TJOL Silent Conversation

 

 

 

 

 

 

 

 

 

 

 

 

 

TJOL slide 2

Our Programs

 

We work with an Emergent Curriculum.  This is a planning process that takes place among the children and the teachers. The teachers learn about children's needs and interests from documentation. Because child development is so individual, children are grouped in any of these groups: Nido, PK-3 and PK-4(VPK)

 

Curriculum


Nido (18-24 months old)

 

At this age, children expand their curiosity and begin to explore the world around them by using their new gross motor skills (crawling and walking). Through daily routines and play, children are involved in an early stimulation program with the following characteristics:

-Adults constantly talk to children.

-Adults naturally expand children's language.

Children are involved in small group activities such as: story telling, drawing, singing, dancing and playing.

-Adults provide children with age appropriate toys to explore and enhance their curiosity.

-Adults help children exercise to promote their motor development.

-Adults encourage children's self-awareness and individuality by talking about their physical and emotional changes.

 

Documentation

 

-Written records are maintained for each child on a daily basis.

-Children's learning process is followed and documented in different ways (children's work, notes, audio recording, video recording, photographs)

-Children's work is displayed aesthetically.

 

Home-School Communication

 

    -Diaper change and feeding schedule will be recorded and given to the parents daily.

    -A communication folder between home and school will keep parents and teachers informed of the child's needs and development.

     

    PreK3 (3 Years old)

     

    At this age, children explore ways to become independent. Adult's role is to support children's desire to do things by themselves, but with proper supervision. Children's classrooms are organized into learning centers. The most common learning centers are: dramatic play, sand and water, blocks, art, science, writing and reading. However, each teacher may create or name their own learning centers in accordance with the children's interests.

     

    Our program's curricular goals for young preschoolers has the following characteristics:

    -Adults talk to children clearly and respond quickly and appropriately to children's verbal initiatives.

    -Adults provide large amounts of uninterrupted time for children to persist in activities of their choice.

    -Adults provide children with a variety of materials to explore and talk about the world. Art, music, movement, crafts, drama, and others are strongly encouraged in order to give the children the means and opportunities to express themselves.

    -Adults create learning opportunities such as puzzles, pegboards, beads to string, construction sets, art and writing in order for children to develop their fine-motor skills.

    -Adults guide children to understand and respect the rules.

    -Rules are usually negotiated with the children in order to give them ownership of their own behavior.

    -Children are read to on a daily basis. Adults read to children out loud and provide children with a variety of books to enjoy. Children have access to books anytime.

    -Children's emergent interests and activities are posted.

    -Children and teachers keep track of their goals.

    -Adults will provide children a safe and hazard-free environment where they can run, jump, and gain gross motor skills confidently.

     

    Documentation

     

    Written records are maintained for each child. Children's learning process is followed and documented in different ways (children's work, notes, audio recording, video recording, photographs).
    Children's work is displayed aesthetically.

     

    Home-School Communication

     

    A communication notebook between home and school will keep parents and teachers informed of the child's needs and development.

     

    Potty Training

     

    A child's body must be physically ready. The key to successfully potty training a child in a nurturing, natural and safe way is the communication and back-up between home and school. Based on observations and information from the parents, the teacher and the parents will together establish the appropriate time to start potty training and the most effective way to encourage the child to go potty. Parents and teachers must be consistent in the language that they use for potty training procedures. It is important to use appropriate words for body functions. The child's doctor's advice is also an important consideration.
    The communication folder will keep the parents and teachers informed of the child's progress in this matter.

     

    PreK4 (4 Years old)

     

    Our program will provide age appropriate and individualized activities for young children. At this age, children are more independent and able to manipulate their environment. As they grow, they are better able to understand other points of view. Children's classrooms are organized into learning centers. The most common learning centers are: dramatic play, sand & water, manipulatives, blocks, art, science, writing and reading. However, each teacher may create or name her own learning centers in accordance with the children's interests.

     

    The characteristics of our program at this stage are:

    -Children are constantly spoken to and given opportunities to express themselves.

    -Children are expected to be physically and mentally active in activities of their choice.

    -Children meet as a group to share in the planning and execution of group activities.

    -Children work individually or in small, informal groups most of the time.

    -Children are provided with many opportunities to develop social skills such as cooperating, negotiating and talking to other people in order to solve interpersonal problems.

    -Adults prepare a stimulating, challenging and meaningful environment where children are able to meet their needs in all developmental areas: physical, social, emotional and intellectual.

    -Children are read to every day. Adults demonstrate reading and writing as way to communicate and interact with others.

      -Children are given opportunities to explore with different languages or sign systems (reading, writing, drawing, dancing, singing, constructing, and so on).

      -Children are given opportunities to develop understanding of concepts about themselves, others, and the world around them through observation, hands on activities and interaction with others.

      -Learning about math, science, social studies, health, and other content areas are all integrated through meaningful activities.

      -Children have daily opportunities to use large muscles for running, jumping.

      -Children have daily opportunities for aesthetic expression and appreciation through art, music and drama.

      -Children's emergent interests and activities are posted.

      -Children and teachers keep track of their goals.

       

      Documentation

       

      Written records are maintained for each child. Children's learning process is followed and documented in different ways (children's work, notes, audio recording, video recording, photographs).

      Written records are maintained for each child. 
      Children's learning process is followed and documented in different ways (children's work, notes, audio recording, video recording, photographs)
      Children's work is displayed aesthetically.
      Teachers work in partnership with parents, communicating regularly to build mutual understanding and greater consistency for children.

       

      Home-School Communication

       

      A communication notebook between home and school will keep parents and teachers informed of the child's needs and development.

       

      Nap / Rest Periods

       

      Nap or rest period is necessary for the physical and emotional well being of the children.  Story time and relaxing music will be an integral part of the nap time routine.  However, children (preschoolers in particular) who do not want to sleep will be involved in other relaxing activities with adult's supervision.

      The center will provide a sleeping mat. Sheets, pillows and a blanket for each child will be provided by the parents.  Children's items should be labeled with the child's name.

 

3601 North West 114 Avenue. Miami, FL. 33178