12 Toddlers, typically 18 months to 33 months as the beginning of the CSDC school year, with 3 full-time teachers.
Toddler Classroom Family Packet
The Classroom Family Packet (sent to you in August) contains information from your child’s teachers about the philosophy, schedule, curriculum, and classroom practices of the classroom that builds on to the CSDC Family Handbook.
I have always loved working and being around children and it wasn’t until I started attending human develop and early education classes at UNH, that I decided I wanted to work with children in my future career. I have been working with children for many years now, whether it be through home-based childcare, working at non-profits and resource centers, or here at the CSDC. I just recently graduated from the University of New Hampshire with a Bachelor’s Degree in Human Development and Family... Read MoreEARLY CHILDHOOD TEACHER I
I have been teaching here at the CSDC since 1990 with the first sixteen years being in the Preschool I classroom with three and four year old children. In August of 2006 I looped to the Toddler Classroom where I am currently teaching. Every day is a new adventure as the toddlers are continuously changing. I completed my B.S. in Family Studies with a Nursery School - Kindergarten concentration in 1990 from UNH. I am a member of NAEYC and EEIN, and hold a NH Early Childhood Master... Read MoreEarly Childhood Teacher ii
I have always had a love for being around young children and realized at a young age that it would be my life's work. I graduated from Plymouth State University in the spring of 2013 with a B.S. in Early Childhood Studies and was selected as the recipient of the PSU Outstanding Early Childhood Studies Major Award. I spent time at the PSU Center for Young Children and Families as a substitute teacher where I worked with children in various classrooms from the ages of 1-6 years old. ... Read MoreEarly Childhood Teacher i
I have been working in the field of Early Childhood Education for approximately ten years now. In that time I have had the opportunity to work in a variety of different settings and with many different age groups. This experience has helped me to gain a deeper understanding of the growth and development that occurs in early childhood. I completed my Bachelor of Science degree at Daemen College in NY. I studied both Early Childhood and Special Education there. My work in Special Education was... Read MoreEarly Childhood Teacher i
Toddler Room Daily Schedule
The schedule below gives you an idea of a typical day in the toddler classroom. Our schedule is very flexible and will change to meet the needs of the children in the classroom. Our schedule will slightly change throughout the year due to the time of year, the weather and the developmental needs of the children. As the children grow and develop so will the classroom schedule and curriculum.
|7:30||The Center Opens|
|7:30-8:30*||Arrival and activities in classroom|
|8:30-9:00||Wash hands, snack|
Investigations / Clean up
Clean up, large motor movement activities outside or in the large room from 9:30-10:00 because of weather conditions.
|11:00-11:30*||Small group / Investigations|
Lunch clean up / Books
|12:15-3:00||Nap (twinkle lights, music, and wave machine)|
|2:00-3:15*||Wake up / free play / snack|
|3:15-3:30||Clean up / story / music|
|3:30-5:30||Outside time / large room / linking space / activities|
|5:20||Final pick-up time|
The Center Closes
*Schedules Diaper checks and toileting.
We believe that toddlers learn best when actively engaged with all aspects of their environment: teachers, peers, materials, etc.
We believe that children learn best when exploring topics that are relevant and meaningful to their lives.
We value opportunities for children to revisit previous work and experiences.
We believe in providing consistency of care to children and their families.
We believe that with a consistent routine, children gain a sense of control and independence within their day.
We believe that infants and toddlers are provided rich experiences when brought together.
We believe that young children need to develop trusting and caring relationships with caregivers in order to feel safe and secure in their environment.
Children are provided with a variety of choices within the learning environment with teachers serving as facilitators, participants, and observers.
Typically topics explored in the classroom stem from observations of children's play and conversations.
Children and teachers' previous work is displayed and discussed through photographs, retelling of experiences, and documentation panels.
Teachers and parents are in constant communication through daily conversations, notes, journals, conferences, classroom get-togethers and written developmental profiles.
The daily routine remains consistent although flexibility is incorporated as children demonstrate changing needs. With consistent limits and boundaries, children become increasingly capable of anticipating consequences and outcomes to behaviors and situations.
Collaboration occurs regularly between infant and toddler teachers so that previous experiences that children have had can be extended in future endeavors.
The looping of teachers between the infant and toddler classrooms, and the transitions of children in-groups between these two classrooms, and between the toddler and three-year-old classroom supports existing relationships while facilitating the emergence of new relationships.
Materials in the classroom are rotated with children's interests in mind. An attempt is made to offer a variety of materials which support and challenge children's abilities.
We intend to share the choice of children's course of learning, by following the lead of children when presenting them with new topics and information.
In order to extend the knowledge possessed by the children, we revisit and rediscover topics we have investigated in the past.
A collaborative relationship is developed between teachers and parents to ensure continuity between home and school.
By revisiting the work created by the children, through documentation panels, photographs, and discussion, we aim to assist the children to value themselves and their accomplishments.
Infant and toddler teachers engage in on-going communication about curriculum and use one another as resources both in terms of developing curriculum and reflecting on past experiences. Teachers are actively engaged in children's work and play as participants and observers.
We intend to provide children with continuity of care through the looping process. Looping offers the consistency of a minimum of one to two teachers for a two-year period. Peer groups are also supported as we make every effort to move children from the infant room to the toddler room and the toddler room to the three-year-old classroom in groups of at least two.