Curriculum

Learning through play is natural for children and it’s incorporated into most of our curriculum. Our activities are designed to meet the needs of each age-group. We cater to each child’s unique learning style, by paying attention to the types of activities a child naturally selects. Hence discovering a child’s strength in terms of learning be it Visual, Auditory or Kinesthetic. Our Child to caregiver/ nursery teacher ratios is in accordance with International standards.

Because we believe that children learn best when they are pursuing their own interests, several activities are offered at the same time giving children many opportunities to make choices. A description of each curriculum area follows, with listings of activities typically included throughout the year. Activities are repeated often, allowing children to revisit and expand their understanding of concepts and to practice skills. Although these curriculum areas are described separately here, the program is delivered in an integrated manner.

The Arts

Art activities (painting, drawing, colouring, collage& construction from different material etc), foster imaginative expression and creative exploration of the materials provided. Children are encouraged to experiment; there is no right way to do it! As with all young children’s work, the process is valued, often being more important to the child’s development and expression, than the product itself.

Literacy and Language Arts

Literacy and language arts activities enhance oral and written, receptive and expressive language development. In addition to planned and spontaneous activities to help foster emergent reading and writing skills, young children need frequent opportunities to practice listening and speaking.
Reading aloud to children in large and small groups, as well as individually, provides the foundation for literacy development. Reading fiction; non-fiction, poetry and children’s own writing, listening to stories on tape, and using the flannel board, puppets or props to tell stories supports literacy acquisition.

Finger plays, nursery rhymes, songs and chants all help develop phonemic awareness.
Circle time, sharing, dramatizing or retelling stories and conversation give children opportunities with oral language while developing vocabulary, memory and public speaking skills.

Writing: letters (alphabet), lists, signs, books, etc., aid children in learning the purpose and value of written language.

Physical Development

Physical Development activities (Fine and Gross Motor Activities) develop coordination, spatial awareness, agility, and strength while promoting a healthy lifestyle.

Science

Science activities encourage children to construct and expand their knowledge of the world and how it works by observing, comparing, classifying, exploring, testing, inquiring, predicting and problem solving. As is true in all work in which young children engage, it is the process that is more valuable than the final outcome of any scientific investigation.
Observing nature, the seasons, the weather, how things move and change, bubbles and mixing colors, etc. helps children understand their world.

Investigating topics like the five senses, water, the human body, nutrition, animals, recycling, plants and insects expands children’s inquiry and problem solving skills.

Experimenting and working with materials like sound bottles, smell canisters, items from nature, magnifying glasses, magnets, microscopes, prisms and scales gives children experiences on which to build future scientific understanding.

Measuring length, weight and time, first in non-standard terms (unifix cubes, hand lengths, claps, blocks, etc.) teaches children to compare objects and to gather information.

Communicating their knowledge and discoveries through graphs, charts, paintings, songs, poems, and stories develops scientific vocabulary and organization, representation and interpretation skills.

Cooking, using the computer, non-fiction books and magazines, and varied experiences with water, sand, snow and mud all support children learning and “doing” science.

Math

Math concepts and skills such as sorting, counting, comparing, patterning, classifying, estimating, ordering, sequencing, shapes, matching graphing and measuring are learned through concrete, meaningful experiences with real objects.
Children create and expand their mathematical understandings when cooking, from books, finger plays, songs and chants, in addition to multiple experiences with these materials: pegboards, sand and water tables, geoboards, blocks, counters, puzzles, board games, and measuring tools.

Social Studies

Social Studies help children understand themselves and their place in the world with activities that focus on each individual’s uniqueness, the home and family, the classroom community, the neighborhood and the world.

Self-help skills, learning basic manners and courtesies, being part of a group and classroom responsibilities are all essential in helping children become contributing members of society.

Dramatic play allows children to explore and experiment with many roles from society.
Multiculturalism is introduced and encouraged with cooking projects, books, songs, photographs, and exposure to the home languages of classmates.

Music

Music experiences develop appreciation and competencies such as listening, rhythm, and carrying a tune Moving to, listening to and singing different types of music (classical, jazz, rock, patriotic, traditional, and multicultural) are all enjoyable activities for young children. Marching, dancing, clapping games and rhythms, creative movement and painting to music also support all the curriculum areas.
Instruments such as piano, tambourines, drums, bells, shakers, triangles, maracas, and rhythm sticks allow children to create music, learn the names of instruments and provide opportunities for performing. Children also enjoy making instruments like shakers, tambourines, guitars, etc.

