Our Program

Early Preschool Program

Collaborate with essential educators who realize them well. Our Little Learners Program is outfitted towards creating the two kids' gross and fine coordinated abilities just as their center strength. Kids flourish in a caring climate upheld by educators who trust in their capacities and who assist them with building trust in themselves through an individualized methodology.
Our Little Learners take rides in the buggy all through the area. They are additionally offered the potential for success to have at the window to watch the climate and individuals strolling by.

Our Teaching Strategy

CURIOSITY AND INITIATIVE
Our teacher will:
  • ●Provide opportunities for children to explore objects and ask questions about the natural and human-made environment. Provide time for children to thoroughly explore or become involved in specific activities or materials. Use question/answer techniques to promote inquiry.
  • ●Provide a variety of familiar and unfamiliar objects and experiences.
  • ●Rotate materials frequently.
  • ●Allow children time during the day to make independent choices.
  • ●Ask open-ended questions.
STAGE OF PLAY
Our teacher will:
  • ●Participate in children’s play, explaining what is happening and asking questions about what might come next.
  • ●Provide choices for play.
  • ●Design the environment to provide ample materials and opportunities for children to play or work together.
  • ●Observe children in social and cooperative play and provide support for emerging social skills. (e.g., turn-taking, sharing)
ENGAGEMENT AND ATTENTION
Our teacher will:
  • ●Provide opportunities for children to experiment, build, and create with new materials.
  • ●Encourage children to work together to accomplish a task. (e.g., model positive social interactions as needed)
  • ●Engage in joint-attention activities with children. (e.g., look at and discuss stories together)
  • ●Provide spaces within the environment that support children’s concentration.
  • ●Provide ample time in the daily routine for children to focus on and complete simple tasks.
MEMORY
Our teacher will:
  • ●Encourage children to talk about past experiences and events.
  • ●Provide opportunities to engage in memory games. (e.g., turning over simple cards to find a match and remembering the location)
  • ●Ask questions which challenge children to recall the details of experiences they are relating to.
  • ●Maintain documentation of past events through pictures, photos, videos, and quotes from children. Post and explore this documentation with children over time.
  • ●Encourage families to make and share memory books highlighting past experiences
VOCABULARY ACQUISITION AND USE
Our teacher will:
  • ●Encourage children to use new vocabulary when discussing pictures or real objects.
  • ●Introducing new vocabulary.
  • ●Model use of newly learned words or phrases.
  • ●Support and acknowledge children’s use of new words or phrases.
  • ●Introduce Tier II vocabulary words.
  • ●Discuss words and meanings of words in daily use.
COUNTING AND CARDINALITY – CARDINALITY
Our teacher will:
  • ●Count natural objects with children. (e.g., large stones, leaves, pine cones, etc.) Build small towers with children, counting each piece. Build small ramps and count each object as it rolls down.
  • ●Provide a numerically rich environment. (e.g., books, songs, pictures)
  • ●Use mathematical vocabulary during routine interactions.
  • ●Count using child’s home language.
  • ●Provide materials that have numbers on them and explicitly name them.
  • ●Acknowledge children’s efforts to rote count.
  • ●Use number words and numerals, including zero, in everyday situations.
STRENGTH, COORDINATION, AND MUSCLE CONTROL
Our teacher will:
  • •Ensure objects are large enough to prevent choking hazards.
  • •Provide a variety of safe materials requiring different hand and finger movements.
  • •Model how to hold an object. (e.g., holding a doll while feeding, brushing hair)
  • •Use finger plays on a daily basis
  • •Encourage and allow time for children to dress independently.
SOCIAL AND EMOTIONAL DEVELOPMENT
Our teacher will:
  • •Name their own feelings when interacting with children. (e.g., “I feel …”)
  • •Model controlling own emotions and impulses. (e.g., take a break when needed, use positive self-talk to motivate, take a deep breath before reacting)
  • •Use feeling words to label emotions that children are expressing. (e.g., happy, sad, mad, scared)
  • •Assist children in regulating emotions.
  • •Teach children emotional regulation strategies. (e.g., deep breathing, self-talk) • Accept children’s individualized emotional responses. (e.g., “It’s OK to be angry.” “I will help you when you calm down.”)
  • •Positively respond to children’s developmentally-appropriate expression of intense emotions.
  • •Allow children to express both positive and negative emotions.
  • •Provide quiet spaces for individual or small groups of children.
  • •Provide materials that encourage creative expression of feelings. (e.g., paint, play dough, water table)
  • •Validate children’s feelings by acknowledging them even when they may not be appropriate. (e.g., “I know you are really angry because you want that puzzle. You can have it as soon as Chris is finished playing with it.”)
  • •Ask questions to connect children’s behaviors to their emotions. (e.g., “I see you are crying. Are you sad?”)
  • •Provide an environment that supports understanding of emotions. (e.g., hang posters, read books, sing songs)