Programs
Here is a typical daily schedule for our infants. Specific activities and times may vary depending on the weather and individual infant needs.
INFANT DAILY SCHEDULE
Music movement or book time
6:30 – 8:00 am
Greet families and babies
Music movement or book time
8:00 – 8:30 am
Diaper change
8:30 – 9:00 am
Feeding (breakfast/snack)
9:00 – 10:00 am
Nap time
10:00 – 10:30 am
Diaper change
10:30 – 11:15 am
Art project
11:15 – 11:45 am
Feeding (lunch)
11:45 am – 12:30 pm
Free play
12:30 – 1:00 pm
Diaper change
1:00 – 2:30 pm
Nap time
2:30 – 3:00 pm
Diaper change
3:00 – 3:30 pm
Feeding (snack)
3:30 – 4:30 pm
Outside time
farewell to babies and families
4:30 – 6:00 pm
Diaper change, free play,
farewell to babies and families
CURRICULUM
YOUNGER INFANTS
rolling over and from side to side, sitting with support, hand clasping, and kicking. Moving objects and colorful toys are placed
Develop visual focus, tracking, and hand-eye coordination
In an open cushioned area, younger infants are able to practice lifting their heads,
rolling over and from side to side, sitting with support, hand clasping, and kicking. Moving objects and colorful toys are placed
Teachers play or sing variously upbeat or soothing music throughout the day during feeding time, playtime, and diaper changing time
Sensory stimulation
Rattles and dumping toys give them auditory stimulation and begin to teach them cause and effect.
Teachers play or sing variously upbeat or soothing music throughout the day during feeding time, playtime, and diaper changing time
Cradling and comforting
Having their needs met by compassionate caregivers helps infants learn trust, advancing their social and emotional growth.
OLDER INFANTS
They can also sit while playing with balls, sensory and teething toys, stuffed animals, and electronic learning toys that promote thumb and forefinger practice
Kinesthetic intelligence
Older infants use our open cushioned area for physical play such as crawling on their stomach and creeping on their hands and knees.
They can also sit while playing with balls, sensory and teething toys, stuffed animals, and electronic learning toys that promote thumb and forefinger practice
Eating and nap time begin to occur at regular times based on the baby’s needs. Cups and eating utensils are introduced to have babies become more self-sufficient in feeding themselves
Self identity
Teachers patiently encourage older infants to repeat the process of throwing or dropping objects to learn cause and effect, while mirror play helps them develop self-identity.
Eating and nap time begin to occur at regular times based on the baby’s needs. Cups and eating utensils are introduced to have babies become more self-sufficient in feeding themselves
Older infants are encouraged to repeat two-syllable sounds and begin to practice making sounds into understandable words. Reading time, including books designed for handling by infants, engages all five senses
Sensory stimulation
At this age, infants begin to play independently and eye contact begins to replace some of the physical contact that younger infants seek.
Older infants are encouraged to repeat two-syllable sounds and begin to practice making sounds into understandable words. Reading time, including books designed for handling by infants, engages all five senses
TODDLER DAILY SCHEDULE
6:30 am
Greet families and toddlers
parents, and are encouraged to engage in play activities of their choice
6:30 – 8:00 am
Parents sign in, store personal items, and speak with caregivers; children are greeted warmly, say good-bye to
parents, and are encouraged to engage in play activities of their choice
8:00 − 8:30 am
Clean up toys
8:30 − 9:00 am
Toileting/diaper change, wash
9:00 – 9:30 am
Morning snack and clean-up
we discuss weather, days of the week, and calendars
9:30 − 9:45 am
Circle time, sharing, and group interactions;
we discuss weather, days of the week, and calendars
9:45 − 10:15 am
Teacher-directed projects and activities
and other appropriate materials to help develop gross motor skills
10:15 − 11:15 am
Outdoor free play; children use climber, slides, balls, ride-on toys, sandbox,
and other appropriate materials to help develop gross motor skills
11:15 − 11:30 am
Toileting/diaper change, wash
11:30 – 12:00 noon
Lunch time and clean-up
12:00 − 2:15 pm
Nap time/quiet time
2:10 − 2:30 pm
Wake-up time, toileting/diaper change, wash
2:30 − 2:45 pm
Afternoon snack and clean-up
manipulative skills, etc.
2:45 − 3:30 pm
Centers – Structured activity time where toddlers work on crafts,
manipulative skills, etc.
