Programs





Nursery

Our Nursery team is specifically trained to recognize and encourage the developmental stages of the first two years of life. Emphasis is placed upon bonding relationships, trust and nurturing, overall safety and physical well-being, language and developmental milestones. The infant’s personal daily schedule will be preserved while in our care. Communication is vigorously maintained between teachers and families. Each day you will receive a report outlining your child’s routine of naps, bottles and meals as well as the caregivers comments and curriculum highlights. You will be expected to supply disposable diapers, wipes, bottles and a blanket. We supply Berkley Jensen enriched formula, if you would like your child to have a different brand you will need to supply that to us as well. Beechnut brand baby food will be supplied by the center when your child is able to tolerate solid fruits and food.

Curriculum is the daily activity, both planned and unplanned, which happens within the group. The curriculum in the nursery is based upon each child’s individual age and developmental level. The activities can then be structured to fit each baby’s needs, pleasures and desires. Every child has his or her very own curriculum each month focusing on the developmental stages for his or her particular age and ability. This makes the interactions between the caregiver and the child quite personal and it is obvious to see that each has gained a distinct knowledge of the other. With such responsive interactions a bond quickly forms and a true sense of security in every interaction between the caregiver and child is noticeable.

While exploring the many new materials in the room, the children are also acquiring the new words that go along with it. Language! The most important curriculum in any room or at any developmental level! This is where children will acquire most of the words that they will ever learn. In conjunction with the spoken words which begin to formulate in the nursery, the regular use of sign language describing everyday needs, actions and activities makes communication occur rapidly, therefore increasing the child’s sense of competence and self worth.

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Toddlers

Toddler teachers specialize in building positive self-esteem, encouraging language development, introducing social skills and independent toileting. The best style of education for this group is through teacher guided play. Toddlers are explorers and our teachers have developed a creative environment and program worthy of their daily adventures. Each day a curriculum of songs, finger plays, stories, science, creative art and gross motor activities is incorporated to round out your child's experience. Discipline is handled exclusively through intervention and redirection.

When your child becomes verbal and displays readiness signs we will begin "potty training". Group potty training obtains results through encouragement, repetitiveness and positive rewards for ANY effort.

The Toddler schedule is very similar to that of preschool with an active curriculum morning and afternoon, two snacks, lunch and naptime. Due to the nature of Toddlers, however, our activities are shorter, more physical and hands on, very flexible and interspersed with more toileting time.

The Learning Accomplishment Profile (LAP-R) and Early Learning Accomplishment Profile instruments are used to perform child assessments in October and April for each child age 0 - 5 years. The purpose of these assessments is to determine each child's developmental strengths and weaknesses and assist the teachers in curriculum planning. Teachers also compile and maintain an educational portfolio on each child, consisting of examples of daily work, photos, and anecdotal observations. You will be given an opportunity to discuss your child's progress at a parent-teacher conference following each assessment period.

Welcome to the toddler room! Hope your ready for lots of noisy fun and active learning!

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Preschool 1 & 2

THE CONCEPT: We operate preschool programs with emphasis on whole language, emergent curriculum and kindergarten readiness. Children engaged in the whole language process develop the understanding that words can be spoken as well as heard and written as well as read. As children use language to actively explore the world around them, converting early experiences into words, emergent curriculum evolves. Teachers observe interests and use this information to develop lesson plans and extend the learning into all developmental skill areas.

THE TEACHERS: The task of the teacher is to continually assess what the children are learning and extend their understanding through enriched activities and experiment. The children remain with the same Teacher for both preschool years. In this way the teacher gains a good understanding of the child's ability and can develop lesson plans to suit individual learning styles.

The Learning Accomplishment Profile (LAP-R) and Early Learning Accomplishment Profile instruments are used to perform child assessments in October and April for each child age 0 - 5 years. The purpose of these assessments is to determine each child's developmental strengths and weaknesses and assist the teachers in curriculum planning. Teachers also compile and maintain an educational portfolio on each child, consisting of examples of daily work, photos, and anecdotal observations. You will be given an opportunity to discuss your child's progress at a parent-teacher conference following each assessment period.

