Creative Environment 

Day School

  Building a Brighter

  Future Together

  Since 1966!

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     Toddler, Nursery, & Pre-Kindergarten Programs

     Advanced Pre-Kindergarten & Kindergarten Programs

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531 E. Genesee Street

Fayetteville, NY 13066

Phone: 315-637-6071 

Fax: 315-637-4258



HighReach Learning

Welcome to HighReach Learning! Creative Environment Day School is excited to use this award-winning curriculum for the Toddlers, Nursery, Pre-K, and Kindergarten classrooms. The HighReach Learning Program is dedicated to using the premise that learning is facilitated in an environment which is challenging, hands-on, and of course FUN! Children learn best through actively engaging with people and things in their environment, real life adventures, and assisted discovery as they explore concepts through play. Together our teachers, as early childhood educators, adapt to the individual needs of our children, creating a stimulating, fun learning environment, as we involve families, culture, and community.

The HighReach Curriculum Recognizes:

Language Development (listening and understanding, speaking and communicating)

Literacy (phonological awareness, book knowledge and appreciation, print awareness and concept, early writing, alphabet knowledge)

Mathematics (numbers and operations, shapes and spatial sense, patterns and, measurement)

Science (scientific skills and methods, scientific knowledge)

Creative Art and Expression (music, art, movement, creative and dramatic play)

Social and Emotional Development (self-concept, self-control, cooperation, social relationships, knowledge of families and communities)

Approaches to Learning (initiative and curiosity, engagement and persistence, reasoning and problem solving)

Physical Health and Development (fine motor skills, gross motor skills, health status, and practice)

Principals of the HighReach Curriculum:

A child’s development is continuous, individual, and begins at birth

The stages of development are unique to each child

Creating multiple connections supports current brain research for how young children learn

Interactions and relationships are at the heart of learning

Families are truly a child’s first teachers and are an integral part of the learning community as together we promote a strong bond between home and Creative Environment Day School by keeping families informed and involved

Learning experiences are purposeful, interactive, meaningful, relevant, active and playful

Curriculum is project-focused and is centered in play based learning experiences

The ultimate goal is for children to become ready, able, competent, and eager learners

The HighReach Learning Curriculum supports and inspires our teachers from a variety of educational backgrounds by providing meaningful learning experiences and support materials that promote active, playful, and authentic learning opportunities for our children. At Creative Environment Day School we will continually capture children’s natural curiosity by creating meaningful integrated experiences through materials and events.

What Do Our Teachers Teach?

The Teachers Supplement the Parents in Teaching How Adults Behave.

The children watch their teachers and like them. The children feel drawn to their teachers because they can depend upon them for loving gentle care and protection. We find the children copying their teachers without even knowing they are doing it. In other words, the teachers are teaching how an adult behaves. The children observe by the teachers’ care of materials, how they pick up a book from the floor, the way they sew new doll clothes, the way they wash the paint brushes, that the teachers find these materials of interest, respect them, and take care of them.

Different teachers have slightly different ways of teaching. Different teachers teach the children in their groups slightly different things. Good teachers are alert to their own responses and try to broaden their interests so that they can be equally responsive to all the children’s activities.

The Teachers Prepare For Their Groups

They consider the children’s home environment. They find out about the community and how the children in that community live and are reared. They consider whether the children see daddy during the day plowing nearby fields or coming in from his office for lunch; or will they perhaps see him only for a short time in the evening and help him ‘fix’ something around the house?

They make tentative plans for Intake Experiences. The teachers plan in general what excursions and what books and pictures maybe suitable for these particular children, at a particular age, living in a particular environment. They select appropriate materials for Outgo Experiences.

Teachers vary the amount of their guidance. They judge when and how to take a more or less active role in teaching, influenced by the educational aims for the children and by the teacher’s understanding of what the children have already learned and how additional teaching can best carry forward their previous education.

Teachers have particular educational aims. They wish the children to become healthy, solid adults, who feel comfortable with themselves. Teachers understand each child previous development and education and help to further them.

From the time the child starts school the teacher will have a hand in his or her education along with his or her mother, father and the other people who share in child care at home.

Teachers understand the developmental status of the child who has received constant loving care, as well as the child who has lacked such care.

One child may already have been taught many things at home that the teachers will continue to build upon at school; the child has already begun to realize that he or she is a separate person, with his or her face and body, clothes and toys; he or she has also developed a growing curiosity about everything around.

