ECED 13

Preschool Programs
Early childhood learning programs are offered at the district’s five Children’s Village programs: Children’s Village at Hoover, Children’s Village at Hayes Elementary, Children’s Village West, Children’s Village at Buchanan Elementary, and Children’s Village at Monroe Elementary. In addition to formal preschool classes for 2, 3 and 4-5 year olds taught by certified early childhood instructors, all sites serve children from birth to age 5 in all-day programming that extends beyond the regular school day.

The Children’s Village program has received recognition as a FINE award winner – First in the Nation in Education – and is a state leader in providing innovative and quality learning programs for young children. The initial Children’s Village, which opened in 1998 in a former elementary school, was one of the first early childhood learning centers in Iowa to develop and implement benchmarks and standards for pre-K students. The program currently houses children ages 6 weeks to 5 years of age and attributes its success in preparing children to enter kindergarten to research-based practices such as quality staff, a suitable environment, appropriate grouping practices, consistent schedules and parent involvement.

The programs are open on a fee basis to preschoolers living in the Davenport Community Schools district if they meet the criteria for entrance.

For more information on the Children’s Villages, please contact the following sites:

Children’s Village at Hoover
1002 Spring Street in Davenport
322-7649

Children’s Village at Hayes Elementary
622 S. Concord Street in Davenport
823-0267

Children’s Village West
2826 W. Locust in Davenport - across from the Fairgrounds
823-2086
Children’s Village at Buchanan Elementary
4515 Fairmount in Davenport
823-2086
Children’s Village at Monroe Elementary
1926 W. 4th St. in Davenport
322-3559

Watertown Elementary Schools' Guidance Program

Philosophy The Watertown Guidance Program provides activities, interventions and services which assist students in achieving their maximum personal development, both as individuals and as learners. Guidance and counseling are vital components of the educational process which help students recognize their needs and abilities, and develop strategies to realize their full potential. The primary role of the guidance staff is to implement a developmental guidance program that will help all students acquire skills in the educational, social, and vocational areas necessary for living in a multicultural society. Guidance counselors act as student advocates and work closely with other educators, parents and community members to provide opportunities for students to develop the skills necessary to lead productive, fulfilling lives.
*Based upon philosophy developed by the Mass School Counselor's Association, May 1991
Student Competencies The elementary guidance counselor works to provide a healthy social-emotional environment for all students within the school setting. This environment will enable each student to excel in an academic setting. Counselors enhance students' desire to learn and help them to recognize the benefits and values of their achievements. Listed below are the competencies which the Elementary Guidance Staff works with students to foster
Learning Compentencies

• Create a desire to learn, recognize and appreciate the value of learning
• Encourage responsibility and task completion
• Develop effective communication skills that enable learning to take place
• Understand the value of setting and accomplishing meaningful goals
• Understand their strengths and abilities and recognize their potential to learn

Personal/Social Compentencies

• Recognize and accept responsibility for actions
• Develop positive attitudes toward school, family, self and others
• Develop friendships and interact cooperatively with others
• Achieve skills for developing effective conflict-resolution techniques
• Understand and respect differences among people's cultures, lifestyles, attitudes, and abilities

Career/Vocational Competencies

• Become aware of personal interests and preferences
• Recognize that the development of skills leads to attainment of future plans
• Learn to cooperate with others effectively in work and play
• Understand and appreciate the world of work

* Based upon the Wisconsin Developmental Guidance Model (revised 6/10/99)

 

BEED 3b 

I. THE FANTASTIC GYMNASTIC

II.

There is a wild dreamer named leslie. She wants to be a famous gymnast. Her mother and father helped her to pursue her dreams. Sometimes inside her room she’s wearing the kind of clothes like tight jeans and a black blouse and she is rehearsing alone. She believes that she that she can do it through her determination but of course aside from practicing gymnastic activities she is also studying, leslie did not find it difficult because she is intelligent in all of her life. Until leslie becomes a famous dancer not just in her own country but to the whole world. She is very thankful for what she has achieved in her life.

III.

The weak points…

Generally the parents help and encourage leslie pursuing her dreams but it is not defines specifically how or what ways they encouraged leslie. For the readers they cannot easily determine same hints to give for the other person to encourage or be helped.

The strong points…

The characters portrays person that has good determination. For the reader it is good to head positive outcome from striving personality of the character.

IV.

The message…

Aim high and you’ll never shoot low. Just make a dream it’s very free and reach it to become true.

V.

            I can relate myself to the short story because as of how and I believe as long as live I will aim high because I am a dedicated person.

VI.

Moral lesson

Be responsible in everything you do and you will be successful someday!

BEED 3B