Curriculum is the heart of any learning program. Curriculum is comprised of all the care and learning that happens in our program. It includes all the experiences, activities, and interactions that foster children’s learning and development. The nurturing relationships between teachers and children, the learning environment, daily schedule, children’s skills assessments, and our partnership with families are part of curriculum too.
Our curriculum’s mission is to help children develop the critical skills, knowledge, habits, attitudes, and character traits they need to thrive in school and life.
The goals of our curriculum are to support children in:
successfully meeting all developmental objectives
learning real-world content
developing their imagination, curiosity, self-esteem, and a love for learning
becoming compassionate and supportive friends, family members, team players, and responsible citizens of the world around them
how children learn
We’ve designed our curriculum to incorporate the core elements of early childhood education that help young children learn best.
LEARNING THROUGH PLAY
We believe children learn best through play and that childhood should not be rushed. Children need time and space to develop in their unique way at their own pace. Because play enhances all areas of development in young children, we base our curriculum on play-centered learning.
Playful learning engages and motivates children in ways that enhance development and life-long learning. Studies of learning through play show that more than direct-instruction methods, play teaches children to be more imaginative and better problem-solvers. Without adequate opportunities for play, children burn out from academic pressure.
Making learning fun is our prime objective. In our classrooms, we encourage all types of play (for example, exploratory, sociodramatic, sensory, construction, imaginative, physical), and, by asking questions or offering suggestions, teachers should take advantage of teachable moments during play. Educators should give children opportunities for extended, self-directed, uninterrupted play, both indoors and outside, and guide and support each child’s learning.
BALANCED LEARNING ACTIVITIES
Children need balance. Children learn in different ways, so learning activities throughout our program should be a balance of structure and flexibility; individual, small-group, and large-group experiences; child-initiated and teacher-led; quiet and active periods; and multi-sensory approaches. Each program should encourage children to build upon learned skills and previous experiences, with opportunities to reflect, revisit, and connect.
Activities should be intentional and use the learning centers. Each classroom must implement curriculum in an age-appropriate manner using these standard elements:
large and small motor skill development
music and singing
story and circle time
Teachers should ensure that daily activities and teaching goals are engaging, flexible, and accessible for all children. When considering learning activities, teachers should:
use multiple approaches to tap into children’s interests
work to engage all types of learners
consider how long children are sitting
achieve a balance of teacher-led and child-directed activities
encourage involvement and discussion
consider children’s prior experience with the information and whether their knowledge provides enough foundation to learn new information
offer feedback and encouragement
repeat activities throughout the week to reinforce learning and help skill mastery
Teaching children to trust is the root of every good relationship. Teacher-child relationships influence young children’s social and emotional development. Teacher interaction helps children build positive and emotionally secure relationships with adults.
The quality of teacher-child relationships predicts children’s competence, persistence, enthusiasm for learning, and academic success. Educators should respect children, listen to them, get down to their level, and calmly implement clear and consistent limits. Offer lots of love, support, hugs, and individual attention.
Specifically, educators should:
Communicate in a positive and respectful manner. Use clear, age-appropriate language with children, encourage them, and build their self-esteem.
Respond. Address children’s needs and interests. Provide individualized support and attention. Look for children’s cues. Respond promptly and appropriately to their requests.
Support children emotionally. Children need to feel safe and secure. Provide emotional support, helping children to develop a sense of trust, attachment, and self-regulation. Comfort and reassure them when they are upset. Validate their feelings and experiences.
Provide positive feedback. Praise and encourage children’s positive behavior and achievements. This reinforces good behavior and helps build children’s self-esteem, motivation, and confidence.
Be affectionate. Children who experience warm, caring, and affectionate interactions with their educators are more likely to feel safe, secure, and valued, which can lead to greater confidence and self-esteem.
Build positive relationships. Get to know children as individuals, taking time to understand their interests, strengths, and needs.
Listen actively. Listen attentively to children, validate their feelings, and respond in a way that shows you have heard them.
Provide opportunities for play. Offer ample opportunities for play-based learning activities. Actively participate in play with children, facilitating their learning and exploration.
Encourage self-expression. Provide a safe and supportive environment where children can express themselves freely. Encourage expression through art, music, and movement.
Foster a sense of belonging. Creating a welcoming environment in the classroom where children feel valued and included.
