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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.​

Things Early Childhood Education Programs Should Avoid


Our children deserve only the best in everything, especially in the area of early childhood education. As parents, it’s our responsibility to provide them with such. Fortunately, there are several great preschool programs we can choose from such as the preschool in Ohio. Even so, we should continue to be proactive as parents in ensuring that our children get the best possible education. We should help in checking factors that are detrimental to our children’s learning such as the following:

  • Disorganized area

    Kids roam around and are not actually involved in the activities. Or, perhaps the teachers control each activity resulting in kids not having the chance to freely explore the materials in class or play with them. Childcare programs should not let this happen.

  • One-way learning materials

    Childcare centers should avoid giving kids just one-way learning materials such as flashcards, worksheets, or even toys that don’t foster maximum learning. There are materials that don’t allow our kids to make their own choices and solve various problems.

  • No participation of teachers in kids’ activities

    It’s detrimental to kids’ learning when their teachers don’t participate in the activities. Kids don’t learn deeply if teachers don’t ask questions or make recommendations. Early childhood education programs should ensure the maximum participation of their teachers when it comes to children’s activities.

  • Not setting clear limitations for kids’ behavior

    Some teachers may not set clear boundaries for kids’ behavior which will have negative effects. Also, some teachers may just punish kids who misbehaved rather than aiding them to learn the better things they can do next time.

  • Rare sharing of kids’ progress with families

    Not or rarely sharing information regarding the progress of kids with their families is detrimental to learning. Some teachers may only communicate with families when issues arise and don’t care asking about the wishes and concerns of the family. Programs not trying to reach out to families in ways they can comprehend should be avoided.

At A Promising Tomorrow Early Care & Educational Center, our curriculum and our teachers put emphasis on providing your children the best possible education. Feel free to contact us about our childcare in Toledo, Ohio.

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