Our Toddler Program

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An Introduction
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An Introduction

Admissions Process
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Admissions Process

Pre-Kindergarten
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Pre-Kindergarten

VALUES

PROFESSIONAL INSPIRATIONS

Voyagers’ toddler program is inspired by the Reggio Emilia schools in Italy, along with the study and work of many early childhood notables including Margie Carter and Deb Curtis – Curriculum for Infants and Toddlers.

OUR TODDLER CLASSROOM

Toddlers are 10 months to 2 years. Children are welcome to this classroom based on their age and readiness, and following conversations with parents.

Child to Staff Ratio

Toddler 6:1

VOYAGERS’ TODDLER CARE APPROACH

Positive, caring relationships are at the heart of our toddler program. Relationships are built between teachers and toddlers, among the small group of children and with preschoolers and early elementary students. With so many people invested in each child’s well-being, there’s no doubt they will learn. We do not just oversee children we are with them in their exploration, play, and development of knowledge.

IN OUR TODDLER ROOM

Parents Discover:

  • Experienced and responsive teachers who focus on each toddler.
  • A flexible and responsive environment designed to give young voyagers’ the chance to move freely and explore their world.
  • A fenced in yard with climbing areas, a mud kitchen, a sound garden, an organic garden, and plenty of places to discover bugs, flowers, and frogs.
  • Soft seating and structures for climbing, pulling up, walking, and developing gross motor skills
  • Sand/water tables for early sensory development
  • Instruments, art supplies, magnifying glasses, bug boxes, and blocks,
  • Trains and trucks, multicultural dolls, and manipulatives for rich language and social development.
  • An extensive picture book library
  • Teachers as Co-researchers and Caregivers

TEACHERS AS CO-RESEARCHERS AND CAREGIVERS

Active play is each toddler’s way of practicing how to be in the world. Toddlers in play are continuously learning, developing new skills, seeking out information, and gaining knowledge. The availability of multisensory materials, along with the teacher’s gentle guidance, facilitates each child’s inquiries and investigations.

The teachers watch, listen and document each child’s ideas and theories as they go about their daily routine. Teachers are active observers who reflect on what they learn about children’s interests. Only then do they make plans. These plans allow, within safe limits, for children to discover, create and share.

Every human being, whether child or adult, seems to require significance, that is placed in another person’s world.

(Laing, Self And Others, 1969).