Classroom Experience

SELC is committed to helping every child feel welcomed, secure, and supported during transitions. Each child responds to change differently—some adjust quickly, while others need more time, reassurance, and consistency. Our goal is to make each transition as smooth and positive as possible.

Transitioning Into SELC

Before the school year begins, SELC hosts a Back‑to‑School Night for families to visit classrooms, meet teachers, and bring supplies. This event helps children become familiar with their new environment before their first day.

To further support children entering our program:

• Families participate in a parent‑teacher/director transition meeting at enrollment.

• Parents may schedule additional time to meet with their child’s teacher before the first day.

• Teachers use this time to learn about the child’s habits, routines, preferences, and needs.

• On the first day, parents are encouraged to enter the classroom with their child and stay until the child feels safe and acclimated.

• Families are welcome to spend time in the classroom during arrival or departure, engaging in comforting activities such as reading a book, doing a puzzle, or observing the room together.

• Families are encouraged to bring family photos for the classroom or cubby.

• Children may bring one small comfort item (such as a small blanket or stuffed animal) to support emotional regulation during the transition.

Transitioning Between Classrooms

When children move to a new classroom, they leave familiar routines and relationships and begin forming new ones. This process takes time, patience, and nurturing support.

To ease this transition:

• Families receive a transition letter from the leadership team with the planned transition date and the name of the new teacher.

• Parents may schedule time to meet the new teacher before the transition.

• Predictable routines, warm relationships, and consistent communication help children feel secure as they adjust.

SELC rarely moves children from one classroom to another during the school year. Transitions typically occur at natural break points or when a child is developmentally ready, ensuring stability and continuity for each child.

Transitioning to Kindergarten

For children preparing to enter kindergarten:

• Families are encouraged to attend kindergarten roundup with their child.

• SELC communicates with families to learn which kindergarten each child will attend.

• When possible, we help families connect with others whose children will attend the same school so children have familiar peers during this transition.

• SELC provides resources and suggestions to help families prepare for kindergarten expectations.

• Parent‑teacher conferences, held twice a year, offer an opportunity to discuss progress, readiness skills, and any additional support needed.

SELC provides a developmentally appropriate, research‑based learning experience using The Creative Curriculum in all classrooms. Our toddler rooms use Creative Curriculum for Toddlers & Twos, which focuses on sensory exploration, routines, and early language development. Our 3‑ and 4‑year‑old classrooms use Creative Curriculum for Preschool, offering hands‑on investigations, play‑based learning, and in‑depth studies aligned with the Colorado Early Learning and Development Guidelines.

To support early literacy, SELC uses Zoo‑Phonics in toddler classrooms and Read Well in preschool classrooms. Zoo‑Phonics introduces letters and sounds through movement and playful characters, helping toddlers build early phonemic awareness. Read Well provides structured phonics instruction for preschoolers, strengthening letter‑sound knowledge, vocabulary, comprehension, and early reading readiness.

Across all classrooms, teachers intentionally plan experiences that support growth in every developmental domain, including social–emotional skills, language and literacy, math, science, physical development, and the arts. SELC also integrates the Pyramid Plus Approach, which teaches emotional regulation, friendship skills, problem‑solving, and positive behavior expectations throughout the day.

Teachers use ongoing observation and documentation to understand each child's progress. SELC uses Teaching Strategies GOLD to assess developmental growth and guide individualized instruction. Families are partners in learning, and teachers share updates through Brightwheel, conferences, and curriculum communication throughout the year.

