Full-time Toddler Classroom

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.


Classroom Teachers

  • Sandra Berge

    Early Childhood Teacher ii
    Phone: (603) 862-2835 ext. 4101
    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 More
  • Cassandra Lavoie

    Early Childhood Teacher i
    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 More
  • Melissa McFarland

    Early Childhood Teacher i
    I have been working in the Early Childhood field for the last 14 years.  My previous experiences include lead Toddler teacher at Timberland Children's center, and an infant teacher for a non-profit organization.  My latest experience was as an Early Head Start Home Visitor for families with children age prenatal through three at a local Head Start.  I am passionate about the importance of collaborating with families and recognizing them as their child's first  and best  teacher. I completed my... Read More

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.

Time

Activity

7:30 The Center Opens
7:30-8:30* Arrival and activities in classroom
8:30-9:00 Wash hands, snack

9:00-9:30

Investigations / Clean up

9:30-10:30

Clean up, large motor movement activities outside or in the large room from 9:30-10:00 because of weather conditions.

10:30-11:00

Circle Time

11:00-11:30* Small group / Investigations
11:30-12:00 Lunch
12:00-12:15

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
5:30

The Center Closes

*Schedules Diaper checks and toileting. 

Foundation

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.

Framework

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.

Intentions

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.