Infant & Toddler Curriculum Statement

We believe and understand that the experiences infants and toddlers have while in our care plays a vital role in their growth and development. The infant and toddler curriculum is based on two primary components; caregiving routines and exploratory play. Educators engage children through verbal and non-verbal communication, including responding to cues and labelling interactions and feelings, all while nurturing a trusting relationship with the children. Educators support children in building relationships by gently guiding shared play, modelling interactions, and responding sensitively to each child's cues to help them feel safe and connected. Planned experiences may include finger-painting with peers, and discussing the sensory experience, or inviting a child to play with another child using a common toy or piece of equipment.

Educators create a warm and nurturing environment where children are able to explore, learn, and grow. The children's environment is thoughtfully arranged to encourage exploration. Open spaces and easily accessible toys and materials create a homelike environment. Soft seating areas, baskets of books, soft climbing items and tables for creative play create learning opportunities throughout the space. Fine motor items accessible to the children include musical instruments, blocks and puzzles.

Outdoor equipment provided offers opportunities for children to crawl, jump, run, ride, throw, and kick, promoting gross motor development.

The daily schedule is posted and is flexible to meet the individual needs of children. Outdoor times may be extended, lunch may be offered earlier, and nap time may last longer, based on children's needs.

Routines and transitions are flexible, and carried out in a manner that is familiar and comforting to the children, promoting a sense of security. Mealtimes are planned to create a homelike atmosphere. Children are seated in high chairs or at small tables, and their food is placed in front of them. A social atmosphere is created as educators talk about foods being served, explain what is occurring, and engage in general interactions.

Nap is provided to meet the needs of children. Cribs and playpens are placed in the same location each day, and educators assist children to sleep in a way that is most comforting to the child, which may include being left to fall asleep independently, having their back rubbed, or being rocked to sleep.

Diapering and dressing are opportunities for educators to promote literacy, social skills and independence. Actions are labelled ("I am now taking off your diaper"), new words are used and songs are sung.

Educators communicate with one another, as well as parents, to better understand the needs of the child, as well as the needs of the family as a whole. Information is shared both verbally and in written format about each child, each day. Daily information sheets are completed with the purpose of capturing the child's day. Planned activities, as well as the child's routine for the day are documented, and shared with the parents/guardians. Children's photos and artwork are posted for the information of families. Families are encouraged to bring in special objects that reflect their home life, such as cultural music, cooking utensils, and dress-up clothing.