Project Description

Fourteen  Through Twenty Months

From each child’s very first day, teachers will encourage them to investigate their new world through movement and each of their five senses.

Teachers continuously sing, smile, and provide all children with the comfort that they need throughout the day to create a warm, loving environment filled with smiles and laughter. The children participate in circle time activities by singing and listening to daily stories. They learn to move their bodies through finger play and dance by watching and mimicking their teachers.

Children express their creativity through daily art projects by using their fine motor and gross motor skills and younger children explore art and textures by using their hands and feet to paint pages. As children grow older, they are introduced to brushes, art tools, markers, and crayons to make marks and create scribbles on paper. They explore new materials and textures using all of their senses. Age appropriate materials are also brought into the classroom for children to learn and discover in sensory tables. Teachers and children work together to build social skills and to learn about the new world around them in a nationally accredited learning environment.

The Creative Curriculum for Infants, Toddlers & Twos

®Curriculum Overview

Think, just for a moment, about the everyday discoveries that delight the young children in your care. From the colors dancing on the wall as light passes through a prism to the jingling bells in a toy, to the amazing accomplishment of a first step—the everyday moments in infants, toddlers, and twos classroom are at the heart of what makes your work so special and important.

The Creative Curriculum for Infants, Toddlers & Twos was created to support and guide you through the discovery filled days with the children in your care.

It is a comprehensive collection of knowledge-building and daily practice resources–an “Early Childhood 101” that will help you provide responsive, intentional care to very young children.

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