Sprouts - INFANTS

One of our goals with infants is to optimize our interactions with them by using their daily care and routine as a time to communicate. Diapering, eating (or drinking) and playing with toys are examples of teachable moments of learning. Language development is an ongoing focus in the infant classrooms as we communicate and converse with our infants throughout their day.

Experiences and activities are used to give infants a variety of opportunities for growth. A typical day include: listening to music, singing, reading books, tummy time and walks in the stroller which offer infants the opportunity to experience the outdoors in a safe manner. Different settings stimulate curiosity, communication, self-esteem, belonging, and developmental growth. Art experiences are offered for older babies providing opportunities to stimulate their senses and encourage fine motor growth. 

Seedling - TODDLERS

Young toddlers are learning about themselves, others, and how they relate to each other. Learning to work through their emotions and frustrations is a constant challenge. Classroom environments are nurturing, stimulating, and offer a variety of materials to aid in learning to share.

The teaching staff will strive to build confidence in the toddlers by celebrating their accomplishments and assisting them should they need help working through a problem. By providing an environment that is easily accessible to toddlers and includes toddler size table and chairs, teaching a toddler independence becomes an achievable goal.

A predictable daily schedule and routine help toddlers work through their fears and insecurities. Art projects, music and physical activities are favorites of toddlers and are prominent in the classroom throughout the day. Children at this age are increasingly mobile and are exploring new environments with enthusiasm. They are discovering how things work, how things make them feel and how to express themselves.

Children at this age want to attempt and complete as many tasks as they can independently. Due to this drive for independence, two year olds tend to get frustrated frequently and expend a lot of energy learning how to identify and cope with their feelings. Empathy, to recognize a person in need of comfort and to have the ability to offer another comfort, develops at this age. Children at this age are beginning to experiment with cause and effect as they work through how their choices affect others.

Older toddler - Two year olds change developmentally in a dramatic way in just one year and learn so many new skills like potty training, conversational language skills, playing with peers, sharing, the beginning of problem solving, gross motor skills and more. Small and large group times are incorporated in their daily schedule to prepare them for the preschool classrooms. Introduction to letters and numbers as well as other basic concepts advance their active learning. This age in particular is a sponge for new information and continually amazes adults with their ability to learn.

Communication typically grows by leaps and bounds from 2-3 years old. Often there is a language explosion and the children exercise their new found ability to communicate continually. The children love to be read to which further stimulates vocabulary and word usage. There are times children this age become frustrated by their inability to express themselves, particularly their emotions. Teachers encourage and acknowledge children’s emotions and allow them the opportunity to feel comfortable in being angry, frustrated or overwhelmed.

Toilet training is a huge part of learning in this age group as well. It is a great time to teach body basics, assist them in gaining control of their body and becoming more autonomous. We teach this skill with positive reinforcement in a non-threatening manner, and encourage the children as they become ready to toilet train. It often becomes a social experience as well as a goal of independence.

Vegetative - PRESCHOOL

Preschoolers are developing socially and emotionally by recognizing their feelings and how their actions affect other’s feelings. They demonstrate more independence and self-control, learning to take responsibility for their own actions and well-being. Their communication skills are becoming more complex making it easier to understand and communicate with them. Preschool children are also beginning to trust persons outside of their families and are developing strong bonds with their teachers and friends.

Preschool children can follow rules and routines, and understand consequences. They learn to take initiative and assert themselves in social situations. Preschool children show persistence and curiosity, applying what they have learned to new scenarios. They work together in groups toward a common goal. Teachers encourage children to work through problems and expand their knowledge by trying new things and moving away from their comfort zone.

Preschool teachers foster a strong community atmosphere for learning. Teachers plan intentionally while maintaining the flexibility to respond to the changing interests and abilities of the children. Preschool teachers use exploration and discovery as a way of learning enabling children to develop confidence, creativity, and lifelong critical thinking skills. Teachers adjust their teaching to meet the strengths, needs, and interests of individual children with an emphasis on math, literacy and overall development.

Budding - PRE-K

Our goal is to give our Pre-K children the best start to their academic education as we can. Our Pre-K program embraces classroom learning experiences using hands-on learning and teachable moments. There is ongoing focus on building character skills and independence. Each child is considered when we lesson plan to help achieve attainable goals in each area of learning at a child’s own pace. Our Lead teacher has a Bachelors Degree in Education. She strives to create a classroom community where the children’s interests and abilities influence the planning of the classroom activities, giving the children an active role in their learning.

In an effort to prepare children for school we have developed our full day program to mirror a kindergarten schedule including morning and afternoon learning, snack and lunch times, recess and a short rest period to better prepare them for the transition from preschool to kindergarten. Our Pre-K is open to children who are 4 years old and runs from September to June.

Special Care for Children Entering Kindergarten transition plan (WAC 110-300-0065)

Children turning five years old or six months before the child is ready to attend a Kindergarten program, we will meet with the family to provide resources and write a transition plan with the parents. Resource materials can be found at our resource center or on line at OSPI, the department or other equivalent organizations. The materials will cover transition activities, developmentally appropriate local school and school district activities designed to engage families.