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Our Classrooms
Diverse Learning Environments
We believe that children learn best in environments where they feel safe and have secure relationships with caring and responsive adults. Our teachers are well trained and prepared to meet the needs of children. Our classrooms are developmentally appropriate learning environments that facilitate children’s needs during play and routine learning.
Infants
From 6 weeks old to 12 months old, our focus for this age will be on the need for emotional security that comes from close relationships with our caregivers. In addition to promoting emotional security and trust, children will begin to become familiar with routines. Caregivers will often talk about what they are doing and what will happen next. We will encourage exploration and curiosity by providing interesting things for the baby to see, touch and hear, addressing each of the senses. Children will be provided toys and other objects they can carry or take along while moving around inside or outside.
Toddlers
From 12 months old to 24 months old, children will be introduced to new materials or activities in ways that create interest and excitement. Children will engage and learn through “messy activities” such as finger painting or bubble play, through objects and materials that make interesting sounds, and through simple art materials such as paper and crayons. Caregivers will encourage persistence through allowing toddlers to work a longer time on a problem without interruption. Early literacy skills begin to be developed through activities such as acting out stories with puppets, sound effects and other noises. An increased level of independence begins to form by allowing toddlers to make simple choices, such as what color crayon to use or what paper to use.
Early Preschool
Early preschoolers will thrive on their interactions with their peers. Caregivers will encourage the child’s effort to try to do things on his/her own and will strengthen the child’s independence by often asking the child how he/she might solve a problem and allow time for him/her to try out multiple solutions. Music and movement activities will become staple experiences for the toddler. Exploration will be encouraged through “make believe” using toys and everyday objects as props. Children will also strive to begin retelling familiar stories using puppets, flannel board pieces or other storytelling props.
Pre-School
The active nature of our 3 and 4 years olds is met with the implementation of activity centers throughout the day that allow for movement and discovery in the areas of art, music, blocks, dramatic play, science, and math. We know our four year olds learn best through their own play, by being read to, by acting out nursery rhymes, manipulating clay, painting, and other materials. Further critical thinking skills will be developed through open-ended questioning and engagement by the child’s teacher.
Pre-K 4
Our Pre-K4 program utilizes the nationally recognized High Scope curriculum. Children’s play is scaffolded through words of encouragement. A balance of independent and group activities as well as everyday life skills (i.e. cleaning up, socializing during meals) are experienced each day. Children are prompted to make decisions about what they will do, act on their ideas, and talk about the outcomes with adults and children.
Transitional Kindergarten
Our Transitional Kindergarten program is designed for children that have successfully completed pre-k however did not meet the cutoff date for kindergarten. We focus on enhanced whole-group activities and project-related learning activities that engage children in key competencies such as critical thinking, communication, collaboration, and creativity.
