CFDC Infant Room

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Infant Room Goals and Statement of Philosophy

 

What CFDC means to us:

Care giving that is respectful and responsive to children’s needs
Fostering strong family and child relationships
Developing curriculum that meets the needs and interest of all children
Creating an inviting environment

cfdc infant room

NAEYC Standard 1 Relationships

Infant Room Goal:
We believe children learn best when they are able to form strong attachments to their caregivers as well as other children. Teachers respect each child individually for their strengths and areas of growth.

Outcomes connected to Early Learning Guidelines:
The infants develop an understanding of themselves and others; self concept, identity, social competence, emotional expression, and attachment. This builds their social/emotional development following the Early Learning Guidelines.

How it is seen in the classroom:

  • The teachers spend individual time with each child
  • Teachers have positive communication with children, parents, and peers; labeling feelings for them and others.
  • Respect for all!  Children are asked before being picked up or moved, etc. and not treated as objects
  • Trust is build between children and teachers; teachers follow children’s individual schedules and cues.

NAEYC Standard 2 Curriculum

Infant Room Goal:
We believe that decision-making about curriculum comes from teacher observations taken during play. These important observations influence the way we plan for children’s interests and abilities.

Outcomes connected to Early Learning Guidelines:
Infants approach learning by using their senses to explore. They engage in play to explore people and objects in their environment.

  1. Cognitively, infants observe and respond to various situations with in their environment exploring with: cause and effect and relationships. Infants are learning how materials fit together and what their purposes are.
  2. Infants learn communication and literacy by engaging in face to face interactions with others. Teachers learn about each individual child’s way of communicating by paying close attention to their non-verbal and verbal cues as well as the context. Teachers model language as they talk with infants about each aspect of the daily routine. This sends the message that children are valued and respected for their preferences.
  3. Creatively, infants are provided with many opportunities to explore visual art materials and other sensory stimulating experiences.
  4. Aesthetically, we believe infants deserve a place of beauty where they are free to select materials on their own. The environment includes natural materials, natural lighting and order so as to not overwhelm their developing senses yet provides predictability.

How it is seen in the classroom:

  • The environment is intentionally planned to make it a comfort and place for all; parents, students, children, and teachers.
  • Various sensory activities are available in the room:
    • Textures, sensory table, and different sounds
  • Through observations you can see teachers communicating with children using sign language, reading books, and using print in the classroom.
  • When children are developmentally ready, they explore a variety of visual art materials.

NAEYC Standard 3 Teaching

Infant room Goal:
We believe it is essential to make learning visible for families, students and other guests by creating documentation panels, newsletters, keeping daily journals, taking photographs, assembling children’s portfolios, using oral communication, and taking written observations.

Outcomes connected to Early Learning Guidelines:
The infant room teachers help children to develop their physical, social/emotional, language and literacy, early numeracy, and cognitive abilities through observations and photographs. Teachers reflect together on these observations daily in order to develop meaningful experiences for all children and to make learning visible to families, students and guests.

How it is seen in the classroom:

  • Through the documentation on the walls, curriculum planning sheets, portfolios, and daily journals.
  • Teachers meet each day out of the classroom to discuss and reflect on children’s learning and development

NAEYC Standard 4 Assessment of Child Progress

Infant Room Goal:
We believe children are constructivists, learning through their experiences, the environment (seen as another teacher) and other familiar people; their families, peers and teachers. Teacher’s document and track children’s growth through observations and documentation which are compiled in each child’s portfolio.  Narrative developmental progress notes (DPN), which are competency-based, are written detailing growth over 6 domains of development:

  1. Early Numeracy
  2. Cognitive
  3. Physical
  4. Social and Emotional
  5. Creativity and alethic appreciation.
  6. Language and Literacy

In addition to observations and work sample collection, each child is screened using a developmental assessment tool from Ages and Stages Questionnaire (ASQ) which is completed along with the bi-annual DPN.

Outcomes related to Early Learning Guidelines:
Teachers in the infant room assess the progress of each child’s physical development by observing how children use their bodies to explore the environment.  Socially teachers observe an infants sense of belonging in the classroom and their sense of trust. Teachers setup the environment to provide ways for infants to explore with their senses. In the infant room teachers assess children’s communication and literacy development through verbal and non-verbal communication. By observing how children use their bodies to investigate the people, places and things we understand their cognitive development. Teachers document children’s development by written observations, photographs, developmental portfolios and progress notes. Teachers share their findings and work collaboratively with families every six months to set appropriate, individual goals for each child.

How it is seen in the classroom:

  • We compile documentation pages on each child and detailed DPNs are written every six months.
  • An intentional environment is created based on the children’s abilities discussed through our observations
  • Teachers support children’s feelings and understand their needs such as hunger, stranger anxiety, and sleep by being accessible, attentive, and responding to their body and verbal cues.
  • Working portfolios are maintained on each child and these are available for families at all times.
  • Documentation on the walls!

