Fellows Children's Academy
A Louisiana Non-Profit Corporation
Algiers Economic Development Foundation
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* Children should have a fun filled academic program to prepare them for kindergarten and beyond. We teach advanced math and prereading skills. Each child hears at least 3 quality stories a day. We spend our time working on vocabulary and reading comprehension. We work daily on thinking skills.
*Our children should exposed to art and music each and every day.
*Children should be given the opportunity to be as independent as possible.
*Our children have physical education opportunities each and every day to help build young bodies.
*Our children should have free health screenings including hearing, speech and vision and parents should be helped keeping up immunization records by our internet technology that determines when shots are due. We are able to enter records on the Louisiana State system and give you and updated state health certificate.
*Testing should show how much they've grown in our school, not testing to get children into school.
*In 2010 we will work on improving our Louisiana Star Rating.
*In 2010 we will continue our commitment to the theatre and other cultural opportunities in the New Orleans area.
Is your child being prepared to succeed in school? Life?
Make your child a "Fellows"
child.
Currently taking applications for Babies, 1, 2, 3 and 4 year old
Call 504 376-8966
Slots available
This school closes for any manditory evacuations issued by the New Orleans Mayor. It will not reopen until the state of emergency is removed. It is important that you remember to view this web site for details about the school or email: admin@fellowschildrensacademy.com
1. Young children deserve careful attention to every aspect of their physical, social, and cognitive development. They are complex individuals worthy of respect and the recognition that they are each unique, valuable, and lovable.
2. Each child comes to the early childhood environment with a unique set of defining characteristics, including family background, abilities, temperament, and learning styles.
3. Positive relationships between children and adults are fundamental to a harmonious enviornment that promotes learning and growth.
4. Teachers actively promote positive outcomes for all children through thoughtful assessment, well-implemented curriculum, and effective teaching practice.
5. Children are active participants in the formation of relationships with adults and friends.
6. Children bring their own thoughts and abilities to the learning process. They gain knowledge and skills from activities, materials, and interactions that are responsive to their interests and needs, are based in play, reflect their lives, are tailored to their development level, and encourage active participation and experimentation.
7. Families matter, both in terms of their influence on their own child or children and as partners with the program's administration and teaching staff working to maximize the quality of children's experiences.
8. High-quality early childhood programs address all aspects of children's development (social-emotional, language, cognitive, and physical) and provide a solid foundation for the development of skills and knowledge that contribute to children's future success in school.
9. Programs are part of a community and have a responsibility to support their community and make the most of its resources.
At Fellows we try to encourage our children to do things for themselves ..... one of these is cooking.
For the toddlers that means to drink with a glass and use a knife, fork and spoon properly. We eat at the table and talk to one another. Our toddlers learn to open their own packaging and clean up and stack their dishes. Children place creme cheese, peanut butter and jelly on their own bread, baggels and English muffins.
Older children learn to set the table.
For our older children we do some basic easy cooking. This has included deviled eggs, cookies, pies, stuffed celery, bread and other simple dishes.
Children learn some very basic skills: how to measure, how to break an egg and how to stir.
In all these activities they learn basic sanitation and the importance of clean hands.
*meals
*bedding
* 9 hours daily care
No application fees
No diaper fees (you provide diapers)
Lots of love provided!
Get started early - we accept babies at 6 weeks.
Loving care provided. Babies are read to and played with.
You provide the canned power formula and we mix the formula on site. You provide diapers for your child.
We have no hidden fees!
Our competition is not between male or female, rich or poor, New Orleans or the rest of the state. It is in the preparation of a World Class education that will prepare our children for the world of tomorrow.
Give your child the start in life that they need....let them be a Fellow's Student.
Fun...Loving Care...and the development of a World Class mind
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Good programs can be found in a variety of settings, including public schools, community-based facilities, churches, synagogues and mosques, and for-profit pre-kindergartens. Every family should have voluntary access to high quality pre-kindergarten programs that meet the individual needs of each child. Although successful programs may look very different, research shows there are characteristics common to all thriving programs.
These include:
? Well-educated teachers: Research shows that the most effective pre-kindergarten teachers have bachelor’s degrees with specialized training in early childhood development. Teachers with these qualifications not only speed the development of early academic skills, they are also better able to support positive social and emotional growth compared to teachers with less formal education.
? Low teacher-child ratios and appropriate group sizes: Individualized attention is important for children of all ages, but it is especially important for young children. Classrooms serving four-year-olds should have no more than 10 children per teacher (including the lead teacher and assistants), and include no more than 20 children total. Classrooms serving younger children, and children with disabilities and other special needs, should have fewer children per teacher in addition to smaller group sizes.
? Age-appropriate curriculum: High quality pre-kindergarten programs use a balanced curriculum that encourages active engagement in learning, and fully supports all aspects of children’s development—cognitive, physical, social and emotional. Good curricula capitalize on children’s natural curiosity and the many ways in which children learn. A high quality pre-kindergarten curriculum will help children learn to identify letters and numbers, to express their thoughts, ideas and feelings appropriately, to pay attention and stay on task, and to relate well to others in the classroom.
? Engaged parents: Quality pre-kindergarten programs involve and inform parents, integrating them into the overall program and communicating with them about their children’s progress and developments on a regular basis.
? Well-designed facilities: All pre-K facilities, at the absolute minimum, must protect the health and safety of the children and staff. Yet high quality facilities are distinguishable as they also have ample indoor and outdoor spaces that allow the children to be physically active. They also provide specialized areas that promote children’s development in every domain of learning—dress-up and pretend areas, art and reading areas, writing centers and spaces for children and teachers to interact both in groups and individually.
? One-in-five children who enter kindergarten are completely unfamiliar with the conventions of print (e.g., words read left to right, top to bottom). That figure climbs to one-in-three low-income children and one-in-two minority children.
? The foundations for reading success are formed long before a child reaches first grade. To be successful readers, children must have a broad array of early language experiences.
? Nearly half of all kindergarten teachers feel that children entering kindergarten have problems transitioning. For example, 46 percent feel at least half of the children in their class have problems following directions, 36 percent feel that a similar proportion of children have problems with academic skills, and 24 percent find that more than half of their students have difficulty working independently.
These skills matter for later school success.
Children who lack the building blocks for learning often struggle in the early grades and too often fall behind their peers who enter with a solid foundation of skills.
? Children who already know the alphabet when they begin kindergarten are more likely to be reading by the end of that year. In addition, they are also more likely to do better in math.
? Children who enter kindergarten already familiar with basic numbers and shapes typically have an easier time understanding basic addition and subtraction