POSITIVE LEARNING ENVIRONMENT
Children need a safe and stimulating learning environment with physical space, learning centers, equipment, materials, and outdoor learning to stimulate children’s bodies, minds, and imaginations. Classrooms should:
be safe, inviting, and stimulating
include well-rounded and engaging learning centers and open-ended materials
foster children’s growth in language, large and small muscles, creativity, imagination, self-help skills, and cultural awareness
Each classroom’s schedule and routines reinforce learning with enough structure to provide children security and predictability and the flexibility to meet children’s needs. [See LEARNING ENVIRONMENT]
Active learning takes advantage of children’s natural motivations, abilities, and interests, so hands-on exploration is key to our curriculum. Young children are natural, enthusiastic learners. They discover the world through their senses, exploring materials, moving throughout the classroom, and interacting with one another. They like to ask questions, investigate, explore, examine, and experiment.
Children understand concepts and develop skills through hands-on experiences. Projects allow them to study a topic in depth and collaborate with their peers. Working on projects with other children involves teamwork, problem solving, and critical thinking, all goals of 21st-century learning.
Parent involvement enhances children’s achievement, attitudes, and behavior, and helps them feel more comfortable in new settings. We respect and support each family’s background, culture, values, and traditions, and encourage feedback, input, and open communication. We welcome parents as experts on their children, and as partners in setting goals to best serve their child’s needs, strengths, and interests. We offer an open-door policy, allowing parents to visit and participate in our programs any time.
Parents are encouraged to lend their knowledge and talents to the classroom. Involvement can range from contributions that family members can make from home to volunteering in the classroom. Parents can get involved in their child’s education by:
Sharing a talent or job
Family members can share their knowledge and experience with the children. Examples include playing an instrument, teaching children about carpentry, or demonstrating a skill.
Sharing their culture
Families who share aspects of their cultural heritage enrich the program greatly. They could cook a traditional dish with the children, teach them dances, read a traditional story, or tell stories of their childhood.
Making things for the program
Parents can do projects at home that benefit the children. They can collect materials for the art area (like fabric scraps, ribbons, yarn, paper towel cardboard), objects for sorting and classifying (like buttons, shells, keys, or bottle caps), or props for dramatic play. Willing parents can make things for the classroom such as doll clothes, curtains, or record stories for the library area.
what children learn
AREAS OF LEARNING
ME + YOU: learning about myself and those around me
managing and expressing feelings, developing empathy
developing positive self-esteem, self-identity, and self-management
building character and learning emotional intelligence
making friends and building positive relationships
beginning awareness of history, geography, economics, civics, diversity, and culture
BRAIN POWER: learning how to think about the world around me
developing knowledge in STEM: science, technology, engineering, and math
fostering inquiry, problem-solving, critical thinking, and reasoning skills
improving memory and processing skills
WORD SMART: learning how to communicate in the world around me
understanding and using language
learning to communicate thoughts, needs, and experiences
developing emergent reading and writing ability
HEALTHY ME: developing a healthy body and learning to take care of myself
developing large and small motor skills
understanding physical health
learning safety practices
learning how to make healthy choices in daily activities
IMAGINE THAT: learning to express myself creatively
understanding and appreciating visual art and artists
exploring materials and media
exploring music with voices and instruments
exploring dance and creative movement
Connecting My World™ incorporates developmentally appropriate goals and learning objectives of nationally recognized curricula, as well as our own research-based objectives that align with Massachusetts state guidelines and frameworks.
Learning objectives are broken into the 5 areas of learning and outline a clear set of milestones and skills children reach from infants to kindergarten. This allows teachers to accurately assess children’s abilities to report progress to parents and to develop experiences and activities to meet each child’s needs.
Learning objectives are divided into several sub-objectives for infants through pre-kindergarten [see Learning Objectives with Examples for a full description].
ME + YOU: learning about myself and those around me
Teach prosocial skills
Prosocial skills help or benefit another individual or the group. The 3 main prosocial behaviors for young children are helping, sharing, and cooperating.. Here are ways to help children learn prosocial behavior, which will help prevent challenging behavior:
Be affectionate. You can be affectionate toward children by smiling, hugging, carrying, sitting with, and speaking with children at their eye level throughout the day. You should be available and responsive to children.
