Toddler Program: Group Rainbow

At Sinai Sun Academy a large portion of the day is spent in our "Learning Zones" amongst varying age groups which is inspired by the Montessori element of our program. However, children are classified into specific age groups that have designated teachers caring for them and recording their learning progress. The teachers accompany them throughout the session and guide them through the learning process.



 Learning Goals:


Emotional Development
  • Begin to assist with dressing self (e.g. Jacket, hat, etc.)- Care for some physical needs with supervision
  • Follow basic daily routines with staff assistance
  • Assist staff in putting some materials, toys and equipment in the proper place with supervision
  • Play alone and in small groups some of the time and with the total group occasionally
  • Deal with emotions in a way suitable for developmental level, most of the time
  • Respond to praise and suggestions from others
  • Make the transition from home to center with a minimum of anxiety
Social Development 
  • Participate in the total group some of the time
  • Share in a small group some of the time
  • Identify family members
  • Cooperate most of the time
  • Learn about some adult roles in the neighborhood (e.g. Doctor, firefighter, etc.)
Physical Development Gross Motor
  • Perform simple loco motor tasks, including walking forward and backward, running and jumping
  • Walk a few steps on a line on the floor
  • Throw a large ball at least two feet
  • Roll large and small balls
  • Perform simple somersaults with assistance
  • Manipulate large toys and wheeled equipment
  • Use some of the playground equipment (e.g. Slide)
  • Begin to participate in simple group games
Fine Motor
  • Construct simple block structures
  • Stack at least three small objects (e.g. Over two inches in diameter)
  • Complete 3-5 piece puzzle
  • Use crayons to create free-form designs
  • Practice turning book pages one at a time
  • Feed self using spoon and tumbler
  • Place pegs in pegboard, shapes into shape box, etc.
  • Begin to participate in simple group games
Cognitive Development
  • Use words "big" and "little"
  • Follow at least one direction
  • Recognize and name two colors
  • Identify familiar sounds in environment (e.g. Car horn, baby cry, etc.)
  • Identify major body parts on own body
  • Name some familiar animals and identify the sounds they make (e.g. Ducks quack)
  • Identify a missing part of an object in a picture (e.g car without wheels)
  • Identify functions of some familiar objects according to their use (e.g. Furniture, food, clothing, etc.)
Language Development
  • Recognize own name and the name of caregiver
  • Give simple answers to questions
  • Identify some common objects and familiar people when names are given by staff
  • Name some familiar objects in his/her environment
  • Pronounce most words correctly (except for some articulation errors)
  • Express own needs and wants
  • Repeat a few simple finger plays
  • Relate a simple activity or event
Reading Readiness
  • Begin recognizing some letters of the alphabet
  • Recognize simple, common story characters (e.g. The Three Bears)
  • Tell what is happening in a simple picture
  • Retell a part of a familiar story
  • Listen to short stories
  • Attend to films, filmstrips, puppet shows, etc., appropriate to developmental level
  • Show concern and care for animals
  • Help plant and maintain simple plants (e.g. Indoors and outdoors)
  • Identify some textures (e.g. Hard, soft, fuzzy, etc.)
  • Identify some foods according to taste
  • Assist with a cooking experience
  • Learn about some insects (e.g. Butterfly, ant, etc.)
  • Give simple descriptions of the weather (e.g. it's raining, cloudy, hot, etc.)
Premath Skills
  • Use simple number songs, rhymes and finger plays
  • Indicate age in numbers of fingers and verbally
  • Rote count from 1-10
  • Sort like shapes (e.g. Triangles, circles, squares, etc.)
Art, Music & Movement
  • Assist staff with care of art materials
  • Use some art media including crayons, markers, paints and play dough
  • Use paste with supervision
  • Use various art techniques with supervision, including collage and painting
  • Listen to music
  • Participate in simple singing games and songs
  • Use rhythm instruments
  • March to music
  • Use free-form movement and perform simple exercises to music



General Montessori Early Childhood Goals

The main purpose of a Montessori school is to provide a carefully planned, stimulating environment which will help the child develop an excellent foundation for creative learning.


Developing a positive attitude toward school
Most of the learning activities are individualized: i.e., each child engages in a learning task that particularly appeals to him...because he finds the activities geared to his needs and level of readiness. Consequently, he works at his own rate, repeating the task as often as he likes, thus experiencing a series of successful achievement. In this manner, he build a positive attitude toward learning itself.


Helping each child develop self confidence
Tasks are designed so that each new step is built upon what the child has already mastered, thus removing the negative experience of frequent failure. A carefully planned series of successes builds upon inner confidence in the child assuring him that he can learn by himself. These confidence building activities likewise contribute to the child's healthy emotional development.


Assisting each child in building a habit of concentration
Effective learning presupposes the ability to listen carefully and to attend to what is said or demonstrated. Through a series of absorbing experiences, the child forms habits of extended attention, thus increasing his ability to concentrate.


Fostering an abiding curiosity
 A deep, persistent and abiding curiosity is a prerequisite for creative learning. By providing the child with opportunities to discover qualities, dimensions and relationships amidst a rich variety of stimulating learning situations, curiosity is developed and an essential element in creative learning has been established.


Developing habits of initiative and persistence
By surrounding the child with appealing materials and learning activities geared to his inner needs, he becomes accustomed to engaging in activities on his own. Gradually, this results in a habit of initiative - an essential quality in leadership. "Ground rules" call for completing a task once begun and gradually results in a habit of persistence and perseverance for replacing materials after the task is accomplished. This "completion expectation" gradually results in a habit of persistence and perseverance.


Fostering inner security and sense of order in the child
Through a well ordered, enriched but simplified environment, the child's need for order and security is intensely satisfied. Well ordered classrooms, as a learning environment,  are found to have a calming effect on the child. Since every item in the Montessori classroom has a place and the ground rules call for everything in its place, the child's inner need for order is directly satisfied.