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We use Creative Curriculum for Infants, Toddlers and Twos and Creative Curriculum for Preschool at Growing Years Nursery. 

• A scientifically-based, implemented early childhood curriculum
• Aligns with the Ohio Learning Standards for Early Childhood
• One of the most widely used of early childhood curriculum throughout the U.S.
• Based on child development and learning theories of Piaget, Vygotsky and Erikson
• Developmentally appropriate, child centered, intellectually stimulating

In all our classrooms, planning for play and learning begins with observation & assessment. Plans are based on the  observations that the teacher makes about your child’s strengths, needs and interests. You’ll be offered progress notes and the opportunity to have a parent-teacher conference each Fall and Spring. Of course, teachers will be communicating regularly with you through weekly and daily notes, and are always eager to listen to the information you have to share about your child.

Since play is the foundation for young children’s learning and development, you will see well-equipped and carefully arranged classrooms. Learning materials are accessible to children and ample time is provided for your child’s self-directed work and play in the classroom. Each teacher also plans a balanced daily schedule so there’s time for both active and quiet play, large group and small group activities, and indoor and outdoor play. Our Location has plenty of outside space where children can safely play on an age appropriate playground. 

 The Foundation for All Learning  (From The Creative Curriculum for Infants, Toddlers & Twos)  

School readiness is an important issue today. Children who enter school ready to learn have strong social-emotional skills and positive attitudes toward learning. How children feel about themselves and how they relate to others influence what and how they learn. School readiness actually begins in infancy.  For very young children, learning depends on the trusting relationships they build with the important adults in their lives. The research on relationships, especially the importance of secure attachments, explains how young children develop strong social and emotional skills when their needs are consistently met by trusted adults and when they have positive interactions with those adults. When they know that they are safe, loved and cared for, children are ready to venture out to explore everything around them. When adults encourage these explorations and share children’s excitement about new discoveries, children gain confidence in themselves as learners. 

ZERO TO THREE: National Center of Infants, Toddlers and Families identifies seven social-emotional characteristics that are essential for school-readiness. These traits are more fundamental to children’s success than knowing letters and numbers. They are listed here with definitions and examples of how children chow these characteristics. 

1. Confidence: a person’s sense of control over his own behavior and environment; children’s expectation that they will be able to succeed and adults will help them if necessary. Children with confidence are eager to try new things; show pleasure when they make a discovery or complete a task by clapping their hands, smiling, and looking at you; know their own names and use words like “my” and “ me.”

2.    Curiosity: a desire to find things out, knowing the process will be enjoyable. Children demonstrate curiosity when they actively explore and investigate objects and materials using all of their senses; notice new things in the environment; ask questions about what, why, and how things happen and try to figure out how things work.  

3.    Intentionality: the drive to make things happen and a determination to persist and not give up. Children show intentionality when they choose what they want to play with, take an interest in sounds and sights around them, stay with an activity for a period of time and complete it, and try different ways to solve a problem.

4.    Self-control: children’s ability to control their actions in age-appropriate ways. Children demonstrate self-control when they are receptive to redirection, increasingly behave in ways that are expected by adults , and learn to express and manage their feelings.

5.    Relatedness: children’s ability to engage with others, knowing they will be understood. Children who have acquired this characteristics trust familiar adults and have secure attachments, enjoy playing games such a peek-a-boo, take an interest in what other children are doing, are increasingly aware of the emotions of others, and enjoy playing with other children.

6.    Capacity to communicate: the desire and ability to exchange ideas, feelings, and thoughts with others. Children communicate, first through crying, coos, gestures and facial expressions, and eventually with words or signs. They are able to express ideas and feelings verbally or by signing, ask and answer questions, and converse.

7.    Cooperativeness: the ability to engage with others in an activity or task, balancing their own needs with those of others to accomplish something. Children who are cooperative may imitate others and then join in, participate in small-group activities, begin to follow simple classroom rules, help put away toys or wipe a table, and offer to help another child.

Young children develop these characteristics when they are with adults who genuinely care about them, talk with them in calm and respectful ways, take joy in their discoveries, have appropriate expectations about what they can do, and guide their behavior in positive ways. Every interaction you have with a child is an opportunity to nurture these seven characteristics that are essential to children's success as learners.