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OUR Environment |
The two's learning environment encompasses well-planned learning centers that allow for a child's choice, self-directed play, small group, and teacher directed activities. These areas are appropriately equipped for pretend play, block building, using manipulatives, sand and water play and explorations with art materials. These learning centers offer guided experiences that encompass the developmental goals for our "littlest learners". |
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Typical centers include:
Language/Library
Construction/Blocks
Housekeeping/Dramatic Play
Art/Creative Expression
Sensory: Sand and Water
Action/Movement
Discovery/Science
Outdoor Learning
Music
Table Toys/Manipulatives |
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PROGRAM & CURRICULUM OBJECTIVES |
Social and Emotional:
- Helping to develop independence
- Awareness of the feelings of others
- Following simple directions
- Understanding limits and routines, include the consequences of not following the rules
- Opportunities to problem solve and express creativity
- Recreate familiar life scenes to act out
Physical Development:
- Using a fork and spoon when eating
- Engaging in manipulative play
- Washing and drying his/her hands independently
- Activities for sniping with scissors
- Using crayons and markers appropriately
- Provide outdoor as well as indoor activities for gross motor experiences such as, catching a ball, hopping, jumping, etc.
Language:
- Singing simple songs and reciting nursery rhymes
- Working on vocabulary development
- Following two step directions
Cognitive Development:
- Provide opportunities to recognize colors, shapes and textures
- Opportunities for letter recognition
- Matching, sorting and patterning activities
- Working with numbers and counting
- Activities to promote eye-hand coordination such as sifting, pouring and lacing
Literacy:
- Provide opportunities for small group reading
- Appropriate books are placed in areas throughout the classroom
- Dictation in the children's own words displayed throughout the room at the child's eye level
- Talk about a book or story, allow the children to ask questions and retell it in their own words
- Choose books about familiar things with repetitive lines, rhymes, pictures, and few words
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THE DAILY SCHEDULE |
Young children benefit from a schedule that is familiar and predictable, but not rigid. The daily schedule is prepared to create a balanced day incorporating a variety of activities. In each classroom the sequence of daily activities will be slightly different, but will follow a predictable pattern. There will be times to do things together as a group and times to work independently. There will be times to sit quietly and draw, times to do puzzles or listen to stories and times to move vigorously. At this age, children are making huge strides verbally and socially, and our program provides lots of opportunities and guidance to promote these emerging skills. Group activities will allow plenty of practice with social skills, such as cooperation, sharing, and taking turns. A lot of emphasis is placed on language development so that the children can become better at communicating their thoughts. The children will have opportunities to initiate activities: build with blocks, pretend to cook dinner and paint at an easel. There will also be activities led by the teacher such as learning a new song or listening to a story. |
A TYPICAL TWO YEAR OLD'S DAY |
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| 7:00-9:00 |
Morning Arrival Activities |
| 8:45-9:15 |
Bathroom Use, Clean up, Healthy Snack |
| 9:15-9:30 |
Circle Time-may include opportunities for sharing, music & movement, concept learning and literacy experiences. |
| 10:15-10:30 |
Bathroom Use, Clean up |
| 10:30-11:00 |
Outdoor Activity Time |
| 11:00-11:15 |
Puppet Show |
| 11:15-11:30 |
Clean up, Lunch Preparation |
| 11:30-11:50 |
Lunch, Bathroom Use |
| 11:50-12:00 |
Transition to Nap |
| 12:00-1:45 |
Nap/Rest |
| 1:45-2:00 |
Transition from Nap, Bathroom Use |
| 2:00-2:45 |
Learning Center Activities (see above descriptions) |
| 2:45-3:00 |
Story time, Music and Movement |
| 3:00-3:15 |
Bathroom Use, Clean up, Healthy Snack |
| 3:15-3:45 |
Outdoor Activity Time |
| 3:45-5:45 |
Afternoon Departure Activities |
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OUR Environment |
The three's learning environment is designed to encourage development through the careful placement of Learning Centers. These centers are equipped and organized to stimulate socialization, exploration and the development of specific skills. |
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Typical centers include:
Language/Library
Construction/Blocks
Housekeeping/Dramatic Play
Art/Creative Expression
Sensory: Sand and Water
Action/Movement
Discovery/Science
Outdoor Learning
Music
Table Toys/Manipulatives |
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PROGRAM & CURRICULUM OBJECTIVES |
Social and Emotional:
- Provide opportunities for making choices and perform tasks to foster their independence
- Establish simple rules and routines
- Choose simple action games, Duck-Duck-Goose or Follow the Leader
- Model appropriate conflict resolution strategies
- Help the children find the words to describe their feelings
Physical Development:
- Encourage fine motor activities, cutting, lacing, puzzles, crayons, etc.
