History | Goals
| Curriculum | Organization
- Staff | Parent Involvement
History
The beginning of Aldrich Memorial Nursery School can be traced to the early 1940's when
interested Rochester women formed a group to direct and perpetuate the informal nursery
school program then in progress. In 1944 the Mayo Foundation, in extending its public
health research activities, formed the Rochester Child Health Institute. Dr. H.F.
Helmholz, then head of Mayo Clinic's Section of Pediatrics, selected Dr. C. A. Aldrich to
carry out this ambitious study of the child in a community. Dr. Aldrich believed a nursery
school to be an essential part of the community. Accordingly, in 1944, he and the women's
group joined forces to found the Demonstration Nursery School, which was operated by the
Board of Directors under the professional supervision and direction of the Child Health
Project staff. This small school enlarged into the Rochester Demonstration Nursery School
with sessions held in each neighborhood of the city.
Upon Dr. Aldrich's death in 1949, the Child Health Institute was disestablished,
leaving the Rochester Demonstration Nursery School as one of its important legacies in the
community. From 1948-1950 the school had capacity enrollment, but difficulties in finding
space and financial support were beginning to occur. In 1952, the Board incorporated the
school, renamed it to Aldrich Memorial Nursery School, and made long-range plans to obtain
the large permanent quarters needed to allow Aldrich to continue. In 1954, using the
school's reserve fund of $3500, they purchased the former Howe Hotel, once headquarters
for the Child Health Institute, and moved it to a wooded residential lot in northwest
Rochester. After a community-wide fund raising project to cover the remaining $35,000, the
school opened in the fall of 1954. In 1990, after many years of saving and planning, the
Board of Directors voted to move ahead with building a new facility. The new building at
855 Essex Parkway was completed in November 1991, with an addition completed in September
1999, and is a wonderful place for children to learn, grow and have fun.
Back to top
Goals
The overall goal of the Aldrich program is to provide a safe, happy,
growth-enhancing group experience for each child. More specifically, our aims are:
- To help each child know that he/she is a worthy individual, a good friend, a competent
learner, and a cooperative participant in learning experiences.
- To help children establish satisfying and successful social relationships with their
peers and with adults.
- To help each child express individuality through a variety of media and activities.
- To encourage children's inquiring minds to search and probe for more information and to
provide experiences to develop problem-solving skills.
- To help children achieve and enjoy success as they learn.
- To help children learn to be responsible for their actions and possessions and to
develop the ability to work independently.
Back to top
Curriculum
The Aldrich Cirriculum - Appropriate Practices in the School Program
The Aldrich curriculum is based on current knowledge of the process of learning.
Learning is more meaningful when the child is the initiator rather than the reactor in the
learning situation. Active play involving mind and body is the medium through which
meaningful learning occurs in the years from 2 through 5.
Classroom Learning Experiences: Teachers provide concrete learning experiences
with materials and people relevant to children's own life experiences. These experiences
promote their interest, engagement in learning, and conceptual development. They are
success-oriented and yet challenge children to work on the edge of their developing
capabilities. Teachers present curriculum in consideration of individual learning styles
such as auditory, visual, and tactile.
Classroom Environment: The teachers plan a curriculum that engages the children.
The classroom has been arranged in an orderly way to give children easy access to toys and
other materials. Children have space to interact with their peers and adults. Children
feel free to explore materials and interact with others.
Choices: Teachers arrange the environment so that children are able to choose
from a wide variety of choices during the freeplay/learning time. Teachers include
activities which focus on important areas of learning and development. Activities which
are usually included are those promoting language and literacy skills, self-help skills,
math, science, social studies, art, music, drama and dance, large and small muscle focuses
as well as vigorous and quiet activities. They also plan occasional field trips and
resource people.
Classroom Schedule: Teachers provide a dependable sequence of daily events. The
schedule is balanced to allow children and teachers a feeling of sufficient time for work
or play and to make transitions.
Safety and Health: Teachers maintain a safe, healthy environment allowing
children freedom indoors and outdoors to explore while they are carefully supervised.
Children are encouraged to learn and use good health habits.
Self-Initiative and Independence Skills: Teachers help children grow to
independence and encourage them to try to do things for themselves. Children are allowed
to take age-appropriate risks with teachers taking adequate safety precautions.
Enriched Learning: Teachers help children acquire new skills or understanding.
They select from a range of strategies such as asking questions, offering cues or
suggestions, demonstrating a skill, adding more complex materials or ideas to a situation
and providing an opportunity for collaborating with peers.
