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568 E. Lenoir Street
Raleigh, NC 27601
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The Sweet Pea Classroom is full of 10 of our smallest children that are between 18 months and 2 ½ years old. As the youngest students of Learning Together, the Sweet Peas are reaching critical early development milestones in their inclusive classroom while their progress is assessed by their parents and teachers in order to properly identify their needs early on.
During this time in a child’s life, they are participating in large and small group activities in Learning Centers. Skills developed during this age in the Learning Centers are social/emotional skills such as building relationships with care givers and peers, as well as communication, early learning and thinking, and movement and physical activities. Learning Together places an emphasis on the importance of play as an instructional strategy that promotes learning in early childhood. Children in the Sweet Pea room are learning to develop one to three word sentences, learning to play with toys functionally and independently, and following one step commands.
Learning Together’s Petunia classroom is filled with up to 18 children who are eager and ready to learn and explore the world around them. This inclusive class has children both with and without delays working side by side, to teach and learn from each other every day. The Petunia classroom serves children ages 2 to 4 during a pivotal point in their social, emotional, and neurological development.
Our Petunias are unique in that a large majority of the students entering into the Petunia classroom are entering school for the first time. Children in this classroom have never been exposed to a structured learning environment or school setting, therefore present unique teaching challenges. The beginning steps upon entering the Petunia classroom is to build relationships and creating supportive learning communities.
The Daisy Classroom is filled with up to 10 children, ages 3 to 5, who are ready to learn and grow with the world around them. This Structured Teaching Classroom is designed to work with children who have needs that require systematic designed instruction, provided with a low student/teacher ration in a small classroom setting.
Children attending the Daisy classroom need a structured educational setting with daily classroom routines and expectations. In a language-rich environment, children will have multiple opportunities to engage in social exchanges, and practice communication skills and learning activities with peers with adult facilitation. This classroom setting enables children to benefit from repetition, modeling, and practice of age-appropriate skills and behaviors in order to be successful in their educational setting.
The children in the Sunflower classroom are as sweet as can be! This class consists of 18 children from 3 to 5 years old, with most transitioning into Kindergarten at the end of the school year. Upon entering the Sunflower classroom you will be greeted with lots of hugs and an eagerness to sit and read stories. This inclusive classroom has children both with and without delays working and playing side by side, learning from each other every day.
Learning Centers throughout the classroom promote development ofthe whole child, including literacy, mathematics, early learning, language, physical and social/emotional development Learning Together places an emphasis on the importance ofplay as an instructional strategy that promotes learning in early childhood.
The Forget-Me-Not Classroom is buzzing with energy with 18 children that will be transitioning to Kindergarten during the next school year and are ages 4 turning 5. They are busy as bees, and remain active in all learning centers throughout the classroom.
This inclusive classroom has children both with and without Developmental Delays, playing side by side, learning from each other every day. The learning centers in the classroom promote development of the whole child, including literacy, mathematics, early learning, language, physical and social/emotional development. Learning Together places an emphasis on the importance of play as an instructional strategy that promotes learning in early childhood.