The team in the Toddlers’ Room, led by Stacey, aims to provide a happy, warm and secure environment where each child will thrive. Children in this room are between two and three years old. The room is staffed with one educator for five children. This high ratio ensure that children are given a large amount of individual attention, and are supervised well.
Educators nurture the children’s social and emotional development to enhance their well-being, and trust. We talk to children about how their friends are thinking and feeling, to encourage empathy, and care for others. Self-help skills, and the promotion of independence are a big part of the programs and routines. We see children as being capable,creative, curious, and eager to learn.
We help children as they learn to recognise and understand how their bodies work, and encourage children with toilet training, feeding, and dressing. We encourage all aspects of physical development, both whole body, and fine motor skills with fun activities. Children enjoy lots of outdoor play in the sandpit, with bikes and balls, and exploring the nature yard. Fine motor skills are developed with the use of the educational equipment such as blocks and puzzles, and through drawing and painting.
We assist children’s growing independence by giving choices, and respecting their expressed preferences. We try to minimise frustration by planning activities which are based on their interests. All learning happens in a play based environment. Each child is observed closely, and we record the children’s progress. We share this information with parents at pick up and drop off, and send photos and learning stories through the Parent App. Our program is on the wall, and we encourage parents to comment and give us feedback on it. Also please share any news about your child which it would be helpful for us to know.
We also focus on literacy and language development, with experiences such as listening to stories singing, group times, and imaginative play.
Children are encouraged to develop thinking skills through activities such as reading, drawing, construction, dramatic play, art and craft.
We help children to learn about their emotions, about empathy for others and how to express themselves.
Although there is some flexibility, children soon become familiar with the normal routine, and this helps them to feel comfortable, and develop a sense of belonging. Educators are responsive to children’s expressed needs, and understand each child’s personality and preferences.
We believe that children need sleep and rest, and a comforting environment is arranged at sleep time. Bring in children’s comfort items to help them settle. If children don’t sleep, we provide a rest time with quiet activities. children are encouraged to try foods on the menu, and to develop healthy eating habits. If necessary, we can provide alternative food.
We wish to promote partnerships with parents, so that we can continue home routines and learning. We ask for parent feedback on children’s interests, so we can base our programming on these, as well as on our observations of each child.