- Provide outdoor as well as inside experiences for gross motor activities
- Reinforce washing and drying his/her hands independently
- Encourage the children to put on their jackets and sweaters without help
Language:
- Provide simple two-step directions
- Make available opportunities for the children to initiate a conversation or retell a story
- Ask open ended questions often throughout the day
- Sing simple songs, along with reciting nursery rhymes and finger plays
Cognitive Development:
- Provide opportunities to recognize colors, shapes and textures
- Encourage thinking and problem solving
- Activities that involve numbers and counting
- Provide experiences for the children to use their senses to observe and explore
- Discuss the children's physical characteristics and those of others
Literacy:
- Provide opportunities for small group reading
- Dictation in the children's own words displayed throughout the classroom at the child's eye level
- Talk about a book or story, allow the children to ask questions and retell it in their own words
- Reinforce book reading skills by holding a book right side up and turning pages one at a time starting at the front of the book
- Meaningful print/symbols are part of the classroom environment
- Books are placed in centers throughout the room
- Provide follow-up activities that correspond with the theme
- Provide a large variety of books, including fiction, non-fiction, nursery rhymes, and fairy tales
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THE DAILY SCHEDULE |
The daily schedule is prepared to create a balanced day incorporating a variety of activities with familiar routines. Throughout the day, children participate in child initiated activities as well as activities led by the teacher. Time is designated for children to participate in small group activities and to work independently. This is important so children can develop an awareness of others as well as a sense of one's "self". Opportunities for sharing and reflecting help to encourage this type of development as well as building self confidence. Special care is given to help children become part of their classroom community. Respect for others is emphasized, and they are encouraged to listen and respond to each other while taking part in small group and class discussions. |
A TYPICAL three YEAR OLD'S DAY |
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| 7:00-8:45 |
Morning Arrival Activities |
| 8:45-9:00 |
Bathroom Use, Clean up |
| 9:00-9:15 |
Circle Time-may include opportunities for sharing, music and movement, and concept learning. |
| 9:15-9:30 |
Self Help Snack |
| 9:30-10:30 |
Learning Center Activities-may include opportunities for exploration, dramatic play, project development, construction, art expression, language and literacy experiences, quiet and active choices. |
| 10:30-10:45 |
Bathroom Use, Clean up |
| 10:45-11:15 |
Outdoor Activity Time -includes opportunities to develop large muscle control, motor coordination, & balance by climbing, running, jumping, bouncing balls, and crawling through tunnels |
| 11:15-11:30 |
Puppet Show-this daily highlight incorporates development in phonics, character development, language and literacy |
| 11:30-11:45 |
Clean up, Lunch Preparation |
| 11:45-12:15 |
Lunch, Bathroom Use, Transition to Nap |
| 12:15-1:45 |
Nap/Rest |
| 1:45-2:00 |
Transition from Nap, Bathroom Use |
| 2:00-3:00 |
Learning Center Activities (see above descriptions) |
| 3:15-3:30 |
Recall Circle Time-reinforce concept learning, theme development and reviewing the day's activities |
| 3:30-3:45 |
Story time, Story Time includes opportunities to develop language & literacy skills by hearing, seeing, acting out, and retelling stories |
| 3:45-4:00 |
Music and Movement-includes opportunities for socialization, enhancing motor and basic skills, expressing emotions, and releasing energy |
| 4:00-4:15 |
Bathroom Use, Clean up, Healthy Snack |
| 4:15-4:45 |
Outdoor Activity Time |
| 4:45-5:45 |
Afternoon Departure Activities |
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OUR Environment |
Our program for four and five year olds provides a rich classroom environment where children are challenged to learn and encouraged to explore. Children will be involved in their own learning as they make independent choices while engaged in the serious work of play! Located throughout the classroom are several learning centers. These centers are designed to meet the individual needs and interest of the children while participating in a variety of hands-on experiences. |
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Typical centers include:
Language/Library
Construction/Blocks
Housekeeping/Dramatic Play
Art/Creative Expression
Sensory: Sand and Water
Action/Movement
Discovery/Science
Outdoor Learning
Music
Table Toys/Manipulatives |
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PROGRAM & CURRICULUM OBJECTIVES |
Social and Emotional:
- Provide opportunities for making choices and encouragement to act independently
- Establish simple classroom rules and routines
- Help the children find the words to describe their feelings
- Model appropriate conflict resolution strategies
Physical Development:
- Continue to encourage fine motor activities such as, using clothespins to hang their paintings, twisting caps off plastic jars, etc.