Behavior Guidance: Teachers use a preventive approach and set clear and
consistent limits about acceptable social behavior as well as use of the equipment.
Expectations of appropriate behavior are guided by developmental norms of 2, 3, 4 and
5-year olds and tempered by respect for individual differences. Suggestions are stated in
a positive form with a goal of children developing self-control. Teachers are aware of
harmful behavior aNd help children deal with it in appropriate ways by modeling and making
suggestions. For additional information, see Aldrich's Behavior Plan as printed in the
Parent Handbook.
Cooperation: Children are encouraged to be aware of the needs of others in the
group. Children are therefore encouraged to accept responsibility for their interactions
with the equipment and with others. Teachers plan activities that are cooperative rather
than competitive for these preschool-aged children. Teachers help children get along
comfortably in the group and learn ways of building positive relationships with others.
Communication: Teachers nurture the 2, 3, 4 and 5-year-old's developing language
and communication skills. They talk to children, listen to their responses, and encourage
additional dialog. They model appropriate speech and provide opportunities for children to
talk with one another. Teachers understand that children are in the process of learning to
take turns talking and listening to others. Teachers assist children in doing this.
Literacy: Teachers provide an environment rich in printed materials. Teachers
read books or tell stories to the children every day - individually, in small groups, and
as a whole class. Teachers help the children talk about what they have heard and give them
opportunities to tell their own stories. Children are encouraged to experiment with
writing. The school provides a library of children's and adults' books, which are
available for checkout during most of the school year.
Imagination - Creativity: Teachers provide opportunities to use imagination, to
build, to engage, to master and to experience. They encourage use of appropriate materials
to be used in more than one way. Teachers usually avoid making models. The process of
creating takes precedence over the results or the final product.
Parents: Teachers help parents be part of the community of learners. Parents are
welcomed into the classroom. They have opportunities for involvement in school activities
and to offer suggestions. Teachers explain classroom situations to parents as well as
consult with parents about their child's needs and progress. Parents are encouraged to
share pertinent information about their child. Additional communication with parents
occurs via newsletters, parent-teacher conferences, occasional phone calls, etc.
Caring Community: Teachers provide and promote a caring community of learners.
The needs of the individual children, the total group of children and the adults are met
in the relationships with adults and other children. Teachers use a variety of strategies
to help build a sense of the group as a cohesive community. Teachers provide many
opportunities for children to work in small flexible groups informally created by children
or groups which the teacher organizes. Whole-group time can also be used as an opportunity
to build a sense of community and shared purpose.
Special Needs and Individual Differences: Teachers try to know each child and
design activities based on their knowledge of individual children's differing abilities
and interests, developmental levels, and approaches to learning. Those people in the
classroom with special needs are treated with respect and the classroom is adapted
whenever possible to include all people in the caring community of learners.
Diversity: Teachers plan abundant opportunities for children to interact with
and learn from diversity in the classroom. They bring each child's home culture and
language into the shared culture of the school so that children feel a sense of belonging.
Children learn to respect similarities and differences among people.
Back to top
Organization
- Staff
Aldrich Memorial Nursery School is open to preschool children of any race, religion or
creed. The school is a private, non-profit corporation governed by a Board of Directors.
Aldrich classrooms are licensed by the Minnesota Department of Human Services and have
received National Accreditation.
Because the Aldrich Board of Directors acts upon the assumption that quality
education is dependent on staff, efforts are made to hire the most qualified teachers. The
Aldrich staff is well-educated and experienced. Each individual refreshes learning
annually through in-service training, classes and professional conferences. The education,
experience, and retention of the staff has allowed Aldrich to develop strong, exciting and
creative programs. Aldrich is an equal opportunity employer.
The Board of Directors is made up of persons chosen for their interest in excellence of
programs for preschoolers. They are professionals who lend their expertise in areas of
personnel, finance, legal matters, and education.
Back to top
Parent
Involvement
Lending Library - Aldrich invites all parents and children to use the lending
library which contains children's books and books on parenting and child development.
Communications - There will be an orientation session at the beginning of the
school year. There will be periodic publications from the Director, the teachers, and
Board of Directors to keep parents up to date on school news. Parent-Teacher conferences
are scheduled twice a year.
Classroom - Parents are encouraged to visit classrooms. Teachers appreciate
having parents participate by helping with a special project, reading a story, telling
about a family tradition, preparing a snack with the children, or sharing special
interests or projects.
Board of Directors - Many parents serve as a member of the Board of Directors.
There are also opportunities to assist the Board on various committees or projects.
Back to top |
