We focus on three subject areas that are closely connected with cognitive development: math, science, and social studies. Although the primary focus of these subjects is cognitive development, the social studies component relates, in large part, to social and emotional development as well. During the learning process we teach children to understand the relationships between ideas, to grasp the process of cause and effect, to improve their analytical skills, improve their ability to focus, to remember information and think more critically, which helps children to think about and understand the world around them. . Brain development is part of cognitive development.
Educators play a big role in children's social and emotional development. We actively engage in quality interactions on a daily basis. Positive social and emotional development is important. Our educators teach children to have self-confidence, empathy, we help them create meaningful and lasting friendships and partnerships, and a sense of importance and value to those around them. Children’s social and emotional development also influences all other areas of development.
Approaches to learning
Approaches to Learning focuses on how children learn. It refers to the skills and behaviors that children use to engage in learning. It incorporates emotional, behavioral, and cognitive self-regulation as well as initiative, curiosity, and creativity.
We help children develop the ability to self-regulate in a variety of situations. This ability is also essential to early childhood mental health. Building emotional, behavioral, and cognitive self-regulation is part of consistent, responsive relationships. As children get older, they become better able to regulate on their own, though our educators still provide guidance.
Play-based learning is, essentially, to learn while at play. Although the exact definition of play continues to be an area of debate in research, including what activities can be counted as play, play-based learning is distinct from the broader concept of play. Learning is not necessary for an activity to be perceived as play but remains fundamental to the definition of play-based learning Within studies that have examined the benefits of play-based learning, two different types of play have been the primary focus: free play, which is directed by the children themselves, and guided play, which is play that has some level of teacher guidance or involvement.
To understand the world and function in it, individuals need to be able to communicate with others. From birth, people begin learning about communication—the interchange of thoughts, opinions, or information. Relating to others remains a crucial human activity throughout our lives. We teach children how to communicate in a variety of ways: through non-spoken communication, using body language, facial expressions, and body movements; with sign language, using both hand movements and facial expressions, through spoken communication, using words, and with written communication, using marks or symbols. Our early childhood educators encourage children to become skilled communicators—people who can understand and exchange thoughts, feelings, and ideas with others. These skills not only set children on the path for later academic success, they also allow children to enjoy and participate in rich and rewarding relationships with other people. Our goal of the communication in our curriculum is to help children become enthusiastic, competent users of spoken and written language.
The body is a young child’s connection to the world. Unlike other animals, human beings are completely helpless at birth and spend years gaining full command of their bodies. We give children the opportunities to move, explore, and manipulate materials. As they gain physical skill, children become increasingly able to care for themselves and move beyond the limits that are imposed by their dependency on others. As they gain the ability to control, care for, and use their bodies, they become more confident and independent giving them the ability to develop to their fullest potential. The maintenance of physical well-being is essential to all aspects of development. Having a sensitive, strong, flexible, coordinated, healthy body allows children to function competently in the world. It is essential for learning and development to occur.
We will teach your child:
Language skills - Speak in complete sentences and be understood by others most of the time, use words to express needs and wants, understand two-step directions, make comparisons, and describe relationships between objects like big/little, under/over, and first/last.
Reading readiness skills- Listen to stories, to recognize familiar logos and signs, recite the alphabet and identify most of the letters, recognize and try to write their own name, recognize when two words rhyme, start to connect letter sounds to letters, and draw a picture to help express an idea.
Math skills - Count from 1 to 10, match a number to a group of five or fewer items, recognize and name basic shapes, understand more than and less than, arrange three objects in the right order, and name or point to the colors in a box of eight crayons.
Self-care skills - Use the bathroom and wash up on their own, get dressed on their own and can say their first and last name and age.
Social and emotional skills - Separate from a parent or caregiver without getting overly upset, interact with other children, and pay attention for at least five minutes to a task an adult is leading.
Fine motor skills - Use a pencil or crayon with some control, use scissors, copy basic shapes, make distinct marks that look like letters and write some actual letters, and put together a simple puzzle.