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TODDLER PROGRAM Central Montessori School’s Toddler Program
is comprehensive, challenging and diverse. This is a time when the
child absorbs effortlessly from his/her surroundings, just by living.
This is the period of the ‘absorbent mind’. They need
to be able to explore and discover. These children are curious about
everything and need to touch and manipulate objects in order to
learn. They are attracted to everything that stimulates their senses,
which they are learning about through their surroundings. The program
offers professional childcare and an early childhood education program,
with a general introduction to the Montessori Philosophy and Methodology
for children from 18 months to 2 ½ years of age. Our teachers
are committed to providing quality care. The program’s mandate
is to provide a culturally appropriate, racially sensitive and non-discriminatory
environment for children and their parents.
We strive to provide a nurturing environment where children develop physically, mentally, emotionally and intellectually. The objective of the program is to: Student Teacher Ratio At Central Montessori School we are strongly committed to maintaining an optimal teacher to student ratio. For the Toddler Class it is a ratio of 1:5, with the maximum number of students in each class of 15.
Curriculum
The practical life area is the building block for future development in all areas of the Montessori environment. For the toddler children the practical life materials offer an opportunity to begin developing their fine and gross motor skills, focusing abilities, attention span and concentration levels, through working with materials such as pouring from jug to jug, spooning, sponging and locks & keys. Sensorial The sensorial materials allow a child to begin to “define their world”. Children are introduced to shapes, sizes, colours, basic geometric shapes and sounds allowing them to begin “classifying” the world around them. Language & Math Toddler children are introduced to the preliminary language exercises allowing them to learn the sounds that make up words. Sounds are introduced phonetically and they play “sound games” allowing them to “listen carefully” to the sounds that make up the words we use. In the toddler math area simple concepts of numbers are introduced through songs, counting by rote and the daily calendar. Culture & Science In the cultural area the children are introduced to
basic concepts about animals, botany and geography, through working
with such materials as puzzles, leaf pressings and talking about
animals from around the world. In the science area an introduction
of basic concepts with such “experiments” as cutting
an orange to find out where juice comes from or freezing water into
ice-cubes. These types of simple concepts set the stage for further
interest and more advanced exploration in the Casa and Elementary
age groups. Cooking provides children an opportunity to show how food is prepared, the equipment and the process involved in cooking. It exposes them to new foods and demonstrates safety and cleanliness around food preparation. It is a fun activity and allows children to role-play, without stereotypes. It teaches children names of food, physical characteristics, flavour and the origin of certain foods. Free Play Free play takes place indoors and outdoors. This provides children with an opportunity to share and develop relationships and language. During free play there is an opportunity for children to explore, design, create and carry out projects. Music and Movement Music and movement encourages self-expression, creativity and fun for children. It develops an awareness and appreciation of sounds, tones, and rhythm. Circle Time and Story Telling These activities enhance the child’s listening skills by actively listening to stories, songs and poems and encourages children to broaden their imagination. Furthermore, it develops memory skills, lengthens attention span, social skills, cognitive development and sensory experiences. This in turn leads children to self-expression, gross motor development, role-playing, body awareness and language development. Book Area The book area is a quiet area for children to relax, enjoy and explore different books. This intimate area provides an early experience with books and stimulates the child’s desire to learn to read. Activities around books can be done in large or small groups. This enhances development of the child’s attention span, while learning simple concepts and exercising their imagination. Creative Learning Creative experiences provide children with the opportunity to express themselves, manipulate and create objects with a variety of materials. Emphasis is placed on “PROCESS NOT PRODUCT”. Creative learning allows children to work alone or in groups for social interaction and helps children to develop language, sharing, and co-operational skills. Creative learning assists in many areas of your child’s development like, pre–writing experience and small muscle co–ordination, eye–hand coordination, fine motor skills sensorial experience.
Manipulative play helps to develop small muscle control, self-expression and role-playing. It also gives children an opportunity for social interaction, which encourages language development. These activities are done individually and in a group setting and help to develop dramatic role playing, social interaction, turn–taking, self-expression and language development. It incorporates conceptual skills and contributes to small muscle dexterity and cognitive exercises. Dramatic Play Centre This area includes dress-up centres, house keeping, and block play. It provides an opportunity for children to learn about their feelings and to experiment with ways of expressing themselves. It provides an opportunity for children to experiment with social relations. It also helps develop language through self-expression and role-playing.
Parents must supply disposable diapers, creams, powders
and wipes etc. for use at the school for children who are not yet
toilet trained. Please check you child’s diaper supplies daily.
When children begin the toilet training process, please
dress them in clothing which they can manage by themselves. Practice
with your child at home, so that they will feel confident in their
dressing skills. Items like belts, suspenders and tight fitting
clothing make it difficult for your child to master the toilet training
process. Snack and Lunchtime Lunch and Snacks are provided by the school and are
well balanced and nutritious. All meals are served in a happy relaxed
atmosphere where staff join the children at the table and encourage
the children to eat so they look forward to meal and snack time. Sleep Time Sleep time allows the teaching staff to comfort each child individually. All children are expected to take a nap or have quiet time lying down after lunch. This is necessary for the child to regain their energy. Sleep time is from 12:15-2:15. The school provides the bed and sheet and we ask that each child bring a blanket (which is sent home weekly for washing). Large Motor Activities Large motor skill activities include daily indoor and outdoor play and promote good health and development for growth. It also aides in balance and co-ordination, promotes social skills such as sharing, taking turns and co-operation. Field Trips The school schedules field trips throughout the year designed to complement our curriculum goals. Toddler parents/guardians MUST accompany children on all trips (one:one). Parents will be notified of each trip well in advance and individual permission slips must be signed and returned before the child can participate. Discipline The Toddler Program has a Behaviour Management Policy. It is our policy to set limits with boundaries for children to ensure a safe and secure environment. A positive approach is taken when disciplining children and we help children to: express themselves using words, understand another person’s point of view and reflect on their own feelings. Children are only removed from a situation if the conflict is not resolved or if they require a “time out” to compose themselves. The child may rejoin the group whenever they feel that they can interact appropriately. Leaving the decision up to the child enhances their self-esteem and promotes self-control. You are welcome to discuss any questions concerning discipline with us.
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Practical
Life