachers administration and community at large. Our vision is to prepare respectful responsible caring skilled and literate life long learners through a stimulating integrated curriculum that nurtures individual strengths and talents in a safe environment. The environmental set up includes many diverse cultures languages and themes. By means of our integrated model learning occurs by continually building upon new experiences to further enhance the cognitive social emotional physical fine and gross motor development of children. Early Childhood classrooms comprise experiences similar to a child’s home environment to support a positive supportive and enriched environment. Children are encouraged to take the lead explore their environment; establish routine and understand transitions. The environment is rich in diverse culture; promotes a strong emphasis on literacy math science arts music and movement. Play is a tool for learning. Learning through play helps formulate healthy experiences for children healthy relationships with adults and before long parents will observe their child; once engaged only in parallel play begin to socialize to share build upon small concepts and experiences learned in school yet similar to home.


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