Promote empathy. Guide children to treat each other with respect, and to care for each other. Encourage them to share experiences, ideas, and feelings. Listen to them with attention, interest, and respect. Include children in conversations. Describe your actions, experiences, and events – then listen and respond to children’s suggestions.
Encourage independence. Encourage children’s independence and responsibility through routine activities like cleaning up the classroom, taking care of their own belongings, and obtaining and caring for materials. Give children choices; teach them how to choose activities and make decisions. Encourage them to discuss and resolve conflicts on their own or with an educator’s assistance when necessary.
Give children names for feelings and help them “use their words.” Empathize with and validate children’s feelings. Be attentive even when you don’t understand what the child is trying to say. Give children the vocabulary to express and name their feelings. Help them to solve their problems verbally.
Promote entry into play groups. Young children frequently need encouragement to enter playgroups. Preschoolers tend to enter groups by:
approaching and watching with no attempt to participate
starting the same activity as another child and blending into the ongoing activity
making social greetings or invitations
offering informational statements or questions
asking to join
approaching and trying to control the group or get attention
Help children negotiate conflict
Teachers need to help children develop negotiating skills to handle conflicts. Children use social problem-solving skills to resolve issues in a matter that benefits them and is acceptable to others. Here are 6 suggested steps for teaching conflict resolution:
Identify and define the conflict.
Invite children to participate in solving the problem.
Work together to generate possible solutions.
Examine each idea for how well it might work.
Help children with plans to implement the solution.
Follow up to evaluate how well the solution worked.
Use the classroom
Prepare the classroom environment to best help children learn prosocial skills. Here are some ideas:
To encourage discussion and problem-solving, place exploratory activities in the science area that can be played by 2 or more children.
Introduce books that deal with perspective taking, feelings, and emotions in the literacy corner.
Include a dollhouse with people of many cultures represented in the housekeeping area.
Place giant floor puzzles in the manipulative area so children can work together towards a common goal.
Play a parachute game where cooperation is necessary during large motor times.
Promote helping skills and acts of kindness by setting up opportunities in the dramatic play area such as a pet hospital.
Set up bath time for baby dolls in the sensory table. Model caring and helping behaviors.
Supply paint, brushes, and a very large piece of paper for the whole class to make a mural in the art area.
Display children’s work in the classroom at their level.
Self-regulation is the ability to internally regulate one’s own behavior rather than depending on others to enforce it. Self-control helps children learn, supports their growth and development, and is fundamental to creating social order. Children demonstrate self-control when they
control their impulses, wait, and suspend action,
postpone immediate gratification, and
initiate a plan and carry it out over time.
As educators, our ultimate goal is to teach children to manage their own behavior. Teaching children to self-manage increases the likelihood that appropriate behavior will last. It allows teachers to spend more time teaching and less time trying to control behavior. Here are 4 suggested strategies:
Use direct instruction to let children know what behaviors are appropriate and inappropriate. For example, restricting certain behaviors (“Five more minutes on the swing.”) or redirecting children’s behaviors (“You can bounce the ball outside.”).
Implement logical consequences (throwing sand means leaving the sandbox for another activity).
Integrate emotions, development, and experience to help children make an internal map. (“When you share the chalk with Tommy, it makes him happy.”).
Provide repeated opportunities for children to practice self-control and refine their behavior. Self-control evolves over time.
BRAIN POWER: learning how to think about the world around me
We want to teach children 21st century skills. Young children’s natural curiosity of how the world works makes early childhood an optimal time to introduce them to STEM- based learning (science, technology, engineering, and math). Our goal is to harness young children’s innate drive to observe, interact, discover, and explore to set them on a path to develop a love of scientific inquiry and creative problem-solving.
Educators can create a fun and engaging learning environment that helps young children develop their scientific skills and build a strong foundation for future science learning. Early childhood educators do not need a strong background in science to teach these skills effectively. They can use resources such as books, online materials, and professional development opportunities to deepen their understanding of scientific concepts and teaching strategies.
Science encourages investigation, inquiry, hypothesis testing, experimentation, and reflection. Early childhood educators can teach science skills to young children in a variety of ways, such as:
Encourage children to ask questions and explore the world around them through hands-on activities and investigations.
Use materials like magnets, magnifying glasses, and microscopes to engage children in scientific investigations and exploration.
Provide outdoor activities, such as nature walks or garden exploration, for children to observe and investigate the natural world.
