Our Curriculum
A child’s day at Day By Day Child Care is full of play!
Physical, social-emotional and cognitive development are encouraged through active play. This philosophy is carried out in learning centers and a thematic approach to learning. Our center areas; art, science, library, manipulative, dramatic play, blocks, etc. are carefully planned to encourage a child to make choices and play independently or in small groups. The environment encourages and supports each child’s play. Young children need a balance of self-initiated and teacher directed activities.
Our staff serve as facilitators of learning in a well-planned environment. Our job is to extend play, make observations, ask questions, act as mediators, and intervene when necessary. Our focus for children is on the process of learning not on a product. Each child is viewed as a unique person with an individual pattern and timing of growth and development. The curriculum and adult interactions are responsive to individual differences in ability and interests. Different levels of ability, development, and learning styles are expected, accepted, and respected and used to design appropriate activities.
Physical, social-emotional and cognitive development are encouraged through active play. This philosophy is carried out in learning centers and a thematic approach to learning. Our center areas; art, science, library, manipulative, dramatic play, blocks, etc. are carefully planned to encourage a child to make choices and play independently or in small groups. The environment encourages and supports each child’s play. Young children need a balance of self-initiated and teacher directed activities.
Our staff serve as facilitators of learning in a well-planned environment. Our job is to extend play, make observations, ask questions, act as mediators, and intervene when necessary. Our focus for children is on the process of learning not on a product. Each child is viewed as a unique person with an individual pattern and timing of growth and development. The curriculum and adult interactions are responsive to individual differences in ability and interests. Different levels of ability, development, and learning styles are expected, accepted, and respected and used to design appropriate activities.