Teddy Bear Day Care Curriculum

Curriculum

At Teddy Bear Day Care, we use the nationally recognized Creative Curriculum framework to provide a comprehensive, play-based learning experience that nurtures each child’s curiosity and development. Our skilled teachers implement proven Teaching Strategies to support individualized learning and foster growth in literacy, math, science, and social skills.

We also utilize the Ages & Stages Questionnaires (ASQ) to regularly assess each child’s progress, helping us tailor instruction to meet their unique needs and ensure they’re on track developmentally.

Our curriculum aligns with Illinois Early Learning Standards and combines hands-on exploration, collaborative activities, and thoughtful technology integration — all designed to prepare children for school and lifelong learning.

What is Creative Curriculum?

Creative Curriculum is a nationally recognized early childhood education program that focuses on learning through play and exploration. Instead of just sitting and listening, children get to actively explore their environment, try new things, and learn by doing. This approach helps kids develop important skills like problem-solving, creativity, communication, and social interaction — all in a fun, supportive setting.

Teachers use well-planned activities and everyday moments to encourage your child’s natural curiosity and build a strong foundation for future learning. It’s flexible and adapts to each child’s interests and pace, so every child can thrive.

What is ASQ (Ages & Stages Questionnaires)?

ASQ stands for Ages & Stages Questionnaires. It’s a simple, easy-to-use tool that helps teachers and parents keep track of your child’s development. Every few months, you’ll answer questions about what your child can do — like how they talk, move, or solve problems.

This helps us see how your child is growing and if they might need extra support in any area. It’s not a test but a helpful way to make sure your child is on track and getting everything they need to succeed.

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