Back

Our primary concern in this age group is to make our little ones feel secure, important, loved, and happy in a group situation. We believe this is achieved by a shared, cooperative play space program under the direct supervision of qualified caregivers.

Because development is so individual, these statements do not define infants and toddlers by chronological age. The following provisions are directed toward the care of infants (non-walkers) and the toddler (crawlers/walkers).

Interactions Among Adults and Children
Caregivers engage in many one-to-one, face-to-face interactions with infants. Adults talk in a pleasant, soothing voice, and use simple language and frequent eye contact.

Infants are held and carried frequently to provide them with a variety of experiences. The adults talk to the infant before, during and after moving the infant around.

Adults are especially attentive to infants during routines such as diaper changing, feeding, and changing clothes. The caregiver explains what will happen, what is happening, and what will happen next.

All interactions are characterized by gentle, supportive responses. Adults listen and respond to sounds that infants make, imitate them, and respect infants' sounds as the beginning of communications.

Caregivers respond quickly to infants' cries or calls of distress, recognizing that crying and body movements are infants' only way to communicate. Responses are soothing and tender.

Playful interactions with babies are done in ways that are sensitive to the child's level of tolerance for physical movement, louder sounds, or other changes.

Children's play interests are respected. Adults observe the child's activity and comment, offer additional ideas for play, and encourage the child's engagement in the activity.

The caregiver frequently talks with, sings to, and reads to infants. Language is a vital, lively form of communication with individuals.

Infants and their parents are greeted warmly and with enthusiasm each morning. The caregiver holds the baby upon arrival and gradually helps the child become a part of a small group.

Caregivers consistently respond to infants' needs for food and comfort thus enabling the infants to develop trust in the adults who care for them, so they find the world a secure place to be.

Caregivers adjust to infants' individual feeding and sleeping schedules. Their food preferences and eating styles are respected.

Infants are praised for their accomplishments and helped to feel increasingly competent.

Teachers respect infants' curiosity about each other. At the same time, adults help ensure that children treat each other gently.

Adults model the type of interactions with others that they want children to develop.

Adults frequently engage in games such as Peek-A-Boo and 5 Little Piggies with infants who are interested and responsive to the play.

Diaper changing, feeding, and other routines are viewed as vital learning experiences for babies.

Healthy, accepting attitudes about children's bodies and their functions are expressed.

Environment
The diapering, sleeping, feeding, and play areas are separate to ensure sanitation and provide quiet, restful areas.

The environment contains both soft (pillows, padded walls) and hard rocking chair, mirrors) elements.

Babies find contrasts in colors and design interesting, so bright colors are used to create distinct patterns.

Children have their own cribs, bedding, feeding utensils, clothing, diapers, pacifiers, and other special comforting objects. Infant's names are used to label every personal item.

The area that is the focus of play changes periodically during the day from the floor, to strollers, to being carried, to rocking or swinging, and other variations to give infants different perspectives on people and places. Children are cared for both indoors and outdoors.

Mirrors are placed where infants can observe themselves - on the wall next to the floor, next to the diapering area.

Fresh air and healthy heat/humidity/cooling conditions are maintained.

The room is cheerful and decorated at children's eye level with pictures of people's faces, friendly animals, and other familiar objects. Pictures of children and their families are displayed.

A variety of music is provided for enjoyment in listening/body movement/singing.

Space is arranged so children can enjoy moments of quiet play by themselves, so they have space to roll over, and so they can crawl toward interesting objects.

Floors are covered by easy-to-clean carpet. Infants are barefoot whenever possible.

Equipment
Toys are safe, washable, and too large for infants to swallow. They range from very simple to more complex.

Toys provided are responsive to the child's actions: bells, busy boards, balls, vinyl-covered pillows to climb on, large beads that snap together, nesting bowls, small blocks, shape sorters, music boxes, squeeze toys the squeak.

Mobiles are designed to be seen from the child's viewpoint. They are removed when children can reach for and grasp them.

Toys are scaled to a size that enables infants to grasp, chew, and manipulate them (clutch balls, rattles, spoons, teethers, rubber dolls).

Toys are available on open shelves so children can make their own selections.

Low climbing structures and steps are provided. Structures are well padded and safe for exploration.

Books are heavy cardboard with rounded edges. They have bright pictures of familiar objects.

Pictorial materials depict a variety of ages and ethnic groups in a positive way.

