Baby Bear C      13-17 months

The Baby Bear C Toddler program is planned to meet the special needs of children who are just learning to toddle around. Our goal is to create a partnership characterized by open communication and mutual respect 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 C Toddler classroom serves children from 12-13 months through approximately 17-18 months. In this room, there is a set schedule for the day with times for stories, snacks, play and naps. 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 hold,

     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
    Our program encourages 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. 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.