November 7, 2022 by FUMP

Who does it better: children or adults?

Did you pause when you read this quote? Did you reflect on how many times you took over for your child when they were struggling on a task? Did it resonate with you?

As I read it, I am reminded of a conversation with a parent when I first started teaching. She said that she could stay and help me put on each child’s jacket, as I “didn’t have time to do it for them.” I paused at her words. I surely could have put each child’s jacket on them. However, it was more important for me to TEACH them to put on a jacket and learn to zip it up. Learning to dress was just as important as playground time. And if the transition to the playground took 10 extra minutes as I coached children about sleeves and fasteners, then so be it. That example has always stayed with me.

At FUMP, one of our core beliefs is that children should learn age-appropriate self-help skills that evolve into the larger goal of self-sufficiency. This means that simple tasks, like three year old’s putting on shoes or toddlers throwing away trash, are part of our intentional teaching. Giving children tasks such as these, which seem easy and unimportant, is, in fact, important work for children. Tasks build developmental skills: gross and fine motor by their physical actions and language by listening and processing instruction, and they build a child’s emotional development as well. Most importantly, they learn responsibility.

When you think of your preschool-aged child growing up into the elementary years, middle and high school years, and adulthood, I am certain that you want “responsible” on this list of traits they have. Developing the trait starts in the early years with small steps. You will see our teachers patiently coaching children through tasks. Teachers will break down tasks into small steps that a child can master with confidence. As a result, the child gains a feeling of pride in their accomplishments, and they seek it out again and again.

We seek to develop this skill in children rather than rushing in to complete a task for them. We seek out the long-term rewards of mastery over the short-term convenience. Yes, as adults, we can do it better and faster, but where is the learning for the child, and what message do we send by taking over? Perhaps this column will give you pause. At FUMP, we are playing the long game of growing responsible people.

October 17, 2022 by FUMP

Welcome to “Preschool Mode”, FUMP’s Unplugged Philosophy

As I write this in a coffee shop, there is a parent with a child about three years old. The parent is typing and reading on a smartphone, and the child mostly entertains herself. She calls out to her parent, and the parent says yes each time without looking up. After the fourth time, the child goes over and sticks her head between the parent and the view of the smartphone. The parent slightly startles and then focuses on the child. She holds up a brightly-colored magnetic letter and asks what letter she is holding. The parent hops up, and they explore the magnet board together. In less than two minutes, the parent returns to the seat, the smartphone aglow, and the rapid-fire thumbing begins again. This is a very familiar scenario that we have all seen – and done – many times. I recently observed a 13-month-old infant reach for her parent’s smartphone and started swiping at the screen. She could only walk a few steps in succession, but she comprehended the rudimentary workings of technology at such a young age.

Everywhere you turn, more and more technology enhances and creeps into our lives. It is challenging to monitor your child’s tech time as so many options are available – smartphones, tablets, video games, computer time, and more. Many of us sigh and wish our children would play. Our commitment to a technology-free classroom zone has stood the test of time. We do not have computers, tablets, or televisions for children’s classroom use; within our walls, we are almost purists on this topic. We capture observations of children’s behaviors with technology, especially photographs. This is considered a best practice within early childhood; to capture images of children’s development as we can. Also, we want our parents to see the fantastic things that happen during the school day, so we take photos to share with our families.

At FUMP, we have created this lovely, wholesome, engaging environment that fosters relationships, both child-to-child, and child-to-adult. Our teachers focus on the art of conversation; listening, explaining, questioning, laughing — being fully present while interacting with the children. Children, too, are drawn into active learning; exploring, experimenting, creating, and learning in dynamic ways. Also, they must navigate the social world around them — sharing, communicating, negotiating, and listening. FUMP successfully creates a haven for meaningful interpersonal relationships and learning.

We hope parents find the technology-free zone a bonus of FUMP, and we certainly do.

A Postscript…. I received this email from a current FUMP parent, just after the post was published. Keep reading for one parent’s perspective about FUMP’s tech-free environment.

I just want to thank you for the great column you wrote regarding technology and it’s ever-encroaching presence in our lives. I know we’ve had the conversation in the past about the importance of play-based learning, and as my little girls continue to grow and are closer and closer to entering public school, I find that philosophy even more important. I know that (realistically) kids will have to learn to navigate in a tech-driven world, but I think there’s an appropriate time and place for that — certainly not before elementary school, in my opinion. Anyway, thanks for reminding us that the unplugged world is a great big beautiful place that provides endless learning opportunities and loads of entertainment — and for reminding parents that FUMP is doing its part to make those opportunities accessible to our little ones.

October 9, 2022 by FUMP

Why in the world does FUMP…..