THE SCHEDULE: Our preschool morning is spent primarily in the classroom learning centers. Each center contains a variety of educational materials, which are changed daily or weekly, to reflect the current curriculum and maintain children's interests. During this time teachers are involved in assisting and extending the children's participation in activities of their own choosing. This type of teacher facilitated -- child initiated play helps the child develop critical thinking and problem solving skills.

The entire group comes together mid morning for a brief circle time. The children enjoy active movement exercises, sing group songs, learn finger plays and sign language, enjoy stories and participate in a group discussion led by the teachers.

During the period from 11:30 to 1:00 the room is cleaned, children toilet and wash up, eat lunch together family style, clear their dishes, and brush teeth. Then a story telling time eases the transition to naptime, 1:00 - 3:00 p.m. After an initial rest period children who remain awake may be provided with quiet activities. The afternoon is then spent in learning centers provided with alternative choices.

THE CURRICULUM: Emergent curriculum is supported through encouragement of the children's ideas, questions and interests. Emergent curriculum takes shape week by week with teachers thoughtfully making plans that draw on the children's interests and personalities. Teachers constantly observe and evaluate what the children are doing and learning and then arrange materials that extend the child-initiated exploration. Daily activity plans developed from learning webs insure that activities include social, cognitive, linguistic, emotional, cultural and physical criteria. As the children's themes develop, Big Books are selected to incorporate the whole language concept through the use of pictures and predictable stories. Emergent curriculum evolves from independent learning centers which are:

Science - This center includes opportunities for categorizing and analyzing. Children expand their knowledge of the world around them through hands on experiments.

Math - This center is supplied with board games for counting, rulers, scales and other measuring equipment, sequencing and sorting activities, 'links' and 'mosaic'

Reading - A reading enriched environment is essential to the Whole Language concept. Aside from the obvious books, reading in this center can be done from story posters and photo albums.

Writing - This center is situated within our reading center to encourage the relationship between reading and writing. Children write letters, messages, correspondence such as thank you notes and get well cards, and occasionally create their own stories and books.

Music - Child focused tapes and records are playing continuously. In addition we have a listening center with storytelling records and books, band instruments, and our puppet stage.

Housekeeping - This center reinforces children's social learning and helps them to work through familiar or troubling situations. Although the equipment in other centers change, this area remains constant because home is a constant in a child's life.

Drama - Drama can be as complicated as a grocery store or as simple as a wedding. We use prop boxes to incorporate drama. This allows us the flexibility to change drama as frequently as the children's ideas

Small Motor - Simple items such as Fisher Price equipment, Dinosaur Mountain and Legos provide a multitude of learning experiences as well as development of the fine motor skills needed for writing.

Large Motor - Big growing muscles need plenty of exercise to develop coordination and remain healthy. This center contains a climber, balance beam and a gym mat.

Computer - This is a new center for new times and we are encouraged about the possibilities. We currently have only one computer and limited software, however, this area is targeted for additional equipment soon.

Lounge - This is our 'quiet area' because children, like adults, need to be alone occasionally to reflect and relax. Books make a nice addition to this area to encourage quiet reading.

Blocks - are not just for building! This center involves math, imagination and cooperative play.

Art - A child's self concept is strongly reflected in their ability to use art forms for free expression of feelings and to organize and expand upon what they learn. Imagination allows the expansion of creative possibilities through various mediums, color combinations and tactile experiences.

Outdoors - Time spent outdoors can be a valuable learning experience for preschoolers. This is the time for hands on exploration of nature, working together as a team, enhancement of large motor skills and is generally everyone's favorite learning center.

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Continuity of Care

It is important to your child's well being to develop a special bond with his or her primary caregivers - not just Mom and Dad but childcare teachers as well. It is also important for parents and childcare teachers to foster an effective alliance. We encourage these relationships by keeping our groups small and our teachers with the same children for at least three years. Each year in June your child and his or her class will move to the next classroom. We expect the same teacher to remain with a class from birth to preschool, and some may continue on through preschool to kindergarten. Our center is divided into six classes, each specifically designed to support the needs of a specific age group, as follows:

Nursery 1 - Less than One on December 1

Nursery 2 - One year old by December 1

Toddlers - Two years old by December 1

Preschool 1 - Three years old by December 1

Preschool 2 - Four years old by December 1

School Age - Five years old by December 1 (and entering elementary school)

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