Toddlers (age 2 to 3)
During our first weeks, your child will be settling into their new environment and getting to know us, his or her peers and our daily routines. For some children, early days at BAPS may be their first experience of separating from the most important people in their short lives. We seek to make these transitions as smooth as possible, for your child and for you. We offer a flexible approach that enables us to cater for each child and family individually, as we work together to ensure that children feel secure and happy.
Please be assured if your child seems upset or cries, we will handle it with care and understanding. Some children take longer to settle in and this is not a cause for concern. It is a part of their natural development. Separation anxiety is a normal experience at the start of school for both child and parent! Separating from a loved one becomes easier with the following suggestions and knowledge:
- When you do leave, display confidence and trust.
- Let your child know when you leave with a kiss and a hug, along with the reassurance of your return later.
- Prolonged good-byes can bring tears and make separating even more difficult.
- Some children do well with a blanket or toy from home which provides comfort.
- Try not to linger in the area as your child may see or hear you.
- If separation continues to be an issue, we will work together to create a solution. This may be reducing the time your child spends at school in the beginning and gradually building the time as they become more comfortable.
- If your child cannot be consoled, despite the staff’s best effort, rest assure that we will give you a call.
- As always we have your child’s best interests in mind.
We are happy to support potty training practices implemented at home. Please discuss your child’s needs and routine with us to ensure we are working together with the plan you follow at home.
The Toddler programme follows the UK Early Years Foundation Stage (EYFS). It is our aim that our programme will encourage creativity, curiosity, discovery, understanding and a love of learning. The classroom is set up with a variety of inviting areas and children are encouraged to visit these throughout the day. The curriculum is broad and balanced, giving our students the opportunity to learn and practise skills, helping them become independent life-long learners.
Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are:
Communication and Language
Where your child will begin to listen to stories/rhymes; to follow simple instructions; to copy familiar expressions and to use sounds and words to communicate for a range of purposes.
A strong focus throughout the year in our Toddler’s programme will be on how progress is being made by your child in gross motor skills (the child’s general ability to move around and use the various parts of the body) and their fine motor skills (the coordination of small muscles and skills like holding a pencil). Physical Development also includes the development of children’s general self-care, such as, washing hands, awareness of toileting, helping with dressing and feeding and drinking independently.
Personal, Social and Emotional Development
Is how our Toddlers learn to play and interact with others, with constant observation on how they are managing their feelings and behaviours and how they are developing their confidence and self-awareness.
The prime areas are those most essential for your child’s healthy development. These will help them to develop skills in 4 specific areas. These are:
How they are developing their interest in books and rhymes. They may have some favourites.
How they are beginning to organise and categorise objects, say some counting words randomly, recognising big things and small things and getting to know familiar routines.
Understanding the World
How they are curious about people, animals and vehicles, using their senses to explore objects and showing interest in toys with flaps/buttons/sounds/lights.
Expressive Arts and Design
How they are exploring and experimenting with a range of media through sensory exploration, are beginning to move to music and to express self through physical action and sound.
Our aim is that all children will fulfil their potential. We recognise that all children are different and learn at their own individual pace. As we get to know each child closely, we monitor and plan for their individual development and progress whilst nurturing their special character, interest, strengths and skills.
This development and progress is shared with you throughout the year on Seesaw, our digital portfolio and during our Parent/Teacher conferences and Open evenings. During these meetings, you will be able to see your child’s learning in action, and we will share with you your child’s individual ‘Learning Journey’. This is where we record our observations of your child’s play and interactions. It enables us to track his or her progress, and to plan tailored activities that enhance his or her learning and development. Our observations, along with photos and examples of your child’s work are documented, and parents are also encouraged to add their contributions and observations.
We value and promote play as a meaningful and vital method of learning. Every day is different!
As much as possible, we provide children with the opportunity to direct their play, and choose their activities according to their interests.
Throughout the morning, the children will have access to a variety of ‘hands on’ activities, both adult-led and child-initiated:
- Outdoor play, visits to the school garden
- Painting, gluing, arts and crafts
- Sand, water, play dough and other sensory activities
- Soft play, physical development activities
- Puzzles and games, construction
- Playing with vehicles, and ‘small world’ toys
- Investigative activities
- Stories, music, movement, singing
- Imaginary/role play
- Circle Time and sharing news/achievements
Respect, kindness and positive behaviour and attitude towards school life and those around us are the normal expectations at BAPS.
The school is committed to creating an environment where children are motivated intrinsically and all teachers support this commitment giving verbal praise and positive recognition at every opportunity. We encourage the use of kind hands and use your words approach to assist in conflict resolution. We model ways to handle disputes and to show empathy like hugging, saying, “I’m sorry”, “Please”, “Stop” or “I don’t like that”. We look at the expression portrayed and say “She is crying because you hurt her” or “He is sad because you took the toy away”. Then we model the correct way of handling the situation, e.g. “If you want a turn with the toy you need to ask... say please”.