"Today's Achievers. Tomorrow's Leaders."
Funded 30 hours for 3/4 years & Funded 15 hours for 2 years

Infant Daycare- Ages 6 weeks to 12 months


Below are the program goals for children in our Infant Daycare Program. Generally, by the end of the infant stage, children may be able to do the following:
Emotional Development

Smile spontaneously
Discriminate strangers from familiar people
Establish and maintain eye contact
Laugh aloud
Recognize own image in a mirror
Exhibit responses to things liked and not liked (e.g. food)




Development

React to familiar persons/objects
Enjoy simple social games
Give and receive affection
Imitate the behaviors of others








Language

Respond to a sound by turning to its directional source
Establish eye contact with staff members
Babble and coo
Smile when approached by others
Imitate speech sounds
Use single words (e.g., mama)
Wave “bye-bye”
Understand “No”
Respond to own name
Jabber with expression

Physical Development Gross Motor
Hold head erect
Slide/scoot in various directions
Roll over
Crawl
Sit with assistance
Sit independently
Walk with assistance
Track an object visually
Reach for objects
Watch movement of own hand




Physical Development Gross Motor

Grasp rattles/toys
Hold objects and look at them
Transfer objects and look at them
Pull out large pegs from board
Bang and pound objects
Enjoy placing objects in and out of containers
Hold a cup
Use pincer grasp to grab small items
Bounce while sitting/standing
Kneel


Physical Development Gross Motor

Climb
Pull up self to standing position
Stand alone
Creep by hanging onto furniture
React to the presentation of a toy
Turn to look for a dropped object
Uncover a hidden toy
Use noise making toys (e.g. ring a bell, squeak a toy, etc.) in a purposeful manner
Look at pictures in a book
Look in the proper place for an object when it has rolled out of sight

Daycare for Toddlers – Ages 1 to 2 years


Below are the program goals for children in our Daycare for Toddlers Program. Generally, by the end of this stage, children may be able to do the following:
Emotional Development

Recognize self in mirror
Feed self
Play alone
Express affection to others
Briefly delay immediate needs and wants
Assert independence, sometimes
Help with simple chores
Be cooperative during dressing (e.g. coat)
Attend to a task for a brief time ( 2-4 min)
Show interest in toileting
Use imagination in play
Social Development

Parallel play with others
Imitate activities and actions
Share with others occasionally
Assist others with simple tasks, sometimes
Participate in a small group for short periods of time
Initiate social responses with people





Physical Development Gross Motor

Bounce while sitting/standing
Kneel
Pull self to a standing position
Stand alone
Creep
Walk independently
Kick and March
Twist body
Throw a ball, run and jump
Push/pull toys
Pick up objects from the floor without falling
Fine Motor

Grasp, shake, point and drop
Squeeze/bang/pound
Pull
Attempt to stack/build
Stir, Empty/fill, pour
Scribble, turn pages, paint
Use a spoon








Cognitive Development

Respond to stimulus
Imitate behaviors/sounds
Explore own environment
Play with objects and toys
Point to three body parts (e.g. hair, eyes, nose, etc.)
Recognize own name
Respond to simple requests/directions
Name three objects (e.g. verbally)
Match and pattern
Remember some previous information

Expressive Skills

Babble and chatter
Repeat sounds
Repeat simple words
Sometimes participate in simple songs and finger plays
Imitate single word communications







Language

Respond to a sound by turning to its directional source
Establish eye contact with staff members
Babble and coo
Smile when approached by others
Imitate speech sounds
Use single words (e.g., mama)
Wave “bye-bye”
Understand “No”
Respond to own name
Jabber with expression

Two’s Program – Ages 2 to 3 years


Below are the program goals for children in our Two Year Preschool Program. Generally, by the end of this stage, children may be able to do the following:
Emotional Development

Begin to assist with dressing self (e.g. Jacket, hat, etc.)- Care for some physical needs with supervision
Follow basic daily routines with staff assistance
Assist staff in putting some materials, toys and equipment in the proper place with supervision
Play alone and in small groups some of the time and with the total group occasionally
Deal with emotions in a way suitable for developmental level, most of the time
Respond to praise and suggestions from others
Make the transition from home to center with a minimum of anxiety
Social Development and Living

Participate in the total group some of the time
Share in a small group some of the time
Identify family members
Cooperate most of the time
Learn about some adult roles in the neighborhood (e.g. Doctor, firefighter, etc.)