- Refine outdoor as well as indoor activities for gross motor skills such as balancing, hopping several times on one foot, kicking a large ball with a two-step start and etc.
- Provide activities with scissors such as cutting on a line or cutting pictures from magazines
- Reinforce eye-hand coordination skills
Language:
- Provide opportunities for "group listening"
- Establish simple two-and-three-step directions
- Make available opportunities for the children to initiate a conversation or retell a story
- Ask open-ended question often throughout the day
Cognitive Development:
- Encourage thinking and problem solving and allow for basic explanations for their solutions
- Provide sorting, classifying, and patterning activities
- Activities for comparison and investigation
- Discuss the children's physical characteristics and those of others
- Provide experiences and opportunities for the children to use their senses to observe and explore
Literacy:
- Provide opportunities for small group reading
- Introduce a book, discussing the cover, title, author and illustrator
- Allow time for the children to look at, ask questions and talk about the pictures
- Reinforce the proper way to read a book
- Meaningful print/symbols are part of the classroom environment
- Books are placed in centers throughout the room
- Provide follow-up activities that correspond with the theme
- Play rhyming games
- Choose games having the child name objects or places that start with a specific sound
- Provide a large variety of books, including fiction, non-fiction, nursery rhymes, and fairy tales
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THE DAILY SCHEDULE |
Daily schedules provide the basic structure that children this age really benefit from. A balanced schedule including child initiated, teacher directed, independent and group activities allow the children to move through the day engaged in a variety of experiences. Each day, children are given opportunities to make choices in order to develop a sense of independence as learners and thinkers. These child initiated activities help children to learn how to work independently, take turns, share and play cooperatively with others. Group activities provide opportunities to acquire new skills as well as practice to communicate one's ideas and needs effectively. Children learn about responsibility and citizenship while becoming part of the classroom community. They hold small "jobs" such as snack helper, flag holder, door holder and line leader. Respect for others is emphasized, and they are encouraged to listen and respond to each other while taking part in small and group discussions. |
A TYPICAL Four and five YEAR OLD'S DAY |
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| 7:00-8:45 |
Morning Arrival Activities |
| 9:00-9:15 |
Bathroom Use, Clean up |
| 9:15-9:30 |
Self Help Snack |
| 9:30-10:30 |
Learning Center Activities-opportunities for exploration, dramatic play, project development, construction, art expression, language and literacy experiences, table toys/manipulative, quiet and active choices. |
| 10:30-10:45 |
Bathroom Use, Clean up |
| 10:45-11:15 |
Outdoor Activity Time -includes opportunities to develop large muscle control, motor coordination and balance by climbing, running, jumping, bouncing balls and crawling through tunnels |
| 11:15-11:30 |
Puppet Show-this daily highlight incorporates development in phonics, character development, language and literacy |
| 11:30-11:45 |
Clean up, Lunch Preparation |
| 11:45-12:15 |
Lunch, Bathroom Use, Transition to Nap |
| 12:15-1:30 |
Nap/Rest |
| 1:30-1:45 |
Transition from Nap, Bathroom Use |
| 1:45-2:00 |
Story Time-includes opportunities to develop language & literacy skills by hearing, seeing, acting out, and retelling stories |
| 2:00-3:00 |
Learning Center Activities (see above descriptions) |
| 3:15-3:30 |
Recall Circle Time-reinforce concept learning, theme development and reviewing the day's activities |
| 3:30-4:00 |
Music & Movement-includes opportunities for socialization, enhancing motor and basic skills, expressing emotions, and releasing energy |
| 4:00-4:15 |
Bathroom Use, Clean up, Healthy Snack |
| 4:15-4:45 |
Outdoor Activity Time |
| 4:45-5:45 |
Afternoon Departure |
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