About Monte Tavor

Our Major Emphasis is on language acquisition to become bilingual through; music, dance, dramatic play, outdoors, and art using natural ingredients. Children are exposed to science on animal habitats and exploratory/sensory science; to expand conceptual thinking, emotional, social, cognitive and physical development.

Monte Tavor Infant, Toddler, and Pre-school are Spanish Immersion programs with an emergent curriculum based on children’s interests, teachers’ observations, and theoretical implications; who believe in the education of young children and their well being. Our major emphasis is in language, visual and performing arts, as well as science and exploration. We focus on children’s social, emotional, cognitive and physical development by providing the appropriate materials, activities and experiences necessary that will last a life long.

The program was founded in the fall of 1994 in Oakland, California by a woman and her family from Nicaragua. From the start their belief of a bilingual education for young children was important in creating a program for families in diverse cultural groups and the idea was to have children learn Spanish as a second or third language. At the time there were only a couple of child care centers who offered such program for only the Hispanic Community, but the family saw the importance of a bilingual education for all cultural groups. Their fluency in Spanish made it easy for them to start speaking Spanish to the children and they saw that no matter what language they spoke at home, whether English or another second language; the children spoke and separated languages at home and at the program.

Every child is unique and we believe that success and growth come from encouragement and praise. Our teachers focus on building every child’s self esteem and confidence through positive feedback and rewards. We nurture their natural strengths. A child see’s the world around them with wonder and awe, and we believe in encouraging their natural curiosity.

Mission

Statement

Philosophy Statement

We believe that the purpose of an early education is to have children, at an early age, be exposed to hands on experiences; and interact with one another among peers and adults in a productive and constructive way.  We believe that when children have the opportunity of cultural diversity, they will become better knowledgeable people in society as well as have a better understanding on how the world is made up of people with different beliefs and ideas, but the same rights and opportunities of living. 

How Children Learn

We believe that children learn best when they have the freedom and encouragement of figuring out and building things on their own; when allowed to move freely in a classroom among different areas of interest, and when exploring or experimenting materials. We believe that Self-Help concepts in early childhood programs not only help children become independent when they start to do things on their own, such as learning how to crawl, walk, put on their clothing, or tie their shoes, but also learning to eat, how to use the potty, to hold a pencil, draw, and ultimately write. Children become more confident as they learn at their own pace, gain better emotional control, and are put on decision making and problem solving situations. We believe children need to be placed in a position of scientists as they make discoveries on their own, but encouragement plays an important role. A self-help environment will give children the feeling of being competent, capable, and empowered when achieving these tasks at an early age.

The Set Up

We believe that the atmosphere, the physical set up, the temporal setting, and the interpersonal setting will determine the environment in an early childhood education program. The physical facility plays a major role in creating an atmosphere and an inviting environment that is accommodating for children in order for them to grow physically, such as having the freedom of running outdoors, expressing themselves through musical movements, when creating dances or just moving along rhythms of music. 

We believe that the actual physical facility has an impact when having materials accessible to them at eye level. For infants, it is necessary to have low shelves and easy access to the materials to encourage them to gain physical abilities; for example learning how to stand up, to crawl over to where materials are placed, and more so for them to get a feeling of self achievement. Teachers’ encouragement to young infants to move around on their own will help gain more mobile abilities and acquire skills necessary for their physical and cognitive development.

We believe that a classroom should be made up of different interest areas for older children such as the Dramatic Play, Blocks, Art, Library, Sand and Water, Table Toys, Cooking, Science, and Outdoor play. Infants need soft and sensory toys, musical boxes, musical instruments, and books. Toddler areas should including soft play areas, balls with different textures, dolls, stuffed animals, blankets, and cars for pushing around. The outdoors is vital for the physical and cognitive development, when used for running and physical activities. This includes rocking and swing equipment, and the ultimate indoor and outdoor crawling areas for the younger children. We believe that all these areas will help to contribute a child’s emotional, social, cognitive, and physical development on a day to day basis.