Use children’s books that incorporate scientific concepts, such as animals, weather, or the human body, to introduce children to scientific language and concepts.
Introduce simple games and puzzles, like sorting or classification games, to help children develop their cognitive and problem-solving skills.
Help children see science in everyday activities, like planting seeds during garden time or observing the weather, to help them develop a positive attitude toward science and its practical applications.
Technology includes understanding the purpose of and use of simple tools like magnifying glasses, and more complex ones like microscopes. Here are some effective strategies for teaching technology skills:
Use child-friendly technology tools, like tablets, digital cameras, and simple coding toys, to engage children in hands-on activities and exploration.
Teach children about responsible digital citizenship, such as online safety and respectful communication, to help them use technology in a positive and safe way.
Help children see technology as a tool for learning and play by incorporating it into daily routines, such as using interactive whiteboards during circle time or playing educational games during center time.
Engineering involves building or creating things while recognizing problems and testing solutions. Here are some fun ideas for teaching technology:
Use materials like blocks, Legos, or cardboard to engage children in hands-on engineering projects, like building towers, bridges, or vehicles.
Pose design challenges to children, such as building a structure that can withstand wind or creating a vehicle that can move a certain distance, to develop their problem-solving and critical thinking skills.
Encourage children to work together on engineering projects, such as building a city or a complex machine, to develop their collaboration and communication skills.
Help children learn from their mistakes and experiment with different solutions through trial and error, rather than focusing on finding the “right” answer.
Help children see engineering in everyday activities, such as building with blocks during free play or designing a fort during outdoor play, to help them value engineering and its practical applications.
Pre-math deals with numbers, patterns, shapes, organizational skills, and much more.
Fun and engaging ideas for helping young children develop their pre-math skills include:
Use manipulatives, such as blocks, counting bears, or playdough, to teach pre-math concepts like counting, sorting, and patterns.
Read children’s books that incorporate math concepts, such as counting or measurement, to introduce children to mathematical language and concepts.
Offer simple games and puzzles, like matching or memory games, to help children develop their cognitive and problem-solving skills.
Sing and dance to teach mathematical concepts, like counting and shapes.
Provide outdoor activities, such as exploring nature or playing with water, for children to practice measuring, comparing, and classifying objects.
Model mathematical thinking and problem-solving skills for children and provide scaffolding support as they practice and develop their skills.
Help children see math in everyday activities, like measuring ingredients during snack time or counting the number of students in the classroom, to instill a positive attitude towards math and its practical applications.
IMAGINE THAT: learning to express myself creatively
Arts use creative thinking and imagination while exploring a variety of materials and methods. Here are strategies to help young children develop art skills and build a strong foundation for future artistic expression.
Process over product: Focus on the creative process of making art rather than the final product.
Art exploration: Provide a range of materials, such as paints, markers, clay, and collage materials. Encourage children to explore them freely, use different techniques, and express their ideas and feelings through art.
Open-ended art projects: Offer open-ended art projects that allow children to use their creativity and imagination, such as creating abstract art or making sculptures.
Art appreciation: Introduce children to art styles and artists, both historical and contemporary, and encourage them to appreciate and discuss what they see.
Collaboration: Encourage children to work together on art projects, fostering collaboration and communication skills.
Sensory experiences: Provide sensory experiences, such as painting with hands or exploring textures and materials, to help children engage with art in a multi-sensory way.
It’s important to note that art should be used as a tool for learning and self-expression, not a performance-based activity. Additionally, teachers should provide developmentally appropriate materials and activities to ensure children can safely and successfully engage with art experiences.
Teaching dance and creative movement promotes children’s physical development, creativity, and self-expression. Here are some tips to teach dance and creative movement effectively:
Begin with basic movements such as jumping, hopping, skipping, and twirling. Encourage children to explore these movements in different ways, such as moving fast or slow, high or low.
Incorporate music and props such as scarves, ribbons, or balls to make the dance and creative movement activities more engaging and fun. Use music with a clear beat and rhythm to help children learn to move in time with the music.
Create a safe and supportive environment for children to explore and experiment with movement. Encourage children to try new things. Avoid criticizing or correcting their movements.
Provide opportunities for guided movement. For example, ask them to move like different animals or objects or use storytelling to inspire movement.
Encourage children to express themselves through movement and to share their ideas and feelings with others. Let children create their own dances or movements.
