Our Program

Toddler 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 their natural and human-made environment. Talk about and describe objects in the environment with children. (e.g., trees, bark, leaves, flowers, petal, stem, mailbox, birdfeeder)

  • • Put objects around the room to capture children’s interest.
  • • Intentionally use music or other sensory activities.
  • • Engage children in routines by describing what is being done.
  • • Show children how objects work.
  • • Provide safe areas where infants can explore
STAGE OF PLAY
Our teacher will:
  • •Join in children’s play and ask questions that extend their thinking about the play activity.
  • •Explain what is occurring while playing alongside a child.
  • •Ask questions about the children’s actions, encouraging them to think about what comes next.
  • •Provide activities that encourage interactive play with others.
  • •Verbalize what another child is doing to encourage imitation interaction
MEMORY
Our teacher will:
  • •Encourage children to talk about past experiences and events.
  • •Provide opportunities to engage in memory games.
  • •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:
  • • Name objects when interacting with child, introducing new words and objects
  • •Pause before ending a phrase in a song or story to allow child to say the next word
  • •Use words and gestures that correspond to activity or story.
COUNTING AND CARDINALITY – COMPARING
Our teacher will:
  • • Pose questions that involve simple comparisons. (e.g., “Who has more?”)
  • • Point out to children instances where groups of objects have more or less.
  • • Acknowledge children’s efforts of comparison
CONTROL AND COORDINATION
Our teacher will:
  • •Provide a safe environment where children can move safely.
  • •Observe and support children’s attempts to move in new ways. (e.g., hold child’s hand when attempting to navigate steps, space for developing running skills)
  • •Provide plenty of indoor and outdoor time for children to practice large-muscle control activities. •Provide a variety of materials for throwing and catching.
  • •Recognize children’s developmental need to climb and offer safe climbing opportunities both indoors and outdoors.
BALANCE AND STRENGTH
Our teacher will:
  • •Observe and support children’s attempts to build balance and strength.
  • •Provide a safe environment where children can practice skills.
  • •Encourage children’s attempts to reach for and carry objects.
  • •Provide support for children on small sets of stairs.
  • •Provide plenty of indoor and outdoor time for children to practice balance.
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