The Environment

We believe that the features of a good learning environment are the ones that promote new learning ideas and activities for children on a daily basis. A good environment is when children are eager to come every day looking for new things to discover, to build, to figure out, as well as to learn about the different living things, the world, the space, and their community. We believe that a good environment is made up of good, happy, and well trained teachers who have the expertise on how children grow, learn and develop. Teachers are the ones who help create the atmosphere through their feelings and emotions they convey as they communicate with children in the classroom.

The Children's Needs

We believe all children have certain needs that they must be helped on and need the support from parents, family members and teachers; whether they are at home or in a group setting. They need the reassurance that an adult is there to give them a sense of security. We believe that when children are given the opportunity to share ideas, not only the child develops social and communication skills, but will help in having an open communication with their parents and their caregivers. Children often times have the need of having someone they can count on and when one is there for them, this will ensure that children are living and growing in safe and happy environments.  
We believe that teachers can help children find ways to resolve conflicts by given them the opportunity to learn how to deal with emotional behaviors in a positive and constructive way. Teaching children to express their feelings and having teachers take the time to listen will help mediate conflict resolution. Soon enough children’s understanding of conflict resolution will help them grow to get along with their peers and adults, and their needs and emotions will be met. In a secured and healthy environment children’s needs are being met when making sure that children are seen and respected as individuals.

Teachers

We believe that teachers should see children as individuals with different needs, abilities and multi-intelligence's. Teachers should interact with children in a pleasant, fun and interesting way. Teachers should have dedication, compassion, patience and have good interpersonal skills when working with children. Teachers play a vital role in the children’s and their family lives because it depends on them to build strong partnerships and well rounded communities. We believe teachers should have a better understanding on how to deal with behavior and how the social and emotional developments are an important component. Teachers’ ongoing learning, methods and strategies are important factors in an early childhood program.

Nutrition

We believe that nutrition of children play an important part on their learning and growth. When children are fed with nutritious meals they are in better shape for learning as their cognitive and physical development advances. Vegetables and Fruits are to be seen as the key nutrients and helping children understand that those are an essential part of their daily meals for making good choices. Keeping children healthy and teaching them at an early age good practices on food choices we are planting seeds for the future.

The Directors and Main Providers

The directors and providers’ job play a vital role in making sure that parents and teachers are working toward the development and growth of children. The directors make sure that teachers are getting trained and have an on-going education to become more knowledgeable in the education of young children. Teachers should be informed of the resources available to them for a continual motivation to teach with enthusiasm in order to thrive in their teaching methods and understand the real importance and purpose of an early childhood education. The directors’ role in providing quality child care should be based on all the aspects of the program, but more importantly on the child’s well being.

Parents and Families

We believe that parents as a family should engage in their children’s learning at home and at school when possible. Participating in school events such as events put together year round and parent-teacher conferences in order for them to be well informed of activities, objectives and goals their children will be part of in the school community. Meeting other families at school gatherings, taking a class and or training on area(s) that seem to be important to them or to their children. Parents who are well informed are able to chose settings and better understanding of the transition process from infancy to toddler, to preschool and to kindergarten /elementary school years.

Monte Tavor

We believe in the on-going training of teachers and emergent discoveries of children’s learning abilities. Monte Tavor believes in the multilingual and multicultural environments for families and for the multi-intelligence's of today’s children. We believe in the choice you as a parent and family make on your child’s education is the right choice for your individual child and for the entire family.

Thank you for taking the time to read through our extensive philosophies and practices already in place at Monte Tavor. We would invite your family to take a tour and visit our facilities.

Day Care | Preschool | Oakland, CA

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MONTE TAVOR LOCATIONS
Infants, Toddlers & Preschoolers 0 - 5 Years
3516 Laguna Ave. Oakland, CA 94602
Infants, Toddlers & Preschoolers 0 - 5 Years
13463 Skyline Blvd. Oakland, CA 94619