The philosophy behind our curriculum is that young children learn best by doing. Learning isn't just repeating what someone else says; it requires active thinking and experimenting to find out how things work and to learn firsthand about the world we live in. In their early years, children explore the world around them by using all their senses: touching, tasting, smelling, and looking. In using real materials such as blocks and testing their ideas, children learn about sizes, shapes, and colors, and they notice relationships between things. In time, they learn to use one object to stand for another. This is the beginning of symbolic thinking. For example, they might pretend a stick is an airplane or a block is a hamburger. These early symbols - the stick and the block - are similar in shape to the objects they represent. Gradually children become more able to use abstract symbols like words to describe their thoughts and feelings. They learn to 'read' pictures which are symbols of real people, places, and things. This exciting development in symbolic thinking takes place during the preschool years as children play. Play provides the foundation for academic or 'school' learning. It is the preparation children need before they learn highly abstract symbols such as letters ( which are symbols for sounds) and numbers ( which are symbols for number concepts). Play enables us to achieve the key goals of our early childhood curriculum. Play is the work of young children. Our approach to Infant Care at Child's Day draws heavily from the principals developed by infant specialist Magda Gerber and Tom Forrest, M.D., specialist in developmental and behavioral pediatrics. They developed a unique philosophy and methodology for working with infants & founded Resources for Infant Educarers (RIE) to continue presenting this approach to parents and professionals. In order to foster quality care RIE encourages: Basic trust in the child to be an initiator, an explorer and a self learner. An environment for the child that is physically safe, cognitively challenging and emotionally nurturing Time for uninterrupted play. Freedom to explore and interact with other infants. Involvement of the child in all care activities to allow the child to become an active participant rather than a passive recipient. Sensitive observation of the child in order to understand his/her needs. Consistency, clearly defined limits and expectations to develop discipline. Respect is the Guideline of RIE's Philosophy
The children have individualized caregiving experiences with their teachers. Each child has daily opportunities to explore music, books, physical exploration, sensory experiences and social experiences. Art, science, early math, literacy, dramatic play, are also routine experiences in the program for Toddlers through Kindergartners. Schedules for each group are posted on our website as are weekly Lesson Plans.