Diverse Learning Environments
2 months - 15 months
The infant program provides a safe and nurturing environment. Caregivers present infants with a sense of trust by meeting their needs and engaging in positive and loving social interactions. Caregivers follow the infants schedule and work with parents through open communication in order to be consistent with the home environment. Infants are encouraged to explore through their senses and are given opportunities to develop and grow with activities that are stimulating. Parents are provided a daily informational note about their child’s day as well as developmental progress reports every three months.
15 months - 2.9 years
The goal of this program is to foster cooperative, positive, appropriate social interactions between children. Children’s self confidence is supported and nurtured as they begin to approach the preschool years. Curriculum enhances and promotes creativity, sensory exploration, fine and gross motor development and eye-hand coordination. With preschool approaching, schedules are a bit more structured with times for indoor and outdoor play, circle time, creative art activities, snacks, lunch and nap. Parents are provided a daily informational note about their child’s day as well as developmental progress reports twice annually.
2.9 years – 3.9 years
This program utilizes a developmental approach. Children may enter this class anywhere from age 3 to 3.6 years. In this classroom, open-ended curriculum experiences nurture children’s development in all four areas: emotional, cognitive, social and physical. The environment created by teachers provides children with a safe place to explore. Curriculum areas dictate clear expectations where children learn to make choices of interest. Clear expectations provide children with the opportunity to practice behavior in negotiating, problem-solving plus respect for materials and peers. Classroom consistently includes playdough, water table, sensory table, science corner, easel, blocks, book corner, dramatic play area, puzzle area, manipulative table and an area where children have daily access to tape, markers, scissors and crayons. Consistency with self-help skills is considered part of the curriculum. This classroom strives to nourish internal ownership of their success in all skills developed throughout the year. Parents receive developmental progress reports twice annually.
3.9 years - 5 years
This is the kindergarten readiness program. Children may be four or five when entering this class.This class is a great option (but not limited to) those children who miss their kindergarten cutoff. This prevents children from spending two years in the same classroom when they are four and five years old. Teachers offer a wide variety of activities and curriculum which follow DOE and NAEYC guidelines. Writing, pre-reading, math, science and continuation of building social and emotional development are the basis of the curriculum. Curriculum areas dictate clear expectations where children learn to make choices of interest. Clear expectations provide children with continuous opportunities to practice behavior in negotiating, problem-solving plus respect for materials and peers. Consistency with self-help skills is considered part of the curriculum. Field trips enhance a few of the curriculum themes. Teachers involve the children in curriculum development as emergent activities and are enjoyed by all! Parents receive developmental progress reports twice annually.