Dayna Pawlowski has worked for Bethel Preschool since 2001. She started out bringing her children to the Preschool in 1998 and changed her profession from a loan process and underwriter to teaching. She currently holds her 12 ECE Units and is working on her degree at West Valley College. Dayna is also completing Pre-Kindergarten "Best Of Series". She has 5 children, 2 dogs, and is married to Brad. Her favorite things to do are: spending time with her family, opening her home to others, and going to the beach.
	Frida Chao is an new teacher in the Preschool Class. Before working for Bethel's Preschool & Kindergarten, she taught science and worked for the Parents Institute. Frida has been married to Abraham for 11 years and has 3 children. She is currently working on her ECE Units at West Valley College. Her favorite thing to do is to spend time with her family and worship God.
	Priscilla Ku was born and raised in San Jose. Her childhood dream was to become a vet because of her love for animals, but since she developed a fur allergy in High School she was unable to do so. It wasn't until College that God directed her towards looking into the child development area because she realized she enjoyed being around children. She joined Bethel Church in November 2007 and felt gifted because she was surrounded by a dedicated staff of hard working teachers. Priscilla is currently continuing her education in child devolement at West Valley. Afterwards, she plans on transferring to SJSU to finish her education. On her free time, she enjoys taking care of her 2 rabbits and 2 fish, making people laugh, and listening to music.

Overview of Academics In providing a program for toddlers, our teachers understand that these children learn with their whole bodies. They learn more by doing than by being told. Toddlers discover their world on a physical level, so it is expected that they will prefer walking, climbing, carrying objects, dumping, or dropping objects to sitting, picking up toys, or playing only in a designated space. These large muscle activities are the legitimate activity of toddlerhood.

In planning for toddlers, our educators are prepared to be flexible and spontaneous. Because they are active explorers, toddlers are eager to try new things and use materials indifferent ways. Our understanding teachers will go with the cues of the child and view that as learning, extending it even if it isn’t part of the day’s planned curriculum.

Toddlers are working on becoming autonomous. The educated teacher respects this and allows opportunities for the child to be responsible and to make choices. This teacher also understands why certain behaviors must be limited, and sets limits that are fair and consistent. Expectation for behaviors are developmentally appropriate and allow the child to be challenged yet feel support from the teacher. Consequently, frustration is kept to a minimum and the child’s dignity and self-concept remain intact.

Our teachers, with patience, warmth and respect, redirect toddlers to help guide them toward controlling their impulses and behaviors. The teacher draws more attention to a child’s appropriate behavior than to the inappropriate because she understands that toddlers will act in the way that draws the most attention. Constant testing and expression of opposition are viewed as the child’s development of a healthy sense of self. The teacher accepts this and offers positively worded directions to avoid getting into power struggles. The teacher views herself as a model for how she wants the children to develop. She does this in her verbal interactions, because she understands that toddlers lack the skills to cope with frustrating situations and might act out in a physical way without her guidance.

The teacher recognizes that routine times are important moments to help children learn about themselves and others. An early childhood educator views play as valuable, and facilitates this so that children stay interested and move from simple to more complex aspects of their play. The classroom includes materials for children to engage in imaginative play, appropriate art experiences for creative exploration, various manipulatives to develop cognitive and physical skills, as well as building blocks, music, and books. The environment allows for the children to choose activities and respects their need to ample time to use and reuse activities, because repeated experiences foster competence. The setting is stimulating and inviting. It offers comfortable spaces for privacy and for interacting in small groups. Children’s art is displayed proudly and respected for what it is. The little ones are encouraged by a knowing adult to care for the belongings and the environment in ways they can handle. The teacher creates and adapts the environment in ways they can handle. The teacher creates and adapts the environment and activities to meet the children’s changing needs from day to day.

Toddler Readiness Checklist

Ask yourself these questions:
Does your toddler want to go to preschool? Can your toddler separate from you with only moments of sadness? Does your child enjoy playing with other children? What are your goals as a family? Why do you want to send them to preschool?

Bible
Association of Christian Schools International: Familiar bible stories that focus on the children of the Bible. The story text is provided in an attention-getting style that is sure to keep little ones on the edge of their seats. Everyday stories are provided in the recurring characters of Sally, and her friends. A missions theme is provided through real-life stories from France and South America. Not only will your students enjoy the familiar stories of the Old and New Testaments, they will learn to apply Bible truths in their daily lives.

Lesson Plan

Daily Schedule
Although each classrooms’ daily schedule varies, activities alternate between quiet and active, free play, and total group experiences. Infant/Toddler schedules are at the teacher/parent preference when needed. An example of a daily schedule for these groups is:

7:30-9:30 Welcome children / dramatic play 9:30 Circle Time 9:40 Art 9:50 Clean-up art / wash hands 10:00 Snack 10:15-10:40 Dramatic Play / Diapering 10:40 Line up to go outside 10:45-11:15 Playground 11:15 Line up & return to classroom 11:20-12:00 Wash hands / Serve Lunch 12:00 Diapering / Prep nap 12:15 Soft music, back rubs, naptime 12:30-1:30 Teacher 1 takes lunch 1:30-2:30 Teacher 2 takes lunch 2:30-3:00 Children wake up 3:00-3:15 Serve snack 3:15-3:40 Bible Time 3:40 Line up to go outside 3:45-4:15 Playground :20-close Individual project / Free choice time