Health, Safety and Nutrition
Health and safety precautions are taken to limit the spread of infectious disease. Toys that are mouthed are replaced when a child has finished with them so they can be cleaned with a bleach solution.

Written records are maintained for each child. Immunizations are current. Up-to-date emergency information is readily available.

Staff are in good health and take precautions not to spread infection.

Children are always under adult supervision.

The environment is safe for children - electrical outlets are covered, no hazardous substances are within children's reach, no extension cords are exposed.

Children are dressed appropriately for the weather and type of play they engage in.

Adults was their hands before and after each diaper change, before and after feeding each infant.

Adults are aware of the symptoms of common illnesses, environmental hazards such as lead poisoning, and food or other allergies.

Diaper changing areas are easily and routinely sanitized after each change.

Children are always held with their bodies at an angle when being fed from a bottle.

Unused portions of baby's formula must be discarded after each feeding.

Every effort will be made to accommodate the needs of a child who is being breast fed.

Children who can sit up eat in groups of one or two with a caregiver to ensure adult assistance as needed. Finger foods are encouraged. Only healthy foods are fed. Eating is considered a sociable, happy time.

Diapering, sleeping, feeding and play areas are separate to ensure sanitation.

Children have their own cribs, bedding, feeding utensils, clothing, diapers, pacifiers. Infants' names are used to label every personal item.

Parents are to provide infant's formula. The caregiver is to label all formulas, milk, juice and/or any other good provided by the parent.

Infant's formula cannot be heated in a microwave.

Parents are to provide disposable diapers, baby powder, and wipies. These items are to be specifically marked with the child's name. Soiled disposable diapers must be disposed of immediately into an outside trash disposal or put in a tightly covered plastic-lined trash can in an area inaccessible to children until outdoor disposal is possible.

High chairs, when used, must have a wide base. A safety strap must be used on children who are seated in high chairs.

A nurse will visit the program on a weekly basis.

Staff/Parent Interactions
Parents are viewed as the child's primary source of affection and care. Staff support parents and work with them to help them feel confident as parents.

Parents and staff talk daily to share pertinent information about the child.

Staff help parents anticipate the child's next areas of development and prepare them to support the child.

Staff Qualifications
Staff enjoy working with infants and are warmly responsive to their needs. Staff have had training specifically related to infant development and caregiving. They know what skills and behaviors emerge during the first few months and support children as they become increasingly competent and knowledgeable. Staff are competent in first aid.

Staffing
The group size and ratio of adults to infants is limited to allow for one-to-one interactions, intimate knowledge of individual babies and consistent caregiving. Babies need to relate to the same, very few people each day. A ratio of one adult to no more than four infants is best.

Daily Activities (Infants/Non-walkers)
One-on-one, face-to-face interactions with infants. Adults talk in a pleasant, soothing voice and use simple language and frequent eye contact.

Infants are held and carried frequently to provide them with a variety of experiences. The adults talk to the infant before, during, and after moving the infant around.

Caregivers are especially attentive to infants during routines such as diaper changing, feeding, and changing clothes. The caregiver explains what will happen, and what will happen next.

All interactions are characterized by gentle, supportive responses. Adults listen and respond to sounds that infants make, imitate them, and respect infants' sounds as the beginning of communication.

Playful interactions with babies are done in ways that are sensitive to the child's level of tolerance for physical movement, louder sounds, or other changes.

The caregiver frequently talks with, sings to, and reads to infants. Language is a vital, lively form of communication with individuals.

Caregivers consistently respond to infants' needs.

Caregivers adults to infants' individual feeding and sleeping schedules.

Infants are praised for their accomplishments and helped to feel increasingly competent.

Caregivers respect infants' curiosity about each other. At the same time, adults help ensure that children treat each other gently.

Caregivers frequently engage in games such as Peek-a-Boo and 5 Little Piggies with infants who are interested and responsive to play.

Diaper changing, feeding, and other routines are viewed as vital learning experiences for babies.

Daily Activities (Infants/Crawlers/Walkers)
Children's play interests are respected. Adults observe the child's activity and comment, offer additional ideas for play, and encourage the child's engagement in the activity.

Caregivers are supportive of children as they acquire skills. Adults watch to see what the child is trying to do and provide the necessary support to help the child accomplish the task, allowing children to do what they are capable of doing and assisting with tasks that are frustrating.

