Our programs provide enriching activities for your child in a nurturing and loving atmosphere. - Michael Richard
We understand that curious, independent toddlers are growing rapidly and need a safe environment that supports their development. Toddlers begin to participate in structured activities that are designed to encourage the development of their fine and gross motor skills, listening and speaking skills, and early literacy skills – all through hands-on exploration and play!
To document growth and development, teachers maintain an assessment portfolio for each child. Portfolios use photographs, developmental checklists and work samples to provide a record of individual progress. Portfolios are stored in the classroom and always available for parents to view.
A comprehensive curriculum model, HighScope addresses all areas of infant-toddler development.
- Approaches to Learning
- Social & Emotional Development
- Physical Development& Health
- Communication, Language & Literacy
- Cognitive Development
- Creative Arts
Six main curriculum content areas, which parallel the dimensions of school readiness identified by the National Education Goals Panel, organize active learning in HighScope infant-toddler programs (see box to the right). Within these areas are 42 key developmental indicators (KDIs). Each KDI is a statement that identifies an observable behavior reflecting a child's knowledge and skills in these six areas.
Infant-Toddler Key Developmental Indicators (KDIs)
A. Approaches to Learning
- Initiative: Children express initiative.
- Problem solving: Children solve problems encountered in exploration and play.
- Self-help: Children do things for themselves.
B. Social and Emotional Development
- Distinguishing self and others: Children distinguish themselves from others.
- Attachment: Children form an attachment to a primary caregiver.
- Relationships with adults: Children build relationships with other adults.
- Relationships with peers: Children build relationships with peers.
- Emotions: Children express emotions.
- Empathy: Children show empathy toward the feelings and needs of others.
- Playing with others: Children play with others.
- Group participation: Children participate in group routines.
C. Physical Development and Health
- Moving parts of the body: Children move parts of the body (turning head, grasping, kicking).
- Moving the whole body: Children move the whole body (rolling, crawling, cruising, walking, running, balancing).
- Moving with objects: Children move with objects.
- Steady beat: Children feel and experience steady beat.
D. Communication, Language, and Literacy
- Listening and responding: Children listen and respond.
- Nonverbal communication: Children communicate nonverbally.
- Two-way communication: Children participate in two-way communication.
- Speaking: Children speak.
- Exploring print: Children explore picture books and magazines.
- Enjoying language: Children enjoy stories, rhymes, and songs.
E. Cognitive Development
- Exploring objects: Children explore objects with their hands, feet, mouth, eyes, ears, and nose.
- Object permanence: Children discover object permanence.
- Exploring same and different: Children explore and notice how things are the same or different.
- Exploring more: Children experience "more."
- One-to-one correspondence: Children experience one-to-one correspondence.
- Number: Children experience the number of things.
- Locating objects: Children explore and notice the location of objects.
- Filling and emptying: Children fill and empty, put in and take out.
- Taking apart and putting together: Children take things apart and fit them together.
- Seeing from different viewpoints: Children observe people and things from various perspectives.
- Anticipating events: Children anticipate familiar events.
- Time intervals: Children notice the beginning and ending of time intervals.
- Speed: Children experience "fast" and "slow."
- Cause and effect: Children repeat an action to make something happen again, experience cause and effect.
F. Creative Arts
- Imitating and pretending: Children imitate and pretend.
- Exploring art materials: Children explore building and art materials.
- Identifying visual images: Children respond to and identify pictures and photographs.
- Listening to music: Children listen to music.
- Responding to music: Children respond to music.
- Sounds: Children explore and imitate sounds.
- Vocal pitch: Children explore vocal pitch sounds.