School Room

Bunnies

This class is designed for two year olds and their caregivers.  Meeting Wednesdays and/or Fridays 12:30 - 2:30, this program introduces your child to school routines, practices socialization skills and offers a wide variety of engaging activities.  Group size is limited to 5 children and their caregivers.  Children do not need to be potty trained to attend the program.  You may enroll at anytime provided there is space in the program.

We encourage your child to examine, create, and share as he/she broadens their language through interactions with their teachers and classmates in a safe, nurturing environment. Sensory and repetitive activities transform these new experiences into knowledge. Two year olds want to be independent. They want to explore, touch and mimic their peers and teachers.  Our program focuses on language, social and emotional development, and gross and fine motor development. Through age-appropriate activities, our two year olds have the ability to work at their own pace and learn to do tasks independently.

 
 

Activities in the Bunny Program include:

Practicing pre-writing skills through painting, drawing, and coloring, art and sensory activities, completing patterns, whole group activities and games, singing, and gross motor play

Connecticut Early Learning and Development Standards:

Our program focuses on your two-year-old child’s primary areas of development.  Scroll over the standards below to learn more.

Two year olds experience a wide variety of emotions, typically more than when they were infants and toddlers. We guide the children to express their emotions in healthy and safe ways. Our teachers show children alternative ways to express their emotions, from sadness and frustration to happiness and joy.

Children’s independence will increase as they accomplish basic self-help tasks; drinking from a cup during snack, putting on their jackets and shoes.  Teachers provide the children with many opportunities to master these tasks because repetition is vital when it comes to learning a new skill.

Children’s independence will increase as they accomplish basic self-help tasks; drinking from a cup during snack, putting on their jackets and shoes.  Teachers provide the children with many opportunities to master these tasks because repetition is vital when it comes to learning a new skill.

Starting with becoming aware of other children in the classroom, we move on to encouraging the children to engage with a peer and ultimately participate in group play.  Dramatic play activities, such as grocery store or dress up play, set the stage for developing social skills. 

Starting with becoming aware of other children in the classroom, we move on to encouraging the children to engage with a peer and ultimately participate in group play.  Dramatic play activities, such as grocery store or dress up play, set the stage for developing social skills. 

We address gross motor skills, which strengthen the large muscle groups of the body, as well as fine motor skills.  Children are encouraged to take full advantage of our playground obstacles to strengthen their leg muscles. Two year olds are developing their fine motor skills with art activities such as finger painting, making collages, coloring with sidewalk chalk and creating with play dough.

We address gross motor skills, which strengthen the large muscle groups of the body, as well as fine motor skills.  Children are encouraged to take full advantage of our playground obstacles to strengthen their leg muscles. Two year olds are developing their fine motor skills with art activities such as finger painting, making collages, coloring with sidewalk chalk and creating with play dough.

Between the ages of two and three, children’s vocabulary grows substantially. We provide children with the tools they need to communicate within their classroom community by guiding them to put their physical and emotional needs into words. 

Between the ages of two and three, children’s vocabulary grows substantially. We provide children with the tools they need to communicate within their classroom community by guiding them to put their physical and emotional needs into words. 

Cognitive skills are the foundation of learning and knowledge. At age two, children’s cognitive skills are progressing rapidly. Children are challenged to become more aware of their environment by asking questions and solving problems in their own way.  Activities are designed to encourage children to distinguish between textures, to identify shapes and colors, recognize emotions, ask questions and peek curiosity.

Cognitive skills are the foundation of learning and knowledge. At age two, children’s cognitive skills are progressing rapidly. Children are challenged to become more aware of their environment by asking questions and solving problems in their own way.  Activities are designed to encourage children to distinguish between textures, to identify shapes and colors, recognize emotions, ask questions and peek curiosity.