The Inch Worm classroom is our youngest classroom at Bethel. In the Inch Worms, we individualize the infant’s day based on the needs of the infant and the routines that the parents/guardians stipulate for their child. We also strive to provide the three most fundamental components of infant/toddler development: safety, stability, and the opportunity for attachment with a caregiver. Once our infants have formed a bond with our infant caregivers and have realized that they are in a safe and stable environment, they are capable of beginning their exploration phase. The infant caregivers intentionally provide our infants with a stimulating environment that develops the infants’ cognitive skills, language skills, motor and perceptual development, and self and social development.
In the Teenzy Turtle classroom we continue providing the three most fundamental components of infant/toddler development: safety, stability, and the opportunity for attachment with a caregiver. The Teenzy Turtle classroom is also typically, the first classroom where a child is able to experience the benefits of a routine schedule. Through the balance of an individualized needs and services plan and a steady group routine, the Teenzy Turtles thrive on predictability in order to maintain their sense of security. Once the Teenzies have acclimated to their routine schedule, they are better able to explore their environment based on their innate curiosities. The Teenzy Turtle teachers have been trained to practice intentional teaching, in order to properly set up the environment based on the children’s exploratory tendencies and drive for sensory experiences. Such mindfulness aids the children’s developmental progression in all aspects of their development.
In the Busy Bee classroom, we venture into fostering the children’s need to understand the complexities of the world, establish and assert their capabilities, and promote their curiosities. The Busy Bees are a unique group to work with due to their need for “just the right” amount of guidance. The Busy Bee teachers are knowledgeable of the children’s yearning for independence and mindfully provide the children with various opportunities to nurture the children’s sense of identity. In the Busy Bee classroom, we also present the children with ample amounts of language modeling (parallel talk & self talk), in order to foster the children’s language development. Potty training is another big component of this classroom and we look forward to working with parents on how we can best meet your children’s needs.
In the Friendly Firefly classroom, the children continue to be engaged in activities that provide the appropriate balance of guidance and opportunity for independence. In the Firefly classroom, the children are also engaged in activities that further refine certain aspects of their development which are needed to succeed in the next classroom (the Wise Owls). For example, they teacher provide the children with activities that are intentionally geared towards refining the children’s fine motor skills, which promote the fundamental skills necessary for writing, cutting, etc. The Firefly teachers are especially conscious that the Fireflies thrive when they are presented with the opportunity to choose their leaning experience and love adapting the curriculum to fit the children’s needs.
In the Wise Owl classroom, we mindfully set up the classroom dynamic to center on the children’s interests. We intentionally present the children with various responsibilities in the Wise Owl classroom because we are aware that children at this age enjoy exercising their verbal skills, benefit from asking questions, and flourish when they are challenged. For example, the children are given multiple opportunities to voice their thoughts and concerns through morning and afternoon meetings. In the Wise Owl classroom, the children are also given the opportunity to take their inquisitiveness to the next level through the teacher’s invitation to further research a topic that they are interested in. Typically, this is also the classroom where we promote democracy, through the use of “voting” on class themes, classroom rules, etc. We strive to individualize the curriculum to develop the children’s skills that will make them successful in a transitional kindergarten or kindergarten.