Children in The Sunshine Room (maximum number 12) are aged approximately 16 months to 3 years. This room is made up of 2 age groups 16 months to 2 ½ years and 2 ½ years to 3 years. As children in these 2 age groups have different requirements and abilities, activities are planned with both groups in mind.

The Education Department has identified 6 key areas of learning as part of the National Curriculum for 3 – 5 year olds, and although the Toddlers are under 3 years, we use the curriculum as a guideline for our planned activities. These areas must be an integral part of any Day Nursery´s timetable and are listed below

  • Practical life encourages the promotion of self-care, care of the environment and independence.
  • Didactic materials are utilised for mathematics, geography & science, building knowledge through tactile materials.
  • Sensorial apparatus is used to make abstract concepts concrete, providing the opportunity for children to explore their senses.
  • Creativity is enhanced through the manipulation of a variety of mediums.
  • Language & literacy needs are met through a step by step process towards reading & writing.
  • Children develop respect for the natural world, allowing for the holistic development of the child.

At 9 months nursery we have identified areas of learning, which have been designed in order to stimulate development in each of these 6 areas. The principle areas are listed below:

These areas of learning are integrated into the EYFS Framework, which provides support, information, guidance and challenge for all those with responsibility for the care and education of babies and children from birth to three years.

It is important that the Framework is considered within the context of the National Standards for Under Eights Day Care together with the Curriculum Guidance for the Foundation Stage. The Framework takes as its focus the child and steers away from subjects, specific areas of experience and distinct curriculum headings. It identifies four Aspects, which celebrate the skill and competence of babies and young children and highlights the interrelationship between growth, learning, development and the environment in which they are cared for and educated.

These four ‘Aspects’ are:

A Unique Child: Every child is a competent learner from birth who can be resilient, capable, confident and self-assured.  

Positive Relationships: Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.

 

Enabling Environments:  The environment plays a key role in supporting and extending children’s development and learning.

 

Learning & Development: Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected.

 

In the Toddler Room, it is our aim to encourage children to:

  • become independent
  • build on their self confidence
  • develop a positive self image
  • understand sharing

Toddlers learn through play and are given the flexibility to choose activities themselves. They start every morning with circle time, where they have the opportunity to share experiences with their peers, talk about the weather and the day ahead and sing songs relating to the alphabet, numbers and counting.

The toddler years are particularly sensitive ones and it is essential that each individual child receives the stimulation and guidance they need in their play and learning. All parents receive detailed developmental records for their child every 6 months and this is followed up with a one to one meeting between parents and keyworker. This is an opportunity to discuss progress to date and establish developmental milestones for the future.

As the toddlers are at such a sensitive age, daily communication with parents is essential.

Children are becoming more aware and are exploring their boundaries. They are even more curious and have many questions about the world around them.As language and comprehension is developing rapidly, issues such as potty training and feeding independently need to be tackled.

Parents are directly involved in decisions regarding when to start potty training, decrease afternoon naps, introduce new foods, prepare for the preschool room etc. All parents are invited to a one to one meeting with their childs keyworker following every progress report, in order to discuss these developmental goals.

Parents are invited to attend outdoor trips and are always welcome to drop in at the nursery to observe their children, if the webcams are not accessible for any reason.

Time Activity
8.00 – 8.30am Outdoor off site walk/trip
9.00 – 10.00/ 10.30am Arrival, settling in & breakfast in baby room
10.30 – 10.45am Circle time & sensory singing
10.45 – 11.00am Wash hands, visit bathroom, prepare for lunch
11.00 – 11.30pm Lunch
11.30 – 11.45pm Washing hands, brushing teeth & changing pull ups
11.45am – 1.45pm Relaxation and sleep (quiet play offered for those who wake up earlier)
1.45- 2.00pm Changing pull ups and looking at books children help to set up for afternoon activities
2.00 – 3.00pm Age related EYFS activities – completing any messy/creative work
3.00 – 3.30pm Tea – sitting & eating together, discussing the day’s activities
3.30 – 4.00pm Exercise workout & yoga/ practicing sign language
4.00 – 6.00pm Outdoor play (weather permitting) / Child led free play. Completing any activities from the week

***All children must arrive by 9am as the Toddlers go on local walks or to visit places of interest in the neighbourhood.