Infant/Toddler Program (0-36 Months)

The program for these children is governed by their developmental needs. With an appropriate adult-child ratio, the prepared environment is

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divided into four main areas:

The Movement Areas with soft cushions for

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safe movement activities
The Sleeping Areas with
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cribs, or futons or mats
The Eating Area with age
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appropriate equipment
The Physical Care Area for changing or
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In addition, there is a couch and rocking chair. We do not include such equipment as walkers, swings, playpens, and highchairs in our program since these items do not have developmental values to babies.

The teachers:

  • Must demonstrate their knowledge of infant/toddler development
  • Be responsive to the needs of the babies;
  • Demonstrate awareness of the progress of each baby;
  • Be able to plan, implement and evaluate a learning program suitable for all babies;
  • Be able to communicate with families;
  • Work well with the program administration and other staff persons

Major Curriculum Guides

Although the teachers use several sources of instructional resources such as websites, community people, and libraries, our program offer teachers prepared and well-researched curriculum guides for the various developmental levels:

  1. The Comprehensive Infant Curriculum is a complete, interactive curriculum for infants from birth through 18 months (Kay Albrecht, Linda G. Miller).  The major components that must be addressed on a daily basis include:  dramatic play, sensory/art, curiosity, literacy, music, outdoor education, movement, projects and parent participation. These components are realized through:  a) themes that address the child’s developmental task of separating from his/her parents in order to learn to trust the human world in which they are going to live.   The themes are:  “Me”, “Mommies and Daddies”; b) themes that are about connecting with the child’s social, psychological and physical learning environment (the school, the teacher, and other children).  These themes are:  “inside and Outside.” “Open and Close”;

c) Next are themes about the child learning how to relate to self and to others.  These are:  “Big and Little”, “Cars, Trucks, and Trains”; d) communicating with parents, teachers and friends is the next group of themes.  These are:  “storybook characters,” and “sounds”; e) Moving around perhaps has the most exciting themes for the babies as they start to explore the physical world with its many wonders.  The themes are:  “Competent Me,” and “Windows, Walls, Doors, and Hallways;”

f) Expressing feelings with parents, teachers and friends forms the final group of themes before these babies enter their second major group of themes planned or toddlers from 19 months to 36 months.  These themes are:  “Senses,” “Bubbles, Mud, and Puddles.”

Several books related to the theme are read with the babies.  Also, parents are given projects to do with the babies regarding the themes.  Before the theme is introduced in the learning environment, all parents are given a heads up on the concepts that are going to be learned in the upcoming theme.

II. The Comprehensive Toddler Curriculum , A Complete Interactive Curriculum for Toddlers from 19 months to 36 months (Kay Albrecht/Linder G. Miller.  Like the infants, this is a complete interactive curriculum.  The daily program areas include:  dramatics; sensory/art; curiosity; construction; literacy; music; outdoor education; movement; projects; and parent participation. What the children learn is grouped into six (6) major areas under each one of which falls two theme area:

  1. Transition to School: The themes are:  (a) “Me and My Body” and (b) “My Family”
  2. Making Friends: I “My neighborhood;” and (d) “Fruits and Vegetables”
  3. Exploring Roles: (e) “Space” and (f) “Sky”
  4. Communicating with Parents, Teachers, and Friends:  (g) “Big Animals, and (h) “Little Animals”
  5. Problem Solving:  (i) Construction” and (j) “Wheels”
  6. Expressing Feelings With Parents, Teachers, and Friends: (k) “Storybook Characters,” and “Water.”

Prior to the start of each theme, parents are given copies of the concepts to be learned in a given theme, an outline of the theme, and parent participation “post cards.”

Read and print our Brochures by clicking the link below according to the age of your child.