Caregivers respond quickly to the child's cries or calls for help, recognizing that young children have limited language with which to communicate their needs.

Caregivers respect children's developing preferences for familiar objects, foods, and people. Adults permit children to keep their own favorite objects and provide limited options from which children may choose what they may prefer to eat or wear. Children's preferences are seen as a healthy indication of a developing self-concept.

Caregivers respect the child's desire to carry favored objects around with them, to move objects like household items from one place to another, and to roam around or sit and parallel play with toys and objects.

Caregivers patiently redirect the toddlers to help guide children toward controlling their own impulses and behavior. When children fight over the same toy, the adult provides another like it or removes the toy. If neither of these strategies is effective, the adult may gently remove the toddler and redirect the child's attention by initiating play in another area. Adults only punish children for overtly dangerous behavior.

Caregivers recognize that constantly testing limits and expressing opposition to adults ("NO!") is part of developing a healthy sense of self as a separate, autonomous individual. Adults only say "no" when the prohibition relates to children's safety. Adults give positively worded directions.

Children are praised for their accomplishments and helped to feel increasingly competent and in control of themselves.

Caregivers recognize that routine tasks of living like eating, toileting, and dressing are important opportunities to help children learn about their world and to regulate their own behavior.

Caregivers play with the children reciprocally, modeling for them how to play imaginatively with baby dolls and accessories.

Caregivers support children's play so that they stay interested in an object of activity for longer periods of time and their play becomes more complex, moving from simple awareness and exploration of objects to more complicated play like pretending.

Child's solitary and parallel play is respected. Adults provide several of the same popular toys for children to play with alone or near another child. Adults realize that having three or four of the same sought-after toys is more helpful than having one each of many different toys.

Adults prepare the environment to allow for predictability and repetition, as well as events that can be expected and anticipated.

Caregivers frequently read to the children, individually on laps, on in groups of two or three. Adults sing, do finger plays, act out simple stories like the "Thee Little Bears" with children participating actively, or tell stories using flannel board or magnetic board, and allow children to manipulate and place figures on the boards.

The children are given appropriate art media such as large crayons, watercolor markers, and large paper. Adults expect the children to explore and manipulate art materials and do not expect them to produce a finished art product. Adults never use food for art because young children are developing self-regulatory skills and must learn to distinguish between food and other objects that are not to be eaten.

Time schedules are flexible and smooth, dictated more by the children's needs than by the adult. There is a relatively predictable sequence to the day to help children feel secure.

Children's schedule are respected with regard to eating and sleeping. Small children are provided snacks more frequently and in smaller portions than older children. Liquids are provided frequently.

Diaper changing, toilet learning, eating, dressing, and other routines are viewed as vital learning experiences.

Children learn to use the toilet through consistent, positive encouragement by adults. When a child reaches the age where they feel confident and unafraid to sit on a potty seat, adults invite them to use the potty, help them as needed, provide manageable clothing, and positively reinforce their behavior regardless of the outcome. Children are provided a toddler-appropriate potty seat and step-stool, if needed, in a well lit, inviting, relatively private space. Children are taken to the toilet frequently and regularly in response to their own biological habits. Children are never scolded or shamed about toileting or wet diapers/pants.

Healthy accepting attitudes about children's bodies and their functions are expressed.

Children have daily opportunity for exploratory activity outdoors, such as water and sand play and easel painting. Water play is available daily, requiring that adults dry clothes or provide clothing changes. Children have opportunities for supervised play in sand. Adults recognize that sand is a soft and absorbing medium ideally suited for toddler exploration. Well-supervised sand play is used to teach children to self-regulate what they can and cannot do.

Routines are planned as learning experiences to help children become skilled and independent. Meals and snacks include finger food or utensils that are easier for toddlers to use such as bowls, spoons, and graduated versions of drinking cups. Dressing and undressing are seen as learning activities and children's attempts to dress themselves and put on shoes are supported and positively encouraged.

Appropriate Clothing
Please bring your child to school dressed in comfortable clothing that can be washed easily. Older infants often get messy when practicing self-help skills. Also, an infant's shoes are very important to take heed to. Open-toed sandals, poor-fitting shoes, and long shoe laces are very dangerous to a child learning to walk.

