The world of wonder and exploration invites infants to experience learning in a variety of ways. The classroom environment is designed to bring color and the warmth of home to their room.
Our teachers in the Yellow Room will support developmental milestones with each child as they learn and grow through their first year of life. Important to our day is creating a unique and stimulating environment of play, music, language repetition and many hands- on activities. Most importantly, our teachers will use teachable moments to encourage learning and independence, while the children explore using all their senses and abilities.
YELLOW ROOM INFANT TEACHERS
Classroom: Yellow Room ~ Infant Teacher
Education: Early Childhood Certification and Level 3 on the Wisconsin Registry for Childcare Professionals
Experience: Started teaching in the early 1990 and came to By Leaps and Bounds in October 2020.
Classroom: Yellow Room ~ Infant Teacher
Education: Early Childhood Education Associate Degree & Additional Schooling. Level 12 on Registry.
Experience: 25 years in Early Childhood. Working with all ages. 10 plus years with 4K/School Program. Director/Asst. Director.
Professional Statement: Friendly and energetic teacher. Motivated to help children become happy, healthy and well-behaved. Committed to each child’s successful cognitive, physical and emotional progress. Develops curriculum with a child’s biological, cognitive and socio-emotional processes in mind. Committed to the healthy maturation of every child involved. Regularly attends professional development seminars, faculty meetings and parent-teacher conferences to remain connected to the needs of children and their parents. Possessing exceptional time management and organization skills. Proficient at implementing specialized programs for development activities and discipline of children. Recognizes that the first few years of a child’s life are highly formative and influential. Adopts a nurturing and encouraging approach to child guidance. Committed to each child’s successful cognitive, physical and emotional progress.
Infants are active participants in selecting their individual curriculum and initiating their activities. We strive to fulfill the needs of the five major developmental areas through the infants everyday routines and experiences. These experiences should enhance the infants physical, emotional, social, cognitive and perceptual skill development. Each child is unique and should have their own curriculum designed specifically for them by the caregivers observing, thinking, planning and putting the different skills and information together using the developmental area as a structure. Routines are set up according to each child’s body schedule rather than the center’s schedule. Good communication between parents and caregivers is necessary to understand the infant’s behavior and ever changing schedule of eating and sleeping. Consistent recording and sharing information is a must to meet the infant’s need. It is our goal to provide a positive and supportive environment where the infants can develop to their fullest potential physically, emotionally, perceptually and cognitively.
This is the time for the parent and teacher to help the infant make the transition from parent to teacher. It is also a time to discuss the infant’s night before, any concerns, and for the parent to write down any special information the teachers should be aware of.
Each child naps according to their own personal schedule. Times are recorded to let the parents know how long and at what time their child slept.
Very young infants may eat every 2 to 4 hours. It is the teacher’s responsibility to know each individual schedule as well as their physical and oral signs to feed them. The time of feedings, along with the amount of milk, formula, and food will be recorded on the infants daily sheet. We hold the infants while feeding a bottle as it is a special time to nurture their physical, social, cognitive, and language development. Nutritional needs change as children develop. Solid foods are gradually introduces when the parent informs the staff on this next step. During this time parents will provide introductory solid foods for their child. After the introductory period and when the young child is able to eat most solid foods we will provide snacks and meals. In this early introductory period parents will provide supplemental meals, fruits and vegetables for their child so caregivers may supplement specific foods in the early stages such as pineapple, broccoli. as needed.
Infant’s diapers are checked after the child has been fed and periodically during the child’s awake time. Each child is checked and/or changed every two hours. Diaper changing provides one on one time with each child and is a good time to talk and sing to the infant, creating a positive feeling and connection with each child.
Developmental Play and Learning Time
Between sleeping and eating, each infant will spend time during each day playing and learning with his or her teacher to continue to nurture their physical, social, cognitive, and language development. Interactive times and playing alone times are alternated according to the child’s interest and energy levels.
End of the Day
This is an important time to share with each parent about their child’s day. This is also a time for the infant to transition from teacher to parent.