Each morning begins the same way - with Milo getting into his car seat, and requesting whatever music suits his mood that day (we’ve heard a lot of Raffi and “Uptown Funk” as of late). Once the music is on, Milo starts talking, often by saying “I want to go to school!” Pointing out every school bus, garbage truck, and stop sign along the way, he doesn’t stop talking until we pull into the parking lot of Lone Oak. Going through the final intersection before we reach our destination, Milo always, without fail, lets me know that we’re almost at school.
When we pull into the carpool line, one of the office staff members or assistant teachers helps Milo get out of the car and walk into class. He leaves me happily, ready to greet Ms. Sevilla, Mrs. Elsa, and his classmates. Milo and his friends spend their morning work period (8:45-10:30) moving throughout the classroom, choosing from a wide variety of independent work options. Milo often begins his day with a puzzle, followed by time in the reading corner of classroom. Over the course of the work period, he paints at the easel, draws with crayons and markers, works with Ms. Sevilla to do the farm animal language cards, and spends a great deal of time in the Practical Life area of the room. Milo has grown quite fond of dishwashing, water pouring, and practicing with the dressing frames; I’ve seen this interest translate to home, where he wants to be as independent as possible.
After the morning work period, the class gathers with Ms. Sevilla on the purple rug. During their circle time, the children sing songs, read stories, and learn about the theme that Ms. Sevilla has chosen for the month. During farm month, the class makes butter during circle time, enjoying seeing the cream transform to butter that they are able to spread on crackers and eat during snack time.
If Milo had to choose a favorite part of his school day, it would likely be snack time. The children sit together, pouring their own water from pitchers into small glass tumblers, and spooning fruit, vegetables, and crackers into their small glass bowls. Milo and his friends practice polite table manners, and place their bowls and glasses into a dishpan once they are done eating.
The final stretch of the Toddler class’ day is spent outside, playing on the playground or running up and down the grassy hill across from the classroom. When I drive Milo home on my lunch break each day, he’s a bit less talkative than on our morning ride, as a result of three packed hours of activity at school. Milo usually lets me know what he ate for snack, and might tell me a couple activities that he did during the morning. When we pull onto our street, Milo announces that we’re almost home, but almost always follows up with, “I want to go to school tomorrow!” That, for me as a parent, is one of the greatest parts of each day - knowing how happy my 2 year old is about spending his mornings in our Toddler classroom.