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Dear Parents, It is with great pride that we want to inform you that our school just won the participation in the PBS (Positive Behavior Support) Program from The Family Support Services Department at Family Central, Inc.


This school year, The Family Support Services Department chose 19 schools for this special program. We had been trying to get into this program for two years, and this year our school was chosen.


The Positive Behavior Support (PBS) program coaches and supports directors, teachers, parents, and children in the acquisition of the skills needed for successful social/emotional development.  It is a program in two phases. The first one is a year of coaching and very close work with teachers, parents, and children, and then a year of follow-ups. Every Monday and Tuesday you will see our coach, Cristina Muccio, around the school and in each of the classrooms observing and working with our teachers and children. Starting in January, training for parents will also be offered, and alongside this, we will be regularly informing you about the program via emails. We will also have a PBS board close to the 2 year old classroom with specific information for both parents and teachers.


For more information about the program, you may visit:



The Infant Program is committed to delivering warm and professional high ­quality attention, in accordance with child development goals. At Sunny Seeds Preschool this is achieved Language stimulation: In this core aspect of our program teachers use rhymes,

songs, and verbalizations to regularly stimulate the infant’s neural language areas.


Individualized routines: Teachers adjust different daily activities to match the

infant’s own routine, mood, and rhythm.


Sensorial stimulation: We use varied activities to stimulate all senses (smell, touch, taste, hearing and vision). New materials are being constantly introduced to satisfy the child’s curiosity and need for intellectual stimulation.


Crib allocation: each child is assigned an individual crib which is decorated with mobiles that stimulate the infant’s senses.


Bilingualism: Infants get exposed to phonemes in different languages (Spanish & English) in order to ease the transition into bilingualism which will follow in later stages.




The toddler program is the very foundation of the rest of your child’s education, and so this program is focused on introducing your toddlers to the world and guiding them in their interactions with it. This involves teaching them their first life skills, from how to use a zippy cup to how to be gentle with others.


The toddler program is based around four key developmental goals specific to this early stage: sensorial stimulation, motor control, social skills, and emotional regulation.


Sensorial stimulation: We use varied activities to stimulate all senses (smell, touch, taste, hearing and vision). Particular emphasis is placed on the child’s awareness of the stimulation source, since it is through the senses that children acquire knowledge about the world around them. The teachers’ activities are especially designed to teach children differences between “soft” & “hard”, “sweet & sour”, “hot & cold”. These differences are then used to enrich the children’s vocabulary.


In this class we work:


Motor control: During this stage children are guided through their exploration of everyday objects. They are encouraged to, for example: independently open/close lids; grasp different materials; and redirect their attention when prompted. Teachers take into account their early need for movement by planning a number of activities in which children can move through different surfaces, walk, pull and push objects, come into and out of tunnels, and go up and down stairs.


Social skills: As toddlers begin to interact constantly with others they will experience some of the common challenges of these first interactions.

One year olds enjoy sharing their space and activities with others; however, they haven’t developed the ability to empathize, and to use language efficiently in social relations. The teacher’s careful attention and their opportune interventions allow for the development of communication skills and other tools necessary for group interactions.


Language: Through the use of songs, rhymes, and verbalizations, teachers stimulate the use of language in communication, problem solving, and the building of vocabulary. Common activities purporting to develop vocabulary and attention capacity employ storybooks, images, and other real objects.



At 2 years old children are beginning to realize the different ways through which they can influence the world and the people within it. This is a period where children are full of energy and potential. Our program is focused on managing this process while providing high quality education that makes sure your children succeed later in life.


The two year old program focuses on:


Language development: During this year language development is most pronounced. The vocabulary that had started to develop in the 1 year old class bursts. The teacher uses tools like verbalization, paraphrasing, storytelling, singing, and a general constant use of language throughout all daily routines. The teachers place great emphasis in children’s own use of language to problem solve, and are carefully use their influence as role models to demonstrate the proper use of language.


Cognitive development: At two years of age children crave to learn and do so with great speed and ease. Their retentive memory is highly acute y the teachers take advantage of this to plan activities of greater complexity - which allow the introduction of new terminology and concepts that are required by our curricular program.



Motor control: It is during this year that children start to learn valuable skills, like learning how to properly grab crayons, how to use scissors, and how to mold play-dough. These dexterities will all be needed as they learn to write in the future. In this class children also exercise their gross-motor movement by climbing, running, kicking, and catching during our activities outside.



Social development: At two years of age children start to be more interested in others. Teachers plan collective games that allow for greater integration and stimulate interactions in the group. Teachers in this class begin to work towards awakening the child’s empathic abilities and their respecting of others, they also work on their capacity to share and solve problems when accompanied.



The three year old group is starting to grasp the complexities of language, and with this change comes the opportunity of further instruction. This program is focused on language development, but begins introducing important tools for later life, such as the basics of reading, identification of sets, categorization, and the use of opposites.


The main areas


Language development: Expectations about expressive language are much higher in this class. Teachers plan activities that require children’s use of complete sentences and specific vocabulary words. Letters and their different sounds are taught actively and through the use of storybook reading, as well as through writing and functional reading.


Reading: The reading of stories and informative material is part of daily routine. Teachers strive to foster children’s enjoyment of reading. At the same time, they are given tools so they can begin deciphering written material.


Cognitive development: There is much to learn this year! Since we are much more than a “day-care”, we have a curriculum that stipulates a series of activities designed in increasing complexity for the teaching of notions such as: space, time, and numbers - all related to scientific knowledge, observation, and exploration. Several road-trips are organized throughout the year, which are not only very fun, but also highly educational.



Socio­-emotional development: By the time children are three years of age they tend to prefer playing in small groups and are by then able to wait in turns. Activities are planned in order to take advantage of integration, the development of empathy, and the ability to share. We orient the children towards engaging in activities with clear goals, and help them find the means to accomplish those goals. We stimulate autonomy and independence, within a structured environment with clear rules



The VPK program bundles formal instruction with lots of fun learning activities, aimed to challenge and prepare children for success in elementary school. Our bilingual program focuses on reading, math, and language development.


These are taught through:


Reading: We stimulate their own reading by providing interesting reading material and planning activities which stimulate their phonological awareness, their use of compound words, syllables, patterns, and rhyme.



Writing: Through writing experiences children realize that writing is a great way to express their thoughts and ideas to others. We work towards improving children’s writing from scribbles towards more structured and conventional forms of writing.


Cognitive:  We focus on mathematical thinking, numbers and operations, patterns and seriations, geometry, special relations, measurement as we as scientific inquiry, life science, earth space.



Before­ and After­ school


We provide a safe place for after schoolers to work in their homework and have fun while learning interesting things.


Camps (Summer, Winter & Spring)


We have a camp for every holiday season: winter, spring, and summer. Whenever Broward schools are closed we organize day­ trips and other fun activities


13750 W State Road 84,

Davie, FL 33325

(At Shenandoah Square)