Infant Program

Magical things happen after a child celebrates the first birthday. Once a vulnerable infant, this young toddler is now ready to take on the world. They are busy, busy little learners with lots of new things to explore. We specialize in channelling all that energy into things that help toddlers learn and grow. Teachers work closely with families about developmental accomplishments and prepare frequent progress reports. In providing a program for toddlers, our staff understand that children learn using their whole bodies. They learn more by doing then by being told. Toddlers discover their world on a physical level, so it is expected that they will prefer walking, climbing, carrying objects dumping, or dropping objects to sitting, picking up toys, or playing only in a designated space.

These large muscle activities are the legitimate activity of toddlerhood. Your child will learn by colour and size, exploring the concept of big and little, and building an early vocabulary. During this stage, children learn how to use toys to gain an understanding of cause and effect. Toddlers actively explore, and we committed to providing activities to increase cognitive development. Here in Flying Star we encourage imaginative play to help develop the use of language and social interaction. We also encourage participation in art, allowing a child to be expressive, creative and build a sense of personal accomplishment

It is a whole new world when babies take to their feet. They walk, they talk, and they begin to develop relationships with other. Your toddler has so many things he or she wants to see and do, and we will be there to guide your child every step of the way.

Activities promote curiosity, allowing your toddler to exercise his or her budding independence. Our toddlers eagerly discover the world around them as the experience captivating circle time, stimulating sensory opportunities and physical play activities. Other milestones such as self- feeding, early language and socialization skills are encouraged and supported by our teachers. Common in the toddler room is the amazing increase in new words and phrases to describe the exciting world around them. Language development is a large component of our curriculum. Children at this age learn to develop trust in their caregivers by playing games that involve going away and being found.

Children develop through different stages of emotional need. We recognize that children need to lead during play. During this stage, children learn how to use toys to gain an understanding of cause and effect. We encourage imaginative play to help develop the use of language and social interaction. We also encourage participation in art, allowing a child to be expressive, creative and build a sense of personal accomplishment.

Toddlers learn through sensory experiences that enhance their cognitive, language, motor and social skills. They turn ideas into words and phrases to better express themselves, and practice the value of sharing and cooperating through group play.  Children at this stage start to develop friendships and gain confidence as they use their words and thought to interact with others

In planning for toddlers, we are prepare to be flexible and spontaneous, because they are active explorers, toddlers are eager to try new things and use materials in different ways. Our team will go with the cues of the child and view that as earning, extending it even if it is not part of the day’s planned curriculum.

Activities to improve coordination, and increase verbal and problem solving skills. We provide them with the materials and experiences to help them understand and communicate in ways most meaningful to them. Toddlers are working on becoming autonomous. We respect this and allow opportunities for children to be responsible and learn to make choices.

Staffs also understand why certain behaviours must be limited, and sets limits that are fair and consistent. Expectations for behaviours are developmentally appropriate and allow children to be challenge yet to feel support from their mentors. Consequently, frustration is kept to a minimum and the child dignity and self- concept remain intact

Our mentors with patience, warmth and respect, redirecttoddlers to help guide them toward controlling their impulses and behaviour. Mentors draws more attention to a child’s appropriate behaviour than to the inappropriate because they understand that toddlers will act in a way that draws the most attention. Constants testing and expression of opposition are viewed as the child development of a healthy sense of self. Mentors accept this, and offer positively worded directions to avoid getting into power struggles. We view herself as a model for how she wants the children to develop. She does this in her verbal interactions, because she understands that toddlers lack the skills to cope with frustrating situations and might act out in a physical way without her guidance.

We recognize that routine times are important moments to help children learn about themselves and others. We view play as valuable, and facilitates this so that children stay interested and move from simple to more complex aspects of their play. Materials for children to engage in imaginative play, appropriate art experiences for creative exploration, variousmanipulative to develop cognitive and physical skills, as well as building blocks, music and books. The environment allows for the children to choose activities and respects their need for ample time to use and reuse activities, because repeated experiences foster competence. The setting is stimulating and inviting. It offers comfortable spaces for privacy and for interacting in small groups. Children art is displayed proudly and respected for what it is. The little ones are encourage by knowing adult to care for the belongings and the environment and activities to meet the children’s need form day to day.

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