When children play in learning centers, they are actively building foundational skills across all developmental domains. Each center supports specific learning goals:

Manipulative / Table Toys

• Eye‑hand coordination

• Small‑group cooperation

• Creativity and problem‑solving

• Early math concepts: shape recognition, spatial position, classification, distance

Library Center

• Appreciation of books

• Relaxation and quiet time

• Exposure to art, design, and literature

• Development of new interests

• Foundation for reading and writing

Art Center

• Exploration and creative problem‑solving

• Emotional expression, relaxation, and sharing

• Discovery of color, texture, and design

Science Center

• Scientific investigation and vocabulary development

• Practice using the scientific method

• Growth of self‑esteem through sharing scientific ideas

• Appreciation for living things and the natural world

Block Center

• Math concepts: size, comparison, and spatial relationships

• Large and small muscle development

• Social skills and cooperative problem‑solving

Dramatic Play Center

• Social development and cooperation

• Creativity and imagination

• Understanding social roles and basic social studies concepts

• Pre‑reading skills: sequencing, story structure, and role understanding

• Pretend play supports later academic success, including memory and comprehension

Music Center

• Exploration of sound (early physics and math connections)

• Recognizing similarities and differences—critical for math and science

• Relaxation, emerging musical skills, and increased self‑esteem

Daily routines at SELC provide children with a predictable, balanced flow to their day, helping them feel secure, confident, and ready to learn. Each classroom follows a developmentally appropriate sequence that includes arrival and greetings, morning group time (older classrooms), free‑choice learning centers, small‑group instruction (older classrooms), outdoor play, meals and snacks, rest time, and afternoon activities. Teachers support smooth transitions with visual cues, gentle warnings, and consistent expectations, ensuring children move comfortably between activities. While specific schedules vary by age group, all routines include play‑based learning, social–emotional teaching, Creative Curriculum experiences, and time for exploration both indoors and outdoors, creating a well‑rounded and engaging day for every child.

Children may either bring lunch from home or receive lunch from the Sargent School District cafeteria. SELC partners with the district to provide free lunches to all enrolled children. To participate, families must complete a Free and Reduced Lunch Application, and all students will be entered into the district’s data system (Infinite Campus) for lunch reporting.

Please inform your child’s teacher by 9:00 a.m. each day if your child plans to eat a cafeteria lunch. If a child does not bring a lunch from home, a cafeteria lunch will be provided.

Snacks:  

Parents provide mid‑morning and mid‑afternoon snacks for their own child.

Special Diets:  

If your child requires a special or therapeutic diet, a written statement from a doctor is required. Families are responsible for providing any food needed to meet these dietary requirements.

Water Bottles:  

All children must bring a filled, labeled water bottle each day. Water is the only beverage allowed during the school day, except that children who bring lunch from home may include one serving of juice or milk. School lunches also include a serving of milk.

SELC uses positive behavior support and developmentally appropriate guidance strategies to help children learn social and emotional skills. Our approach includes separation when needed, positive reinforcement, redirection, and supports from the Pyramid Plus Approach. Corporal punishment is never used.

If these strategies are not effective, SELC will partner with families to develop additional supports. Our responsibility is to maintain a safe, friendly environment and protect the rights of all children and staff.

Steps for Addressing Challenging Behavior

When behavior support is needed, staff follow these steps:

1. Teach social and emotional skills using the Pyramid Plus Approach.

2. Discuss the behavior with the child in a quiet, respectful manner and redirect them to another activity.

3. Remove the child from the group to a designated quiet area with a staff member, if needed.

4. If the behavior continues, the teacher may request that the director speak with the child.

5. The teacher or director will contact the child’s parents to inform them of the behavior.

6. The teacher and director will develop an individualized plan using Prevent–Teach–Reinforce for Young Children (the Early Childhood Model of Individualized Positive Behavior Support).

7. With parent consent, children with persistent challenging behaviors will be referred to SLV Behavioral Health for additional support.

SELC reserves the right to request withdrawal if all interventions have been exhausted and the child’s behavior continues to significantly impact the safety or learning environment.

All visitors must sign in and out at the front desk, check in and with a SELC staff member, and provide identification and the purpose for the visit. Visitors are supervised at all times and may not be alone with children; classrooom observations by parents or professionals occur only with prior approval and must follow staff guidance. For safety, visitors must follow staff directions during drills or emergencies and may not take photos or recordings of children.