Navigate the Preschool Pages with the horizontal menu to the left.

Now accepting applications for the 2011-2012 and 2012-2013 School Years!

Itinerant Services

Itinerant services may be available to students who qualify. Our itinerant teachers are licensed to teach by the state of Ohio and will work with a child on a one to one basis.

The KCESC Early Childhood Programs work in conjunction with the Knox County School Districts to serve young children who are three to five years of age regardless of their abilities.

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KCESC Early Childhood Programs

Enrollment

Steps to enter our Preschool Program:

1. Fill out an Application (DOC | PDF) to be placed on a waiting list for the class you select. Please be sure to indicate your 1st, 2nd, and if possible 3rd preference by placing a 1, 2, and 3 beside your selection. Applications are placed in on the waiting list in the order by the date received in our office.
2. Once accepted into a classroom a registration fee of $20.00 will collected.

Classrooms

All classrooms are in session Tuesday - Friday during the school year (August - May) except for our Two and Three day classes in Centerburg. All classes follow the standards set for Early Learning by the Ohio Department of Education. Our classrooms consists of two types of preschool experiences: PUBLIC PRESCHOOL and INTEGRATED PRESCHOOL. A Public Preschool classroom will contain approximately 16, mostly typically developing, students per session. An Integrated Preschool Classroom will contain approximately 12 students, six typically developing children, and six children with special needs.

Both types of classrooms will contain a licensed teacher, and an assistant teacher. Some integrated classrooms may also contain classroom aides depending on the needs of the children involved.

Philosophy

We believe that high quality early childhood programs provide a safe and nurturing environment that promotes the physical, social, emotional, language, and cognitive development of young children while responding to the needs of families.

We believe programs that serve young children should be developmentally appropriate and should encompass six components - developmental screening and assessment, curriculum, adult-child interaction, relations between home and school, developmental evaluation of the child, and transition to an appropriate program. The program at all times should be responsive to individual differences of both typically developing children and children with disabilities.

We believe that child-initiated, child-directed, teacher-supported play is essential to quality education for young children. Through this play, the program supports the construction of self-image, a crucial developmental task. The curriculum should be organized flexibly so as to provide many opportunities for children to make choices, select from alternatives, and determine their own course within an established program. Our programs are set up to foster a trusting relationship which allows and encourages autonomous functioning of the child characterized by the ability to make choices, develop preferences, take initiative, risk failure, set an independent course for problem-solving, and accept help without sacrificing independence. The keystone of our program is active learning in which the child is given the role of questioning, probing, exploring, and planning.

We believe that working with the family of young children plays an integral part in the child's healthy development. Through working with parents, and collaborating with other community agencies, the needs of the child can best be met. Fostering a good relationship with parents is of utmost importance to us.

It is through this nurturing of the whole child and the family that we seek to provide a program that will encourage the optimal growth and development of each young child.