Cherrytots Playschool

ABOUT CHERRYTOTS

 

Established in 2011, Cherrytots Playschool is a quaint family playschool providing a stimulating play based curriculum that explores all aspects of life and our world in a meaningful way, with a child lead, hands on approach in a fantastic country setting owned by manager and preschool leader Irene Bergin with fulltime classroom assistant and also Irene's mother; Martha Bergin. 

 

We pride ourselves on providing a small home away from home service where each child is treated as a valued individual part of our group. We love to explore and discover all aspects of country living and often have visits from a varied and wide range of animals. 

 

We believe children learn best in a fun filled stimulating environment when given the correct oppertunities and resources for their age. We provide close supervission without interferance, thus allowing children to intergrate and develop both physically, mentally and socically. We encourage inclusion and promote creativity among all children. 

 

We ensure quality, relyable service and continunity of care. This is so our cherrytots and their families are reasured of our commitment to the welfare of the children, building trusting and lasting relationships among children and adults alike.  

 

We make sure each childs learning is as unique as the child themselves, we do this by close observation of the childs different areas of development which are physical(large and small bodily movements), intellectual (how much they know and understand), language(their ability to use both verbal and non verbal communication methods), emotional( understanding and expression of their own feelings and those of others), social (the childs ability to integrate and have positive social interactions with adults and peers)and spiritual (this is not religious but rather refers to the childs sense of wonder and awe of the world and the things in it i.e.Nature).



Our annual achievements include

• helping children develop good habbits, teaching children through positive reinforcement to regulate their own behaviour and habbits helping them to choose right over wrong for their own benifit.

• promote individual development in all areas of each childs life, we do this by Balancing praise with encouragement and constantly being aware of each childs abilities and interests. 

• promote group development teaching sharing, turn taking, interaction, participation, cooperation, positive social interactions techniques and providing positive early learning oppertunities,

• develop the children's independance by allowing children responsibility for taking care of their belongings, hanging up and putting on their own clots, putting away their own lunch boxes and teaching them to respect their environment and to care for themselves and others. 

• explore and discover ourselves and the world around us, through the use of our 5 sences in fun activities and experaments,

• learning to sequence paterens and events using table top activities and time lines.  

• develop early learning skills, exploration, curiosity, enthuiasm, concentration, perseverance by providing stimulating and rotated resources, 

• support development of fine motor skills (small muscle control i.e. holding a pencil, mark making, pre-wrighting skills, hand-eye cordination)and gross motor skills(large muscles i.e. limbs, running, jumping, clapping, cycling, climbing etc). 

• encourage creativity, use of imagination and self expression (i.e. role play, if i was sad what would my dance look like? if happy was a noise what would it sound like? oppertunity to act and explore art equipment freely)

• Fine tune matamatical skills i.e. identifying numbers, understanding amount in relation to the number learning to count to high figures confidently.

• Fine tune early literacy skills i.e.  identifying letters and knowing the sound they make in a sentance know as their phonics, developing a love of books, reading and sharing stories. 

• finally we informally prepare children for the transition into big school  where they will be ready for the formality of primary education.