The link between school readiness and high-quality care for infants and toddlers is evident in every developmental domain and in every content area. Caregiver practices and center policies determine whether or not children will leave their program with the proper foundation or already dreading the advent of “big school.”
“Educational research has consistently proven that there is a strong correlation between the quality of early childhood experience and later academic success." —former State Superintendent of Education, Cecil J. Picard, 2003.
The key is quality.
These Early Learning Guidelines provide teachers/caregivers with strategies that reflect that high quality and offer connections to true school readiness.
The teacher-planned curriculum and program designed at CDC is balanced between teacher-directed and child-initiated opportunities for children to learn in a multi-cultural environment filled with age-appropriate equipment and learning materials.
The program includes routines such as meal times, nap, teacher-structured learning experiences, free playtime, and effective transitions between activities. These are planned to allow children to gain an understanding of themselves and others through their own active involvement in the learning process.
A fundamental belief at the CDC is that children have the right to be cared for in a safe, healthy, nurturing environment by adults who are well-trained in child developmental practices.
Since a positive parent-teacher partnership is optimum for a successful and harmonious child-rearing/child-caring experience, we strive to promote and demonstrate respectful interactions in all our teacher-parent, teacher-child, child-child, and teacher-teacher relationships. This helps to establish an atmosphere of acceptance and well being for all who participate in the CDC program.