We encourage children, through process, to discover for themselves. Rather than give children answers, we help children to construct their own theories, make predictions and test those theories. We develop a safe, sensory-based environment where children have amble opportunities to move freely in different ways and a rich variety of materials to manipulate. Young children develop at different rates, but learn to control their bodies in the same progression – head to toe and from their core to their extremities. Physical – We understand that children are gradually gaining control over their physical development.We share in the pleasure of children’s communication efforts and through our interaction, modeling, and encouragement, guide children’s development and build their desire to communicate. We encourage children on the continuum of facial expressions, gestures, and crying to the development of verbal and sign language. Language – We understand that language development is a major accomplishment for our youngest learners.We also understand that rich, particularly sensory based, experiences encourage young children’s development most significantly. Consistent predictable routines, allows young children to anticipate events and develop understandings and begin to act intentionally. Cognitive – We understand that children are developing understandings about their world and will use what they learn to reason and problem solve.By sharing in the pleasure of children’s accomplishments and discoveries, we build positive images of self, understanding of feelings, ability to regulate and express emotions and support the capacity to build relationships with others. We support children’s confidence by ensuring to create a responsive environment and through positive interactions, build trusting relationships. Social/Emotional – We recognize children as important, interesting and capable.We recognize that caring, nurturing teachers are the core vehicle for young children to discover self and their immediate world. We know that by providing children with the opportunities for consistent routines and rich experiences, we can best support their learning so they become confident, inquisitive, independent life learners. This is a time of tremendous development for children and we understand the importance of ensuring children develop to their fullest. Daily routines are most important during Separation and Reunions, and Daily Care Routines - Diapering and Toileting, Eating and Mealtimes, Sleeping and Naptime and when Getting Children Dressed. It is through careful observation of children that care providers establish a strong bond with your child that allows them to meet their needs with love and attentiveness. Attending to children ‘on demand’, that is when children express to us they need to have their needs met, best supports children’s development. Assignments are made based on children’s preference of attachment.ĭaily routines that are consistent and responsive build autonomy and trust and a secure sense of attachment in children. To encourage this development, primary care provider support, that is the assignment of a classroom teacher to support children’s primary care needs (feeding, diapering/toileting, and sleeping routines), is utilized until children are three. Attachment, the processes of forming close personal relationships with others and resilience, the ability to recover from and manage the effects of stress, is at the core of development of trusting relationships for children.
The development of building trusting relationships with the important adults in children’s lives greatly encourages brain development.
We also know that for brain connections to become permanent, learning must be reinforced and that connections that are not made and used eventually disappear.
We now know that brain development is affected by experiences and that children’s learning changes the physical structure of their brains.
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