History and Foundation
PCCN Preschool was established in 1972. We feel the most important aspect of our preschool is the three-way learning situation between the parents, the child and the teacher.  This is a unique experience for parents to observe and participate in their child’s education, firsthand.  The cooperation between parent and teacher provides an invaluable tool for understanding and enjoyment of the child’s developmental progress throughout the year.  Our school is not based on the philosophy of having all children attain a certain level of academic achievement, but rather the nurturing of each individual child to fulfill his/her own social, physical, and emotional capabilities.  The program is licensed through the Michigan Department of Human Services.

Mission
The mission of PCCN Preschool is to provide a model program that is responsive to the changing needs of the children, parents, staff, and community.
For the children, we strive to maintain a safe, healthy and loving, learning environment where the developmental needs of the children are addressed.
For the parents, we strive to keep the program affordable and available. It is our goal to serve as a resource for support and education.
For staff, we strive to provide an atmosphere that will attract and retain well-trained personnel by maintaining good working conditions. We encourage a sense of cooperation and open communication among members of the preschool community. The program maintains high educational and training requirements for staff.

Program Philosophy
PCCN Preschool is founded on the philosophy that children, their families and society benefit from high-quality early childhood programs. We believe that there is a critical link between a child’s early experiences and later success in life. Our approach to learning is that teachers act as guides, resources, problem-posers, and partners in learning. Open-ended discussions and long-term projects bring together language activities, science, social studies, dramatic play and artistic expression. The projects are meaningful and relevant to the child’s life experiences. They assist the child in seeing the interrelationships of things and ideas. The program is based on the belief that children need time to be children and time to experience their childhood. Teaching is the art of providing young children with an environment which encourages active exploration and discovery. Projects are planned, yet responsive to individual needs and environmental happenings. Opportunities are provided for children to take responsibility, make decisions and learn through play. Children’s positive feelings of self-worth must be the foundation of all curriculum development in early childhood. Each child’s learning is filtered through his or her unique screen of self-concept. Each child brings his or her own world to us each day. Materials are provided to foster early literacy, math, science, social studies, as well as fine and gross motor skills. Interest Areas give each child the opportunity to select activities independently, guide their social development, and allow the teaching staff to gather information in skills, interests and group dynamics.

The teaching staff is sensitively aware of how young children learn. Children process knowledge by using their whole self to gather information. Because children absorb what their bodies are experiencing, the more involved the experience, the greater the potential for learning. The cultural experiences and the ethnic values of the individual child must be incorporated into the teaching tools for each child. Good materials should capture interest and curiosity and should challenge the learner.

Goals

1. To encourage the child to grow in his sense of self-confidence, self-worth, and creative ability, as well as in independence and self-control.
2. To provide opportunities for use and familiarity with a wide variety of materials and equipment involving art, science, music, physical development and fine motor skill development.
3. To help the child understand his widening world, through stories, field trips and unique classroom experiences.
4. To guide parents in understanding the special needs of preschool children, as well as, the characteristics and wide range of differences in preschol children.
5. To help individual parents understand and appreciate their own child’s abilities, limitations and characteristics and to help them encourage the positive development of the child.
6. To involve parents in the continuing education of their children.

Additional goals of the program include the following:
• A balance of active and quiet times
• Ample time for gross motor activities both indoors and out
• Enough time for children to select their own activities
• Children meaningfully involved during transition times with games, conversations, songs, jobs to help with, snack preparation etc.