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Babies 2 Books Curriculum
Our center uses a unique curriculum that is based
on over 17 years or hands on research. Our
curriculum far exceeds the academic content
standards for early childhood learning. Our
curriculum not only sets us apart but
distinguishes us as an education based center.
As a comprehensive curriculum, it is also
developmentally appropriate. Developmentally
appropriate means "teaching in ways that match the
way children develop and learn." this definition
is based on an extensive review of the literature
about child development and learning input from
knowledgeable practitioners. Developmentally
appropriate practice provides children with
opportunities to learn and practice newly acquired
skills. It offers challenges just beyond the
level of the child's present mastery to encourage
continued learning.
Developmentally appropriate practice covers the
following developmental domains:
Social / Emotional - includes sense of
self, responsibility for self and others and
pro-social behavior
Physical - includes gross motor
and fine motor
Cognitive - learning and problem
solving, logical thinking, representation and
symbolic thinking.
Language - listening and speaking,
reading and writing
Goals and objectives for infants and toddlers:
* Learning about themselves - sense of self,
trust and autonomy
* Learning about their feelings
* Learning about other people
* Learning about communicating
* Learning to move and do
* Learning to acquire thinking skills
“Noodle Time”
This is group time when we use our “noodles” (our
brains) to get ourselves ready for learning each day. We talk
about the weather, sharing, letters, numbers,
shapes, colors and the day’s activities. Noodle Time
occurs in the morning and again in the afternoon as
a review of the day’s events and to prepare for the
next day.
Room Transition
As a child reaches a point where he/she is developmentally ready
to transition to the next room, the child’s teacher will talk
with the parents, and a plan will be initiated (with the
involvement of the child’s new teacher) to move him/her to the
next room. We would like to give the child 2 weeks to get
familiar with the new room. The child will spend a little time
each day, that time increasing with each day, in the new room
and then going back to the old room. We feel that this helps the
child ease into the new routines and meet new friends in the
next class. In doing this, we hope to create a seamless
transition to a new world of discovery, growth, and learning. |
EXCELLENCE
IN CHILDCARE!
