Curriculum
Chai Tots' academic approach is based on an Integrated Montessori Curriculum.
The bulk of the curriculum is comprised of the traditional Montessori areas of study, however we have added to this by incorporating Jewish traditions, Hebrew language, group activities and cooperative play. Both languages are available for the child to learn (based on their level and desire).
For specific aspects of our curriculum, click the images below or scroll down to learn more about our Integrated Montessori Curriculum.
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In accordance with the Montessori Method, all classes at Chai Tots have a mixed age group: from ages 1.5-2 in the Toddler, and ages 3-6 in the Preschool. This natural mixture of ages allows the younger students to look up to the older students as role models and in turn helps the older students build confidence and self-esteem as they assume their roles as leaders in the class.
The Toddler and Preschool classrooms are divided into subject areas and each area contains material of various degrees of complexity. In a Montessori class students are able to progress at their own pace allowing children at different developmental stages to thrive within the same learning environment.
In all of our classes we also incorporate non-Montessori elements including group learning (such as circle time in the younger years and teacher-directed group presentations or discussions in the older years), communal eating, and dramatic play.
Our curriculum is tailored to the needs of each child and helps foster students who are active, engaged learners.
To learn more about the Montessori Method, visit the Association Montessori International UK website or the North American Montessori Teachers' Association Website.
Our comprehensive and developmentally appropriate program is designed to promote each child's intellectual, social, physical and emotional growth. All games and activities are skill-based and goal oriented, so that the children grow with everything that they do.
The curriculum at our school is based on age-appropriate developmentally accepted practice. The classroom set up is comprised of learning centers which include blocks, art, dramatic play, books, manipulatives and scientific discovery. These centers allow the children to have choices and to actively explore. They learn by interacting with their peers, teachers and the varying things in their environment. Each center has a specific aim and with the teacher's guidance, helps the children's emotional, cognitive and physical growth.
The daily schedule is planned to include active and quiet times, gross and fine motor activities and child-initiated as well as staff-initiated activities. Outdoor (weather permitting) or indoor play is scheduled each day.
Planning for the classroom involves consideration to the age appropriateness for the group and individual aptness for each child. Being cognizant that every child learns differently, we use various mediums to teach each lesson. Children's interests are explored through inquiry and research methods.
Assessment is also as important part of the curriculum. A portfolio for each child contains developmental checklists, work samples and anecdotal records. We endeavor to make sure that children reach their individual potential.
We integrate an emergent curriculum approach into a thematic approach to create a synthesis of programs including the best guided and individualized educational opportunities.
Intellectual:
We encourage the children to develop self-motivation, active investigational skills through questioning, exploring and observing, and the thinking and problem solving abilities needed to thrive in a world of challenge and competition. Children are surrounded with books, literacy experiences and exposure to the alphabet to prepare them for pre-reading and the reading that follows.
Social:
We encourage each child to work and play with others, to develop language communication skills, to respect the rights and privacy of their peers and most of all to develop feelings of kindness, courtesy, helpfulness and acceptance.
Physical:
Children are provided constant opportunities to develop their gross and fine motor skills, to develop finger strength and dexterity, and arm-eye and body coordination.
Emotional:
Children are encouraged to develop a positive self-concept, to understand the difference between right and wrong and to develop responsibility. They are encouraged to recognize that people are different and to be accepting of others and we help them learn and practice appropriate ways to respond to others and to express their feelings constructively.
INTEGRATING TRADITION AND JEWISH PRIDE
Lesson plans at The Chai Tots Early Childhood Center are built around the events influencing the children at the time that they are being taught. Weather changes, special animal habits, national celebrations and holiday seasons all determine what will be brought into the classroom at any particular time of year. All these are laced into the general curriculum to allow the children to learn from what is going on around them.
During the season of Rosh Hashanah, the Jewish new year, when it is traditional to dip apple into honey and blow the shofar (a ram's horn), we take the opportunity to make the holiday a scientific experience! The children learn all about apples, honeybees and how they make honey and about the different kinds of animals with antlers. During Chanukah, when it is traditional to light a Menorah in the home, the children learn about fire safety, firefighters and how they help our communities. This is the pattern that follows our curriculum throughout the year and provides the children with experiences that give them pride in their tradition!
