Infancy

We consider a baby an infant from birth until they are walking and/or getting around on their own. We believe infants are unique, and we cater to their individual needs. Infants will eat, sleep, and play on their own schedule. Infants are very social and typically enjoy the company of others, so a large part of the infant’s time will be interacting with people in the room. Infants will also engage in art and sensory activities to foster the development of their senses. All educational opportunities will take place in the context of their natural routines. 

Toddlerhood

We consider a child a toddler from the time they start walking until they are ready for more formal “preschool” around age three. Toddlers have a difficult task in that they must learn to regulate their emotions, despite their limited vocabulary. Our curriculum is designed to foster language and communication skills, as well as social/emotional skills, so that they learn how to develop and maintain friendships in a healthy way. We also foster their self-help skills (the ability to do necessary tasks on their own, e.g. getting dressed, eating with a spoon). The majority of the educational opportunities will take place in the context of their natural routines and play, but a small amount of more intentional and formal learning will take place through planned activities.

Screening and Assessment

We have an extensive system that we use to assess and monitor each child’s development throughout the year. Teachers use the results from these assessment tools to set goals for the children and design appropriate activities in the classroom.