Have you found yourself saying, “Boy, I wonder why the preschool does that”? I think many of you have. We work hard to accommodate our families’ needs as often as possible, but regulations limit our flexibility. Here are a few common questions and their answers.

It seems like there are many days that FUMP is closed; why?
For the number crunchers out there, our school year is 168 days long each regular school year. We have the traditional holidays the local school districts hold, plus a few more. Another factor to consider is we add extra staff development days, including one day to attend state conference. These are very important, as each teacher must have a minimum of 30 hours per year of continuing education, including CPR/First Aid training, diversity, standard precautions, child abuse and neglect, and child guidance. Whew – aren’t our teachers well-trained? This gives us the optimum training calendar for our talented staff. What about other schools? Most preschools in Austin are set to commence classes after Labor Day and end the year on Memorial Day. We have approximately 2-3 extra weeks built into our school year calendar.

Why doesn’t FUMP follow the AISD and EISD calendars strictly?
When FUMP has parent conference days, we purposefully select days other than AISD. Our teaching assistants provide child care for FUMP enrollees on conference days because we want you to attend. If we held conferences on the same days, we would have many elementary-aged children in our childcare, and this would compromise our ratios, and we have no forms or records for siblings – a BIG licensing no-no. We know this is inconvenient for some folks, but we appreciate your understanding.

I’m a little grossed out by the crickets I see in the building. We are too, but you can’t fight Mother Nature.
Did you know that the grassy areas around the Capitol building used to be spring-fed ponds? (You can still tell from the shape of the lawn that they could hold water.) Our building is built over a small cave that still houses the springs. Unfortunately, we have a higher insect population. We have a pest control service that treats each quarter after children have departed the building. Child care licensing highly regulates the types of treatments we receive, so please know we do our best to strike a balance between managing our insect co-habitators and pest control practices.

Has the preschool ever considered a curbside drop-off?
The decision to have parents escort their children into the building is more of a philosophical one. What parents and teachers love about FUMP is the sense of community that we have here. To have parents remain in their cars would decrease the interaction between teachers and parents about your child’s day. Also, it would reduce family interactions as well. We have had reports from families who have long since graduated from our program that families from FUMP remain friends for years – playdates, vacations, and the like. Children have maintained friendships in elementary, middle, and beyond. Curbside drop-off would take away that essential yet invaluable element of FUMP. So thank you for fighting the traffic (and risking parking citations!) to keep FUMP families connected each day.

Why can’t I bring homemade cupcakes for my child’s birthday?
Boy – that is a tough one for many to swallow. Again, this is based on a childcare licensing requirement. Standard 746.3309 states that food brought from home cannot be shared between children. Further, FUMP’s philosophy centers around modeling appropriate nutritional habits within the preschool day. There are many opportunities outside of the preschool to enjoy holiday/birthday treats. Also, some families do not appreciate the sweets at school-wide functions and want healthier choices or no food. We have opted to have children bring party cups and plates on their special day for the children to enjoy their snacks from home on them. It’s a win-win for parents and childcare licensing.

Why in the world do Before School Care and After School Care run for 45 minutes instead of an hour?
Child care licensing states (Standard 746.1615 to be exact!) that for the first 45 minutes before opening, a program is allowed to amend its ratios and collapse age groups for 45 minutes.

Why is your summer program different (i.e., calendar, prices)?
Yes, summer is very different than the regular school year. After surveying parents, we determined that seven weeks was the most extended summer session we could offer. This gives our teachers a much-needed week of vacation after the school year ends. We convene in mid-June and July and must complete in time for FUMC Vacation Bible School to be held in August. Teachers have a two-week break (but some are preparing classrooms at that time) and one week of staff development for room preparation and staff meetings. As for the costs, we lose about one-third of our students to camps, vacations, etc., each summer. As a result, we used to have our classes only partially full and were not covering our expenses. We had to increase the cost of that program or eliminate it. The high demand for summer care resulted in a fully enrolled, more cost-efficient program.

We hope this gives you a greater understanding of the preschool’s operations and policies.

October 3, 2022 by FUMP

Parent Conferences: What are we going to talk about?

As a new parent at FUMP, you may wonder what will be discussed at this parent conference. We are not giving out grades or report cards, so why are we meeting? What is covered in a parent conference for a young child?

Here are some of the goals of the Parent-Teacher Conferences at FUMP.

First and foremost, it is our teacher’s chance to learn more from you about your child. While we have gotten to know your child, it is an excellent opportunity to gain insight into parents’ views of their child’s experience thus far.

Secondly, teachers will be sharing information about your child’s development. At this point in the school year, the teachers have been observing your child’s development in each of the five domains: cognitive, physical, social, emotional, and language development. Each teacher is familiar with the developmental milestones for your child’s age and uses that knowledge to observe your child. Teachers are identifying your child’s strengths and areas for growth for the remainder of the school year and into the future. Teachers will be sharing their observations at the conference.