Adjust activities to accommodate individual needs. Provide modifications or adaptations as needed to ensure all children can participate and feel successful.
Be enthusiastic and playful when teaching dance and creative movement. Engage with children, join in the activities yourself, and have fun!
WORD SMART: learning how to communicate in the world around me
Pre-reading refers to the skills and knowledge children acquire before they learn to read and write. Pre-reading components include:
Oral language: Children learn to communicate and express themselves through spoken language, developing vocabulary, grammar, and social communication skills. Talk to them, read to them, sing songs, recite rhymes, encourage conversation, play games that involve language, and use correct grammar and vocabulary.
Phonological awareness: Children learn to recognize and manipulate the sounds of language. Engage children in activities that involve rhyming, alliteration, and segmenting words into sounds.
Print awareness: Children learn about the physical features of written language, Provide print-rich environments, including posters, labels, and books, and help children learn about the directionality of reading, the meaning of letters and words, and the purpose of print.
Letter knowledge: Children learn to recognize and name letters of the alphabet, both in isolation and in context. Provide opportunities for children to learn about letters and their sounds, such as letter matching games, alphabet books, and letter tracing.
Story comprehension: Children learn to understand and engage with stories, identifying characters, settings, and plot. Read aloud to children on a regular basis, exposing them to a variety of books and stories, and modeling fluent reading and expression. Help children engage with stories, ask questions, make connections, and predict what will happen next.
Play-based activities: Incorporate literacy activities into play-based learning, such as writing shopping lists, creating menus, or labeling items in the classroom.
Pre-writing covers skills and activities that prepare children to learn to write.
Fine motor activities: Playing with playdough, threading beads, and using scissors help to develop the small muscles in a child’s hands that are necessary for writing.
Drawing and scribbling: Encourage children to draw and scribble with a variety of materials, such as crayons, markers, and chalk. This helps them develop their hand-eye coordination and their ability to control the tools they use.
Tracing and copying: Provide children with tracing worksheets and allow them to practice tracing shapes and lines. As they become more confident, encourage them to copy simple words and sentences.
Sensory writing: Children can practice writing letters and shapes in different sensory materials, such as sand, shaving cream, or finger paint. This engages their senses and makes the learning process more enjoyable.
Gross motor activities: Playing catch and throwing a ball help to develop a child’s hand-eye coordination and spatial awareness, which are important skills for writing.
Letter formation: Teach children to form letters correctly, starting with the letters in their name. Use visual aids and songs to help them remember the correct formation.
Games and activities: Engage children in games and activities that require them to identify and match letters and shapes. For example, a memory game using letter cards, or a scavenger hunt to find objects that match a particular shape.
HEALTHY ME: developing a healthy body and learning to take care of myself
Developing fine and gross motor skills in young children is an important aspect of early childhood education. It promotes physical development, coordination, and overall health. Here are some tips:
Encourage activities that involve both gross motor skills (e.g. running, jumping, throwing) and fine motor skills (e.g. building with blocks, coloring).
Provide sensory materials such as sand, water, and play dough, which can help develop fine motor skills through manipulation and exploration.
Offer open-ended art activities that involve cutting, pasting, and drawing which develop hand-eye coordination.
Incorporate games requiring movement like throwing and catching and puzzles that involve manipulation and sorting.
Use music and movement activities, such as dancing, marching, or playing instruments.
Provide opportunities for outdoor play, for gross motor skills development through climbing, running, and playing on playground equipment.
Encourage children to practice self-help skills such as dressing themselves, feeding themselves, and using utensils.
Provide free play time, where they can explore their environment and experiment with different movements and activities.
Emphasize healthy habits such as washing hands and brushing teeth, which develop fine motor skills and promote overall health.
Authentic learning occurs when activities or projects offer children an opportunity to apply their knowledge or skills to real-world situations. Children engage and learn more when activities, discussions, and materials are related to their surroundings and to real life examples.
Learning activities and content should be linked with a particular theme or project. Themes are ideal for integrating learning across the curriculum, creating an environment that supports language development, helps children see connections, and enables them to make their own connections. Thematic units support creative thinking, combine the different ways that young children learn, and make learning fun!
Themes provide structure and format for learning, but there is always room to follow children’s emerging interests. Our curriculum gives the teachers the flexibility to extend or shorten the time spent on a theme based on the level of interest.
