The Federal Aviation Administration (FAA) Merry Go Around (MGA) is a diverse program dedicated to nurturing the “whole child” in all areas of development (social, physical, emotional, cognitive and language) through collaboration with families, a professional staff, classmates, and the community. We are a NAEYC accredited center, which means MGA has met NAEYC’s 10 standards for high-quality Early Childhood Education. We have smaller class sizes and our well-trained teachers provide a customized, creative curriculum to meet each child’s needs, making the learning experience more effective and meaningful. For more information about NAEYC please visit www.naeyc.org
The FAA has established on-site child care programs to provide an essential component of a quality work environment. These child care centers are dedicated to ensuring that FAA, Federal and Community families are receiving outstanding care.
Since it is a Federal facility, FAA and Federal employees receive;
Priority placement & Discount tuition
As an FAA or Federal Employee you will receive priority placement in all classrooms when enrolling at The Merry Go Around.
Infant care – 6 weeks to 18 months
Toddler care – 18 months to 2 ½ years old
Early Preschool – 2 ½ to 3/3 ½ years old
(Depending on Potty Training)
Preschool – 3 to 4 years old
(Must be fully Potty Trained)
Pre-Kindergarten – 4 to 5 years old
School-Age – 6 to 10 years old
Our center enhances children’s interest in learning while providing an environment free from over-stimulation. Our classrooms are set up with a neutral palette and nature-based design. Soft, instrumental music is played throughout the day to set the tone for a tranquil experience, fostering a relaxing learning environment which allows children to express their creativeness. MGA’s goal is to create a safe environment where children can explore confidently while they learn. We provide many rich language experiences throughout the day by describing what is happening, asking questions, singing and reading.
An example of our daily schedule:
Healthy snacks & lunches are provided for students 12 months and older from our on-site kitchen.
6:00 – 7:00 Arrivals & Learning Centers
7:00 – 7:30 Snack Time
7:30 – 8:00 Learning through Play
8:00 – 9:00 Outside Time & Activities
9:00 – 9:30 Morning Snack
9:30 – 9:45 Gathering Time & Music and Movement
9:45 – 10:30 Scheduled Activities
10:30 – 11:15 Outside Time & Activities
11:15 – 12:00 Lunch Time
12:00 – 2:30 Nap / Rest Time
2:30 – 3:00 Transition to Snack
3:00 – 3:30 Afternoon Snack
3:30 – 4:30 Outside Time & Activities
4:30 – 6:00 Inside Learning Centers
Our approach to learning is based on The Creative Curriculum.TM This curriculum includes developmentally appropriate goals and objectives for children within four categories: social emotional, physical, cognitive and language. We use “open-ended” questions when speaking to the children to promote critical thinking problem-solving. Through play, children learn many new Social-Emotional skills to help them solve day-to-day problems. Learning through pretend play experiences builds imagination, promotes social skills and helps children gain a better understanding of daily experiences and social interactions.
Child – Teacher Collaboration
MGA’s goal is to develop positive relationships with each child. Our approach is based on the interests and natural curiosities which emerge from both children and teachers. We believe learning is a natural process occurring through self-directed experiences that are optimized through a supportive and positive environment. Teachers facilitate learning by mindfully setting up learning centers with materials and activities where children can investigate and make discoveries while expressing themselves through art, play, and social interactions. We encourage children to observe, take things apart, build and see what they can find out. The more active children are in their work, the more they learn and remember. As children play, we watch how they use materials. We listen. We talk with them to find out what they are thinking and trying to do. We observe what they do and take note. Through those notes, we plan activities that interest them while building skills within all four categories.
As a center, our emphasis is on community and working together to help learning continue. The importance of working together also extends between school and home. Teachers, staff and parents must communicate and share ideas, so the child’s interests are best met. By pairing teacher and parent as partners, we can help your child acquire the skills, attitudes, and habits to do well in school and in life.
Our goal is to create activities that stimulate all senses when creating our lesson plans. To enhance all developmental domains, we incorporate Science, Technology, Arts -Visual and Dramatic, Math, Social Studies, Health and Safety into our planning. Teachers carefully observe children’s interests and develop a curriculum that will keep children engaged.
The role of the teacher
The Teacher is crucial to your child’s learning. Your child’s teacher is the person who cares for your child daily, plans activities to promote your child’s individual skills and helps bridge the gap between what they can do alone and with assistance. As teachers, we:
- Build a trusting relationship with each child
- Provide responsive, individualized care
- Create environments that support and encourage exploration
- Ensure children’s safety and health
- Develop partnerships with families
- Observe and document children’s development to plan for each child and the group
- Recognize the importance of social/emotional development
- Appreciate cultural, family and individual differences
- Take advantage of every opportunity to build a foundation for lifelong learning
- Support dual-language learners
- Include children with disabilities in all aspects of the program
Our teachers use documentation and observation of the children to research interests, make learning visible for parents, and assess the development of our children. Lesson planning is also based on children’s developmental goals. We determine developmental goals through a twice-yearly individual student assessment.