Approach to Learning and Instruction
Our approach to early childhood education is rooted in a deep understanding of how young children grow, learn, and thrive. Serving children from 6 weeks to 5 years old, our instructional practices are developmentally responsive, relationship-based, and grounded in the Connecticut Early Learning and Development Standards (CT ELDS). These standards guide us in promoting growth across all domains of development—including cognition, language, physical development, social-emotional well-being, and creative expression.
We embrace a process-based learning philosophy, recognizing that the value of learning lies not in the final product but in the experience, exploration, and thinking that occurs along the way. This approach nurtures curiosity, creativity, problem-solving, and perseverance—skills that are foundational for lifelong learning. Children are encouraged to investigate, question, test ideas, and reflect, with teachers serving as facilitators who scaffold learning experiences based on children’s interests and developmental needs.
Intentional planning is at the heart of our instructional model. Teachers draw on the learning standards to create meaningful, play-based learning opportunities that are developmentally inclusive and within the appropriate realm of their children’s zone of proximal development. Activities are designed to spark engagement while promoting developmental progress in ways that are both challenging and attainable.
To ensure that each child’s unique learning journey is honored and supported, we use the Connecticut Documentation & Observation for Teaching System (CT DOTS). Through ongoing observation and authentic assessment, educators document children’s development and use that information to tailor instruction, support emerging skills, and plan individualized next steps. This responsive cycle of observation, planning, and reflection ensures that all children are met where they are and supported as they grow.
Curriculum Support:
Children’s Day School has a Curriculum Coordinator on site who works with all educators to ensure a high quality curriculum and state standard compliance. Teachers receive team and one-on-one coaching sessions regularly to ensure they are supported in their creation of developmentally appropriate learning experiences. The curriculum coordinator is also a resource to communicate with parents and teachers to assist with developmental concerns, behavioral support, and/or supporting assessments.
Schoolwide Curriculum:
Here at Children’s Day School, our topics of instruction come from a schoolwide curriculum that provides topics for every classroom. Every classroom following similar themes throughout the month promotes school unity and cross curricular experiences for all children.
Our approach to early childhood education is rooted in a deep understanding of how young children grow, learn, and thrive. Serving children from 6 weeks to 5 years old, our instructional practices are developmentally responsive, relationship-based, and grounded in the Connecticut Early Learning and Development Standards (CT ELDS). These standards guide us in promoting growth across all domains of development—including cognition, language, physical development, social-emotional well-being, and creative expression.
We embrace a process-based learning philosophy, recognizing that the value of learning lies not in the final product but in the experience, exploration, and thinking that occurs along the way. This approach nurtures curiosity, creativity, problem-solving, and perseverance—skills that are foundational for lifelong learning. Children are encouraged to investigate, question, test ideas, and reflect, with teachers serving as facilitators who scaffold learning experiences based on children’s interests and developmental needs.
Intentional planning is at the heart of our instructional model. Teachers draw on the learning standards to create meaningful, play-based learning opportunities that are developmentally inclusive and within the appropriate realm of their children’s zone of proximal development. Activities are designed to spark engagement while promoting developmental progress in ways that are both challenging and attainable.
To ensure that each child’s unique learning journey is honored and supported, we use the Connecticut Documentation & Observation for Teaching System (CT DOTS). Through ongoing observation and authentic assessment, educators document children’s development and use that information to tailor instruction, support emerging skills, and plan individualized next steps. This responsive cycle of observation, planning, and reflection ensures that all children are met where they are and supported as they grow.
Curriculum Support:
Children’s Day School has a Curriculum Coordinator on site who works with all educators to ensure a high quality curriculum and state standard compliance. Teachers receive team and one-on-one coaching sessions regularly to ensure they are supported in their creation of developmentally appropriate learning experiences. The curriculum coordinator is also a resource to communicate with parents and teachers to assist with developmental concerns, behavioral support, and/or supporting assessments.
Schoolwide Curriculum:
Here at Children’s Day School, our topics of instruction come from a schoolwide curriculum that provides topics for every classroom. Every classroom following similar themes throughout the month promotes school unity and cross curricular experiences for all children.
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Explore our infant curriculum.
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Explore our toddler curriculum.
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Explore our preschool curriculum.
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