Outdoor Play
Outdoor time is an important part of our infant program. We believe that children benefit from this experience, so we spend time outside year round (large muscle development - running, climbing and exploring). For this reason, we ask that you please send in appropriate clothing for your child. In the winter they will need: hats, waterproof gloves, a waterproof snowsuit, an extra sweatshirt or sweater and appropriate foot gear. Younger infants will not go out on cold days. During the summer months we have the infants experience water play so they will need the appropriate clothing: swim suit, hat, sun block, etc.

If your child is not feeling well and you think he/she should remain indoors, please keep him/her at home.

Parent Involvement
Parent involvement is very important to our infant program. We encourage parents to participate and spend time in the infant room as much as possible. Parent participation enhances communication between the parent and the center. Listed below are some examples of parent involvement activities:

• Reading a story
• Sharing a special talent with the group, such as playing a musical instrument
• Making games or toys
• Collecting and contributing materials for games or toys

Feedings, Diapering and Napping
Our environment is set up to meet the needs of each individual child. Infants are fed, napped and have their diapers changed according to their needs. We ask parents to fill out an infant routine sheet before their day; this allows us to become familiar with their child's schedule. We are aware that children's schedules change as they grow and we make adjustments as needed. Please feel free to discuss with teachers any questions you may have.

Although bottles are to be prepared at home for sanitary reasons, we do ask that extra formula be kept at the center. Please do not send in any glass containers. For safety reasons, as babies grow older, we encourage them to sit in a high-chair while drinking their bottle.

For older infants who are on table food, we provide three snacks and lunch each day. It is our policy to provide children with nutritious, balanced meals.

As children are beginning to master their self-help skills, we encourage them to use not only sippy cups, but also eating utensils. As the child begins to approach his/her toddler stage of life, we try to wean those children who will be entering the toddler room off their bottles.

Infants' diapers are changed every 1 to 2 hours (depending on their eating/sleeping schedules) and after every bowel movements. Disposable gloves are used and diaper changing paper is used on our changing pad for each diaper change, as well a a wash down with a bleach and water solution.

Each infant has their own crib and mattress (which is purchased by the parent trough the center). The cribs are washed down at least once a week, or as needed.

Items You Will Need
The following are items that your child will need during the day:

• At least two extra outfits - Including pants or shorts, shirts, onesies and socks
• At least one blanket - To be taken home on Fridays to be washed
• At least two crib sheets - To be taken home on Fridays to be washed
• Bumpers for the cribs
• Diapers
• Wipes
• Diapering needs (powder, ointment, etc.)
• Bibs, burp cloths
• Formula prepared in bottles, juice, cereal, jar food, etc.

Please make sure that all items are labeled.
Although there will be reminders, we ask that parents be aware of when the above items need to be replaced.

Infant Environment
It is a priority to keep the infant areas as clean as possible. We ask that everyone remove their shoes before entering. At the end of the day, and during the day, we use a bleach and water solution to clean cabinet tops, mats, tables, play equipment, etc. We use a variety of toys for each day. Every evening these toys are soaked and washed.

To help keep our infant environment as germ-free as possible we ask parents to keep their child home when he/she is sick. Please refer to the center's health policy in the Parent's Handbook for proper guidelines.

Transitioning to the Toddlers
During the summer months, the older infants will be getting ready to join the toddler group. We would like the children to feel as comfortable as possible as they enter their new group, so we begin the "visiting" process in the summer. One or two children will go over to the toddler area. These visits will initially last about thirty minutes, and will extend to an entire day before the end of August. Each child will experience eating and napping in their new group before the transition takes place.

At any point during the year, we may see that some of the children are ready to move up to the toddler group before September. Should this happen, parents will be notified and will be able to decide whether or not they want their child moved up. The same transition process is followed. The decision to move a child up is based on the child's developmental level and the availability of a spot in the next group.

Toys/Equipment for Infants

For young infants (0-6 months):

• Rattles
• Teething toys
• Squeeze/squeak toys
• Mobiles
• Gyms

For older infants (6-18 months):

Large Motor	Tactile/Manipulable
Balls	Textured books/balls/boxes
Large boxes	Cuddly toys
Mats	Teething toys
Low climbers	Blocks (lightweight plastic or vinyl)
Push/Pull toys	Containers
Mat ramps	Gyms
Riding toys	Water toys
Mat steps	Shape sorters
Walking toys	Stacking/nesting toys
Seeing	Listening
Books	Musical Toys
Pictures	Rattles
Mirrors	Musical instruments
	Tape player