Older Toddler

lot-compIn the Older Toddler Room children make the journey from toddlerhood to preschool. Children will experience many developmental successes and challenges this year including language development, self-help skills and social and emotional skills. Toddlers learn through exploration and experimentation.  Our goal is to create a safe, loving and nurturing environment in which they can do so.

Family and Staff Communication: There is a lot of communication between teachers and parents, and we have several ways in which to relay important information.  These include records of naps and a room calendar with activities of the day, a memo board, email and most importantly direct conversation.

Classroom Environment: The classroom is divided into two main areas with some duplication of  activity areas.  The spaceot-leaves allows room for the children to conquer different areas while still maintaining generous room for personal space.  At this age children do not usually stay focused on one activity for a long period of time.  The size of the room allows the teachers to provide various activities that meet the ever-changing needs and interests of toddlers.There are areas for climbing, building, reading and relaxing as well as art, music and dramatic play.  The environment is adapted in response to the emerging skills of children throughout the year.

Classroom Routine: The Older Toddler Program has a predictable sequence of activities each day.  This allows children to know what to expect as the day progresses. We strongly believe in following the children’s cues in planning for activities throughout the day.  The activities we provide change daily due to the toddlers’ changing interests as well as their developmental capabilities.

As indicated below, naptime is generally from 12:45-2:45.  As the year progresses the children may become less dependent on naps and may require less sleep.  We find that children sleep more soundly when wearing less clothing.  The children will nap in their shirts and diapers to keep them cozy while they sleep.  We read each child a book of his/her choosing and will assist in helping him/her fall asleep.  After their nap we will help the children get dressed;  however, as their independence emerges they are encouraged and able to do this themselves!

Typical Daily Schedule

  • 7:15 to 9:30 am Arrivals and classroom playot-hill-comp1
  • 9:40 to 10:10 Snack
  • 10:20 to 10:30 Story Groups
  • 10:40 to 11:00 Small Group Activities
  • 11:10 to 12:00 Outdoor and/or Common Space play


  • 12:10 to 12:50 pm Lunch
  • 12:45 to 2:45 Nap
  • 3:00 to 3:30 Common Space play
  • 3:40 – 4:10 Snack
  • 4:20 to 5:20 Classroom, outside play; departure

The schedule is very flexible to accommodate changes and disruptions.

Classroom Activities: Examples include stacking, sorting and manipulating various objects such as blocks, puzzles and shapes; exploration of various art media such as drawing, painting (with hands or brushes), gluing and printing; singing and dancing; sensory explorations such as water, sand and play doh; climbing, running and riding; reading books; dramatic play; outdoor walks and explorations.

meridan-friendsSocialization: Older Toddlers are very social and seek out their peers for play and conversation.share their activities.  Their ability to take the perspective of others, reliably control their impulses and share is limited and can vary day to day. Our teachers take advantage of opportunities presented to help children develop the tools to work out through conflicts that arise.  Their teachers remain cl