Pet Pals (2-3 years)

SANDY V., LEAD TEACHER  

Ms. Sandy has 3 years of college credits in Early Childhood Education and over 6 years of experience working with children. She works from 8:00 a.m. to 5:00 p.m. and is CPR and First Aid certified.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

TALITA L., ASSISTANT TEACHER

Ms. Talita grew up in England and studied Early Childhood Education there before moving here and beginning work on a degree in Social Work. She worked with children for over three years before joining our team in 2017 and she is First Aid and CPR certified.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

ENVIRONMENT

  • An invigorating classroom where children begin to discover their independence and capabilities
  • A print rich environment promotes letter recognition
  • Teachers promote independence by allowing children to repeat skills until they are mastered
  • Children have daily opportunities for exploratory play
  • Materials are plentiful and kept on low, open shelves for the children to have easy access to them
  • This classroom is licensed for up to fourteen children

CURRICULUM

  • Lesson plans consist of activities in social emotional growth, motor skill development, acquisition of language, cognitive development and Christianity
  • Activities are planned using individual time, small groups, large groups, and music and movement
  • Hands on activities promote the development of fine motor skills necessary for writing
  • Children develop social emotional skills of entering play, taking turns and playing with other children
  • Teachers read to children in group and individual settings
  • Teachers use patience and understanding while working with children and families on potty training. They support parents’ efforts by collaborating with them on each child’s needs.

PARENT INVOLVEMENT

  • Teachers encourage and welcome parent participation and involvement