Physical Development Gross Motor

Perform simple loco motor tasks, including walking forward and backward, running and jumping
Walk a few steps on a line on the floor
Throw a large ball at least two feet
Roll large and small balls
Perform simple somersaults with assistance
Manipulate large toys and wheeled equipment
Use some of the playground equipment (e.g. Slide)
Begin to participate in simple group games




Fine Motor

Construct simple block structures
Stack at least three small objects (e.g. Over two inches in diameter)
Complete 3-5 piece puzzle
Use crayons to create free-form designs
Practice turning book pages one at a time
Feed self, using spoon and tumbler
Place pegs in pegboard, shapes into shape box, etc.
Begin to participate in simple group games






Cognitive Development

Use words “big” and “little”
Follow at least one direction
Recognize and name two colors
Identify familiar sounds in environment (e.g. Car horn, baby cry, etc.)
Identify major body parts on own body
Name some familiar animals and identify the sounds they make (e.g. Ducks quack)
Identify a missing part of an object in a picture (e.g car without wheels)
Identify functions of some familiar objects according to their use (e.g. Furniture, food, clothing, etc.)
Language Development

Recognize own name and the name of caregiver
Give simple answers to questions
Identify some common objects and familiar people when names are given by staff
Name some familiar objects in his/her environment
Pronounce most words correctly (except for some articulation errors)
Express own needs and wants
Repeat a few simple finger plays
Relate a simple activity or event
Reading Readiness

Begin recognizing some letters of the alphabet
Recognize simple, common story characters (e.g. The Three Bears)
Tell what is happening in a simple picture
Retell a part of a familiar story
Listen to short stories
Attend to films, filmstrips, puppet shows, etc., appropriate to developmental level





Science

Show concern and care for animals
Help plant and maintain simple plants (e.g. Indoors and outdoors)
Identify some textures (e.g. Hard, soft, fuzzy, etc.)
Identify some foods according to taste
Assist with a cooking experience
Learn about some insects (e.g. Butterfly, ant, etc.)
Give simple descriptions of the weather (e.g. it’s raining, cloudy, hot, etc.)



Three’s program- Ages 3 to 4 years


Below are the program goals for children in our Daycare for Toddlers Program. Generally, by the end of this stage, children may be able to do the following:
Art, Music & Movement

Demonstrates skills in discriminating sounds (e.g. pitch, volume, tone, rhythm)
Recalls words and gestures in a song and finger plays











Pre-math Skills

Shows awareness of time concepts
Uses one-to-one correspondence
Able to match math patterns and concepts
Counting from 1-20
Recognize numerals 1-10
Assembles 8-20 piece puzzle
Finds more than one solution to a problem







Science

Observes and makes discoveries
Uses planning to approach a task or activity
Demonstrates the ability to discriminate taste, smell, and textures
Shows awareness of cause and effect relationships
Recalls the sequence of events, arranges things in a series
Recognizes things that belong together conceptually rather than resemblance


Reading Readiness and Literature

Recognizes patterns and can repeat them
Demonstrates knowledge of how to use a book and shows enjoyment of books and stories
Tells a story in sequence, following the pictures in a book
Composes a story, letter or song and makes increasingly representational drawings
Demonstrates visual discrimination skills
Identifies by name a wide range of objects and events

Verbal and Written Language

Demonstrates an interest in using writing for a purpose
Uses words to describe the characteristics of objects and can make comparisons
Uses compromise and discussion to resolve conflicts
Uses words to communicate ideas and feelings
Talks with other children during daily activities and participates in group discussions
Cognitive Development/Concept Development

Shows curiosity and desire to learn
Uses planning to approach a task or activity
Applies information or experiences to a new context
Classifies objects by physical features
Accepts responsibility for maintaining the classroom environment

Fine Motor

Coordinates eye and hand movement
Uses small muscles to complete task
Uses small muscles for self-help skills
Uses writing and drawing tools with control and intention






Physical Development Gross Motor

Walks up and down stairs
Climbs up and down equipment without falling
Throws an object in the intended direction
Catches a ball or beanbag
Runs with control over direction and speed
Jumps off low surfaces and over objects without falling
Shows balance in use of large muscles


