Our Staff

Children’s Haven takes pride in providing the very best in quality childcare and education. In our center, staff is often referred to as caregivers and teachers. It is Children’s Haven’s belief that staff forms the backbone to our program and that is why each caregiver and teacher is carefully selected. Caregivers and teachers are composed of a group of very caring and loving individuals and are divided into the following groups:


Infant caregivers understand that each individual baby requires security during these early months. Infants thrive on the warmth and caring that comes from the close relationship with our caregivers. Feelings of security encourage infants to explore and develop their identity. Infants are comforted knowing that someone special will promptly be available when they feel distressed. Knowing that they can count on this special care, infants build a sense of security that allows for future physical and psychological growth.

Mobile infants are 8-12 months old. The staff is aware that exploration takes center stage as each infant becomes more mobile. Mobile infants begin to build an identity as an explorer through increasing venture knowing security is near by. Caregivers provide trustworthy support and encouragement to mobile infants by making eye contact with them, talking with them and gesturing to them. Under a warm and watchful eye, mobile infants develop feelings of confidence and competence. The infant staff is always mindful that at this stage, infants practice independence but need trusted adults as a secure base of support. Thoroughly experienced and trained, caregivers provide exactly what infant parents desire for their precious child.


During this developmental stage, toddlers are concerned about who they are and who is in charge. Our staff realizes the importance of helping toddlers become comfortable with who they are and to help them become independent little individuals. Beginning around 18 months of age, identity becomes the dominant developmental issue for children. Behavior is closely tied to questions of independence and control. The sense of security that began to develop in the earlier months, and the desire to explore (with increasing purposefulness), continues.

Caregivers help toddlers find appropriate ways to assert themselves by supporting their individuality, allowing choices whenever possible and by introducing social guidelines. Caregivers provide a well-designed environment that offers toddlers chances to be in control and to participate in group play, fantasy play and independent activity. This helps our staff to foster cooperation, facilitate toddler development and understand a strong sense of self.

Caregivers, at this stage, offer toddlers experiences that support initiative, creativity, autonomy and self-esteem. They recognize that while striving to be independent and self-reliant, toddlers count on the understanding and vigilance of the adults who love them. Caregivers are prepared to prevent injuries and handle conflicts as toddlers learn to defend themselves, share and cooperate with others. Our competent caregivers are aware that toddlers are capable and desirous to test their social skills. Toddlers are allowed the opportunities to “take responsibility” for others and take advantage of unplanned encounters to demonstrate their competence. Seeking autonomy, occasionally the toddler may push adults away at times. Toddlers know that they can still count on caregivers to protect and provide a secure base when needed.

Preschool and Pre-Kindergarten

From 3 to 5 years of age, children continue to develop in key areas of cognition. At this stage, teachers promote a positive climate for learning by creating a caring community of learners. They help the children learn how to establish positive and constructive relationships with adults and other children. Teachers support children’s beginning friendships and provide opportunities for children to learn from each other including adults.

Each teacher contributes to the development of children’s self-confidence and positive feelings toward learning by providing opportunities for them to accomplish meaningful tasks, and to participate in learning experiences where they can succeed by challenging them with beginning school work on the edge of their developing capabilities. Teachers further help to foster a cohesive group by meeting the individual needs of each child. Caring and loving teachers come to know each child well and design activities based on their knowledge of individual children’s differing abilities, developmental levels and approaches to learning. The children sometimes work on group activities such as creating a mural for the classroom or planning a surprise event for parents.

Teachers engage children in experiences that demonstrate the explicit value of each child. An example may be as simple as sending a “We Miss You” card to a sick classmate. Teachers also maintain a safe, healthy environment and careful supervision. They organize the daily schedule to allow for alternating periods of active and quiet time, adequate nutrition and naptime. Children are given ample time to explore and learn about the environment, investigate what sparks their curiosity and experiment with cause-and-effect relationships. The teaching staff encourages children to develop skills they know will eventually help create their identity. They encourage the children to develop language and communication skills by talking with them throughout the day, speaking clearly, listening to their responses and providing opportunities for them to talk to each other. The pre-school and kindergarten teacher’s goal in this group is to address learning in all developmental areas — physical, social, emotional, language, aesthetic, and intellectual.

Before and After School & Summer Camp

Older children involved with both the before and after school program and the summer camp program need specialized attention more conducive to their various age groups. Children, at this age, begin to assert themselves as individuals especially after being exposed to school activities. Teachers in this group understand this individualism and assertiveness and plan activities that are appropriate to their activism. Children love to act independently with some even starting to take leadership responsibilities. Teachers recognize these attributes and encourage interaction in a variety of fun activities before school starts and after returning from a day of learning. There is a need for less active projects before school and a wind down atmosphere after school. Sometimes, with parents permission, there is a need to spend time with homework. The staff is well trained to recognize these differences and adjust activities to suit the children’s time. The rigors of learning are left to the school.

Summer Camp is meant to be a fun experience. School is out and children need to be kept busy with fun projects both inside and outside. Children’s Haven staff are trained and excited to plan trips around the city to different interesting sites such as museums, zoos, theatres, the fire station and many other interesting areas. For those that do not wish transportation activities, the staff finds suitable and fun projects at our center to keep them occupied and interested. Your children’s summer camp experience is an exceptionally wonderful time in their lives.


From infants to school age, Children’s Haven realizes the importance of having parents work in partnership with us. Caregivers communicate on a daily basis with parents to build a mutual understanding, trust and ensuring the welfare and optimal development of each child. Starting from the administrative level, the staff listens carefully to what parents say about their children. Children’s Haven takes into account parent’s goals and preferences and remain respectful of cultural and family differences and preferences