Our Commitment
Who We Are
What We Do

OUR CHILD DEVELOPMENT TEAM (CDT)

Each child is unique, and we take great care to meet each child where she or he is.

Judith Wides

School Counselor

Judith Wides

School Counselor

Judith spends time in every classroom and works with parents and teachers on issues involving social-emotional development, such as transitioning to school.

Julie Mishkin

Occupational Therapist

Julie Mishkin
Occupational Therapist

Julie supports our students with the development of fine and gross motor skills, visual-perceptual development, self-help skills, social play skills, and sensory regulation.

Lauren Dewey-Rosenfeld

Speech-Language Pathologist

Lauren Dewey-Rosenfeld

Speech-Language Pathologist

Lauren believes in meeting students where they are and building upon existing strengths and interests in order to achieve communicative success. Lauren is skilled at evaluating and treating children with a broad range of communicative disorders.

CDT IN THE CLASSROOM

Chatty Cheetahs

Practice speaking and listening skills through games and other interactive activities to support and monitor a child’s speech and language development.

Self-Regulation

Learning self-regulation is an important life skill for children to fully engage in the classroom setting, to be safe and to have meaningful social interactions. These skills help build self-esteem and positive self-image and will serve a child for a lifetime.

    • Activities that promote children learning to regulate their sensory systems
    • Practice of skills that enhance social-emotional well being
    • Guidance to help a child focus

    NCRC has adapted the Engine Run® Program to help children learn self-regulation skills. We teach children about their "heart engines" that allow them to move and go. And then, we show them that just like any other engine, their engines can go at different speeds, all depending on how you control it. We use this terminology - engines, slow, fast, medium - throughout the year in the classrooms.

Finger Fun Club

Developmentally tiered activities to promote the development of the mature tripod grasp that is necessary for efficient buttoning, cutting with scissors and the use of a drawing/writing tool.

Sounds in Motion

Music and movement based “sound games” to support early phonemic awareness and to help develop the ability of the ear and brain to work together.

Pre-Handwriting

Activities that support visual-spatial motor planning and fine motor coordination, such as creating letters in 3-dimensional media to learn upper case letter formation.

SUPPLEMENTAL SUPPORT PROGRAMS

Play Pals

The Play Pals program is a weekly, multi-sensory/enrichment group designed and implemented by the Child Development Team. It is supported by a generous endowment and is free for all participants throughout their years at NCRC.

The group is multi-aged with a maximum of six children who benefit from additional support with social interactions, motor skills, speech and language development, or self-regulation. Some of the children attending the group have a an ILP (Individual Learning Plan) or Action Plan.

Often one classroom teacher participates in the group to gain additional strategies to support their students. There are targeted goals for each unit that are adapted for each child’s individual needs. The children bring home an activity sheet that highlights the activities of the sessions. They are intended to be used at home to facilitated discussion between parents and children about the day’s events. Furthermore, a monthly newsletter with photos is sent home for children to share with their families.

Early Beginnings Program

Our Early Beginnings Program serves four to five children enrolled in the AM Bunny and AM Beehive programs. It offers additional enrichment and support to children and their families.

About the program:
      • Children receive an enrichment morning once a week on Wednesdays from 8:20-10am that includes small group work with classroom teachers and the Child Development Team
      • Parent participation is required from 8:20-9:30am for a family circle time activity, and then a parent education/support group
This session begins with a family circle, where children and parents:
      • Sing songs
      • Learn sign language
      • Get to know the other families
      • Engage in developmentally appropriate activities
Following Family Circle session:
      • The parent group meets with the School Counselor to discuss child development
      • The children and their teachers participate in a speech and language enrichment group with the Speech Pathologist and sensory motor-enrichment group with the Occupational Therapist

Home visits:

      • The Bunny/Beehive Early Beginnings team visits each child's home every 4-5 weeks
      • These home visits are designed to help children generalize skills they are working on at school in the home environment
      • These visits are not therapy sessions but offer parents the opportunity for extra support in promoting their child's development


Once a child transitions from the Bunny/Beehive Early Beginnings Program into Sunshine and Rainbow they will typically be invited to attend the weekly Play Pals program on Thursdays.

RESOURCES

Dear CDT...


Posts written by CDT, offering advice and insights based on questions posed by parents.