Physical Development Gross Motor

Walks up and down stairs
Climbs up and down equipment without falling
Throws an object in the intended direction
Catches a ball or beanbag
Runs with control over direction and speed
Jumps off low surfaces and over objects without falling
Shows balance in use of large muscles
Emotional Development

Demonstrates trust in adults
Shows ability to separate from parents
Demonstrates interest and participates in classroom activities
Helps others in need
Follows directions when givenMakes believe with objects and takes on a pretend role and makes believe about situations

Preschool – Ages 4 to 5


Below are the program goals for children in our Two Year Preschool Program. Generally, by the end of this stage, children may be able to do the following:
Emotional Development

Dress and undress self with assistance in some areas, such as tying, snapping and buttoning
Care for own possessions and those belonging to the group most of the time
Place some toys, materials, etc., in their proper places without constant reminders
Learn and accept new routines and changes
Deal with emotions in a developmentally appropriate way, most of the time
Respond to redirection from staff in a constructive way, most of the time




Social Development and Living

Understand and participate as a cooperative member of a small group, most of the time
Share toys and equipment, most of the time
Make the choice between working alone and in groups and be able to do both at different times
Cooperate in some group activities and projects
Categorize people, places, events and objects in terms of whether they belong at child care or home
Identify various kinds of transportation
Understand and participate in the celebration of some national holidays

Physical Development Gross Motor

Perform motor skills including sliding, leaping, stopping and running
Walk a balance beam
Catch a small ball (e.g. softball, tennis ball, etc.)
Perform physical fitness exercises such as bending, stretching, reaching, relaxing and breathing, etc.
Talk about why exercise is important and helps us grow (e.g. muscles, bones, etc.)
Use large muscle equipment (e.g. tricycle, slides, etc.)







Fine Motor

Use scissors and cut simple patterns
Use small paint brushes and narrow line markers
Glue or paste small objects in simple patterns
Copy a triangle
Assemble an 8-11 piece puzzle














Cognitive Development/Concept Development

Recognize basic colors: red, blue, yellow, green, orange, purple, white, brown and black
Identify similarities and differences of common objects on the basis of color
In addition to identifying a circle, square and triangle, identify a rectangle
Determine relative size of three objects in terms of big, bigger, biggest and small, smaller, smallest
Identify similarities and differences of common objects according to their size and shape
Develop an awareness of our five senses
Follow a sequence of at least three directions

Verbal and Written Language

Recognize and say personal information such as home address and telephone number
Give simple directions
Make up a story
Tell a version of a familiar story (e.g. The Three Bears, etc.)
Speak in complete sentences
Follow simple instructions
Ask for help when needed
Incorporate new words learned into everyday vocabulary (e.g. from curriculum and daily living, etc.)
Name basic objects and ideas that are important to daily routine (e.g. 
bathroom, front door, etc.)


Reading Readiness and Literature

Name some letters of the alphabet (e.g. upper and lower case)
Recognize some sight words in environment (e.g. stop, exit, etc.)
Listen and enjoy being read to
Answer basic content questions about stories a child has heard
Relate the endings of familiar stories (e.g. Peter Rabbit, etc.)
Name and tell about characters in stories
Recite one or two simple poems or rhymes
Relate basic cause and effect from a story child has heard



Science

Participate in planting seeds and caring for growing plants
Learn about some basic changes, such as ice melting, water boiling
Construct simple structures using blocks and other building materials
Experience and talk about weather changes in a simple way (e.g. clouds, rain, cold, snow and etc.)
Practice basic habits for good health (e.g. wash hands, brush teeth, blow nose, and, etc.)
Help prepare and tell about healthy foods






Pre-math Skills

Rote count from 1-20
Recognize most numerals from 1-10
Set enough snacks or other objects on a table for at least eight children
Identify sets of 0 to 5 objects
Identify objects in terms of relative size (e.g. bigger than, smaller than or same size as)
Match a number of objects to corresponding items



Art, Music and Movement

Use and care for various art materials, including crayons, paste, chalk, clay, finger paints, paint and pencils
Use additional art techniques, including drawing, collage, painting, printmaking and simple construction
Use simple art forms to entertain self and others (e.g. movement, painting, drama, etc.)
Identify simple songs and instruments
Talk about how various songs make him/her feel (e.g. sad, happy, etc.)
Participate in a variety of music activities
Use free-form movement and/or exercise in response to music
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"Today's Achievers. Tomorrow's Leaders."
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Memphis TN
38106
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