NAEYC Standard 5 Health

Infant Room Goal:
We encourage life long, healthy practices with all infants by providing nutrious snacks and allowing children to follow their body’s natural rhythms. The infant room teachers promote proper hygiene by allowing children to participate in hand washing and tooth brushing routines.

Outcomes related to Early Learning Guidelines:
Infants recognize their bodily needs such as hunger and thirst based on the Early Learning Guidelines Health and Safety. Infants learn how to keep their bodies clean and healthy in a safe environment.

How it is seen in the classroom:

  • The children go to the sink and will ask to wash their hands and brush their teeth.
  • We have a snack menu posted that shows the foods we provide for the children.
  • Next to our sinks pictorial hand washing procedure is posted.

NAEYC Standard 6 Teachers

Infant Room Goal:
We believe that our teachers must be continuously engaged in on-going professional development by attending a minimum of 25 hours of training per year. We also attend regular staff and team meetings, family nights, and other social events to create opportunities for dialogue among our CFDC community of teachers, children and families. We share our knowledge by presenting at conferences and early childhood classes on campus to reach our wider community of early childhood professionals as well.

Outcomes related to Early Learning Guidelines:
By continuously engaging in new learning opportunities our teachers are able to provide developmentally appropriate language, materials and a safe and healthy environment for children to learn in.

How it is seen in the classroom:

  • Through the interactions with the children, families and students!
  • Teachers are a resource for families and students.
  • Our curriculum is developmentally appropriate for the group and for individual children.

NAEYC Standard 7 Families

Infant Room Goal:
We believe that families are the most important teacher’s of young children. We see them as partners in guiding the program, building strong relationships with teachers and developing trust for the health and well being of children.

Outcomes related to Early Learning Guidelines:
The infant room teachers setup the environment to be comfortable and inviting to all families. They provide a trusting relationship through communication, journals, home visits, parent/teacher meetings, e-mail and daily verbal communication to promote children’s learning in accordance with Early Learning Guidelines.

How it is seen in the classroom:

  • Our classroom is set up to be inviting to families.  The environment allows for families to sit comfortably and gather socially.
  • Each day every family is greeted upon entrance to the room.
  • Through verbal communication, daily journals, e-mail, phone calls, monthly newsletters, and documentation.
  • Time is scheduled for meeting with families to discuss goals and concerns they may have for their children at convenient times.

NAEYC Standard 8 Community and Relationships

Infant Room Goal:
We believe that our program should be a visible part of the campus community by sharing our research and knowledge about children through projects, documentation, attending campus functions, and inviting colleagues to visit. We also encourage students, faculty, and families who are on campus to approach us out when we are exploring the campus in strollers.
We believe that student teachers must have the opportunity to learn about children and their families, the importance of trusting, respectful relationships, and positive interactions with children in environments that are age appropriate for children. They are afforded these opportunities here while we provide a model of professionalism.

Outcomes related to Early learning Guidelines:
Through observations, documentation and role modeling the infant room teachers share their knowledge of child development of infants.

How it is seen in the classroom:

  • Through observations, documentation, coaching, and role-modeling.
  • Open door policy for families
  • College students observe in the room and do internships under our leadership.
  • Holding social events and fundraisers to involve our community.

NAEYC Standard 9 Physical Environments

Infant room goals:
We believe the learning environment sets the tone of children’s play, their level of engagement with the materials provided, and a sense of place for each child.
We believe that children’s interests influence their level of engagement.

Outcomes related to Early Learning Guidelines:
Children learn through their environment. Their physical development grows with each new challenge that is set forth and each milestone that is reached. The physical environment allows children to develop each aspect of development, as teachers plan and intentionally set up to support these areas.

How it is seen in the classroom:

  • The physical environment is always changing to supportthe children’s abilities and interests.
  • Invitations are set up and changed depending upon the children’s interests.

NAEYC Standard 10 Leadership and Management

Infant Room Goals:
We believe in high quality experiences for each family, child and teacher. Through professional development and regular meetings we are always learning, teaching, and gaining perspective from one another. 

Outcomes related to Early Learning Guidelines:
Duties are detailed in job descriptions; Lead Teachers meet weekly with our director; All teacher’s opinions are valued in decision making, team meetings and staff meetings.  Classroom teachers meet on a daily basis to discuss their observations of children in their play and the impact on their learning.

How it is seen in the classroom:

  • Teacher interactions with parents, children, students, and colleagues
  • The knowledge that teachers bring to the community
  • Consistency between the team members and the way we provide caregiving
  • Through teachers reflections.  Time is provided for discussing our interactions and observations of children in their play and with our peers to improve our teaching practices.
     

Child and Family Development Center
31 College Drive
Concord, NH 03301-7412
(603) 230-4024
Fax: (603) 230-9311
nhticfdc@ccsnh.edu