Toddlers
Toddler Daily Schedule
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7:30 - 8:50 |
Before School Program |
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9:00 - 9:20 |
Morning Circle |
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9:30 - 10:30 |
Gross-motor development (outdoor/gym) |
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10:35– 10:45 |
Morning Snack |
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10:50 - 11:00 |
Whole Group Lessons |
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11:00 – 11:50 |
Table and Carpet activities (Language, Mathematics and Project Work) |
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11:50 - 12:30 |
Lunch |
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12:30 - 2:30 |
Nap/ Rest Time |
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2:30 - 2:50 |
Afternoon Snack |
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3:00 – 4:00 |
Gross-motor development (outdoor/gym) |
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4:00 – 6:00 |
Afterschool Program |
*There are scheduled diaper changes throughout the day, also diapers are checked and changed when needed.
Toddler Curriculum
An example of a monthly Curriculum sent to parents to keep them informed.
| Domain and Skills | Indicators of the Skill | Lessons/Interactions |
|
Social/Emotional • Oral communication • Expression of feelings • Social Interest |
1) Communicate effectively by listening 2) and speaking to others 3) Respond to a variety of materials 4) Read aloud to them 5) Use language in various context to 6) new and old experiences 7) Identify feelings and emotions and expressing them in acceptable ways 8) Expressing feelings in language and pretend play 9) Act and talk in appropriate ways with peers and adults during activity periods 10) Observing and playing briefly with peers Sharing toys 11) Engaging in short group activities |
1) Group circles and activities 2) Sing as a class (transition songs) 3) Discuss different stories related to “Spring” 4) Discuss flowers and planting 5) Discuss insects 6) Discuss parts of a fire truck 7) Discuss daily feelings 8) Discuss classroom rules and routine 9) Building relationships 10) Continue to practice the classroom rules and routine 11) Small group activities |
| Domain and Skills | Indicators of the Skill | Lessons/Interactions |
|
Mathematics • Number sense and numeration • Measurement • Spatial sense and geometry • Patterning • Data management and probability |
1) Matching quantity to the correct number shown (1-10) 2) Number recognition (1-10) 3) Size recognition 4) Classifying and sorting according to size, shape, colour 5) Identifying shapes (circle, triangle,square, rectangle, etc.) |
1) Sand paper numbers 2) Number flashcards 3) Counting teddy bears, objects in the classroom, insects, flowers and seeds 4) Number puzzles 5) Shape flashcards and puzzles 6) Classifying and sorting a variety of two-dimensional shapes and objects 7) Two-dimensional puzzles |
| Domain and Skills | Indicators of the Skill | Lessons/Interactions |
|
Communication, Language and Literacy • Reading • Writing • Receptive Language • Understanding of media materials |
1) Demonstrate an understanding of a story when read 2) Demonstrates interest in books and other types of literature 3) Identify letters and demonstrate understanding of that letter make sounds 4) Develop fine-motor skills directly and indirectly when holding a crayon |
1) Reading different stories related to “Spring” and “Fire Trucks” 2) Introducing “The Very Hungry Caterpillar” 3) Continue the Jolly Phonics program 4) Sand paper letters (lower case only) 5) Activities to develop pincer grasp 6) Practical life tray moving objects with tongs or their fingers |
| Domain and Skills | Indicators of the Skill | Lessons/Interactions |
|
The Arts/ Project Work • Creative activity • Response to art works • Knowledge of elements and forms |
1) Teach, repeat, model and practice using a variety of drawing materials 2) Cooperate and collaborate with others in artistic projects 3) Move in response to the tempo and mood of music 4) Recall and repeat familiar songs, dance steps and rhymes 5) Identifying primary colours 6) Expressing ourselves through painting 7) Learning songs, poems and finger plays 8) Developing and enhancing fine motor skills through painting and gluing |
1) Experiment with techniques and materials 2) Repeat, model and practice how to share materials and space during art projects 3) Repeat, model and practice a variety of songs 4) Painting using various mediums (brushes, sponges, q-tips, feathers, squeeze bottles, etc.) 5) Painting pictures of flowers and insects 6) Sensory bins (water, sand, goop, textures etc) 7) Explore a variety of art forms such as, music, dance, sculptures, drawings and paintings 8) Activities related to Spring 9) Teach and practice new art skills; give praise and recognition for their effort and work 10) Teach and model how to use scissors, liquid glue, glue sticks and different painting materials 11) Touch and Feel bins related to spring 12) Creating webs about Spring, insects and fire trucks 13) Teach and model how illustrations are made using various lines small and big 14) Using Mat Man to continue learning our body parts 15) Light table activities 16) Using Spring objects on the projector 17) Using binoculars to look outside 18) Constructing 3-D spring structures 19) Creating sketches and paintings of nature, insects and fire trucks 20) Creating a 3-D model of a fire truck 21) Exploring stories about insects and fire trucks 22) Block play 23) Dramatic play |
| Domain and Skills | Indicators of the Skill | Lessons/Interactions |
|
Physical Gross Motor • Balance • Jumping • Walking and Running • Climbing • Riding Toys |
1) Standing on one foot 2) Taking a few steps on the raised surface 3) Jumping up and down on the spot 4) Jumping down from short heights 5) Balancing and coordination increase 6) Stopping while running improves 7) Climbing stairs one foot at a time 8) Climbing on climbing equipment and furniture 9) Moving riding toys forward by pushing with feet 10) Support toddler’s emerging skills by standing in proximity to encourage children to jump, run and step |
1) Carrying objects 2) Marching and following others. 3) Music and Movement 4) Playing Start and Stop games 5) Riding tricycles 6) Stepping stones 7) Practicing balancing on on and two feet 8) Running 9) Jumping 10) Hoping |
| Domain and Skills | Indicators of the Skill | Lessons/Interactions |
|
Physical Fine Motor • Dressing • Eating • Tool Use • Making a Mark • Pincer Grasp |
1) Using toddler-safe scissors 2) Using palmer grasp to hold crayons and brushes and make scribbles 3) Scribbling expands to include lines and shapes 4) Adapting holding from palmer or pincer grasp 5) Doing up buttons 6) Pulling up zippers |
1) Provide poster paper and writing materials for children to scribble with 2) Tracing using white board markers 3) Practical life tray moving objects with tongs or their fingers 4) Provide suitable utensils for meals, along with opportunity to eat finger foods 5) During dressing allow children to try and put their own jacket on 6) Talk about the functions of zippers, buttons. |