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Small-Group Projects

Our program provides large group, small group and individual activities with a mixture of teacher directed and child chosen activities. Instruction is based on children’s individual needs, interests, strengths and learning styles. Topics of study are theme based and based on the interests of the children as well. Our developmental appropriate activities and materials help the students make sense of the world around them through a playful, challenging and rewarding program.


Child Assessment

To assess children’s development and growth, we use the creative curriculum “GOLD” Assessment. Assessment is an integral part of the program and guides the work we do with each child. Each lead teacher and much of the support staff have been trained and participate in ongoing training in the use and implementation of the Creative Curriculum. The purposes of assessment are 1) to identify the needs, interests, skills and abilities of the children enrolled. 2) to compare the developmental progress of the child to the Developmental Continuum ( Creative Curriculum) 3) to use the information gathered to share with the parents and to inform the curriculum and preparation of the learning environment.

As much as possible assessment information is gathered in a naturalistic (classroom) environment and on demand testing is reserved for limited usage. The assessment tool utilized is the Creative Curriculum Developmental Continuum(which assures continuity between classroom curriculum and assessment). Our Assessment process is multifaceted and includes: the individual Child Profile (checklist) and Child Progress and Planning Report, individual portfolio notebooks and journals hold sample work, photos and observations of each child; anecdotal records and other teacher created and Creative Curriculum assessment forms. The portfolios and journals are readily available in the classrooms for parents to view at any time. Anecdotal records, teacher notes and the Developmental Continuum forms are secured to protect the privacy of the family. These records are only available to the Teacher, Assistant Teacher, Director and parents. All assessment information is shared and discussed with parents during conferences in January and May when the family is offered the opportunity to also contribute comments and observations and individualized goals are established. Any parent interested in seeing copies of the Developmental continuum and Child Progress and Planning Report may do so by requesting a copy from the Director. If there are concerns about the form or technique used for Child Assessment please contact the Director. In the event of Special Needs Issues, modifications to the assessment techniques may be implemented in order to best meet the needs of the individual child.​

Self-Regulation and School Readiness


The ability to self-regulate is a crucial skill for children to learn. It aids children in learning to follow rules and recognize boundaries. According to recent research, kindergarten teachers consider self-regulation to be the most crucial characteristic required for school preparedness. There is also evidence that self-regulation levels correlate with school preparedness more than IQ or academic readiness.

The ability to self-regulate includes the ability to:

  • Calm down after something exciting and upsetting happened
  • Defer gratification
  • Alternate between duties
  • Focus attention
  • Manage behavior, feelings, and thoughts

Warm and responsive connections give children a headstart in self-regulation. They also learn by observing the adults around them. As your child grows, self-regulation assists them in the following ways:

  • Learning at school – self-regulation allows your child to sit and listen in class
  • Behaving in socially acceptable ways – self-regulation allows your child to manage impulses.
  • Make friends – self-regulation enables your child to take turns in games and conversation, share toys, and express emotions appropriately
  • Become more independent – self-regulation enables your child to make appropriate behavioral decisions and learn how to behave in new situations with less guidance from you

Several factors can influence your child’s capacity to self-regulate. Tiredness, illness, and changes in your child’s routine can all have an impact on your child’s capacity to regulate their reactions and behavior. Furthermore, some children have excellent self-regulation at child care, school, or sports but struggle at home. And, as youngsters get older, self-regulation may become more difficult if they have a lot of evaluation tasks or interpersonal problems.

A Promising Tomorrow Early Care & Educational Center can help you and your child develop their self-regulating skills through our holistic programs, activities, and healthy learning environment for preschool in Toledo, Ohio.

Enroll your child now in a daycare in Ohio!

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