![]() In preschool this includes the children and teacher sitting together to share a meal or snack and promotes learning and development such as expanding social skills, improved fine motor skills, increase self-confidence and using proper table manners. When a caregiver holds a baby and makes eye contact, they are building social and emotional development. Feeding can provide learning opportunities. Meal times in early infancy is different from toddlers, preschoolers, or even late infancy. Mealtimes are more than just nourishing our bodies. Transitions can be a challenge for some children we provide individualized support and cues to build good habits. As children move from one activity to another, transitions can be relaxed and provide opportunities for learning reinforcing concepts and skills. The schedule includes Choice Time, allowing children to choose the Interest Area in which they would like to play, with whom they want to play, and materials to use. We include a balance of large group and small group activities. Activities offered occur in well-designed physical spaces or Interest Areas such as Blocks, Dramatic Play, Toys, Games, Art, Library, Discovery, Sand and Water, Music and Movement, Nutrition, and Outdoors. Within the Daily Schedule, there is a balance of active and quiet times as well as a range of child initiated experiences, and teacher planned activities that provide opportunities for play, exploration, and problem solving. ![]() As time is blocked out in an orderly and consistent fashion, children tend to feel secure and become increasingly independent. In our classrooms, we maintain a consistent and flexible Visual Daily Schedule. When environments are engaging, they support children’s participation in activities that promote development and learning. Routines in our Head Start 0 to 5 program are planned according to each child’s needs and occur in a timely and predictable manner. Early relationships have long-term implications for all infant, toddlers, and preschool aged children’s development and their ability to learn and succeed in school. With a shared commitment and focus on each families’ strengths, we build positive goal-oriented relationships for the child’s well-being. Relationships are central to the Head Start School Readiness approach designed to be responsive and inclusive to the cultural diversity and language of families and children within our community. Head Start 0 to 5 parents and staff create and build meaningful partnerships over time through daily interactions. We promote belonging for all infants, toddlers, and pre-school age children, and their families. Head Start 0 to 5 is a leader in the early childhood field with a strong, clear, and comprehensive focus on healthy development, including physical, cognitive, language, literacy, social and emotional development, all of which are essential to children getting ready for school. The Approach to School Readiness means that children are ready for school, families are ready to support their children’s learning, and schools are ready for children. Head Start 0 to 5 defines school readiness as children possessing the skills, knowledge, and attitudes necessary for success in school and for learning and later in life.
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