Children At Rectory (CARe)

The CARe program uses the Primary Caregiving Model in the infant/toddler classroom. To give parents an overview, this model is used to create trust and a bond between teachers and children. Children naturally form attachments to caring adults. We use that bond to create a loving, trusting, nurturing environment for each child. As your children grow, you will often see that they use you as a security device. First, they begin life--needing you completely to meet their needs. This stage is where trust and bonding begin. As time goes on, they may look to you when frightened, hurt, or even just unsure of a new experience. This bond and security that has been created is what allows children to feel safe about exploration.

While we can never replace the love and trust that a parent gives, we try to model that relationship here at school. Each teacher is a primary teacher for a certain number of children. We start by observing the personalities and play of each child. As time goes by, children tend to gravitate towards teachers that they feel a connection to. That connection is then used to help your child know that s/he is secure and loved. Your child’s primary teacher may change over time, as children's needs tend to change over time. Your child might need a teacher who is cuddlier and quiet to meet his/her needs. Over time your child may need a teacher who is active and structured. While the CARe teachers try not to change primaries often, if a child seems attached to a new teacher for an extended period of time, CARe administration may switch primaries to accommodate the changing needs of the child.

Primary teachers are responsible for diapering, feeding, creating curriculum, assessments, and daily sheets for each of their primaries. The consistency in routine that a primary offers just furthers the growing attachment between teacher and child.  Parents know who to ask for when calling the center to check on their child and can feel secure that their child’s needs are being met by a caring, trusted adult. We are proud that our teacher-to-child ratio is small. This allows each teacher to get to know each child. Of course, other caregivers are going to assist with meeting the needs of the children but it is good to know that both parents and children can count on a primary teacher. This model is proven to build positive self-esteem, trust, and security. We have seen amazing results in our children who grow to feel confident in the world around them and move on to preschool with both feet forward. 

Our infant-toddler experiences are designed to support the play within the sensory-motor stage of development for children, from birth through two. The infant-toddler teachers use the Connecticut Early Learning and Development Standards, as a curriculum framework.

We believe a child’s first year of life provides a foundation for all future learning. Curriculum, during this time supports and mirror’s the bond between a parent and their child. Our goal is to provide your infant with an emotional attachment to a nurturing, loving CARe teacher. We do this through the Primary Caregiving model. Primary Caregiving pairs a teacher with an infant creating a supportive, and nurturing relationship that benefits a child’s physical, social, emotional, and cognitive growth.  Teachers focus on learning experiences that foster this attachment such as rocking a child face-to-face, playing patty cake, singing songs, reading stories, and talking with an infant. 

Toddlers are curious and enthusiastic learners. Teachers prepare learning experiences that foster this need for “figuring things out."  As toddlers become more independent, teachers create curriculum that allows the child to extend experiences beyond the primary relationships. Toddlers have a very limited view of the world and, therefore, daily learning experiences not only give them opportunities to master what is familiar but to delight their senses with new knowledge.  By providing a safe environment to explore the natural world, children acquire knowledge through authentic experiences that match their daily lives and honor their families’ cultures. 

Language development is essential during the early years. Teachers provide opportunities for dialogue with peers and adults such as, singing songs, rhymes, finger plays, reading books and storytelling throughout the day. The classroom environment is set up for group and individual play. Toddlers, who may be at different play stages will have opportunities to play cooperatively, alongside friends, or by themselves. Most importantly, we want the children to have daily opportunities to explore, problem solve, meet and find success within challenges, and be happy and healthy toddlers. 

Our preschool classroom experiences are designed to support the play within the pre-operational stage of development for children, ages two through seven.

Children in the preschool years are creative and spirited learners.  Preschoolers need a variety of activities and experiences that give them the freedom to explore, experiment and engage in the world around them. Children at this age are ready for more choices, enjoy being part of daily routines, and thrive in an environment where mistakes can create innovative thinking.  Our children are provided with engaging experiences that are nature based and develop in complexity as the children change and grow. The Connecticut Early Learning and Development Standards provide the framework in which our teachers design the curriculum.  These guiding principles allow for an integrated curriculum model where activities are cross curricular to include personal/social, physical, cognitive, and creative expression.  CARe teachers also plan curriculum, throughout each term, focusing on the developmental needs and interests of the children as well as embracing seasonal events such as harvest, hibernation, life cycles and gardening.  Outdoor exploration is provided daily, often even in cold and/or rainy weather.