The Younger Infant Program is designed to meet the needs of infants from six weeks of age until they are walking. The environment promotes independence and movement of the infant. The beds are low and on the child's level to facilitate infant mobility. Infants are encouraged to crawl, as crawling is extremely important for the development of vision and organization of the brain. Walkers are not used, since they disrupt the natural development of muscles, give a false sense of balance, and discourage crawling. In addition to maximum movement, it is very important for the young infant to experience visual discrimination and tactile stimulation.

The Older Infant Program is designed for the walking infant through 12-17 months of age. The older infant possesses an abundance of energy, which lasts all day long, and they display that independence by insisting on doing everything by themselves.

To support the emergence of this independence, the child is allowed to do as much for himself as possible. All materials are at the child's level and the chairs are low so that the child can come and go from the table without assistance.

The curious infant loves to put things together and take them apart, so large piece puzzles with knobs and posting toys are added to the environment. Other developmentally appropriate activities may include stacking toys, push toys, riding toys, books and picture cards.

Parents provide formula and baby food. All containers and bottles must be marked with the child's name. The school will provide whole milk. Once children begin sitting (5-7 months), they will be fed at a low table and chairs and encouraged to drink milk from a small plastic cup - not a bottle.

All clothes should be comfortable and appropriate for the weather. All clothing should be labeled. The school cannot be responsible for lost clothing. Two changes of clothing should be left at the school. The school will provide diapers and wipes for your child.

The staff will begin toilet-learning procedures when the child shows signs of being developmentally ready.

Toddler and Primary Classroom Areas of Emphasis

Practical Life - emphasis on "real life" activities.

1. Ground Rules
2. Grace and Courtesy
3. Control of Movement
4. Care of the Environment
5. Care for One's Self

The purpose of the Practical Life area is to offer the child an opportunity, within a prepared environment, to develop and perfect the fundamental skills of order, concentration, coordination and independence. Mastery of these skills is fundamental to the development of one's intellect and acquisition of knowledge.

Sensorial - development and refinement of the five senses.

1. Sight
2. Sound
3. Touch
4. Taste
5. Smell

These five senses have been called the child's "keys to the universe" because everything the child takes in from his environment comes through these senses. Concrete exposure to experiences through the five senses is a fundamental step toward learning. The more developed and refined one's senses become, the smoother the progression from the concrete to the abstract learning.

The sensorial area of the classroom reinforces the attainment of order, concentration, coordination and independence while adding a logical structure for the processes of thought and development of judgment.

Language Skill Development - is the most important goal of education. The Language Area is divided into two levels.

Pre-reading activities form the basis for coordinating the development of skills developed in the Practical Life and Sensorial areas. These skills fall into five categories, these include:

1. Vocabulary Enrichment
2. Visual Discrimination
3. Auditory Discrimination
4. Memory Development
5. Logical Thought Development

The language skills of reading, writing and spelling must be taught through a logical progression. The appropriate order of skill development for maximizing language proficiency is as follows:

1. Handwriting
2. Beginning Phonetic Reading
3. Beginning Spelling and Reading
4. Advanced Reading and Spelling
5. Parts of Speech

Math

Tthe overall objective is to develop the inherent "Mathematical Mind" and a love for precision and order of the child. As with the language area, the math area is grouped into two levels.

Pre-math focuses on the five fundamental math skills.

1. Comparison
2. Classification
3. Matching one to one
4. Order (sequence)
5. Counting

Math concepts are mastered through repeated use of the didactic materials, which progress from concrete to the abstract. Through this system, the child's comprehension passes from the concrete to more abstract concepts. Concepts taught include:

1. Numeration 0 through 10
2. The decimal system
3. Numeration beyond 10
4. Knowledge of addition - concepts and facts
5. Linear and skip counting
6. Knowledge of multiplication, subtraction and division
7. Knowledge of the four operations (addition, subtraction,
    multiplication and division) using more abstract materials
8. Introduction to telling time
9. Currency denominations (money coins & paper)

Geography

The child is given the facts of his/her physical world.

1. Globe- continents, oceans, world maps
2. Land & water forms- island/lake, peninsula/gulf, isthmus/strait,
    archipelago / systems of lakes
3. Directionality- left/right, North, South, East & West
4. United States of America- 50 states, locations and capitals

Science

1. Classification - living/nonliving, plant/animal,
    vertebrate/invertebrate
2. Botany - study of the basic leaf shapes, parts of the plant,
    parts of the flower
3. Zoology- characteristics that make an animal a reptile, fish,
    bird, mammal or amphibian.
4. Physical Science- states and properties of matter through
    hands on experiments including diffusion, evaporation,
    buoyancy and magnetism
5. Earth Science- children learn about types of rocks (igneous,
    sedimentary & metamorphic), the earth's structure, solar
    system & constellations
6. Basic Food Nutrition and the Food Pyramid

Spanish as a Second Language

The process of children acquiring a second language is similar to children acquiring their first language. In order to communicate you need to build up your Spanish language.

Spanish Curriculum:

a. - Phonology (sounds): The aspect of language that we focus on first is sound. The task is to listen to the sounds in the second language in a way that is interesting and enjoyable. To produce and pronounce them we use songs, rhymes, games and finger plays. This teaching runs parallel with the first language to expand the child's vocabulary.

b. - Lexicon/Semantics (words and meaning): Learning vocabulary with labels using the three period lesson: Perception, recognition, and expression. The child learns to listen to the sound of this language, pronounce words and attach meaning to them.

c. - Syntax (combination of sounds into meaningful patterns): Children begin to learn to combine sounds into meaningful phrases. The children do this through TPR (total physical response), carrying out commands.

d. - Pragmatics (rules of conversation): After learning the sounds, the child is able to put them in patterns so he/she can speak the second language. These sounds are taught through fun activities like songs, finger plays & games.

Long Term Goal: Students will be able to communicate in Spanish with others.

Students will learn to speak about the following in Spanish:

· vocabulary for feelings and greetings
· names of animals
· numbers, days and months of the year
· names of colors
· names for fruits and vegetables
· vocabulary associated with family
· identification of articles of clothing
· parts of their bodies
· vocabulary about school items
· opposite words
· household items

Computer Instruction

The classrooms are equipped with state-of-the-art computer equipment. All children three years of age and older receive computer-based instruction and ample hands-on computer time. Each classroom is equipped with two late model HP computers. These are upgraded every three years. The school's software
library includes extensive language and mathematics oriented programs as well as science and reference titles. In-classroom computers are also available to support a variety of educational activities. The overall objectives of the computer instruction
are: 1) to teach students to operate a computer; and 2) to
provide computer based learning activities that reinforce
language, math and science knowledge.

Music

Music and rhythm are used extensively in class as teaching tools. Students also learn many songs. Primary level students give a holiday concert each year and provide entertainment for our end
of the school year program.

Physical Activity Area

All children participate in a planned curriculum of physical activity. The school is equipped with a state-of-the-art playground designed to accommodate all ages of children. The playground includes a water play area (not a pool) for the summer months.

Extra Curricular Activities

Extra curricular activities include art, story drama, educational videos, board games, outside play, educational computer programs, music and movement. Programs offered at extra cost include dance and Kid Fit, a program that introduces students to many different sports.