Orquidia - Infants
We begin caring for infant starting at 3 months of age. When they are over 15 months, walking, and taking one big nap they will transition to our toddler classroom.
We offer continuity of care - All children in the classroom are similar in age and stay together in the same group until they graduate preschool. Teachers stay with their group of students from infancy until age 3.
We begin caring for infant starting at 3 months of age. When they are over 15 months, walking, and taking one big nap they will transition to our toddler classroom.
We maintain low ratios with a capacity of 6 infants. We maintain a 3:1 child to adult ratio, states ratio is 4:1.
Our infant classroom follows the RIE Approach: Inspired by the wonderful work of Magda Gerber.
We offer continuity of care - All children in the classroom are similar in age and stay together in the same group until they graduate preschool. Teachers stay with their group of students from infancy until age 3.
We begin caring for infant starting at 3 months of age. When they are over 15 months, walking, and taking one big nap they will transition to our toddler classroom.
We hold deep respect for infants and their capacity for communication and independence. Our environment allows freedom of exploration, has open ended and natural materials.
We offer continuity of care - All children in the classroom are similar in age and stay together in the same group until they graduate preschool. Teachers stay with their group of students from infancy until age 3.
We offer continuity of care - All children in the classroom are similar in age and stay together in the same group until they graduate preschool. Teachers stay with their group of students from infancy until age 3.
We offer continuity of care - All children in the classroom are similar in age and stay together in the same group until they graduate preschool. Teachers stay with their group of students from infancy until age 3.
The infant classroom has no cribs. Infants sleep on mats allowing them freedom to be done with rest time when they are ready.
Girasol - Toddlers
Our toddler program is full of fun exploration. We continue to follow the RIE approach and begin introducing our Reggio philosophy.
Curriculum is build based on each Childs individual interests and developmental goals. Teachers make weekly observations and complete developmental checklists every 3 months.
Curriculum is build based on each Childs individual interests and developmental goals. Teachers make weekly observations and complete developmental checklists every 3 months.
Children stay in our toddler classroom until their 3rd birthday. Readiness for our preschool classroom is after a child is functionally independent in the bathroom including nap time.
Curriculum is build based on each Childs individual interests and developmental goals. Teachers make weekly observations and complete developmental checklists every 3 months.
Curriculum is build based on each Childs individual interests and developmental goals. Teachers make weekly observations and complete developmental checklists every 3 months.
Curriculum is build based on each Childs individual interests and developmental goals. Teachers make weekly observations and complete developmental checklists every 3 months.
All activities are meaningful academically and focus on social interaction with both children and/or adults. In our toddler classroom we focus on language development, social emotional skills and practical life activities, all intertwined in a beautiful peaceful setting. The children can freely choose activities throughout the day based on their interest.
Weekly enrichment activities: Dance, cooking, yoga, music. Each of these activities are done once throughout the week.
Curriculum is build based on each Childs individual interests and developmental goals. Teachers make weekly observations and complete developmental checklists every 3 months.
Weekly enrichment activities: Dance, cooking, yoga, music. Each of these activities are done once throughout the week.
Because we know the toddler years are the most crucial in a child's development. We continue to maintain low ratios to support more individualized attention, we prepare our environment with high quality materials and dedicated staff who are passionate to teach our young learners.
Rosa - Preschool
Our preschool classroom has a maximum capacity of 10:1 child to adult ratio. We take pride in maintaining low ratios in all classrooms. Maintaining a calm environment and encouraging a beautiful partnership between child and teacher.
The environment plays a central role in the process of making learning meaningful. The classroom is a flexible environment, responsive to the need for teachers and children to create learning together. Fostering creativity through the work of young hands manipulating objects or making art, it is an environment that reflects the values we want to communicate to children.
The environment plays a central role in the process of making learning meaningful. The classroom is a flexible environment, responsive to the need for teachers and children to create learning together. Fostering creativity through the work of young hands manipulating objects or making art, it is an environment that reflects the values we want to communicate to children.
All preschool teachers have their degree in Early Childhood Education.
Emergent Curriculum is build based on each Childs individual interests and developmental goals. Teachers make weekly observations and complete developmental checklists every 3 months.
The environment plays a central role in the process of making learning meaningful. The classroom is a flexible environment, responsive to the need for teachers and children to create learning together. Fostering creativity through the work of young hands manipulating objects or making art, it is an environment that reflects the values we want to communicate to children.
The environment plays a central role in the process of making learning meaningful. The classroom is a flexible environment, responsive to the need for teachers and children to create learning together. Fostering creativity through the work of young hands manipulating objects or making art, it is an environment that reflects the values we want to communicate to children.
The environment plays a central role in the process of making learning meaningful. The classroom is a flexible environment, responsive to the need for teachers and children to create learning together. Fostering creativity through the work of young hands manipulating objects or making art, it is an environment that reflects the values we want to communicate to children.
Teachers collaborate to develop in-depth projects commonly referred to as provocations, so named because they “provoke” the child’s curiosity and desire to learn. After filling the learning environment with materials and possibilities, teachers allow the children to explore those items that pique their interest.