In some cases, teachers may discover that a child’s development does not align with the expected developmental milestones. Or perhaps, they are exhibiting behavior in the classroom environment that you do not see at home. If that is the case, the teacher may bring up an outside evaluation from a child development specialist. We consider our teachers experts on child development and hope you take action from their recommendations. As always, please let us know if you have additional questions.

If you are interested in additional resources for parents, please check out our PARENT RESOURCES page for local organizations and agencies.

September 26, 2022 by FUMP

At FUMP, We Believe…

Discover. Create. Connect.

First United Methodist Preschool is a unique, child-centered program based on the best practices of early childhood education. We want our parents to know and understand our deeply-rooted beliefs and philosophy at FUMP. Our curriculum and philosophy are researched-based, as they align with national standards for the highest quality of care for infants, toddlers, and preschoolers.

Our teachers, board, and director crafted our statements of belief for an expounded view of our philosophy beyond our brief mission statement. These five areas clearly articulate our guiding principles to give you a comprehensive view of our program.

We believe…that children learn through play.

- Children naturally learn through what they see in the world. Teachers create a developmentally appropriate environment for each child to play, create, move, experiment, and express themselves.
- Children are active learners and have opportunities for choice, independence, and learning through play with real materials in hands-on direct ways.
-Children’s activities, materials, and classroom curriculum are selected based on individual children’s development: socially, emotionally, physically, spiritually, and intellectually.
- Children are provided a balance of indoor and outdoor time; active and quiet play; and individual, small and large groupings.
- Children need routine and continuity in the classroom and with adults. We create consistency in the classroom through predictable schedules and activities and by limiting transitions and enrichment activities.

We believe... in supporting children’s social, emotional, intellectual, and spiritual development.

- Children express a range of emotions as a natural part of their development. We identify and acknowledge these emotions and create opportunities for children to express them in healthy, constructive ways.
- Children model what they see teachers treat children and other staff with respect, kindness, and empathy.
- Children are learning to participate in group activities, get along with peers, and develop trust for other adults. We support this task by creating opportunities for meaningful interactions with others, nurturing friendships, and teaching conflict resolution skills at every age.
- Children develop a sense of accomplishment and an enhanced sense of self-esteem through competence and mastery of tasks. Children are provided opportunities to grow in independence and self-reliance through routines and activities.
- Children develop a sense of what it means to be a spiritual being and grow in their faith and community. Through Chapel, we teach that God loves each of us, that He has created a world that we care for and that we are to love and care for those around us.

We believe... in respecting individual differences in children’s growth and development.

- Children learn best through small group play and one-on-one interactions. Therefore, low child-to-teacher ratios are maintained.
- Children move through predictable developmental stages at their own rates. Children are provided support and encouragement and are not hurried through processes related to those milestones. Arbitrary age requirements are not imposed for milestones such as toileting, specific academic skills, etc.; rather, those milestones are celebrated by the adults around them.
- Children express creativity and self-expression through open-ended projects and experiences. Creative, child-directed play is encouraged in many forms, such as drawing, painting, music, building, role play, and more.

We believe.... in experienced, professional teachers.

- The teacher’s role in the classroom is to be a facilitator, nurturer, caregiver, and supporter of children, in a manner consistent with school philosophy.
- Teachers are early childhood professionals in the classroom who support and implement school philosophy, curriculum, and policies consistently yet flexibly.
- Teachers maintain open communication with parents through various means: at arrival and departure, through lesson plans, electronic communications, and formal and informal parent conferences.
- Teachers attend high-quality training in curriculum, age-appropriate guidance, dealing with special populations, health and safety practices, and other early childhood issues and topics.
- Teachers conduct themselves professionally and courteously with parents, children, co-workers, and the church community.

We believe…in family communication and involvement.

- The diversity of each family and child is welcomed, respected, and incorporated in an inclusive environment.
- Families receive frequent, ongoing communication from teachers regarding their child’s developmental progress and classroom activities through various modes of communication.
- Families are incorporated into the program through a system of individual classroom activities and networks, preschool gatherings and events, invitations to First United Methodist Church fellowship and worship opportunities, and notifications of local community events.
- Families support the preschool through volunteer opportunities, annual giving, committee and classroom projects, and Preschool Board service.

Who does it better: children or adults?

Welcome to “Preschool Mode”, FUMP’s Unplugged Philosophy

Why in the world does FUMP…..

Parent Conferences: What are we going to talk about?

At FUMP, We Believe…

Follow Us Online

Contact Us

Looking for our Parent Portal?