To Be Two Again... 


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Toddler Program

The curriculum is based on providing each child with a large variety of activities and experiences, which encourage growth and learning. According to Piaget’s theory of cognitive development, children construct knowledge from their actions in the environment. Children also learn some things such as names through social transmission.

For this reason, our curriculum focuses on providing children with an environment that encourages their explorations and involvement in activities that help them to construct knowledge. In addition, children will be exposed to a language-rich environment that will help facilitate their developing language skills and encourage social interactions.

The following is a listing of specific curriculum areas and how they relate to the developing child’s growth needs.

Free play is a period of time when a child chooses from a wide variety of games, toys, puzzles, or gross motor activities. Children gain a newfound sense of independence through mobility, and this freedom of choice allows them to further exercise this skill. Games, toys, and puzzles are specifically selected to meet the child’s development needs.

Some of the free play (child's choice) activities include:

Manipulative Area:

This area can include small building blocks, small vehicles, pegboard games, stringing beads, and so on. These activities encourage the child’s development of problem-solving techniques and fine motor skills, along with knowledge about how objects relate to each other.

Water Table/Dry Pour Table:

This allows a child to experience a large variety of textures such as water, sand, dirt, rice, oatmeal, beans, and so on. Objects such as cylinders, measuring cups, bowls, and funnels are placed on the table to enable children to experiment with pouring, dumping, and scooping.

This encourages fine motor skill development along with increasing their knowledge about various textures and materials and the characteristics of these objects.

Dramatic Play Area:

For some classrooms, this area resembles a house with a kitchen and bedroom. It has familiar household items that children can use to imitate activities they see in their own house. This encourages children to practice familiar activities such as cooking, sweeping, and
talking on the telephone.

This is important for their social, emotional, and physical development. Because children during their early ages participate in parallel play, most social interactions are between the adult and the child.

Adults can use this time effectively to facilitate language about what the child is doing. This helps the child to put words to actions and therefore encourage language and social development.

Book Area:

This area is established in a quiet corner of the room. Books are available for children to look at and manipulate, and some are made of sturdy cardboard that enable the child to turn the pages. Many contain simple story lines that adults can read to children. Books are a great language facilitator and a wonderful way to introduce children to the joy that can be found through reading.

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Play Dough, Silly Putty, Clay:

These materials are available for children to roll, squeeze, pat, pound, and mold. Play dough encourages fine motor strength and manipulation and also encourages the development of knowledge about another type of texture and material. This is another area where language should be used to describe actions, textures, and characteristics.

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Gross Motor Area/Large Muscle Area:

Children need to practice newfound developing skills, which is why large muscle areas are an essential part of their program. This area provides children with opportunities to climb, jump, crawl, run, walk, hop, and slide, all of which aid in mastery over gross motor skills.

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Writing Center: 

Crayons are always available to encourage children to develop fine motor skills necessary for the eventual development of writing skills. In addition, crayons provide an open-ended activity that fosters expressions of creativity. Pencils, pens, markers, stampers, and stamp pads may also be available.

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Music Corner:
Musical instruments, CDs, and tape players may be available for manipulation and entertainment of children. Music helps children to begin to develop a sense of rhythm through dancing, swaying and clapping.

However, music can also become a part of every activity, and caregivers are encouraged to sing to children many times 

during the day.

Mirrors and Photographs:
Mirrors are wonderful objects that children use to learn about themselves. This helps to encourage self-identity and increase self-esteem. Pictures of each child are arranged low on classroom walls, which further help children to identify self and others.

Mirrors and Photographs: 

Mirrors are wonderful objects that children use to learn about themselves. This helps to encourage self-identity and increase self-esteem. Pictures of each child are arranged low on classroom walls, which further help children to identify self and others.

Art Center:

In the art area, our goal is to foster creativity. The desire for self-expression gives children the incentive to use tools, which increase small motor skills and refine eye-hand coordination. Through experimentation, children make discoveries about cause and effect as well as becoming familiar with colors, shapes, and textures.

Art materials are visible and accessible throughout the day. Children are free to choose from materials such as paint, clay, play dough, markers, crayons, glue, glitter, yarn, fabric, and any other treasures that they may want to incorporate in their work.

Each art media can be used in a variety of ways. Using paint as a media, one could choose to create a watercolor, finger paint, work at the easel, or for the more daring, spatter paint from a tabletop with turkey basters.

Children are exposed to a wide range of experiences, which in turn inspire the creative process. For example, a visit to the beach may give a child incentive to make a collage of shells. Autumn leaves may be collected to arrange and melt onto wax paper.

Children take pride in their accomplishments and express their uniqueness through their work. Art activities are open-ended. Emphasis is placed on the process rather than the product. Teachers do not make artwork for the children; rather they take measures to help the children solve the problem and use tools and materials to their satisfaction.

Special activities may include cooking experiences in which the child can actively participate. Cooking exercises include simple recipes that enable children to observe cause-and-effect relationships and see how things are made. These special activities provide children with an additional learning experience through the manipulation of materials.

It can further be used, again, as an excellent language facilitator in talking to the children about what they are doing and the effects of their actions on the material they are using.

Outdoor play allows the children more opportunities for freedom of choice. Children can choose from among a wide variety of items such as climbers, sandbox, bikes, balls, etc. In addition, warm weather provides an opportunity to bring many other outdoor activities, such as art or water table play.

Outdoor activities enable children to further develop their gross motor skills and give them the benefit of a change of scenery periodically throughout the day.

Rest time is an essential part of a child’s day. This gives them the opportunity to rest after a busy morning and refreshes them for the afternoon’s activities. Oftentimes, children don’t know when they need to rest; therefore it is imperative to schedule a quiet time during the busy day to allow them the advantage of a time to sleep.

Children who are unable to sleep will be given quiet toys to play with while lying on their cots and a soothing, comforting staff person to rub their backs and encourage them to sleep.

Mealtimes are a great time for all children to practice their independence in self-help skills. Toddlers love to feed themselves and are therefore provided with bite-size portions that can be easily manipulated with fingers or a spoon.

Toddlers are encouraged to use a spoon, but fingers are also acceptable. Older children are encouraged to set a table, use appropriate utensils, and are encouraged to serve themselves family-style meals.

Mealtimes provide opportunities for social interactions between the caregiver and child and therefore should be rich with language about morning events and types of food being eaten. Additionally, the staff is trained to supervise handwashing and disinfection procedures.

Arrival and departure is the time for exchanges of information between the caregiver and the parent concerning the child’s experiences at home and daily activities at the center. It also provides the child with a rich learning experience regarding social interactions through greetings and farewells. This communication is done through our daily reports.

Here are our goals for toddlers including infants:

  • Increase Awareness of Object Permanence
  • Investigate Cause and Effect (Causality)
  • Teach Them to Copy the Behavior of Others
    (Imitation and Play)
  • Teach Them to Use Words to Identify Objects
  • Help Identify Familiar Pictures/Objects
  • Develop Fine Motor Skills
  • Increase Muscular Control
  • Help Dress and Undress Self
  • Expand Social Relationships
  • Begin to Understand the Concepts of Quantity, Number, Space, and Time
  • Begin or Complete Toilet Training

Here are our goals for toddlers including infants:

Connect with us at Conway Daycare, LLC in Conway, South Carolina for more details about our program.

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Our Preschool Curriculum