All of our TeacherCaregivers have a minimum of a bachelor’s degree and significant experience working with children. Many of our teachers, child specialists, and educational nannies have worked in a school setting, but prefer the individualized attention they can provide for one, two, or three children in the home. TeacherCaregivers provide physical, social, emotional, and intellectual development.
All candidates complete two interviews, which asses their developmental knowledge, education, experience, passion, and dedication. To learn more about our screening procedures, click here.
What can a TeacherCaregiver do for my school-age child?
Teachers can engage your child in play-based experiences by practicing and refining the
following areas, activities, and skills. The experiences can happen both through pre-planned
curriculum, as well as through spontaneous learning moments throughout the day, and can
gently contribute to the foundation of your child’s future.
School-Age Child Developmental Goals, Activities & Skills
• Security & Trust (responding to needs promptly/appropriately, specialized
interactions pertaining to seperation anxiety, cuddle and talk time, creating a
secure and loving emotional environment, consistent, meaningful interactions)
• Building and reinforcing self-esteem, self-understanding, self-concept
• Emotion identification
• Appropriate emotional expression (using words, not fist, etc…)
• Recognizing and respecting child’s individual emotional style
• Supporting child’s regulation of emotion by responding to child’s emotions,
modeling, guiding, and reinforcing positive emotional expressions)
• Connecting child’s learning with positive emotions
• Encouraging self-regulation
• Responsibity (telling the truth, completing tasks, putting toys away)
• Connecting to the world and community
• Initiation of activities
• Co-construction (children engage in conflict-resolution activities in collaboration
with the teacher, who models and structures ways to solve potential problems)
• Verbalizing needs and desires
• Object identification
• Encouraging curious questions and verbal exploration
• Supporting literacy skills (identification of verbal and written letters and numbers)
• Understanding symbolic representations (written words and illustrations)
• Encouraging child to write notes and letters
• Care and respect of books
• Rhyme and repetition
• Independent exploration of sturdy books
• Consistent interaction (modeling, talking, listening, dialogic reading: child and
teacher tell the story)
• Following simple directions
• Open-ended activities
• Arts (clay, painting, gluing, cutting, etc)
• Crafts (corn husk dolls, walnut shell fairy boats, wool sheep, etc)
• Music (listening to and creating)
• Role-playing ( pretending to be mom, dad, baby, teacher)
• Dramatic play (dress up, puppets, theater)
• Oral storytelling
• Child-created stories and songs
• Decision-making skills
• Learning using strategies (experimentation, thinking games, investigation, selfdirected
• Exploring learning strategies (experimentation, investigation)
• Memory skills
• Focus and concentration
• Attention span
• Symbolic Abilities (play, imitation, role-playing, drawing)
• Sensory activities
• Mental tools (abstract reasoning, developing analogies, problem-solving strategies)
• Recognition of objects and shapes, people, self (body parts)
• Pre-math skills (sequencing, matching & pairing, classification, measurement,
counting, number recognition, basic adding and subtracting quantities)
• Science and nature (cause and effect, animate vs. inanimate discrimination,
speed, motion, colors, balance, and weight, plant growth, gardening, weather,
natural material collections, animals, dinosaurs, bugs, etc., seasonal cycles of the
• Indoor/outdoor safety
• Large motor skills (coordination & dexterity, walking, running, climbing, throwing,
catching, and kicking a ball, jumping, hopping, skipping, galloping, movement and
• Fine motor skills (eye-hand coordination, cutting, drawing & tracing, using a pencil,
pen, paintbrush, silverware correctly, manipulatives, stacking, lacing
• Self-reliance skills (self-initiated activities and play, hygiene and dressing)
I believe that all children have a natural curiosity about the world around them. It is my aim to inspire them to become life-long learners by engaging them in studying about the world we live in through the arts.I truly believe
that there are many teachers who are equipped to becoming the best caregivers that families could hire to care for their children. NYC, NY
One of the most important goals I have as an educator is to promote lifelong learning. By finding subject material relevant to the children and taking subjects they are passionate about and integrating them with the necessary content, they become excited about learning.
Making sure every child reaches their full potential is a critical component to successful teaching. Working with students with different learning styles and abilities makes this profession very difficult. Ensuring that I will always provide additional support for students
who need extra help and challenging students who need harder work leaves all my students reaching their maximum capabilities.
I have been very influenced by my teachers throughout my school years, and this has had a huge impact on my desire to learn.
Attending SUNY Cortland has given me many wonderful opportunities to better myself as a student and a teacher. The role of teachers is so incredible because you can touch a person’s life, all while educating them.
I always make sure that children have a sense of trust in their environment with me. I teach them important morals and values that will need in everyday life. I teach them that their is a time for work and their is a time for play. I have a reward based system that I have used to help train children and it has always worked well for me.