We believe that infants and young toddlers develop and thrive best when given a nurturing, loving, and responsive environment, one that promises a commitment to children and supports a variety of learning opportunities where children are free to explore. We strive to create meaningful experiences for children that extend their cognitive, language, physical and socio-emotional development. Since infants and young toddlers have not yet mastered their verbal communication skills, we will use simple sign language with the children to minimize frustration. Infants and young toddlers have not yet mastered their communication skills, making it important for us to ensure a program that develops trust, security, and attachment. By providing these, children become secure and competent in their journey towards autonomy as they gain mastery over their world.

We understand that children develop at different rates and therefore, we provide a curriculum that is based on respect for each child's individual needs, interests, and routines. Infants and young toddlers learn through play. Everything they do is a learning process. Our role is to be a facilitator of this learning process thus we offer an environment rich in challenging and age-appropriate activities.

We view the child as part of a large family context. We encourage parents and siblings to visit the classroom throughout the day. We write monthly newsletters and provide a group parent meeting every six months to help keep families up to date on classroom happenings. We also write assessments of each child in our care and recommend individual family conferences to discuss the development of their child. We also provide other events such as potluck dinners, lectures, field trips, discussion groups, etc. Parents are always encouraged to participate in our activities and to bring their own talents into the classroom.

We support a respectful learning environment for our infants and young toddlers by being sensitive to each of their needs and by following the children's cues. Infants and young toddlers have very individualized schedules, therefore we plan our curriculum around each child's routine. We provide a variety of materials and activities that reflect the developmental stages of the children. We maintain a flexible environment that is sensitive to the children's preferences, temperament and tolerance levels. We will offer children many opportunities throughout the day to enjoy quiet times. During these times, a teacher may take 2-3 children out for a short stroller ride, onto the deck, etc. This allows teachers and children the opportunity for more one-on-one interaction with fewer distractions. Because we have a varied age range, from infancy through young toddlerhood, we feel it is important to meet the needs of each developmental stage by supplying activities and opportunities that will be challenging to all.

As a part of our program, we offer young toddlers a "linking space" where they join the toddler program for a period of time each day. In this shared space, the two classrooms interact in activities that bring the infant and toddler programs together. Our goal is to help stimulate socialization between the mixed ages. The linking space also provides the infant and toddler teachers more opportunities to interact among themselves and to collaborate on how best to serve both age groups.

Another part of our program is the "looping" process. Each year, when infants and young toddlers transition into the toddler classroom, at least on America teacher will move with the children. The purpose of looping is to provide continuity of care for children and families. As the children further move on into the preschool classroom, the toddler teachers return to the infant classroom and begin the cycle again with a new group of young children.

We provide children with a safe, secure environment while encouraging them to explore and make choices. We support their learning experiences by facilitating a child-initiated teacher-guided atmosphere.

Infants are supported in their development of strong attachments to their caregivers and peers. Emphasis is placed on respect for their individual needs and developing skills. We adjust the curriculum to accommodate each child's needs. It is our goal to provide an inviting, supportive atmosphere for all of the children.

As part of our summer retreat we explored the Reggio concept of forward planning. She explores the idea of the “intento progettuale” or intedded projects which teachers design at the beginning of the new school year. Each classroom was asked to think about intended projects for the upcoming year to create a base from which to emerge curriculum that can be shared with families and students. The basis of our ideas came from the idea, what do children have a right to learn.

Diane, Nicole, and Erin discussed three intended projects for the 2005-2006 infant classroom. These included sensory explorations, nature, and communication. Our infants will explore a variety of activities under these broad topics that will be shared with students, families, and teachers. We look forward to an exciting year.