Programs
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Programs
What will you find during a visit to
THE Children’s Academy?
A “typical” day rarely exists in an early education environment. With so many curious and creative little minds, unexpected events often change the plans for the day. One child may come in eager to tell us all about her new puppy. Another may stand in awe of the mysteries and excitement of the first snowfall of the season. Our teachers turn these moments of a child’s natural curiosity and imagination into learning opportunities (also called emergent curriculum).
THE Children’s Academy’s uses literacy as a basis for all learning. The path to literacy looks different at each age and involves more than just reading books and learning letters.
A love of reading is a foundation for lifelong learners. In our schools, all children are read to daily – including our infants! We also discuss the parts of a book (front – back – spine, author, illustrator, and title page) to help children learn how to hold a book and turn pages. Most of our children will tell you if you aren’t reading it correctly!
Below you can explore what your child will experience in a typical day at THE Children’s Academy. Please note – our regular schedule may change based on learning opportunities presented by our curious learners.
We hope you and your child will visit us soon and experience for yourself the warm, fun and engaging world of learning that is THE Children’s Academy.
Infants
We know how important and emotional a decision it is to place your infant in someone else’s care. It is our goal to make you feel like we are an extension of your family and that your child is safe, happy, and loved every day.
So much happens the first year of a child’s life. Their brains develop. They start to have control of their bodies. They know your face and voice. They even start to experience a myriad of emotions. We provide a safe, healthy, and loving environment for babies to grow at a pace that meets their own development.
Our infant ratio is one adult for every four infants with no more than eight children in a room. Our Spring Hill location has private rooms of one teacher and four infants. Our Hospitots and Franklin locations have two teachers with up to eight babies in the room. All of our classrooms are oversized and provide sleeping areas and play areas with room to explore.
A typical infant day includes lots of talking to and describing what will happen, what is happening, and what has happened. (Examples: We are going to change your diaper. Let’s get that diaper off of you. Don’t you feel better with a clean dry bottom? Let’s get your clothes back on and wash your hands so you can play with your friends while I clean up and wash my hands.) Conversations like these are an introduction to reading readiness. We also read to the children daily and use sign language starting at six weeks old. Other activities include music, art (begins when a child can grasp), tummy time and outdoor time.
Infants are on their own feeding and sleeping schedule so please send enough bottles and/or baby food to allow for your child’s need as well as your full schedule.
Since our babies spend time exploring and learning on the floor, we request a shoe free environment. Booties are provided for those who want to keep their shoes on.
We provide diapers and wipes for all infants.
We provide daily activity sheets and encourage communication between home and school. We will always keep you informed of developments as they happen. A more formal assessment of your child’s development is provided twice a year during parent/teacher conferences.
Toddlers/Twos
During the ages of toddler and two, children are becoming their own special individuals. They are very territorial and EVERYTHING belongs to them. During these years there is remarkable physical, emotional and intellectual growth. This is when they learn to talk, run, climb, ride toys, follow a schedule, wash their hands, feed themselves, know the parts of a book, and so much more. This is the beginning of their true independence.
A daily schedule is important to your child’s sense of security. A class schedule is posted and it is best for your child to arrive and depart at the same time each day if possible. Separation anxiety may occur and your positive and assuring attitude will help your child to adjust. A departure routine is often helpful and your child’s teacher can help you establish that. During difficult days you are always welcome to call us to check on your child or walk down the hall to listen outside the door. Most times a child will calm down in three to five minutes as long as there is not an extenuating issue such as illness, teething, new baby at home, Grandma’s visiting, or other unusual events. We will strive to comfort your child and get them involved in the class activities as soon as they feel ready.
Throughout the day there are group and individual activity times as well as teacher guided or child choice times. Group playtime is provided to allow children opportunities to practice social skills and communication. Teachers are nearby and observing to facilitate or redirect as needed.
We provide diapers and wipes for all toddlers/twos.
Hand washing is taught as part of the schedule so that children can wash their own hands by the time they are two. Hands are washed upon entering the classroom (arrival, from outdoor play or other activities), before and after eating meals or snacks, and after diapering or toileting or wiping noses. This practice is continued for all ages throughout the school and for adults as well.
We provide daily activity sheets and encourage communication between home and school. We will always keep you informed of developments as they happen. A more formal assessment of your child’s development is provided twice a year during parent/teacher conferences.
Preschool
Once children reach preschool age personalities become large and in charge. Drama is a part of their daily lives. Because of their big personalities we encourage roll playing in dramatic centers, storytelling through group and individual creative “writing” dictated to the teachers, and other literacy-based outlets for the creative juices that flow so freely and delightfully.
The curriculum is now arranged into themes and topics. Art, stories, language arts, and fine/large motor skills development are encouraged to increase learning. Each classroom is arranged into centers to promote independent play, social skills, and problem solving skills. Examples of learning centers include reading/library, housekeeping, art, manipulative, and sensory. Science and math exploration opportunities are also provided. In the preschool classroom, your child will learn the necessary skills and knowledge to prepare them for Prekindergarten.
Manners and nutrition are modeled and discussed during meal and snack times.
Daily sheets are no longer provided because we encourage families to discuss the day with their child. The schedule and lesson plans are posted in the classroom. Using open-ended questions about the topics of the day such as “What was your favorite thing you did today?” can produce an animated and descriptive response from your child.
We also like to speak with families at arrival and dismissal. Please share any news that may influence your child’s day and we will do likewise. Open communication between home and school is a critical part of your child’s security and growth.
Prekindergarten
The last year before Kindergarten is full of many transitional experiences to prepare our children for success. We work with Kindergarten teachers from nearby schools to ensure success for your future Kindergartener.
At this point your child has learned the basics and is ready to enhance them. We do this in several ways. Some examples are:
- Sentence of the Day
The class writes a sentence each day together on the board. This activity incorporates writing and literacy skills. Students learn sentence structure including the importance of capitalization, spacing, punctuation, spelling, beginning and ending sounds, blends, and sight word recognition.
- Sound Cards
Each day we listen and participate with our sound cards. These cards show a capital and lower case letter. The sound cards CD tells a brief scenario of when the sound would be used. (Example: This is the letter M. Doesn’t that cake look good? Mmmm! Mmmm! Mmmm!)
- Writers Workshop
This activity takes place during the second half of the academic year. The workshop is done in a small group setting of four to five students. Students write a sentence on the board as a group using what they know about sentence structure and sentence organization. Students then re-write the sentence in their own journal. This also helps promote fine motor and handwriting skills.
- Leveled Readers
This is also an activity done in the second half of the academic year. Students are again in small groups at a reading table. We spend three days focusing on one specific short story.
The first day of the book, students create a mini word wall of words that are unfamiliar to them that they find in the book. Unfamiliar words are discussed by using context clues when looking at the pictures. Students then use that word wall as we read the story together as a group.
The second day of the book, we review the word wall words and students take turns reading each page.
The third day of the book we review the word wall words one more time. After that students are given a “whisper phone” where they read the story into the phone. They then get the opportunity to read the story aloud to their teacher. Finally, students are asked two to three comprehension questions about the book.
This process repeats the next week with a new book.
Come Visit Us
We welcome visitors! Parents, children, grandparents, and friends are invited to tour and learn about our program.
To allow you adequate time and attention, we ask that you schedule your tour in advance. Mornings between 9 and 11 are the best time to see our classrooms at their most active.
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