Children in Younger Toddler room (maximum number 8) are aged approximately 24 months to 2 and ½ years.
Children in the Older toddler room (maximum number 8) are aged approximately 2 and ½ years to 3 years.
As children in these 2 age groups have different requirements and abilities, activities are planned with ages and stages in mind.
The Education Department has identified 7 areas of learning as part of the National Curriculum. We use the curriculum as a guideline for our planned activities, however we aim for the majority of the day to be child led so that they are passionate and invested in their learning. The following areas form an integral part of the nursery day, most of which are reflected in our continuous provision:
- Practical life – encourages the promotion of self-care, care of the environment and independence.
- Didactic materials – learning about respecting the environment, geography & science, building knowledge through tactile materials.
- Sensorial apparatus – providing the opportunity for children to explore their senses.
- Creative opportunities – enhanced through the manipulation of a variety of mediums.
- Language & literacy needs are met through a step by step process aiming towards pre reading & pre writing skills.
At 9 months nursery we have identified resources, which have been designed in order to stimulate development in each of the 7 areas of learning of the EYFS, mainly focusing on the 3
Prima Areas; Personal, Social, Emotional Development
Communication & Language
It is important that our activities are considered within the context of 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 by coming together, where they have the opportunity to share experiences with their peers, talk about whatever they want to and the day ahead and sing songs of their choosing which often involve 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.
The Education Department has identified 7 areas of learning as part of the National Curriculum for 0 – 5 year olds ,. These areas must be an integral part of any Day Nursery´s daily routine and listed below are ways in which we incorporate these in our play:
- Practical life encourages the promotion of self-care, care of the environment and independence.
- Specific resources 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 9MN we have identified areas of learning, which have been designed in order to stimulate development in each of these areas. The principle areas are listed below:
|Personal & Social/Knowledge & Understanding of the World.|
|Language & Literacy/Knowledge & Understanding/Maths.|
|Physical Development/ Personal & Social.|
|Language & Literacy/Creative/Maths/Physical Development.|
We work with parents to develop a routine for all our children, to make them feel comfortable, safe and understand and anticipate their fun filled day ahead with our 9MN family.
At this stage, we work with parents on potty training and our experienced staff are always here to give any tips and guidance.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 using their sensory box which contains a variety of songs with related props, in order to stimulate their senses.
At 9MN we are very lucky and deliberately choose to have such a small grouping as it means we can take advantage of outdoor trips on a regular basis. Once a week, the children visit Osterley library to choose new books for themselves and listen to story time. They will also have the opportunity to visit local destinations in keeping with their monthly themes e.g. when learning about animals we visit ‘Pets At Home’ in Brentford to learn about caring for domestic animals and during the transport theme, we go for picnics along the Thames to identify different boats and canals.
Both toddler aged groups follow a similar routine, though activities are adapted according to age, especially as some may be reducing their nap time:
|8.00 – 8.30am||Arrival, settling in & breakfast in baby room|
|8.30 – 9.30am||Age related activities/ free play|
|9.30 – 10.30am||Outdoor Play|
|10.30 – 11.00am||Circle/singing time/children setting up for lunch|
|11.00 – 11.30am||Lunch|
|11.30am – 12.00pm||Washing hands, brushing teeth & changing nappies, listen to stories|
|12.00 – 2.00pm||Relaxation and sleep (quiet play offered for those who do not sleep until 2pm)/td>|
|2.00– 3.00pm||Age related activities – completing any messy/creative work|
|3.00– 3.30pm||Tea – sitting & eating together, discussing the day’s activities|
|5.00– 6.00pm||Outdoor play (weather permitting). Completing any activities from weekly plan|
**snack is offered throughout the day as and when needed
In the toddler room, our children are fairly self sufficient with food and drink and are now able to enjoy a wider variety of textures. Every meal is lovingly prepared by our experienced & qualified cook, who communicates closely with all parents, in order to discuss their child´s dietary requirements.
All our dishes are made with fresh & natural produce and we never use a microwave or ready meals. We endeavor to introduce a varied and multicultural menu in order to increase their palate and stimulate their taste buds.
We do not serve red meat or pork dishes.
Click here to download the menu.