In the first years of life, the child is acquiring a sense of trust in oneself and others, a sense of safety and security that comes from responsive, predictable care from others to whom one is attached.
The child is developing a sense of autonomy, a sense of being a separate, independent self. This comes from being treated as an individual and increasing opportunities for independence.
The child at this age is a sensory-motor being, exploring the world with their senses while developing motor skills. They need a world rich with opportunities to explore and enjoy actively; to see, hear, feel, touch, and move; a world where they are encouraged to venture and discover.
INFANT INFORMATION
The environment is planned to maximize:
Large & Small Motor Experiences: reaching, grasping, holding, crawling in, out, over, under
Sensory Experiences: explorations of texture, color, sound, size, shape, smell, taste, weight
Cognitive Experiences: object permanence, spatial relationships, classifying, collecting and dumping, cause and effect, problem-solving
Language Experiences: adult-child conversations, labeling, books, music, rhymes, sound explorations
Social Experiences: adult-child one-to-one, child-initiated interactions, guiding and modeling positive peer interactions
Creative Expression: art, movement, doll and soft toy play, imitation and beginning dramatic play
In the infant classrooms, the child learns and discovers at every waking moment. With a relaxed pace and gentle one-to-one contact between teacher and child, full of language and conversations, these are prime times for developing a strong sense of personal worth. If the child is actively involved and respected while meeting their needs, these are excellent times for creating a sense of autonomy. And when a teacher and child intimately share a moment of delight, these are prime times for discovering the joy of being human.
Infant 1 is for babies six weeks to 8 or 9 months. In the Infant 1 classroom, once the physical needs are met, the babies are on the floor where the teachers read to them, show them books, sing to them, and show them how to play with the toys.
Once the babies crawl and are very mobile, usually at around 8 or 9 months, they are ready to move next door to the Infant 2 classroom. The children stay in the Infant 2 classroom until they are about15 months and/or walking steadily.
When the teachers feel that a child is ready to move from Infant 1 to Infant 2, they will notify the administrative staff and the parents; then, we will transition the child to the Infant 2 room. One of the Infant 1 teachers will take the child to the room next door to familiarize themselves with the new surroundings, the new staff, and the new friends. The child will begin to spend the whole day in the Infant 2 room as soon as they feel comfortable doing so. Some babies may take longer than others to transition, and we will be there to help each one in the process.
In the Infant 2 classroom, the babies enjoy more structured activities such as circle time, art, outdoor play, stories, and songs. The transition from the bottle to the sippy cup is introduced to using spoons and forks before transitioning to the Toddler 1 classroom.
What To Bring Daily Schedule Infant 1 Daily Schedule Infant 2
For Information on our safe sleep policy Click Here
Infant Sleep Exception Form Click Here
TODDLER INFORMATION
To be placed in the Toddler 1 classroom, the child should be at least 15 months and have specific readiness skills established: the child should be walking steadily; must be able to nap once per day; must be able to drink from a cup or sippy cup. It is essential that the child drink from a cup and is no longer drinking from a bottle at all. It isn’t apparent to drink from a cup at school and a bottle at home. When a child is in a new environment such as school, and their bottle is not available, it can potentially be very distressing. Thus, we must adhere strictly to this policy for the child’s happiness and well-being.
CHILDREN WHO ARE 20-23 MONTHS ARE TRANSITIONED INTO THE TODDLER 2 PROGRAM
The learning environment is organized for active, hands-on learning, planning for the collective and individual needs of the children in the class. There are opportunities for individual play, playing in pairs, and small group play, and minimal times when everyone is expected to be doing the same activity simultaneously.
The teachers provide the environment and materials and are there to stimulate questions and curiosity; they support and encourage children and help them find new answers and new challenges. They help children achieve the confidence and self-discipline to build on their learning and develop more sophisticated skills and knowledge.
The environment is planned to maximize:
Large & Small Motor Experiences: gripping, throwing, manipulating, walking, climbing, pushing, pulling.
Sensory Experiences: explorations of texture, color, sound, size, shape, smell, taste, weight
Cognitive Experiences: object permanence, spatial relationships, classifying, collecting and dumping, cause and effect, problem-solving
Language Experiences: adult-child conversations, labeling, books, music, rhymes, sound explorations
Social Experiences: adult-child one-to-one, child-initiated interactions, guiding and modeling positive peer interactions
Creative Expression: art, movement, doll and soft toy play, imitation and beginning dramatic play
Goals for children in the Toddler 1 and 2 classes include:
- Developing trust.
- Separating from parents.
- Establishing autonomy and self-control.
- Developing strong language skills.
- Learning to be with peers.
Activities focus on sensory experiences, movement, communication with peers, and handling feelings in acceptable, socially appropriate ways. Children will participate in small group activities, circle time, motor development in the gym, creative movement, learning centers, including art, dramatic play, blocks, fine motor activities, early literacy activities, stories, songs, and outside play.
AT THE BEGINNING OF THE SCHOOL YEAR, CHILDREN WHO WILL BE TURNING TWO YEARS OLD BETWEEN SEPTEMBER 2 AND DECEMBER 31 WILL ENTER OUR TODDLER 3 PROGRAM
Students in this classroom continue to build on their Toddler 1 and Toddler 2 experiences. Many may recognize their shapes and colors, while some may recognize letters of the alphabet. Near the end of the school year, our teachers will aid in toilet training if the children have expressed interest at home.
What to Bring for Toddlers Daily Schedule (example)
YOUR CHILD’S FIRST DAY
Because transitions and separations can be difficult, you should plan to bring your child to school at least one day before their first official day so that you can stay with your child. Plan to be here for at least one hour. This provides a chance for your child to visit the class, meet the teachers, and become more familiar with the classroom environment while you are present. Our goal is for your child to stay for as long as they are comfortable, leave happy content, and have had a positive experience! During this first visit, help your child by playing with toys, interacting with the teachers, and maintaining a positive attitude. When your child sees that you seem comfortable in the classroom and trust the teachers, they will transition into the school environment more effectively than if you express feelings of anxiety or uncertainty. Please keep in mind that some children need more time to adjust to a new environment. The teachers will talk with you individually to develop a plan to meet your child’s specific needs. In addition, please know that you are welcome and encouraged to stay in the building as long as you need to feel comfortable with your child’s experience. Feel free to call the school anytime to check on your child.