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Toddler Care

This program is offered for children ages 18-months old to 3 years old.  Ms. Angie, the lead toddler teacher for the Sky classroom started with Marymount Child Care  in 2022.   Ms. Gail, the co-teacher, has been with Marymount Child Care Center since 2019.  Ms. Raquelle, the lead teacher for the Venus started at Marymount Child CAre Center in 2022, Ms. Marie, co-teacher has been with Marymount Child Care A lesson plan is prepared each week based on the following: During their earliest years, children are learning to trust the world, actively explore their environment and are adamant on doing things for themselves. We believe the more opportunities we provide for children to follow their own interests, the more they will learn from experience, enabling them to be successful learners throughout their lives.

Developmental Domains

Physical Health - The child will display signs of optimal health consistent with appropriate primary health care and caregiver health practices.

  • Wash hands before and after diapering, before and after eating, upon arrival to the childcare setting, before water play, after playing on the playground and whenever my hands are visibly dirty.

  • Change diapers every two hours or when I show signs of needing to be changed.

  • Remain secure on changing surface with caregivers hand upon me.

  • Changed near a water source for quick handwashing to prevent the spread of infection.

  • Helps by undressing myself.

  • Starts to ask to use potty.

  • Shows through gestures, expressions, body language or words that I am about to urinate or have a bowel movement.

Emotional & Social Development - The child's emerging ability to become secure, express feelings, develop self-awareness and self-regulation.

The child will also develop a understanding of self and others, and the ability to relate to other people and the enviornment.

  • Calls "mama or dada" from across the room while playing to make sure they are paying attention to them.

  • Gestures for one or more hugs as mom or dad leave for work.

  • Says "you do one and I do one" when asked to put toys away before separating from mom in the morning, in order to get her to stay a bit longer.

  • Hide my face in my hands when feeling embarrassed.

  • Express frustration through tantrums.

  • Expess pride by saying "I did it".

  • Point to myself in a family photo.

  • Says "big girl or big boy" when referring to themselves.

  • Claim everything they want is theirs.

  • Can point to and name a few body parts.

  • Express jealousy when a caregivers holds another child.

  • Clap for themselve as they stack blocks into a tower.

  • Insists on "Me do it".

  • Pushes or hits another child who takes their toy.

  • Follows simple directions.

  • Recites the names of their friends.

  • Says "daddy's happy" when seeing daddy laugh.

  • Imitates mom walking around on the phone.

Motor Development - Large muscle

  • Walk across the room, stopping and changing direction when something is in my way.

  • Stand and rock side to side or bounce up and down to dance music.

  • Back up and sit down in a chair that is just my size.

  • Hold on to a string to pull a wooden duck with wheels behind me while walking.

  • Walk up and down steps while holding my caregivers hand or holding onto the railing.

  • Bend over to pick objects off the floor and stand up straight again.

  • Carry a large stuff bear as I walk to my cubby.

  • Run, jump and kick a ball.

  • Walk up and down steps indpendently, stopping with both feet on each step.

  • Walk up and down steps alternating my feet, one on each step.

  • Use a riding toy with or without pedals.

  • Climb on outdoor play equipment.

Motor Development - Small muscle

  • Scribble with a fat crayon on a large piece of paper, while holding the crayon with a full hand grasp.

  • Hold a toy with one hand, while looking at it and pushing different parts of it with the index finger of my other hand.

  • Put pegs in the holes of a foam peg board.

  • Use a spoon to scoop up my food and bring it to my mouth, even though I may get some on my face.

  • Wash my hands.

  • String a large wooden bead onto a shoelace.

  • Make snips into a piece of paper with child size scissors.

  • Hold a piece of chalk holding using my fingers and thumb.

  • Unbutton a large button on my sweater.

  • Build a tall tower with a number of blocks.

  • Complete a puzzle with 3 to 4 interlocking pieces.

Language & Communication Development - Language and communication development is the increasing ability to communicate successfully with others to build relationships, share meaning and express needs in multiple ways.

  • Points to shoes and socks when asked "Where are your shoes".

  • Begin to say  "bottle" instead of "baba" when wanting a drink.

  • Speaks clearly enough for others to usually understand what I am trying to say.

  • Uses words like "mine", "yours", and "his" to indicate who owns each toy.

  • Says "please" and "thank you" when asking for something.

  • Trys to do all the hand motions to "Itsy, Bitsy, Spider".

  • Listens as caregivers reads a short story.

  • See a picture of a flower and pretend to sniff it.

  • Make a scribble picture and saying its a "dinosaur" when showing it to someone.

  • Pretend to take orders with a pencil and paper when I'm pretending to play restaurant.

Cogntive Development - The child will develop an understanding of his or her world through exploration and discovery while developing strategies to solve problems.

  • Separate toys classification.

  • Point out all the blue plates at lunch table.

  • Labels big animals "mama" and small animals "baby".

  • Says, "Tyler fall down" when seeing a peer cry.

  • Turn a puzzle piece to make it fit into its space.

  • Uses a fork or spoon.

  • Uses a play cup to roll out clay.

  • Says "meow" when pointing to a picture of a cat.

  • Builds a tower with blocks.

  • Fit a shape into matching space in a shape sorter toy.

  • Engage in solitary play for short time.

  • Looks for and finds a favorite book and ask caregiver to read it.

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