Children At Rectory(保健)

的 CARe program uses the Primary Caregiving Model in the infant/toddler classroom. 给家长一个概述, 这种模式被用来在老师和孩子之间建立信任和纽带. 孩子们自然会对有爱心的成年人产生依恋. We use that bond to create a loving, trusting, nurturing environment for each child. As your children grow, you will often see that they use you as a security device. 首先，他们开始生活——完全需要你来满足他们的需要. 这个阶段是信任和联系开始的阶段. As time goes on, they may look to you when frightened, hurt, or even just unsure of a new experience. This bond and security that has been created is what allows children to feel safe about exploration.

然而，我们永远无法取代父母给予的爱和信任, 我们试图在学校里建立这种关系. 每个老师都是一定数量的孩子的初级老师. 我们从观察每个孩子的个性和游戏开始. As time goes by, children tend to gravitate towards teachers that they feel a connection to. That connection is then used to help your child know that s/he is secure and 爱d. Your child’s primary teacher may change over time, as children's needs tend to change over time. 你的孩子可能需要一个更可爱、更安静的老师来满足他/她的需求. 随着时间的推移，你的孩子可能需要一个活跃而有条理的老师. 而CARe的老师尽量不经常更换小学, 如果一个孩子似乎对新老师依恋了很长一段时间, CARe administration may switch primaries to accommodate the changing needs of the child.

小学老师负责给孩子换尿布, 喂养, 创建课程, 评估, 以及他们每个初选的每日记录. 的 consistency in routine that a primary offers just furthers the growing attachment between teacher and child.  Parents know who to ask for when calling the center to check on their child and can feel secure that their child’s needs are being met by a caring, 信任的成年人. 我们很自豪我们的师生比例很小. 这使得每个老师都能了解每个孩子. 当然, other caregivers are going to assist with meeting the needs of the children but it is good to know that both parents and children can count on a primary teacher. 这种模式被证明可以建立积极的自尊、信任和安全感. We have seen amazing results in our children who grow to feel confident in the world around them and move on to preschool with both feet forward. 

Our infant-toddler experiences are designed to support the play within the sensory-motor stage of development for children, 从出生到两岁. 幼儿教师使用 康涅狄格州早期学习和发展标准， 作为课程框架.

We believe a child’s first year of life provides a foundation for all future learning. Curriculum, during this time supports and mirror’s the bond between a parent and their child. Our goal is to provide your infant with an 情感 attachment to a nurturing, loving CARe teacher. 我们通过初级护理模式来做到这一点. 初级看护将教师与婴儿配对，创造一种支持性的环境, 培养有益于孩子身体健康的关系, 社会, 情感, 认知增长.  Teachers focus on learning experiences that foster this attachment such as rocking a child face-to-face, 玩馅饼蛋糕, 唱歌, 阅读故事, 和一个婴儿说话. 

幼儿是充满好奇心和热情的学习者. Teachers prepare learning experiences that foster this need for “figuring things out.“随着幼儿变得更加独立, teachers create curriculum that allows the child to extend experiences beyond the primary relationships. 蹒跚学步的孩子对世界的看法非常有限, 因此, daily learning experiences not only give them opportunities to master what is familiar but to delight their senses with new knowledge.  通过提供一个安全的环境来探索自然世界, children acquire knowledge through authentic experiences that match their daily lives and honor their families’ cultures. 

语言的发展在幼儿时期至关重要. 教师提供与同龄人和成年人对话的机会，例如, 唱歌, 押韵, 手指游戏, 整天看书，讲故事. 教室环境是为团体和个人游戏而设置的. 蹒跚学步的, who may be at different play stages will have opportunities to play cooperatively, 与朋友, 或者他们自己. 最重要的是, 我们希望孩子们每天都有探索的机会, 解决问题, 在挑战中迎接并找到成功, 做一个快乐健康的幼儿. 

Our preschool classroom experiences are designed to support the play within the pre-operational stage of development for children, 2到7岁.

学龄前的孩子是富有创造力和活力的学习者.  学前教育ers need a variety of activities and experiences that give them the freedom to explore, 尝试和参与他们周围的世界. 这个年龄的孩子准备接受更多的选择, 享受成为日常生活的一部分, 并在一个错误可以创造创新思维的环境中茁壮成长.  Our children are provided with engaging experiences that are nature based and develop in complexity as the children change and grow. 的 康涅狄格州早期学习和发展标准 为教师设计课程提供框架.  的se guiding principles allow for an integrated curriculum model where activities are cross curricular to include personal/社会, 物理, 认知, 创造性表达.  CARe的老师也会规划课程, 在每个学期中, focusing on the developmental needs and interests of the children as well as embracing seasonal events such as harvest, 冬眠, 生命周期和园艺.  每天都提供户外探险，即使在寒冷和/或下雨的天气.