Examples of Appropriate Practices for Infants Relationships among caregivers and children

1. Examples of Appropriate Practices for Infants • Relationships among caregivers and children • -Relationships are built and gain an understand of temperament, needs, and cues • -Adults engage in one-to-one interactions with infant using simple phrases, calm voice, and eye contact • -Warm, responsive interactions occur throughout the day • -Especially attentive to care giving needs; diaper changing, feeding, changing clothes • -Recognize that crying and body movements are the infants’ way of communicating • - Every infant receives nurturing care • -Playful interactions with babies are done in ways that are sensitive to the child’s interests and level of tolerance for physical movement, loud sounds, or other changes • -Adults show respect for infants; play by observing, commenting, and providing a safe environment • -Frequently read to, sing to, and talk to infants • -Infants and their parents are greeted warmly each morning • -Consistently respond to infants’ needs for food and comfort • -Adjust to infants’ individual feeding and sleeping times • -Adults respect each infants’ individual ability and respond positively as each baby develops new abilities • -Know that infants are curious about each other • -Model interacts with others • -Adults frequently observe the infant at play and are careful to not intrude upon how the infant wants to play • -Healthy, accepting attitudes about children’s bodies and their functions are expressed

2. Environment and experiences • -Walls are painted with lead-free paint • -Pictures of infants and their families are hung at child height • -Auditory environment is not over stimulating or distracting • -Play areas are comfortable; pillows, foam mats, soft carpet • -“Quiet areas” are available • -Visual displays are displayed at the infants’ line of sight • -Books are available for children; within children’s reach • -Toys are responsive to child’s actions; grasping toys, skill development materials, containers, balls, bells, rattles • -Safe household items are available for children to play with • -Toys are a size that allows infants to grasp, chew, and manipulate • -Mobile infants have an open area where balls, push toys, and other equipment is available • -Toys are out so infants can make choices • -Room temperature can be controlled • -Infants are frequently moved; from floor, baby seat, stroller; different perspectives • -Outside space has many sunny and shady spaces • -Infants are held with their bodies at an angle while given a bottle • -Highchairs are used only when needed • -Children who can sit up eat in groups with a caregiver • -Bottles and formula are labeled • -Sleeping area is separate from active play area • -Cribs are made of wood, metal, or approved plastic • -The lighting is dim, but not so dark that the caregiver can not see every infant • -Infants have their own diapering supplies and extra clothes • -Storage for disinfectants, gloves, and plastic bags is clearly labeled

3. Health and Safety • -Adults follow health and safety procedures • -Diapering and food preparation areas are separate • -Use bleach mixture to disinfect everyday; kept out of reach of children • -Health records are kept of each infant • -Adults are aware of the symptoms of common illness, environmental hazards, and food or other allergies • -Parents give written consent to give nonprescription and prescription drugs • -Each infant has a daily record book • -Caregivers directly supervise infants by sight and hearing at all times • -Safety check inside and outside several times throughout the day • -Emergency evacuation plans are posted

4. Reciprocal relationships with families • -Caregivers work in partnership with parents, communicating daily to build mutual trust to ensure well-being of the child • -Caregivers help parents feel good about their parenting • -Caregivers and parents confer in making decisions about how best to support children’s development • Policies • -Staff enjoy working with infants and are warmly responsive to their communications and needs • -The group size and ratio of adults to infants is limited to allow for one-to-one interaction

5. Examples of Appropriate Practices for Toddlers • Relationships among caregivers and children • -Every toddler is able to form a relationship with a primary caregiver • -Adults warmly greet toddlers and their parents by name when they arrive • -An adult initiating a conversation with a child gives the child ample time to respond • -Caregiver asks parents what sounds and words their toddler uses so that the caregiver will understand what the child is saying • -Adults have appropriate expectations for toddlers and are supportive when toddler acquire new skills • -Children are acknowledged for their accomplishments • -Adults respond quickly to cries and other sounds of distress • -Adults comfort toddlers and let them know they are appreciated with warm responsive touches • -Adults respect children’s developing preferences for familiar objects, foods, and people • -Adults respect toddlers’ desires to carry familiar objects around with them, to move the objects from one place to another, and to roam around or sit and parallel play with toys and objects • -Adults give simple, brief, accurate responses to children’s staring at or questions about a child with a disability • -Adults model positive interactions with others • -Adults patiently redirect toddlers to help guide them toward controlling their own impulses and behavior • -Adults recognize that constantly testing limits and saying “No!” to adults is part of a child developing a healthy sense of self

6. Living and learning with toddlers • -Time schedules are flexible and smooth; based more on children’s needs than adults • -Adults adapt schedules and activities to meet individual children’s needs within the group setting • -Adults create an inclusive classroom • -Adults engage in play with toddlers modeling how to play imaginatively • -Adults respect toddlers’ solitary and parallel play • -Adults read, sing, do finger plays, act out simple short stories • -Toddlers are given appropriate art materials and explore freely without assistance • -Children have daily opportunities for exploratory activity • -Routine tasks of living (eating, toileting, dressing) are opportunities to help children learn about their world • -Adults respect children’s eating and feeding schedules • -Adults work cooperatively with families with potty training • -Healthy, accepting attitudes about children’s bodies and their functions are expressed • -Caregivers plan a transition into naptime that is predictable

7. Environment • -Walls are painted with lead free easy to clean paint • -Floor coverings are appropriate for the activity that occurs there • -Toddlers’ artwork is hung at a level that is just above the child’s reach, but still low enough for them to see • -The environment and schedule have enough predictability and repetition to allow toddlers to form expectations • -Caregivers organize the space into interest areas • -The environment contains private spaces with room for no more than two children • -A child-size sink is located near areas designed for cleaning up and washing their hands • -Sturdy picture books are provided • -Children have many opportunities for active, large-muscle play both indoors and outdoors • -Walks around the neighborhood or to a park are provided to see many outdoor spaces • -Diapering/toileting, sleeping, and eating areas are separate • -The toddler naptime area can be in the play area as long as cots are well spaced • -Each toddler has a cot and bedding that are personally labeled

8. Health and Safety • -Health and safety procedures are followed • -Bleach water is used daily to disinfect and is kept out of reach of children • -Toys that are mouthed are removed when a child has finished playing with them • -Health records are kept • -Adults are aware of common illness and food or other allergies • -Families provide written permission to distribute prescription and nonprescription drugs • -A daily record book is kept • -Extra clothes are available • -Caregivers directly supervise toddlers by sight and sound at all times • -Adults do safety checks of all areas inside and outside daily • -Emergency evacuation plans are posted

9. Reciprocal relationships with families • -Teachers work in partnership with parents communicating daily to build mutual trust • -Teachers help parents feel good about their parenting • -Caregivers and parents confer in making decisions about how to best support children’s development or handle problems or differences of opinion • Policies • -Staff have training in child development/early education specific to the toddler age group • -The group size and the ratio of adults to children are limited to allow for the intimate atmosphere • -The staff pattern is designed to ensure each toddler builds a relationship with a primary caregiver