Philosophy

We are open from 7:30 to 16:30, Sunday through Thursday.

Our daily schedule is very flexible depending on any interests the children may want to explore. We put child-led free play first throughout the day, mixed with adult led activities such as gardening, cooking, painting, reading, singing, movement, yoga, dance, crafts, sensory tables, water play, and so much more! We also really enjoy meal time and aim to share our joy of food with your child. Throughout the day we also work on developmental milestones, such as fine/gross motor skills development, language development, potty training, weening, transitioning to solid foods, imaginative play, and more individualized for each child. All our teachers speak English at a mother-tongue level and we speak English throughout the day. We welcome kids from all language backgrounds and we do an activity (song, reading, or art) in Hebrew each day so that the children who don’t come from Hebrew speaking families learn a basic vocabulary that will help them prepare for public school and the children who come from Hebrew speaking homes will enjoy hearing songs, reading books, watching puppet shows and more in Hebrew while continuing to develop their language skills in both Hebrew and English. We are an English speaking school but we live in bi-lingual/tri-lingual community and by adding 30 minutes of Hebrew time to our otherwise English speaking day, we are encouraging multi-language development from a young age.

We believe in child-led play, freedom to be spontaneous, extra outside or finger painting time if it’s just too much fun to stop, but here is the structure in a typical day:

7:30 – 8:45 Arrival, welcome, breakfast

9:00 Nap time

10:00 Morning snack

10:30 – 12:00 music, play, or activity

12:00 Lunch

12:45 Wash hands & faces + story time for nap

13:00 Nap time

14:30 Afternoon snack

15:00 – 15:45 Outside play with paint, water, or other sensory time

15:45 – 16:45 Wash up and then free play

16:30 Pick-up time

Activities:

– finger painting, coloring, water colors, foam, bubbles, ice blocks

– movement, yoga, stretching, dancing

– gardening; watering, digging, planting, singing

– toys that develop fine motor skills; coloring, puzzles, blocks, pasta jewelry

– activities that develop gross motor skills: jumping, playground, balancing, throwing/kicking balls

– language development; talking, singing, story time, puppet shows

Developmental Milestones

Babies grow in such unique ways: The baby who sits up weeks before her peers might be one of the last to learn how to crawl. Or the 18-month-old who’s still communicating with grunts and gestures suddenly bursts forth with prepositional phrases at 2 years. Since babies aren’t identical these milestones allow for variations in stages of development. We use them to gain insight into what we’re observing in your baby today and encourage milestone development during play!

6 – 7 months: Your baby thrives on the interactions she has, so we integrate play into everything we do with her/him. We shower her/him with smiles and cuddles, and reply when she/he babbles to encourage her/his communication skills. We read together every day, naming the objects we see in books and around you. We give her/him lots of opportunities to strengthen her/his new physical skills by helping her/him sit and positioning her/him to play on both her/his stomach and back. We provide a variety of age-appropriate toys and household objects (like wooden spoons or cartons) to explore. We work on establishing a routine for sleeping, feeding, and playtime. By 6 months, she/he may be ready to start solid food and we have all the wonderful homemade baby food purees to help start your baby off on a good start towards a love for nutritious food.

8 – 12 months: We keep talking to your baby: This is a critical time for his language development. We describe our routine, what we’re doing now and what we’re going to do next, and what we see. Describing how we think your baby is feeling helps him learn emotions. We keep reading together and playing peekaboo, hide-and-seek, and turn-taking games. He may not be walking quite yet, but we help him get ready by holding him in a way that puts weight on his legs or by propping him up against the sofa.We pay attention to what he enjoys, and give him the freedom to use all his senses to play and discover. We offer him crayons and paper, stacking blocks, empty food containers, and pots and pans to play with.

13 – 24 months: We foster her/his verbal skills by putting feelings into words, posing questions, talking about the books we read together, asking her/his opinion, and answering her/his questions about the world around her/him. We start teaching her/him letters and numbers, practice identifying the parts of her/his body and naming familiar objects, encourage pretend play with dolls and play food, ask her/him to help sort toys by putting them in similar categories, such as red toys or soft toys and let her/him practice feeding her/himself with a cup and utensils. We make sure she/he gets plenty of time outside. We take him to the park or playground to walk, run, and freely explore. We continue to reinforce good behavior with praise and attention. Set simple and clear limits and follow through with consequences calmly and consistently. We give your toddler this or that options and allow her/him to make choices. We are patient and positive, and remember that he’s only just beginning to learn how to control and express her/himself.

25 – 36 months: We give him/her a chance to resolve disputes with her/his friends, but are ready to step in and facilitate sharing or taking turns. She/he’ll need help figuring out how to solve problems and how to handle her/his emotions. We play learning games: Count stairs together, ask her/him to find matching toys, and name body parts. Pretend play may help her/him sort through emotions, but we let her/him direct the play. We make sure she/he gets plenty of time outside to run, hop, pedal, and freely explore. We set simple and clear limits and follow through with consequences calmly and consistently. We are sure to praise her/him when she/he behaves well. She/he may also be ready for potty training, which we are very experienced with.

potty training kids tel aviv

potty training kids tel aviv

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