Outdoor Experiences

Outdoor Experiences bring the curriculum beyond the walls of the classroom. Children have opportunities to run, jump, climb, balance, and swing and ride cycles. We also create opportunities for field-trips outside of the usual care areas. Children’s experiences outdoors are as valuable to their growth and development as what happens inside. Nature walks help children focus their observations and extend their world. Dramatic play, art activities and group games take on new dimensions on the playground and offer children varied opportunities for social, emotional and cognitive development, in addition to strengthening physical skills

Computers

Computers can be valuable tools for young children. While computers can’t substitute for running, jumping, listening to a good story, digging in sand or playing with blocks, they can be an excellent supplement to these traditional activities, offering children another way to learn about their world. We are in the process of adding this Element into our center.

Television

Television viewing is not a scheduled activity for our children. Filmstrips or videos can be a positive supplement to the curriculum when used within these guidelines:

  • Film/ cable TV shows are rated before showing to the children to determine that the content is developmentally appropriate, non-violent and bias-free.
  • An alternate activity is always available for children not interested in watching.
  • TV is minimized to registration and waiting to be picked-up time(late evenings)

Holidays

Holidays are an important way in which families celebrate who they are and what they believe. Incorporating holidays into the curriculum can be a valuable learning experience. Narnia Daycare is made up of people with diverse traditions. To ensure respect for all people, these guidelines have been put in place:

  • A calendar is prepared annually to include holidays of enrolled families.
  • Holidays are a supplement to, not the primary focus of the curriculum. A holiday would not be the basis of a theme or project.
  • Holidays are presented as equally valuable and worthwhile. Recognition, including decorations, should be limited to 2 days so no holiday/culture dominates any others.
  • Stereotypes are avoided. Phrases like, “Some people celebrate this way,” instead of “all people (of a given culture) celebrate this way” are used.
  • People are portrayed in contemporary as well as traditional or ceremonial clothing and lifestyles.
  • Parents are included or consulted so accurate information is presented.

Authentic Assessment is curriculum embedded, that is, children are observed and assessed on what they actually do at the Center. Future activities can be developed to give children additional opportunities to practice and gain competence as needed. Individual and cultural differences are always considered and children’s learning and development are not staunchly measured against norms.

A portfolio is maintained for each child that includes:

  • Profile sheets, completed in October, January, March and June, recording specific details of your child’s progress. Parents are given a copy of the profile sheet upon completion and the original becomes part of the portfolio.

Daily Reports of your Baby’s/Child’s day

  • Photographs and work samples, collected with intent and purpose, which illustrate ongoing growth and development.
  • Journal entries made at least monthly to capture children’s drawing and writing development; this may include taking children’s dictation. Anecdotal notes and observations further documenting children’s progress.
  • Parents are given the portfolio when the child leaves the program. Parent/Teacher conferences are scheduled for each child, every quarter and whenever else necessary.

    Special Needs

    Each child is respected as a unique person with an individual personality, temperament, learning style, experiences and family background.While children are not expected to conform to a rigid developmental schedule, it is important that teachers observe each child for evidence that development is following a predictable pattern. Children can grow and develop at very different rates and still be within the normal range. The appropriate sequence of development is the most important indication of typical development. A caregiver having concerns regarding a child’s development, behavior or adjustment will:

    • Observe the child within the context of the program.
    • Create opportunities for observation as necessary, planning for group or individual activities. Document and share specific concerns with the Director. Meet with the parents to share the concern. Generate a plan with parents and the Director that may include:
      • Continued observation.
      • Offering increased opportunities to practice the skill or behavior both at home and at the Center.
      • A pediatric examination.
      • Bringing a resource person into the program to observe the child.
    • Maintain communication with parents.
    • Document all communication with parents.
    • Maintain the family’s confidentiality.

    Whenever an enrolled child is diagnosed with special needs, the teacher will contribute to the formation and implementation of the Individual Educational Plan( IEP).

    **This Curriculum is designed to create a scheduled style of learning; no child will be forced to engage in these activities. Narnia reserves the right to amend, update and review this curriculum.
    Lesson plans and daily activities will be tailored to meet your child’s age requirements.