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Michael Amaral, Head Teacher

Michael Amaral, assistant teacherMichael earned his BA in Psychology at Hamilton College. He worked with children with autism and those with social-emotional needs before moving to New York City to start his graduate degree in education at Bank Street College. While at Bank Street, Michael taught at the Family Center and in parent-toddler playgroups in Manhattan and Brooklyn. He graduated from the Infant & Family Development/Early Intervention & Early Childhood General & Special Education program at Bank Street.

Robin Thomas, Assistant Teacher

Quiana Jackson, Intern

Jolanny Lopez, Aide

Katherine Solano, Part-Time Aide

The Sound of Music

Children of all ages are naturally drawn to music. Infants coo at lullabies, toddlers bang on pots and pans with wooden spoons, and preschoolers sing and dance to music.

Children learn a variety of skills from musical experiences. Shaking, tapping, and beating instruments enhance fine motor development. Children listening for a beat, the sounds of different instruments, tunes, and lyrics are developing auditory discrimination.

Kids can experience the emotional effects of music by listening to and creating music that is soothing, exciting, or funny. Music promotes creative development as children experiment with new rhythms, sounds, and movements.

We are offering experiences of music through singing and instruments. During circle it is so fun to play drums and shake shakers. Best of all we have Betsy, the music teacher come to our classroom on Wednesdays and we go to her music room on Thursdays.

Math Everyday!

Math concepts begin as soon as your baby is born.

Math is everywhere; it is a way of describing and talking about the world. Children learn many math skills long before they are ready for the basics of addition and subtraction. One of the first math exposures is when we ask children, “Do you want more?” More, all gone, empty, and full are all early math components. Soon children begin to understand the concept of number, quantity, one-to-one correspondence.

It is usually explained as the ability to match one object to one corresponding number or object(s), and, of course, counting. We count throughout the day. When walking we talk about how we have two legs and dogs have four legs. We count while singing “Five Little Monkeys” at circle, and climbing stairs to the music room. We count cars that drive by while on neighborhood walks. While sitting together on the couch we count fingers and toes (touching each of them).

Another math concept is sorting.

Children quickly begin to sort familiar adults from unfamiliar adults. Later this leads to the ability to sort objects. When they sort, children group things that in some way belong together. We have offered activities in the classroom that allow opportunities to sort objects, shapes, and colors. When we clean up the block area, children can sort by shape and size. The farm animals go in one basket and the Legos in another basket, and so on.

Math is all around us. We offer math words, math concepts, and experiences to deepen your children’s understanding of math concepts.