We are thrilled our school community includes families from Miami and Montgomery Counties, from as far north as Wapakoneta and as far south as Centerville. Our campus is a gathering place for students from Troy, Vandalia, Tipp City, Sidney, Piqua, Bethel, Bradford, Ludlow Falls, Dayton and Kettering.
Overfield is a state-licensed, independent, non-profit school for the young child. Children of any race, color, creed, sex, national or ethnic origin may attend. We affirm and welcome this diversity.
Our Side by Side program is designed for young children to attend with their parents or caregivers. The Toddler program’s goals are to create opportunities for toddlers to build friendships with one another; to encourage toddlers to utilize our environment to deepen their understanding of themselves and the world; to create experiences for toddlers to explore and gain knowledge alongside their parent/caregiver and teacher; and to support families’ involvement in and awareness of their child’s developmental stages.
* Monday’s class is for Toddlers 18 months-30 month, Tuesday’s and Wednesday’s class for 24-30 months
The Thursday/Friday Toddler program, designed for young 3s, is well-suited as either a child’s first experience at Overfield or as a natural bridge between the Side-by-Side program and South Side classes. In this class, children attend the program without a parent or caregiver, enjoying the developmentally appropriate and enriching Toddler classroom; the natural environment surrounding the campus; and spaces in the main Overfield building. Daily experiences in this class focus on the same goals as the Side-by-Side program while giving the 3 year old children opportunities for both independence and collaboration with peers and teachers. Children do not need to be toilet-trained to attend this class.
The children in the South Side classes are gaining independence and responsibility as many of them embark on their first school experience. This is an opportunity for developing social skills as they interact and build relationships with their peers, teachers, and environment. Our intent is to provide a rich, nurturing atmosphere that not only promotes a love of learning but a feeling of community and caring for others. Each week, we offer experiences for individual, small group, and whole group learning. We place a high value on music, quality literature, the arts, and the investigation of nature. Our goal is for children to develop confidence in their problem-solving skills as they encounter challenges and interact with materials in their environment. Those attending South Side who want a full-day program will be joined with the North Siders as a mixed age class in the afternoons.
The North Side offers children meaningful experiences in which they can build upon their social, academic, creative, and physical skills. These experiences happen in a variety of environments, both in and out of the classroom, and in a multitude of ways, ranging from small group to free choice to independent work. We are aware of the Early Learning Content Standards and their connection to the way in which our everyday classroom routine unfolds. We strive to meet every child at his or her level of development. We prepare and adapt our classroom environment to encourage competence, relationships, and curiosity. Children leave North Side with skills and experiences to benefit them in Kindergarten and beyond. Those attending North Side who want a full-day program will be joined with the South Side in a mixed age class in the afternoons.
Those children attending South Side and North Side who want a full-day program will be joined together as a mixed age class in the afternoons. Our all-day class is a wonderful option for children of working parents or for anyone who would benefit from the extra time and opportunity of a full-day program. The class’s mixed age grouping allows all children to work together on projects, and to advance at their own level of interest and ability. It is a community of learners where everyone is respected for where he or she is on the learning continuum. Older children are leaders who delight in explaining and modeling for other students, thus reinforcing their own learning. Younger children are eager to follow the interests and examples of the older chidlren, thus benefiting from an added social interest in learning new things.
This class’s mixed age grouping allows all children to work together on projects, and to advance at their own level of interest and ability. It is a community of learners where everyone is respected for where he or she is on the learning continuum. Older children are leaders who delight in explaining and modeling for other students, thus reinforcing their own learning. Younger children are eager to follow the interests and examples of the older chidlren, thus benefiting from an added social interest in learning new things.
The goal of the Overfield Kindergarten program is to help children develop and broaden their problem-solving and higher level thinking skills, their personalities, and their interests. Our Kindergarten is a Reggio-inspired program that allows each child to flourish as an individual who will be well-prepared for first grade and beyond. We strive to develop the kindergartners’ curiosity, creativity, and confidence. The children use a wide variety of materials and manipulatives; they enjoy quality children’s literature; they explore our vast campus; and they interact with the natural world around them. Developmentally appropriate experiences happen in an enriched and caring environment.
Overfield’s curriculum is classified as an emergent curriculum. The dialogue, questions, wonderings, discoveries, uncertainties, and curiosities of the children guide the curriculum. These interests are paired with the Ohio Early Learning Content Standards so that Overfield kindergarten students are prepared for whatever school awaits them in first grade. Reading, writing, and mathematics are taught in meaningful, authentic ways that are consistent with the developmental stages of children. Teachers’ observations and evaluation of student learning are shared through portfolio-based assessments that highlight competencies with the Content Standards.