Curriculum

IMG_20140929_134310307The infant program is flexible to the changing routines of every infant. The caregiver fulfills the need of each infant, following the infant feeding plan filled out by the parents. Music and sensory experiences are planned by the caregiver to enhance the environment. Outdoor exploration is also a part of the daily routine, weather permitting. The infant’s needs fulfilled throughout the day are recorded for parents to see upon arrival. The ratio is 1 caregiver to 4 infants. The classroom enrolls 11 infants to 3 caregivers and an aide. Infants are slowly transitioned to the Mobile Infant room at 12-14  months and move into the toddler room by 24 months.

The toddler program follows a classroom routine which is posted in the classroom. Activities are planned daily and include music, art, and sensory. Language is developed through reading and social interaction. The ratio is 1 caregiver to 6 toddlers. At any time, toddlers can visit preschool program for planned activities. Potty training is first introduced by the parent and then implemented at the center. A toddler can remain in the toddler room until 36 months if needed, but they are generally transitioned to the preschool program between 28 to 32 months.

The preschool program offers 7 classrooms for ages 30 months to 5 years. Classrooms are opened according to enrollment and the needs of the center. Children are placed in the classrooms according to age and development. The ratio is 1 teacher to 12 children.

During, preschool enrichment from 9:00 a.m.- 12:00 p.m., low ratios of 1 teacher to 8 children is offered. Curriculum is designed to enhance fine motor skills, language development, math concepts, exploration and creativity through the components of Art, Science, and Sensory, Music and Movement, and Circle Time.

Emergent Curriculum

The very basic definition of emergent curriculum is that it is an approach to planning and teaching that uses children’s interests to inspire and drive curriculum. Emergent curriculum depends on high level of teacher observation and documentation in order to properly create  the child initiated curriculum. Teachers must have a view of children as participant researches and as co-constructors of knowledge. Community plays a big role in an emergent curriculum as well, as the community part of the environment that the children interact with and learn from. So it’s about following children’s interests and abilities, learning as a community, and respecting children’s ability to be co-creators with educators.