When you observe an interest emerging, work with the children to find more ways to explore the topic and deepen their understanding. Take children’s interests and combine them with educational goals to plan engaging experiences. Research shows that when children are interested, they learn more from the experience.
Thematic goals are the specific knowledge related to a topic that teachers want children to learn. Teachers and children determine specific topics to investigate. Teachers plan experiences will teach children the procedural, factual and conceptual goals of the topic.
Our curriculum is divided into four broad themes. Each theme lasts approximately 3 months. The themes start with the child at the center, then move to the larger world, involving people and places all around the globe. Specifically, it guides children in an age-appropriate manner through an exploration of:
Myself and My Family
the most personal aspects of the child’s experiences, those that are most prominent in their daily life
My Friends, My School and My Community
other families, the child’s community, and the people who live and work within it
all aspects of the physical and natural world
My Place in The World
the neighbors around me in this country and others, including their customs, culture and folklore; my place in space, the universe around me and my contribution.
With each theme, there are areas of focus. An area of focus is more specific than a theme, but still broad enough to allow for several topics to be explored within it. Each topic is designed for deep exploration through experiential activities and projects.
ready for learning, ready for life
We know success in school starts long before a child sets foot in a kindergarten classroom. Supportive teachers make sure each child grows at their own pace and is ready to flourish in the next phase of their educational journey, whether that’s achieving the next milestone, moving up to the next classroom, or going to kindergarten.
What is readiness?
Readiness encompasses skills in every domain: physical, cognitive, social, and emotional. Being ready isn’t just mastering skills or meeting milestones; it’s being prepared to take the next step on an educational journey with capability, interest, and enthusiasm.
Ready for life
While school readiness encompasses early literacy and math skills, it also includes essential skills such as how to:
wait in line
be a good friend
ask for help
make mistakes and learn from them
We believe that preparing children for school is not just about the curriculum. It’s about creating a safe environment with heart, with teachers that nurture, cherish, and motivate. It’s not just about reaching benchmarks but achieving the potential within and approaching the future with confidence and a love of learning.
First Circle is very proud of our unique character education program, MyCharacter. Character determines how we respond to situations and circumstances of life. How a person thinks, acts, and feels reveals their character. Character shows in the habits and values a person demonstrates in their interactions with others, and how they treat themselves. Early childhood experts say children begin to develop character traits in infancy based on their personal experiences, relationships, and temperament.
Studies show character skills are as important as academic skills in determining success in life. When children learn habits of planning and goal setting, self-regulation, decision-making, organizing their personal time, and managing responsibilities effectively, they gain habits that will help them succeed in school and in life.
MyCharacter™ introduces an area of character every 3 months, with a specific trait each month. Parents receive our flier providing information about each character trait so they can support children in their character education at home.
Books, games, poems, and songs that are introduced each month highlight the trait and teach prosocial behaviors and engage children in making choices to reinforce learning objectives. The at-home fliers give parents specific activities they can do with their child to model and practice the character skills being taught in the classroom.
With each character trait, provide children multiple activities to practice solving problems, to reinforce learning, and to see how their behavior, actions, and words affect others. The ability to make good choices, self-manage, and be helpful, honest, and compassionate are skills that are built over time, with examples, reinforcement, modeling, and practice.
Plan curriculum on a weekly basis using the First Circle Annual Thematic Units, Areas of Learning, and MyCharacter™.
Plan a minimum of 5 activities for each day (a combination of activities related to the theme and skill-based activities).
Represent EVERY Area of Learning EVERY day.
Include the monthly MyCharacter™ trait at least once per week.
Enter the weekly curriculum into Engage by the end of the day on Monday of the previous week. (For example, curriculum for the week of 10/24/22 will be entered by the end of the day on Monday, 10/17/22.)
CURRICULUM IMPLEMENTATION CHECKLIST
Preview weekly curriculum for upcoming week.
Let the office know if there are books or materials that you will need.
Use all, some, or none of the provided activities. If you do not use them all, add your own to the daily sheet.
Add activities to daily sheets each day. You can add activities from ANY day to the daily sheet. For example, if there is an activity that you were unable to get to or that you would like to repeat, go to the activity, and add it as you would if it was planned for that day. It will be added to the current day.
Include 5 activities representing each of the Areas of Learning on the daily sheet.
Tailor activities to each child’s individual development.
Add the books that you read through the app each day.