Another child’s mother may have had to return to work soon after the baby was born. His or her learning before school may be quite limited. The child may not have had anyone caring for him or her who enjoyed speaking and listening to the child. It is difficult to build a close and sound relationship with children such as this who have only tenuous ones up to this point.

The Teachers Teach the Children That Besides Being Secure At Home With Their Family, They Can Now Also Feel Secure In Another Place

- At School With The Teachers.

First the teachers teach the children that their is another place besides home in which to feel comfortable.

The teachers help as Mother and Father do. They use the same ways of handling children that the parents use. The teachers protect the body and feelings. They protect children from being hit , or handled by others in unpleasant ways. The teachers teach children to re-channel a social behavior into more socially acceptable activity. When a child wants to do something that is not acceptable to the teachers, they help find a real substitute activity.

The teachers promote good health. The teacher is also teaching that school is a safe and comfortable place by watching out for the children’s health. The teacher makes the children feel worthwhile. If the child learns that the world is filled with people who care about him or her, this is a pattern of adult behavior that becomes part of the child and is the first step toward eventually becoming an adult who cares about other people.

The Teacher Supplements The Parents In Teaching Each Child What To Think Of The Self - He Or She Is A Worthwhile Person.

It takes a young child quite a few years of growing to begin to picture a self as a separate person able to do and think independently.

The teachers teach the group while working with individuals. Some parents may pick up from the teachers a great respect for their children. Every teacher has many children in the group which are already learning from their families that they are fine, worthwhile children.

The teachers teach good work habits - competence and satisfaction in work. Part of the child’s feeling of worthwhileness comes through a growing awareness of the self as a person who can do things successfully.

The teachers provide materials and activities with which a child can be successful. The teachers set the stage for success by equipping the classrooms with furniture and materials the children can manage independently.

The teachers give really interested approval of the children’s work. The teachers must try to teach children that they are worthwhile, that they are very happy to have the children in their group.

The teachers want the children to learn that it is safe to try new activities, and that when tried, they open up whole new fields of very satisfying work.

The teachers accept the child’s own creative constructive efforts. The teachers involve children in the care of materials. Children bring their own past experience into use again with the materials they are using.

Teachers encourage each child to represent individual ideas in an individual way.

Teachers watch and listen to know the children better.

The teachers allow the children to express their fantasies freely.

Teachers Build Up The Child’s Interest In Their Work.

Sometimes the teachers try to help certain children put more thought and effort into their work.

Teachers Teach Children Of Good Social Living.

Children may need help very gradually to accept the behavior modifications required by age-appropriate group interaction in the classroom.

Different Children Need Different Social Teachings.

The teachers must teach some children to be more free, some to be more controlled.

It takes time to enlarge one’s circle of friends by helping personal contacts to be socially accepted.

Teachers Allow Freedom For Social Interaction Within Broad Limits Helping The Children With Their Social Living.

Teachers stand for law and order in fairness to all.

Teachers help children utilize group situations and guide children to an understanding to the values of each child to the group.

Teachers teach children, mostly by the way in which they treat individuals. The children learn the real values in people. The children have opportunities for responsibility.

Teachers delegate responsibility for certain small jobs around the classroom which need to be done everyday.

Group times are included in each daily schedule.

Children learn that, although they don’t like everyone they can live socially with everyone.

Teachers Increase The Children’s Interest In An Understanding  Of Their Immediate World.

Talk and pictures alone are not satisfactory methods of instruction. Teachers encourage children to think.

Teachers provide first-hand experiences as a scientific approach to learning. Teachers encourage intellectual curiosity and intellectual honesty. They know that sometimes the children’s curiosities need to be satisfied with very simple, honest statements.

The Teacher Teaches The Beginning Of Some Academic Subjects Such As:

Geography, Math Concepts, Reading, Alphabet and Language skills, Science, and Computers.


School is another place, besides home.

Adults, such as the teachers, are gentle, helpful, and loving.

The child is a worthwhile and competent individual and a valued group member.

The children will become aware of themselves of their bodies and their capabilities.

The child will become a good worker-constructive, thoughtful, and pleased with creative effort and successful results.

The teachers help the children enhance their enjoyment of interacting in a group.

The teachers foster the children’s awareness and understanding of the world around them.

At Creative Environment Day School a foundation will be laid for academic work in school.