Developing Toddlers Program

Ages Between :16 months – 20 months

Toddler development occurs at a rapid pace. In an effort to keep toddlers with peers of similar developmental levels together, toddlers are divided into smaller classroom groups: Developing Toddlers and Intermediate Toddlers. Within each classroom, toddlers are further divided into smaller learning groups for small group activities.

  • Teacher-child ratio: 1:7
  • Maximum group size: 14
  • Small group sizes to better meet the individual needs of the child
  • Teachers dedicated to the development of trust, security and emotional growth through prompt, nurturing and responsive care
  • A curriculum designed to foster learning through stimulating sights, sounds and physical exploration.
  • Daily reading to all children
  • Daily walks inside or outside (weather permitting)
  • Daily visits to separate age-appropriate toddler playground (weather permitting) or visits to indoor large muscle room
  • Detailed individualized reports on each child’s activities provided daily
  • Potty training efforts at child’s own pace
  • Sign language exposure
  • Spanish exposure
  • Bi-annual parent-teacher conferences (additional conference available upon request)
  • Open door policy for parents

Developing Toddler Program Objectives

Developing Toddlers at Jack and Jill Childcare enjoy a curriculum that promotes physical and cognitive development through play and exploration. Creativity and freedom of choice are encouraged as older toddlers assert their independence.
Jack and Jill Childcare’s curriculum has been designed for the provide growth, development and reinforcement of the following behaviors, skills and concepts.

Physical Development Objectives

  • Leads with one foot to walking up/down stairs
  • Jumping off low levels
  • Imitating horizontal and vertical lines
  • Drawing a circle
  • Kicking a ball
  • Scribbling with a crayon or marker
  • Threading beads on a string

Social/Emotional Development Objectives

  • Attempts to dress self
  • Awareness of others in group
  • Engages in parallel play
  • Beginning to cooperate with others
  • Begins to show pride in projects
  • Explores everything
  • Sees self as powerful and creative
  • Aware of bodily needs

Communication/Language Development Objectives

  • Begins to recite simple lines, songs, finger plays
  • Combines words to make sentences
  • Uses adjectives, adverbs
  • Identifies and defines use of familiar things, i.e. Body parts, household items
  • Vocabulary of two hundred words
  • Begins to use plurals

Intellectual Development Objectives

  • Identifies familiar objects by touch
  • Classifies objects into two groups-large vs. small
  • Begins to “pretend” play
  • Sorts things into categories-hard vs. soft
  • Labels familiar items-balls, coats, spoons, pans
  • Uses names for self and others