By the age of 2,
children have made great developmental strides - from first steps to the start of potty training. Our teachers are right there to provide support in a fun and active environment. Energetic teachers plan activities in a bright and cheery learning environment to encourage toddlers’ eager investigation of the world. dog Heidi.
In order to provide toddlers with the consistency and routine they crave, teachers plan days filled with a balance of quiet activities, spirited music and movement and plenty of outdoor climbing, running and jumping. Learning centers for imaginary play, blocks and puzzles, creative art and a variety of books are always open for discovery.
Teachers emphasize social growth through circle time with stories and songs incorporated into each day to encourage language skills.
The children practice self-help skills including toileting, hand washing, putting on their coats, picking up their toys and sharing with their friends.
Teachers encourage developmentally appropriate behavior through gross motor activity, such as balance beams and tiptoes; and fine motor skills through crayon and marker use.
Although children potty-train at their own pace, parents and Early Discoveries CDC teachers work together to provide the best environment for success in potty training.
Since strong communication is key to a positive, successful relationship, we encourage you to ask questions, make observations, and express your thoughts in order to bridge the distance between your child’s life at home and life at school.
Young children learn by doing, touching, experimenting, choosing, talking, and negotiating. The whole world is a potential curriculum for the preschool child and our curriculum acknowledges and supports the interests that emerge from the daily lives of the children. The curriculum will provide the children with the ideas that form the foundation for the units of study that are prepared, organized, coordinated, and facilitated by the teachers.
Our curriculum learning is based on the interests of the children. Ideally, a teacher can create interesting, challenging, learning experiences that respect the current development and curiosities of the children in their class. This is accomplished by utilizing the children’s expressed interests, the teacher’s observations, and knowledge of developmental stages. Interaction between teachers and children contribute to ideas of study throughout the year.
To increase children’s independence in self-help skills
To effectively utilize verbal communication to adults and other children
To foster empathy and build strong secure relationships with others
To nurture positive self-esteem and autonomy
To cultivate creativity and strengthen problem-solving skills for both classroom materials and life lessons
To participate in small-group and partner activities
To provide a safe environment that instills a feeling of belonging and respect
To implement developmentally appropriate curriculum that allows children to be active explorers and problem solvers; fosters creativity; and enriches and challenges their physical, cognitive, emotional, and social areas of development
To utilize positive guidance to develop a healthy self-esteem and self-discipline
To encourage children to be responsible members of society
To work alongside parents to facilitate each child’s optimal development
The curriculum will also focus on the important developmental process of the children and will be integrated in the classroom in the following ways:
Toddlers crave independence and obtain a sense of pride when they begin to accomplish tasks on their own. Throughout the day, they have many opportunities to exert their autonomy, from washing their hands independently to successfully drinking from an open cup to taking off/putting on their shoes.
Social Competency Skills and Emotional Development
Two year olds are egocentric, and through their everyday interactions with adults and other children, they learn how to express their needs and how to respect and care for others. We don’t expect toddlers to grasp the concept of sharing, but we do encourage patience.
Activities to develop large and small muscles are carefully planned to meet individual needs. Children can experiment, manipulate, discover, progress, and achieve at their own rates.
The curriculum is flexible and encourages intellectual growth by developing the thinking process. This is fostered by exposure to and exploration of many materials and games.