Programs

Ongoing communication about the needs of infants includes preferences in eating, sleeping, and other routines as well as discussion on the overall development of the child. Daily information sheets are used to help facilitate this communication. When you bring your child in, we ask parents to complete a Daily Sheet providing us with information so that we may continue care consistent in meeting your baby’s needs throughout the day. When you pick your child up, that same form will have a timeline and comments of your child’s time with us.

The interactions between each baby and their teachers are a primary factor in quality. Our teachers are warm, nurturing, and sensitive to the needs of the children in their care. Teachers will smile at, sing to, hold, cuddle, rock, talk, and play with infants. When infants are fussy, a whole person approach is used. We look at all facets of the child’s situation to see how we can comfort. Does the child have an unmet need? Through the close bond we form with you and your child, we learn what their needs are and strive to anticipate and meet them. A variety of rattles, mobiles, pictures, squeaky toys, busy boxes, stuffed animals, mirrors, blocks, and other age appropriate toys will be provided to the children. As weather permits the curriculum will include walks in the stroller and time spent outside on the playground.

Parent and teacher communication is an important component of the program. Daily information sheets are used to facilitate communication between our teachers and our parents. Separation anxiety can be an issue for children at this age. We encourage parents to share their feelings or frustrations, and teachers will offer their support and available resources (literature, brochures, guidelines, etc.).

Toddlers learn through their own experiences, trials and errors, imitation, classifications, and repetition, repetition, repetition. The program is designed to facilitate positive teacher interactions with children that include acceptance, patience, responsiveness, modeling, warmth, and flexibility. When a toddler is distraught or upset, again we will look to see if there is an unmet need. At times in teaching the children appropriate behaviors they become sad, upset, or distraught. If the child needs hugs or other touch, it will be given. If that child needs time to calm himself, that will also be given to them based on the circumstances that caused the emotion for them. Teachers are supportive of toddlers as they acquire many new skills. Routines such as eating, sleeping, and changing are utilized as learning experiences. Examples of toys will include push and pull toys, rocking horses, mats, blocks, sorters, dolls, puppets, safe mirrors, telephones, puzzles, books, climbing equipment, and more. Activities are planned that encourage all areas of development.

All staff are in-serviced and trained as to the importance of cuddling, rocking, and changing the positions frequently of all infants and toddlers. We believe that infants and toddlers need the same caregivers on a regular basis for safe, secure feelings and bonding of these little people in the absence of their parents.

Self help skills are a focus as children enter the "I can do it myself" stage. Teachers work closely with parents on beginning toilet training and other issues. Many opportunities are provided for the group(s) to explore, experiment, and master their environment. Interest centers that include dramatic play, art, music, fine motor, sensory, books and large and small motor activities are available. Short group times will include stories, finger plays, and movement. Teacher interactions will emphasize the importance of language development as this will facilitate the understanding that they need guidance and reassurance while being allowed flexibility, understanding, and individuality.

Teachers will plan and prepare an environment that provides stimulating and challenging activities. Teachers will act as facilitators by modeling appropriate language, providing additional information for children relating to their interests, expanding upon ideas, and fostering positive interactions between children.

A daily schedule will be maintained with times planned for structured group activities both indoors and out, free choice play times, rest time, meals and self-care activities.

Play IS a child’s work. Children will be allowed to play, choosing from a variety of interest centers which include dramatic play, blocks, puzzles and manipulative toys, art and writing, science and math, books, music, and large motor areas. Group times may include stories, songs, finger plays, calendar, weather, a discussion of the day's events, and discussions about the events in the child's life.

We are proud to partner with the Beaver Dam Unified School District to provide the curriculum needed to help our youngest district students prepare for kindergarten. All areas of development are planned for with emphasis on cognitive, social, and self-help skills. Planning with themes allows focus on detailed concepts throughout a one or two week period. Interest centers, field trips, resource visitors, and art projects revolve around the theme. Children's understanding of the world will be enhanced by a variety of current projects. Children assist in many aspects of the classroom program enhancing their self-concept, self-help skills and understanding of working as a team. Self-help and daily living skills along with social and emotional development concepts are incorporated into the daily curriculum.

We have a program filled with a balance of educational opportunities and fun. We spend time at our local parks and libraries.  We find field trips that appeal to school age children’s energy and interest levels.  We believe in providing experienced supervision for our school age children. Our goal is to provide structure, yet children can have choice and assist in the planning of summer activities.