Infants and Toddlers Curriculum

Our philosophy regarding the care of infants and toddlers is based on innovative Brain Development research, which indicates that infants and toddlers need nurturing, responsive caregivers in an environment designed to meet their growing and changing needs. We meet those needs through this proven system:

	Continuity of care We keep our infants and toddlers with familiar caregivers and teachers over long periods of time. This helps the children develop healthy emotional attachments. According to classic research from the 1940s and 60s, children who develop secure attachments to caregivers during their early years are more willing to explore the exciting world around them, and strengthen their bond with their parents.
	Primary care giving Each infant and toddler is assigned to a primary caregiver, who is the main person that feeds, cares for and engages the child in stimulating activities. This system of individual attention provides a sense of overall security -- the foundation for growth and development. It also assures that the primary caregiver gets to know the child in-depth and can tailor early education to the child's unique needs and personality.
	Small group learning We keep children in small groups, a strategy strongly recommended by research findings to promote bonding as well as developing social skills and an awareness of other children around them.

Infants (children 8 weeks - 18 months)
Adult-to-child ratio is minimally 1 to 3 for play groups and walks

Toddlers (children 18 months - 36 months)
Adult-to-child ratio is 1 to 4 for play groups, activities and eating

Responsive care
Studies demonstrate that when babies are responded to in a nurturing and caring way, they develop trust in the world around them. With that in mind, our staff is trained to respond to infants with a nurturing physical connection. Our staff makes a special effort to get to know our toddlers, so they can meet their needs easily and quickly. Our teachers also talk to toddlers in a narrative approach, which encourages toddlers' development of expressive language. We even use simple Sign Language with non-expressive children to help them express themselves.

Specially designed environment
Our infants have their own classroom (including nursery/napping area), playroom and patio. Each infant has his or her own designated crib. The playroom is strategically constructed to accommodate several small-group activities.

Our dedicated toddler rooms and playground are specially designed to meet their growing need to explore their world and express their independence. Many different play areas are included to promote new experiences, from building blocks and role playing to art, puzzles and climbing.

Individual attention
In addition to small-group activities, we develop individualized activities based on each baby's and toddler's personal developmental readiness. We provide developmental assessments to parents, and maintain formal daily communication, to help maximize the effectiveness of our program.

Preschool/Kindergarten Readiness Curriculum

Our Preschool/Kindergarten Readiness practices are based on well-established theories and research, utilizing meaningful real-life experiences in a fun, respectful environment. A key aspect of our approach is balancing teacher-directed activities with child-initiated activities. This approach is proven effective in helping preschool-age children discover the concepts and skills they need for academic success in elementary school - and beyond.

Reality-based learning brings real results
Research indicates that tangible reality is essential for preschool children to understand complex concepts. We plan activities based on tangible topics, then explore the topic with hands-on experiences, such as walks through the Fairgrounds to learn about trees, or using real apples to learn about the letter A.

Developing well-rounded abilities
All our preschool learning activities have associated standards to help assure that each child is making progress toward defined competency goals. To prepare children for Kindergarten, o ur objective is to help each child develop their fullest ability in these key areas:

Social competencies

• Positive self image
• Effective social/interpersonal skills
• Awareness and appreciation of other children's special needs and differences
• Communication skills

Learning competencies

• Developing a joy of learning and discovery
• Problem solving skills
• Real-life mathematical skills, from counting to size-relationship concepts, shapes, etc.
• Literacy skills by experiencing songs, games, stories, etc.

Physical competencies

• Proficiency in large and small motor skills
• Developing ability to ride a tricycle, jump forward, kick, catch and move rhythmically
• Developing ability to precisely use tools like crayons and scissors, plus fasten buttons

Health & safety competencies

• Learning about - and tasting -- various foods
• Personal cleanliness and toileting skills
• Understanding dangerous behavior and how to communicate it
• Knowing child's own full name in case of emergency

We strive to develop a balance of these essential competencies by creating curriculum based on the unique needs each child demonstrates. We continually assess and document each child's progress, and later share the information with each child's Kindergarten teacher. This helps the Kindergarten experience build upon the Child Development Center learning experience.