Baby Bear B 7-12 months
The Baby Bear B program is planned to meet the special needs of children from crawling to the first steps. Our goal is to create a partnership characterized by mutual respect and open communication with parents that will ensure that each child receives the very best care while at the center. Parents are welcome to visit at any time. (Unfortunately during COVID we are not allowing anyone on campus besides the teachers and children).
The Baby Bear B Infant classroom serves children from 6-7 months through approximately 12-13 months. The schedule in this room is mostly individualized by the child's needs with a goal of becoming more structured as they age. Written records are kept on each child’s day at our center including eating, sleeping, and diapering patterns as well as anecdotal notes about daily happenings and developmental landmarks. We email these reports to parents daily along with a selection of photos and videos.
Curriculum is a plan for learning. The two main components of that plan for infants are care giving and play. During care giving routines, such as feeding or diapering, the teacher gives each child their full, focused attention. Through care giving interactions, opportunities arise for children
to learn important social, language, and self-help skills. Play, both in an individualized or interactive manner, is a child’s way of exploring and learning about the world. There are opportunities all day long for children to play, whether it be inside on the a play mat with intriguing toys or outside in the yard with a soft blocks. The curriculum throughout the center focuses on the developmental needs of the child —emphasizing the integration of cognitive, physical, and social/emotional development. Summarized below are some of the ways the curriculum meets the needs of and challenges the infant.
Motor Development - Our program encourages exercise by providing a safe environment for children to
practice emerging skills. We have safe places to climb and pull up; equipment to grasp to help walking; open
spaces for scooting, crawling and walking; and carts to push. To improve small motor development, there
are rattles to shake and handle; teething toys, shape toys; and objects to stack. Teachers further encourage
physical development by expressing an interest in and acknowledging the child’s accomplishments.
Language Development - Children are spoken to frequently throughout the day. Songs are sung and stores
read. We build upon the children’s vocabularies by talking about the foods they eat, the things they see,
objects we use in play and the names of the children and their friends. Baby sign language is used frequently
for high interest words like “milk” and “more”.
Cognitive Development - We encourage cognitive development by providing an interesting “hands-on”
environment that invites learning. Through exploration and discovery, children begin to learn such cognitive
milestones as object permanence and cause and effect.
Social Development - An important component of social development is self concept. Infant schedules are
individualized, which fosters the child’s security about his or her environment. Holding, hugging and one-on-
one interaction between teachers and children help to build a trusting bond. Children use this bond as a
security base from which they explore their environment and learn about the world.