Lehigh University
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Toddler and Preschool Programs

Toddler Program

The age range in the toddler room is 17 month – 3 years.  A child’s comfort level and maturity help to define the area of care that is most appropriate for him/her.  Children who begin their care in the infant/baby room are only moved to the toddler room when they are ready. When they have outgrown the baby room and are ready for new adventures and experiences and the staff feels that they have the skills and maturity to be moved to the toddler room.

The toddler program provides many opportunities for children to explore their environments and to become independent. Sitting on a chair at a table for lunch, learning to use a spoon and a napkin, picking up toys, putting on a coat are activities that toddlers to help develop self-help skills. Learning songs and finger plays, listening to stories and using picture flash cards all help to develop vocabulary and language skills. Painting with vegetables, finger-painting, drawing on the easels, and exploring with colors open new avenues of expression. Going on walks, playing in the play yard, dancing, jumping help to develop large muscle skills and exercising habits. Loving teachers teach and assist the children throughout their daily activities and foster independence, fun, cheerfulness and a feeling of importance. Children receive lots of understanding, support, love and compassion from the teachers.

Toddler and Preschool Program

Young children’s play has many benefits for the total development of children. Play is a fun way for a child to learn, to express him/her self, to build friendships, to problem solve and make decisions and to be independent in a safe and nurturing environment. It is through play that a child is able to be creative and imaginative, and also is developing new skills and concepts in the following areas:

Self-Esteem and Independence

Playing invites children to express their own ideas and thoughts while they are exploring and mastering new materials. Children like to be involved with different activities throughout the day; specifically those that have free choice and are separate from ”teacher directed” activities. These choices offer the opportunities for children to take initiative in their own learning and foster intrinsic motivation, which their own desire to be involved in an activity because they enjoy. Learning becomes fun!

Interaction and Cooperation

Children like to play with others or by themselves. Often children will be playing alone but beside or parallel to another child who is very involved in his/her own activity. Interactions among children begin with conversation, some sharing of materials and similar actions without a common goal; each child working on his/her project. As children develop, mature and continue to interact, these interactions will begin to be more cooperative and children will begin to play in small groups of 3-5 working together towards a common goal. Building a castle or house with blocks, cooking in the play area, playing a game on the play yard are just a few of the activities that they will do together in small groups or with another child. The more the children play together, the more they will learn to verbalize and talk about differences, beginning to demonstrate caring and empathy for the other children as well as developing the fundamental basics of conflict resolution skills.


As children interact with others during play, they learn to use language in new ways to describe their play, to negotiate sharing. They learn to “use their words” when minor conflicts arise with other children. Their vocabulary increases as new words are used for new items, activities and subject that are being introduced to the center (i.e. what are vitamins, what vitamins do we find in broccoli, apples.)

Discovery and Exploration

Children’s indoor and outdoor play allows for many opportunities to explore and see how things work in the world. Sand, water, light, dirt, blocks all enhance a child’s understanding of physical realities of common materials. Providing children different experiences by altering the materials further promotes this understanding of physical properties.

Physical Capabilities

Children are given opportunities to develop large and small muscle skills such as; throwing balls, running, climbing, learning to jump, walking on a balance beam, holding a paint brush, pouring water from a cup pitcher to a cup and stringing beads.

Artistic Expression

Dress-up play, dancing, singing are ways that children express themselves in play. Painting, drawing and working with play dough are other ways through play that children express themselves. Music and movement opportunities offer children a variety of means to express themselves, as do art activities.

Preschool Program

Children moving from the toddler room to the preschool do so when they are ready for a more stimulating program and are comfortable doing so. Older toddlers generally have lunch with the pre-schoolers and will play with them at the end of the day prior to moving to the preschool room. Children do not have to be toilet trained to be a preschooler.

The preschool years are a time of experiential learning with great creativity and social growth. Children at this age are very curious and are like sponges, absorbing knowledge and information. It is at this time that children begin to develop cognitive skills and concepts through activities involving letters, numbers, shapes, colors and using our computers. Songs, stories, art activities and special events all contribute to the children’s growth of knowledge and information about themselves and the world.

The preschoolers are divided into two groups, the younger preschoolers and the older preschoolers. The older preschoolers work on developing concepts and skills that will help prepare them for future academic and social challenges in the near future such as kindergarten.