While meeting basic needs for food, diapering and adequate rest, we are engaging in and enhancing the interactions and activities your infant's behavior is identifying. Routines are the curriculum for an infant's day and every moment of the day offers opportunities for learning. Catching these moments helps each infant establish trust, discover and feel good about him or herself, tackle a motor ta
sk, realize the power of language, and begin to understand this strange new world from many angles. This is accomplished as the teacher keys into the verbal and nonverbal messages the child is sending. We are aware that rich verbal interactions with children help them to understand that language is a tool for identifying and expressing their needs, ideas, and feelings. We understand that infants developmentally need to explore the world through mouthing and touching and allow for this, viewing it as a valuable learning experience. We are always alert to the need for proper sanitation measures and follow them consistently and conscientiously. We view the environment from the child's eye and create a cozy, inviting, and stimulating place for children. We understand that what is made available for children to use depends on who the children are and what their needs are developmentally. This necessitates frequent rotation of toys that focus on the child’s interest or need. Infants need to view the world from many angles, and are allowed that experience. This includes crawling, being carried, stroller rides, outdoor play, climbing, and rocking so that various perspectives are gained. Diaper changing, feeding, and other routines are viewed as vital times for communication, self discovery, and socializing. They are encouraged to master feeding themselves despite the messiness that accompanies this activity. While being supportive of infants in their quest for competence, we always look to the family as the best resource in working with their child. Early childhood educators view themselves as professionals in partnership with families. THE TODDLER PROGRAM (18 months to 3 years)
In providing a program for toddlers, we understand that these children learn with their whole bodies. They learn more by doing than by being told. Toddlers discover their world on a physical level, so it is expected that they will prefer walking, climbing, carrying objects, dumping, or dropping objects to sitting, picking up toys, or playing only in a designated space. These large muscle activities are the legitimate activity of toddler hood. In planning for toddlers, we are prepared to be flexible and spontaneous. Because they are active explorers, toddlers are eager to try new things and use materials in different ways. We will go with the cues of the child and view that as learning, extending it even if it isn't part of the day's planned curriculum. Toddlers are working on becoming autonomous. We are respectful of this and allow opportunities for the child to be responsible and to make choices. We also understand why certain behaviors must be limited and set limits that are fair and consistent. Expectations for behaviors are developmentally appropriate and allow the child to be challenged yet to feel support from the teacher. Consequently, frustration is kept to a minimum and the child's dignity and self-concept remain intact. Our teachers, with patience, warmth, respect and the modeling of appropriate behavior redirect toddlers to help guide them toward controlling their impulses and behaviors. The teacher draws more attention to a child's appropriate behavior than to the inappropriate, understanding that toddlers will act in the way that draws the most attention. Constant testing and expression of opposition are viewed as the child's development of a healthy sense of self. We are accepting of this and offer positively worded directions to avoid getting into power struggles. We recognize that routine times are important moments to help children learn about themselves and others. An early childhood educator views play as valuable, and facilitates this so that children stay interested and move from simple to more complex aspects of their play. The classroom includes materials for children to engage in imaginative play, appropriate art experiences for creative exploration, various manipulatives to develop cognitive and physical skills, as well as building blocks, music, and books. The environment allows for the children to choose activities and respects their need for ample time to use and reuse activities, because repeated experiences foster competence. The setting is stimulating and inviting. It offers comfortable spaces for privacy and for interacting in small groups. Children's art is displayed proudly and respected for what it is. The little ones are encouraged by a knowing adult to care for the belongings and the environment in ways they can handle. We create and adapt the environment and activities to meet the children's changing needs from day to day. THE PRESCHOOL PROGRAM (3 years to 5 years)
Preschoolers are usually most responsive to activities in which they are involved in a "hands-on" manner. We recognize that and design our classroom spaces with "learning centers" at which children can freely choose whether to participate or not and for how long. Current recognized theory endorses non-pressured, child-centered activities where materials are rotated and added frequently to maintain and extend the child's interest. Often our teachers create their own games and materials if commercial ones do not offer the challenge needed, or do not reflect the interests of the children. Teachers build on the interests and abilities of the children in partnership with the family when information or discoveries about the child’s development are mutually shared. This results in a program tailored to the individual child. The Importance of Learning Centers
To encourage discovery and exploration: children learn by doing
To provide multiple techniques and methods to meet different learning styles
To allow for teaching in small groups or one-on-one
To provide positive reinforcement
To develop a sense of responsibility in the children
To structure children’s interaction: they are encouraged to verbalize and develop social relationships, including sharing
To allow children to make decisions: the children choose an activity that meets their personal needs and goals
