Our Toy Day

Children learn by playing and toys are the instruments that allow them to discover the world they live in. And this is precisely why they interact with their surroundings through toys as it provides them with plenty of enjoyment and happiness, both of which help build their self-esteem. Happy “TOY DAY” to our Mars and Venus pupils.

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We implement a well researched ,Integrated Early Childhood Curriculum,that covers all areas of learning and development, which include; Communication, Language and Literacy (CLL),Problem solving,Reasoning and Numeracy (PRN),Knowledge and Understanding of the World (KUTW),Personal Social Emotional Development (PSED), Physical Development (PD), and Creative Development (CD).

Plan • Play • Reflect • Revisit • Connect *

Planning encourages each child to make choices. Children take the time to think about and make decisions about materials, supplies and activities. Children’s choices lead to goals. This sets the foundation for further exploration and learning.
What children do is play. Children play with ideas and actions. Play experiences can help children develop simple concepts into more complex understandings. Other children, adults and the environment play a key role in the play process. Children are supported in their play and are encouraged to take charge and construct and create their own knowledge at their own pace. Play is purposeful.
Reflecting involves the what, where and why of it all. Children review and/or recall their actions and experiences. This provides each child the opportunity to re-enact and/or demonstrate their play experiences in meaningful ways— i.e. through the use of language.
Children need opportunities to revisit experiences and continue practicing skills. Children learn through repetition. Knowledge builds on previous learning and the incorporation of new ideas.
Relationships with other children and adults help children make connections. Children have opportunities to talk about personal meaningful experiences. Specially trained teachers help children make important connections between ideas and people and places.
Planning, playing, reflecting, revisiting and connecting promote the development of the whole child (socially, cognitively, emotionally, and physically).

*Adapted from the Massachusetts Preschool Curriculum Framework

What we know

Young children are competent decision makers and participate in their own learning.
Play is the core or “hub” of the curriculum. The environment (classroom materials, supplies, schedules) is prepared with the child in mind. Play is a natural process
Children are active, “sensory learners.” Children thrive when provided opportunities to learn in different ways.
Learning how to get along with others is a life long skill.
The child needs opportunities to develop autonomy (self-help skills), independence (self-manage, self-motivated), and creativity (imagination).
The needs, interests and abilities of the individual child and/or group of children guide classroom planning and assessment on a daily basis.

Hence;

Teachers use information from assessment to support the individual child in the learning process
Teachers facilitate problem solving and assist children in choosing appropriate solutions.
Teachers support children in the acquisition of skills, knowledge and dispositions for learning (concepts or facts, physical and social tasks, curiosity or friendliness).
Teachers work collaboratively with families to ensure that families are involved in their children’s learning and development.
Teachers provide children with opportunities for language acquisition that consider the family and community perspectives.
Teachers have the opportunity to learn from children and families and use this information to guide them in their own professional development.

Classroom Goals/Objectives for Children

Children will have opportunities to express their ideas, thoughts, and emotions in a supportive, safe and secure environment.
Children can choose to communicate in a variety of ways (speaking, listening, reading, writing, dramatizing, representing).
Children will have time to explore, and discover their environment during indoor and outdoor activities. The environment will support children making choices that are important to them. A wide variety of materials and supplies will be available for children.
Children will be accepted and recognized for their unique individual characteristics/dispositions, background, culture, and family.
Children’s individuality and autonomy will be encouraged. Children’s abilities to take care of their own needs will be encouraged.
Children will be supported in their efforts in getting along with others and will have opportunities to practice social skills throughout the daily routine.
Children will have opportunities will to develop curiosity and openness to their own learning and to the ideas of others.
Children will be actively involved in their own individual learning process and in the group learning process.
Children will be involved in activities to help document their learning (journals, charting, webbing, dialogue with other children and adults).
Children will be involved in activities that are relevant and meaningful and promote knowledge and skills in the developmental/curriculum content areas (physical, social-emotional, language, cognition—early literacy, early mathematics, science, technology, creative expression and appreciation for the arts, health and safety, and social studies).

Developmentally Appropriate Practice

This means that we are able to focus on the child and family. We are a child-centered facility. Not only will children’s intellectual needs be met through carefully planned curriculum experiences but care will be given so that children’s–social, emotional, physical, and creative needs are met as well. Equipment, materials, and supplies are age and stage appropriate for the age groups we serve. Teachers and administrators are trained at looking at the needs and interests of the “whole child.” Teachers spend a great deal of time watching, listening and speaking with children. Teachers use their observational skills to help prepare the classroom environment to support the young three-year-old child and to challenge the older five-year-old child. Our classroom environment supports children at different developmental levels so they can participate in activities with equal success.

Play

Play is the core or the “hub” of all early childhood activity. Children need to play with real objects rather than worksheets to form conceptual understandings about things in their world. Children need to move as they learn. Carefully prepared learning centers in the classroom help children interact actively with equipment, materials and supplies. Meaningful learning occurs when children are engaged in activities that support their growth and development in appropriate ways. Play has been referred to as a “window” to the child’s world. Specially trained staff peek into this window to facilitate the child’s whole development. Teachers engage children in meaningful dialogue that supports the acquisition of learning skills in the developmental areas of physical, social-emotional, language, and in the curriculum contents areas of cognitive development; early literacy, early mathematics, science, technology, creative expression and appreciation for the arts, health and safety, and social studies.

Our Mission

To provide excellent early child education using best trained, highly qualified, and well motivated staff, in an ideal and conducive environment through the application of state -of – the- art facilities and resources.

Our Vision

We want to be a place where…

Children are valued
for their meaningful work.

Children’s learning
and growth go hand in hand.

Children develope ability
to see, wonder, and create

Staff are valued
for their zeal, knowledge, and commitment.

Staff delight in being with children
and share in their joys.

Parents are valued
as their child’s first advocate.

Together, we appreciate and value
each moment of each day.

Our Philosophy

The program at Wonder Kids Academy has been developed to meet the physical, mental, emotional, social, and creative needs of the child. The classroom environment encourages trust and independence. Emphasis is on helping the child gain a positive self-concept, self-discipline, and help in developing warm relationships with others.

Our goal is to provide a stimulating, sensitive environment that supports the child’s social, emotional, physical, and cognitive growth.

Breaking

Our Toy Day

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Welcome to Wonder Kids Academy!