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Ducks

Standing without support, scribbling with crayons, stacking blocks and beginning to communicate their wants, needs and desires are just some of the things that the children in The Duckling Room are working on.

The Duckling Room was designed to provide exceptional care for toddlers, aged ten months to eighteen months. Enrolled families can expect a safe, secure, nurturing, and age-appropriate learning environment. Experienced, well-qualified teachers are staffed at a generous 1:4 ratio. Teachers are dedicated to responding promptly to every child’s feeding, sleeping, diapering and playtime needs.

Families are provided with daily written reports that accurately summarize the child’s daily activities. In addition to communication at drop off and pick up, families are encouraged to call or visit as desired.

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Classroom Schedule

Ducklings begin to understand consistency and what is expected of them by following a daily routine. Teachers provide gentle, caring guidance to encourage ducklings to be good problem-solvers and communicators while learning independence and positive self-esteem.

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7:00-9:00

Arrival / Free Play

9:00-9:30

Morning Snack

9:30-10:00

Morning naps as needed

9:30-10:45

Art, Music, Story Time

10:45-11:45

Outside Time / Indoor Free Play

12:00-12:30

Lunch

12:30-3:00

Nap Time / Quiet Activities

3:00-3:30

Afternoon Snack

3:30-4:00

Art, Music, Story Time

4:00-5:30

Choice time / Outside Play / Pick-up

*

Times may vary due to individual children's needs

What to Expect in the Duck Room

Social Emotional Development

  • Children display a variety of emotions: interest, pleasure, anger, surprise, anxiety, sadness, joy, excitement, disgust, and disappointment. 

  • Children begin to recognize their own abilities; and are aware of self and own preferences. 

  • Children will show separation anxiety from primary caregiver and/or familiar adults. 

  • Children begin to engage in short play interactions with others. 

  • Children will begin to test adults’ reactions to his or her behavior and understand what “no” means. 

Cognitive Development

  • Children will use their senses to explore and experiment with new materials. 

  • Children will observe and imitate sounds and movements. 

  • Children will start to demonstrate awareness of a problem. 

  • Children will start to explore shapes and spatial relationships. 

  • Children will engage in behavior to investigate consequences and start to notice cause and affect relationships in daily environment. 

  • Children will work toward an objective but may use tools or others in the environment to obtain the object. 

  • Children will create mental images of objects and people not in immediate environments. 

Physical Development

  • Children will begin to follow a predictable sleeping pattern. 

  • Children will physically and verbally indicate the need for food. 

  • Children will start to feed themselves with adult assistance. 

  • Children show awareness of new/uncomfortable situations or strangers. 

  • Children will walk and climb on low objects. 

  • Children will perform simple fine motor skills and manipulate smaller objects with increasing control. 

Language Development

  • Children will enjoy short stories, rhymes, finger plays, songs, and music. 

  • Children will participate in turn-taking, alternating listening and responding. 

  • Children will respond appropriately when asked to identify familiar objects/person/body parts. 

  • Children will use gestures and movements to get attention, request objects, protest, or to draw attention to an object in the environment. 

  • Children will start using words to represent a particular person or object.   

  • Children will continue to explore and enjoy books. 

GAMMON

6914 Colony Dr

Madison, WI 53715

608-831-8000

FITCHBURG

3025 Fitchrona Rd

Fitchburg, WI 53711

608-270-9000

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