3:30 − 4:30 pm
Outside play (weather permitting) and/or teacher-directed activity
4:30 − 5:00 pm
Toileting/diaper change, wash
5:00 – 6:00 pm
Quiet activities, stories, puzzles and games while awaiting parents’ arrival
6:00 pm
We close for the evening
CURRICULUM
Cognitive, physical, and social/emotional skills
Toddlers are exposed to a variety of activities, toys, equipment, books, music, and more, as well as to social interaction with caregivers and peers.
They also learn self-sufficiency through learning to toilet train at their own rate, dressing and undressing, and feeding.
Physical health and motor development
Playground tools include different sized balls for throwing and catching, push and pull toys, a large open area to run, appropriate climbing equipment, and pedal toys. In the classroom, blocks and stacking toys, writing tools, and eating and drinking utensils help toddlers develop fine motor skills.
They also learn self-sufficiency through learning to toilet train at their own rate, dressing and undressing, and feeding.
Group activities such as Learning Centers and Circle Time help toddlers learn how to interact with one another, share, take turns, and use their vocabulary to express their feelings
Social and environmental development
A classroom routine allows children to self-monitor and know what to expect.
Group activities such as Learning Centers and Circle Time help toddlers learn how to interact with one another, share, take turns, and use their vocabulary to express their feelings
Flashcards, learning toys, and discussions of height and other measures help children begin to learn match concepts such as shape, size, and number recognition. Activities also include story time, dramatic play, and music.
Cognitive development
Puzzles, communication with the teacher and peers, exploration of different learning centers, and group and individual play.
Flashcards, learning toys, and discussions of height and other measures help children begin to learn match concepts such as shape, size, and number recognition. Activities also include story time, dramatic play, and music.
Preschool Daily Schedule
Children who arrive early may have breakfast until 8:00 am.
6:30 − 8:45 am
Parents and children arrive, sign in, and are greeted by teachers; children engage in free play.
Children who arrive early may have breakfast until 8:00 am.
8:45 − 9:00 am
Children clean up classroom and go to Circle Time
9:00 − 9:20 am
Circle Time for calendar, weather, seasons, sight word cards, and attendance
9:20 − 9:30 am
Bathroom and wash hands
9:30 − 9:45 am
Morning snack and socialization with peers
9:45 − 10:00 am
Clean up snack and meet for daily announcement of Learning Centers
exploring
/
creating, and communication
10:00 - 10:45 am
Academic Learning Centers, including building,
exploring
/
creating, and communication
10:45 − 11:00 am
Clean up, bathroom, and prepare to go outside (weather permitting)
11:00 − 11:45 am
Recess for gross motor skills, games, races
11:45 am − 12:00 noon
Wash hands and prepare for lunch
12:00 − 12:30 pm
Lunch, clean-up, bathroom, and prepare for nap/rest
12:30 − 2:00 pm
Nap/rest time
2:00 − 2:15 pm
Children wake up
2:15 − 2:30 pm
Bathroom and wash hands
2:30 − 3:00 pm
Afternoon snack time and clean-up
3:00 − 4:30 pm
Recess (weather permitting) or indoor centers
4:30 − 6:00 pm
Wash up, bathroom, engage in quiet activities such as puzzles, arts and crafts, and manipulatives while awaiting parents’ arrival
6:00 pm
We close for the evening
CURRICULUM
They apply this knowledge in working together to find solutions to problems—whether how to build a taller tower or how to determine whose turn is next.
Critical thinking
Following a series of steps or directions lets them learn that they can control outcomes.
They apply this knowledge in working together to find solutions to problems—whether how to build a taller tower or how to determine whose turn is next.
Math and science are also emphasized in discussions of weather, the environment, the calendar, and many daily activities.
Academic readiness
Science activities include a sand/water table for experimentation, blocks, and manipulatives to help children learn concepts such as one-to-one correspondence, sorting, classifying, and categorizing.
Math and science are also emphasized in discussions of weather, the environment, the calendar, and many daily activities.
Our print-rich environment and early writing activities encourage letter recognition, invented spelling, and storytelling.
Language Learning
Children learn to listen and to respond during Circle Time, at various learning centers, and during indoor and outdoor play.
Our print-rich environment and early writing activities encourage letter recognition, invented spelling, and storytelling.
and daily music time encourage creativity while teaching students about different genres and mediums
Social studies
Creating a family tree and discussing family and cultural traditions gives children a foundation in social studies, while our Art Center, Dramatic Play Center,
and daily music time encourage creativity while teaching students about different genres and mediums