Tag: Daycare

Pre-schoolers

Our program will provide age appropriate and  individualized activities for young children. At  this age, children are more independent and  able to manipulate their environment. As they  grow, they are better able to understand other  points of view. Children’s classrooms are  organized into learning centers. The most  common learning centers are: dramatic play,  sand & water, manipulatives, blocks, art,  science, writing and reading. However, each  teacher may create or name her own learning centers in accordance with the children’s interests. The  characteristics of our program at this stage are:

  • Children as constantly spoken to and given opportunities to express themselves.
  • Children are expected to be physically and mentally active  in activities of their choice.
  • Children meet as a group to share in the planning and  execution of group activities.
  • Children work individually or in small, informal groups most  of the time.
  • Children are provided with many opportunities to develop social skills such as cooperating, negotiating and talking to other people in order to solve interpersonal problems.
  • Adults prepare a stimulating, challenging and meaningful environment where children are able to meet their needs in all developmental areas: physical, social, emotional and  intellectual.
  • Children are read to every day. Adults demonstrate reading  and writing as way to communicate and interact with others.
  • Children are given opportunities to explore with different languages or sign systems (reading, writing, drawing, dancing, singing, constructing, and so on).
  • Children are given opportunities to develop understanding of concepts about themselves, others, and the world  round them through observation, hands on activities and interaction with others.
  • Learning about math, science, social studies, health, and other content areas are all integrated through meaningful activities.
  • Children have daily opportunities to use large muscles for  running, jumping.
  • Children have daily opportunities for aesthetic expression and appreciation through art, music and drama.
  • Children’s emergent interests and activities are posted.
  • Children and teachers keep track of their goals

Home-School Communication

A communication notebook between home and school will keep parents and teachers informed of the child’s needs and development.

Nap / Rest Periods

Nap or rest period is necessary for the physical and emotional well being of the children.  Story time and relaxing music will be an integral part of the nap time routine.

However, children (preschoolers in particular) who do not want to sleep will be involved in other relaxing activities with adult’s supervision. The center will provide a sleeping cots, sheets, pillows and a blanked for each child.  Children’s items should be labeled with the child’s name.

Toddlers

(ages 2 years to 4 years)

Months At this age, children explore ways to become  independent. Adult’s role is to support children’s  desire to do things by themselves, but with  proper supervision. Children’s classrooms are  organized into learning centers. The most  common learning centers are: dramatic play,  sand and water, blocks, art, science, writing and  reading. However, each teacher may create or  name their own learning centers in accordance  with the children’s interests.

Our program’s curricular goals for young preschoolers has the  following characteristics:

  • Adults talk to children clearly and respond quickly and  appropriately to children’s verbal initiatives.
  • Adults provide large amounts of uninterrupted time for  children to persist in activities of their choice.
  • Adults provide children with a variety of materials to  explore and talk about the world. Art, music, movement,  crafts, drama, and others are strongly encouraged in order  to give the children the means and opportunities to express  themselves.
  • Adults create learning opportunities such as puzzles,  pegboards, beads to string, construction sets, art and  writing in order for children to develop their fine-motor  skills.
  • Adults guide children to understand and respect the rules.  Rules are usually negotiated with the children in order to  give them ownership of their own behavior.
  • Children are read to on a daily basis. Adults read children  out loud and provide children with a variety of books to  enjoy. Children have access to books anytime.
  • Children’s emergent interests and activities are posted.  Children and teachers keep track of their goals.
  • Adults will provide children a safe and hazard-free  environment where they can run, jump, and gain gross  motor skills confidently

Potty Training
Children’s work is displayed aesthetically. A child’s body must be physically ready. The key to successfully potty training a child in a nurturing, natural and safe way is the communication and back-up between home and school. Based on observations and information from the parents, the teacher and the parents will together establish the appropriate time to start potty training and the most effective way to encourage the child to  go potty. Parents and teachers must be consistent in the language that they use for potty training procedures. It is important to use appropriate words for body functions. The child’s doctor’s advice is also an important consideration.

The communication folder will keep the parents and teachers informed of the child’s progress in this matter.