![]() The result is caregiving settings that look like preschool-classes, yearly movement from one “grade” to the next, and few links with families’ childrearing practices. Over the past several decades, many infant/toddler child care programs have been created by well-intentioned people who are unfamiliar with infants (often individuals who ran preschool or traditional child care programs). Unless and until we treat group care of infants and toddlers as a profession and provide funds for training, careful staff selection, and supervision-as well as for worthy wages-we cannot expect to achieve high quality care. We still demand that caregivers get their training on Saturdays or after the work day is over. Despite overwhelming research evidence for the social benefits of high quality infant/toddler child care and family support, we are not yet willing to pay infant/toddler caregivers a living wage. We have traditionally viewed the care of children from birth to three as a job done in the home, as part of daily life, for free. Challenges to Quality CareĪmerican society remains unwilling to take the profession of infant/toddler child care seriously. How these components of group care are addressed determines, to a large extent, the opportunities for responsive caregiving and caring relationships in infant/toddler child care. In this article, we will explore six key components of early group experience: group size quality of the physical environment primary caregiving assignments continuity of care cultural and familial continuity and meeting the needs of the individual within the group context. Indeed, current practices in many infant/ toddler child care settings actually hinder caregivers, children, and parents from forming and sustaining the deep, responsive, and respectful relationships that are the hallmark of quality. Unfortunately, although more and more children in this country are moving into group care at younger ages and for longer periods of time, we are missing opportunities to provide quality care. If you’re looking for competency-based, research-driven professional development, the ZERO TO THREE Learning Center is your answer. 5:15 pmĬhildren are offered to listen to music/dance, play the piano and a variety of toys to play with while we wait for parents to pick up.The ZERO TO THREE Learning Center offers a wide range of professional development options for the early childhood workforce. Toys are put away and hands and faces are freshened up for mom and dad to pick up. There will be a variety of toys, games, and activities available to the children geared toward enhancing their growth and development. Children will choose their own games and activities. As we finish our activity the children will move on to free play. Other days the children will be given materials to work on their own creations. Some days this will be a planned activity based on our current theme or skill focus. This may involve arts & crafts, science & discovery, games, puzzles, etc. Group Activity Time -children will participate in our afternoon activity. Children will use toilet, if they are toilet trained. There are books, puzzles, educational computer games and a variety of toys available for quiet play. Nap / Quiet Play – Those children who have not fallen asleep by this time may play quietly. All children are given a short rest period. Toys are put away and hands are washed before lunch. ![]() Including washing hands, diapering, toilet training 11:00 amĪctive play. One child will be chosen to mark each of the calendar components. We will discuss the day of the week, the month, the year, and the weather. During this time we will sing interactive songs, such as “The ABC’s”, “Wheels on the Bus” and “Five Little Monkeys”. ![]() 9:45 amĬircle Time – Children will be given an opportunity to share any news or special experiences. 9:00 amīreakfast – Those children who arrive prior to 9:30am will be served breakfast. Children will be encouraged, but will never be forced to participate in any activity. ![]() Our day begins upon arrival of the first child and ends upon departure of the last child each day. ![]()
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