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A Day at Childventures for Preschoolers

A Day at Childventures for Preschoolers


  • Children say goodbye to their parents and hello to their teachers. When parents and teachers work together to share their collective knowledge about children at home and in the school setting, the transition between home and preschool goes smoothly for both adults and children.


  • Seeing parents at departure times provides an opportunity for teachers to exchange information about the child’s day. Educators can fill parents in on children’s actions and communications.


  • During this routine children are exposed to food from a variety of cultural backgrounds. Our mealtimes are social interludes based around eating and enjoying food. The children eat together with the adults in small groups and lunch is facilitated in a family style.


  • The main focus of this time is to facilitate hand and face washing, brushing teeth and toileting. These routines promote cleanliness, physical comfort, health and the child’s emotional well being.

Sleep Times

  • A calm environment gives children the opportunity to listen to quiet music and have their backs rubbed. Naps provide the sleep and rest that are necessary for children’s growth and development. The “early risers” or non-sleepers have the chance to look at books, carry out fine motor tasks and play quietly with some chosen play activities.

Outdoor Play

  • Children pursue active physical play with the support of attentive, playful adults. Teachers and children alike enjoy the sight, sounds and vigor of play and exploring on the playground. A daily opportunity to engage in vigorous, noisy play is provided.
  • This time of day is designed for vigorous, noisy, physical play. Children are free to talk, move and explore outdoors. Adults join in children’s play, converse with them and assist with pushes and pulls as needed. Outside time enables children to play together, invent their own games and rules and become familiar with their natural surrounding.

Core Knowledge®

  • Young children like to do the things they see adults do. At breakfast they participate by passing out napkins, setting the table, serving food and wiping down the table.
  • At planning time each child states in gestures or words a plan of action. Planning promotes children’s self-confidence and sense of control. It encourages children to articulate their ideas, choices and decisions. During this time snack is provided.
  • Throughout work time children carry out a purposeful sequence of actions they have thought about and described during planning time while also following through on new ideas and plans that arise as they play.
  • With music, props and singing games children explore their creative side through movement and music. A variety of art mediums are introduced to the children. Art materials are explored to develop creativity. Drama and story time is a time for imagination, creative thinking, memory skills and fun. Books, puppets and dress up clothes are used for children to express themselves.
  • The educators create experiences that are specific to language and literacy. A variety of finger puppets, books, flannel stories, hand puppets and real objects are used to create interest and participation.
  • Children explore a variety of computer software. They learn math, language arts, and thinking skills. Art and creativity are also discovered. Children participate in activities that consist of vocabulary and sorting, letter recognition and spelling, and phonics and rhyming.


  • The classroom environment is a “living room” for children. They choose their activities from open shelves with self correcting materials and work in distinct work areas – on tables or on mats on the floor. Children develop into a community working with high concentration and limited interruptions. They are given opportunities to work in the areas of practical life, sensorial, math and language. The child is also presented with geography, history, life sciences, music, art and movement education.
  • They learn independently using the components of their environment: the teacher guides and observes the child who chooses his/her activities. The teacher is the link between the child and the environment. The learning environment cultivates individualization, freedom of choice, concentration, independence, problem solving abilities, social interaction and competency and basic skills.

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