It is the teacher’s responsibility to know each individual schedule as well as their physical and oral signs to feed them. Very young infants may eat every 2 to 4 hours. Times are recorded to let the parents know how long and at what time their child slept. It is also a time to discuss the infant’s night before, any concerns, and for the parent to write down any special information the teachers should be aware of.Įach child naps according to their own personal schedule. This is the time for the parent and teacher to help the infant make the transition from parent to teacher. It is our goal to provide a positive and supportive environment where the infants can develop to their fullest potential physically, emotionally, perceptually and cognitively. Consistent recording and sharing information is a must to meet the infant’s need. Good communication between parents and caregivers is necessary to understand the infant’s behavior and ever changing schedule of eating and sleeping. Routines are set up according to each child’s body schedule rather than the center’s schedule. Each child is unique and should have their own curriculum designed specifically for them by the caregivers observing, thinking, planning and putting the different skills and information together using the developmental area as a structure. These experiences should enhance the infants physical, emotional, social, cognitive and perceptual skill development. We strive to fulfill the needs of the five major developmental areas through the infants everyday routines and experiences. Infants are active participants in selecting their individual curriculum and initiating their activities.
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