Statement of Goals

Our main goal at Happy Hollow School is to provide for each individual child a warm and understanding environment making his or her first school experience a happy, encouraging and confidence-building one. We strive for the children who leave these rooms to look forward with eager anticipation to the school years ahead. Special emphasis is placed on assisting each child to adjust to the socialization process that takes place when individuals come together in a group situation while still maintaining his or her individuality.

We expose children to a variety of readiness experiences to which each child responds at his or her own maturation level. A wealth of expressional media is always available, and its use is strongly and patiently guided. The reinforcement which comes to the child from "the sweet smell of success" is constantly provided, and for children of three, four and five years, this can be one of the most necessary tools that they can carry with them to their many school years ahead.

Opportunity for All

Happy Hollow School is committed to inspiring, educating and challenging children to achieve their fullest potential in academics and society overall. To this end, Happy Hollow strives to create a community that reflects and rejoices in the diversity of the world around us. Happy Hollow School admits students of any race, color, national or ethnic origin, religion or creed, regardless of family composition, to all of the programs and activities offered by the School.

Given the close knit nature of Happy Hollow School and community, it is important that we all share this commitment to diversity and the inherent value in each individual child, their family and their culture.

Positive Approach to Behavior Management

Discipline of children at this school is designed to increase children's understanding, their internal controls and to aid in developing their ability to use language as a problem-solving strategy.

We view punishment as a negative behavior control, and it is expressly forbidden in any form. Corporal punishment, including spanking, is absolutely prohibited, as well as any form of cruel or severe punishment, humiliation or verbal abuse. Children are never denied food punitively. Children are never punished for soiling, wetting or not using the toilet.

Discipline and guidance is consistent and is based on developmental norms, societal expectations and responsibilities, always mindful of the individual child. In classroom management of behavior, teaching strategies are based on distraction, redirection, and, if necessary, separation from the causative situation. Removal from the classroom, however, is not permitted.

We believe that a minimum of words is effective in guiding a child's behavior in these early years for clarity of understanding. The teacher is careful not to make judgments or use judgmental words. In helping these young children to resolve any conflicts, the teacher will assist them to verbalize their feelings and needs and to devise their own solutions. She is careful not to impose her own solution.

If a child cannot respond to the strategies of distraction or redirection, it may be necessary to move into the third strategy--separation. He/she will NOT be removed from the classroom but simply separated from the group until he/she can regain control and is ready to rejoin the group situation.

We want to assure our parents that any behavior problem of a persistent or severe nature will always be brought to parental attention for a cooperative solution. We are so anxious to share in YOUR child's realization of his/her potential!