Early Intervention
In all of the classrooms for
children 0-3 years, CDC
provides and Early
Intervention component for
children with identified
developmental delays and who
are funded by the Regional
Center. These children
compose approximately 30%
of our school population.
CDC is considered a "Natural
Environment", where
children with special needs
can get their educational and
social needs met in an
environment that would be
appropriate for children with
developmental challenges.
This supports the
interventions being provided
by their teachers and parents.
Meanwhile, children who do
not have special needs are
learning about compassion,
empathy, concern for others,
and that friends come in all
shapes, forms and situations.
In all of the classrooms for
children 0-3 years, CDC
provides and Early
Intervention component for
children with identified
developmental delays and who
are funded by the Regional
Center. These children
compose approximately 30%
of our school population.
CDC is considered a "Natural
Environment", where
children with special needs
can get their educational and
social needs met in an
environment that would be
appropriate for children with
developmental challenges.
This supports the
interventions being provided
by their teachers and parents.
Meanwhile, children who do
not have special needs are
learning about compassion,
empathy, concern for others,
and that friends come in all
shapes, forms and situations.
Toddlers
Toddlers are beginning to learn to
work in a small group with their
teacher, sit at the table for meals,
use utensils and find out how things
work. They are also beginning to
learn to play, interact and
communicate with their peers.
Preschool
These children have mastered the
beginning school skills and can sit and
wait, follow two part requests, and
are beginning to do things for
themselves. We encourage their
independence and foster their
growing competence. Their
expressive skills are growing rapidly
and we support this growth with
opportunities to express themselves
with stories, songs, music, art and
dance therapy. They are also
developing physically and we
encourage outdoor activities for large
muscle activities.
PreKindergarten
These children have mastered the
skills of working in a group, exploring
their world and now they are ready to
begin learning to sort, arrange and
differentiate. They are beginning to
learn their ABC's and numbers. They
are learning how to make and
maintain friendships and to interact
with others in a fun and appropriate
way.
Kindergarten
This is a developmental kindergarten
classroom. While we always
encourage children to grow and
explore naturally and at their own
rate, we begin to teach some
academic concepts by surrounding
them with language, number
concepts, games and activities.
These activities teach counting,
alphabet and beginning science.
Children who are ready will begin to
read. Pressure to learn a specific
item is never put on a child, but the
environment is rich with opportunities
to learn.
Toddlers are beginning to learn to
work in a small group with their
teacher, sit at the table for meals,
use utensils and find out how things
work. They are also beginning to
learn to play, interact and
communicate with their peers.
Preschool
These children have mastered the
beginning school skills and can sit and
wait, follow two part requests, and
are beginning to do things for
themselves. We encourage their
independence and foster their
growing competence. Their
expressive skills are growing rapidly
and we support this growth with
opportunities to express themselves
with stories, songs, music, art and
dance therapy. They are also
developing physically and we
encourage outdoor activities for large
muscle activities.
PreKindergarten
These children have mastered the
skills of working in a group, exploring
their world and now they are ready to
begin learning to sort, arrange and
differentiate. They are beginning to
learn their ABC's and numbers. They
are learning how to make and
maintain friendships and to interact
with others in a fun and appropriate
way.
Kindergarten
This is a developmental kindergarten
classroom. While we always
encourage children to grow and
explore naturally and at their own
rate, we begin to teach some
academic concepts by surrounding
them with language, number
concepts, games and activities.
These activities teach counting,
alphabet and beginning science.
Children who are ready will begin to
read. Pressure to learn a specific
item is never put on a child, but the
environment is rich with opportunities
to learn.
Early Care & Education Preschool Program
These programs serve children ages birth - 5
years. Children are provided services based on
their individual development, not their age.
Each of our seven classrooms adhere to the
"best practices" of the National Association for
the Education of Young Children (NAEYC) and
the Program for infant Toddler Caregivers and
designs its curriculum based on the newest
infant brain development research. These
practices include:
Our infant staff understands that all routine
interactions with infants are opportunities to
provide assurance and validation to the child.
Two of our staff have completed the prestigious
"Program for Infant & Toddler Caregivers".
Infant A
These are the youngest in our center. Their ages
are from birth to about 9 months. We feel that
these young children, who are out of their homes
at such a young age, need to have the
opportunity to see a familiar face each day.
Infants B
These children have started to walk and explore
their world. They are provided with lots of
opportunity to discover and learn about their
environment.
Infants C
These are our older infants. They need lots of
opportunities to explore and learn in a very safe
and supportive environment. They are also
beginning to use words in a meaningful way.
These programs serve children ages birth - 5
years. Children are provided services based on
their individual development, not their age.
Each of our seven classrooms adhere to the
"best practices" of the National Association for
the Education of Young Children (NAEYC) and
the Program for infant Toddler Caregivers and
designs its curriculum based on the newest
infant brain development research. These
practices include:
- Low infant caregiver ratios
- An enriched environment
- Keeping the same caregiver with each baby
over extended periods - Recognizing the individuality of each child
- Extended Caregiver face-to- face interaction
Our infant staff understands that all routine
interactions with infants are opportunities to
provide assurance and validation to the child.
Two of our staff have completed the prestigious
"Program for Infant & Toddler Caregivers".
Infant A
These are the youngest in our center. Their ages
are from birth to about 9 months. We feel that
these young children, who are out of their homes
at such a young age, need to have the
opportunity to see a familiar face each day.
Infants B
These children have started to walk and explore
their world. They are provided with lots of
opportunity to discover and learn about their
environment.
Infants C
These are our older infants. They need lots of
opportunities to explore and learn in a very safe
and supportive environment. They are also
beginning to use words in a meaningful way.
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| Covina Development Center |
Preparing Young Minds for the Future
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