INFANTS

The National Association for the Education of Young Children states “the earliest years are about relationships.”

Infants crave and develop attachments to special people in their lives. It is our job as early childhood educators to assist your infant in developing positive expectations about people and themselves.

•Young infants (0 to 9 months) seek security.
•Mobile infants (8 to 18 months) are eager to explore.

Your child’s day will involve face to face language stimulation and opportunities to move in a safe environment that does not restrict their active curiosity. This process of environmental stimulation sets the stage for future neural activity. Therefore, we will provide visual, auditory and tactile sensory experiences that will stimulate these connections daily. We understand attachment and trust are critical elements to both social and intellectual growth therefor your child. Each infant will have a consistent caregiver who communicates the daily routines, health and classroom activities your infant is exposed to on a daily basis.

This curriculum provides the basis of offering nurturing, language-rich routines and creating meaningful experiences every day. Through daily teaching tools your infant will have playful and engaging experiences with individualized opportunities to meet the needs of each unique child. Facilitating learning during routines allow for the caregiver to intentionally incorporate literacy, math, science, social studies, and physical skills in a developmentally appropriate way.

We believe no child is too young to be exposed to reading, through simple soft books with bright colors and daily exposure; your infant will be started on a path to a literacy balanced day.

Our infants will also have quality outdoor time, whether it is a cruise in our stroller or sitting under the canopy, we realize the importance of fresh air and natural sunlight in a safe yet stimulating way.

Schedules for infants are used as a guide for the day. Infant classroom schedules are responsive to individual children’s needs.

Infants eating table food follow the program’s snack and meal schedule, while younger infants eat at appropriate intervals based on their indicators to staff that they are hungry. Developmental activities including sensory, large motor (both indoors and outdoors), and small motor activities happen throughout the day as children are interested. Routines, such as diapering, eating, and napping, occur throughout the day to meet each child’s unique schedule.