Download Infant Toddler Handbook 2011-2012

INFANT TODDLER
HANDBOOK
CAMPUS CHILDREN’S CENTER
Indiana University

2613 East Tenth Street
Bloomington, Indiana 47408
(812) 855-0789
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Campus Children’s Center
Infant Toddler Program
Dear Families,
Welcome to the Indiana University Campus Children’s Center Infant Toddler Program! We are
excited about sharing this very special time and forming collaborative relationships with you and
your child.
This Handbook is a supplement to your Family Handbook. The Family Handbook addresses
general policies such as enrollment, drop off and pick up policies, billing etc. This Infant
Toddler Handbook is specific to your child and the practices and guidelines relating to these
classrooms. Please take the time to read through this information as it will assist to make it a
smooth transition into our program. If you have any questions, please feel free to ask at any
time.
Sincerely,
Christy Smith
Director
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CAMPUS CHILDREN’S CENTER
INFANT/TODDLER PROGRAM
Table of Contents
I.
Mission Statement
II.
Summary of Educational Philosophy
III.
Classroom Composition and Staffing
IV.
Continuity of Care
V.
Principal Caregivers
VI.
Feeding
A. Breast Milk and Formula
B. Bottles and Sippy Cups
C. Solid Foods
D. Finger Foods
E. Family Food preferences
VII. Sleeping
VIII. Shoe Free Environment
IX.
Health Issues for Infants and Toddlers
X.
Daily Schedule
XI.
Curriculum
XII. Fees Policy
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MISSION STATEMENT
The Campus Children’s Center provides the Indiana University community with quality year-round child
care for children ages 6 weeks through 5 years. The goal of Campus Children’s Center is to promote the
children’s healthy emotional, social, physical, and cognitive growth and development by providing a
child-centered, active learning environment characterized by highly qualified teachers, low group size,
and developmentally focused classrooms. Campus Children’s Center is a model site for professional
development and research for faculty, students, and practitioners.
SUMMARY OF EDUCATIONAL PHILOSOPHY STATEMENT
The educational philosophy at the Campus Children’s Center is child centered and developmentally
based. It is based on the knowledge that young children learn through their direct interactions with their
environment and the people within it.
While children do go through specific stages of development, each child grows and learns at a pace that is
individually specific. Age is not necessarily an accurate indicator of development. Infants and toddlers
are typically in the stage that Jean Piaget described as Sensorimotor and the stages that Erik Erikson
described as developing Trust (0-1 year olds) and Autonomy (2-3 year olds) Characteristics of these
stages include learning through responsive, nurturing caregivers who provide positive interpersonal
interactions, opportunities for the use of senses, reflexes, and learning through manipulating materials. In
the development of autonomy, it is important that children have the characteristics listed above as well as
opportunities that allow children simple choices, the setting of clear, consistent and reasonable limits, and
acceptance of children’s fluctuations in their need for independence and dependence.
CLASSROOM COMPOSITION AND STAFFING
At CCC there is one infant room and one toddler room and one two year old room. Each classroom has
two full time Co-Teachers and utilizes part time aides to cover the hours of 7:30-9:30, 12-2:30, and 3:305:30. When the infant and toddler rooms are at capacity they also have a teacher assistant so that during
the busiest time of the day the classrooms have a ratio of 3:8 for the infants and 3:10 for the toddlers.
CONTINUITY OF CARE
Continuity of Care refers to a philosophy that supports children staying with the same teachers for their
first 3 years. Children under age 3 need continuity of care to feel safe and secure as it takes time for a
child and teacher to form a secure attachment. They are less likely to form secure attachments when
children change teachers frequently. At Campus Children’s Center we take Continuity of Care very
seriously and have developed our program based upon this philosophy and what the research states is best
for children. At Campus Children’s Center we have developed a program where three classrooms will
loop over a period of three years. When an infant enters into the program in the infant room, that infant,
along with his or her peers, will remain in the same classroom, with the same teachers until he or she goes
onto the 3-5 year old classroom. The teachers will adjust the classroom based upon the children’s
developmental needs, changing furnishings and materials as necessary. When all of the children have
transitioned into the 3-5 year old classroom the room will revert back to an infant room to start the cycle
once again.
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Continuity of Care will provide an environment where your child can develop the safe, secure relationship
with his or her caregivers. Once a child feels safe and secure, he/she is comfortable venturing out and
exploring the world of the classroom which is important in the cognitive development of your child.
Continuity of Care also allows your child’s caregivers the opportunity to partnership with you over an
extended period of time about the care and education of your child. We hope that the teachers and your
family will work collaboratively as a team, observing your child to notice his or her development,
strengths & challenges, and working together to determine and implement appropriate developmental and
educational goals for your child.
PRINCIPAL CAREGIVERS
At Campus Children’s Center we believe that you are the most important person/people in your child’s
life because your relationship is forever, and is built upon trust and love that is like no other. Your role in
your child’s life is primary. As stated before, we hope to develop a collaborative relationship with you in
the care and education of your child. An important aspect of that relationship is that we gather as much
information from you about your child as possible so that we can create a comfortable environment that is
consistent with home for when your child is away from you.
At Campus Children’s Center, in order for your child to develop a secure base in our program, we assign
each child a Principal Caregiver. This person has the major responsibility for your child’s care and
education within the center, although other teachers are also involved in the care of your child. The
Principal Caregiver is often the family’s primary, but not exclusive, contact about their child. This
relationship is designed not to take the place of the parent, but to support the parent and be someone
whom your child can trust. As the relationship between your child and his or her Principal Caregiver
develops your child learns that he/she can trust the caregiver to comfort them, care for them, and help
them. This relationship is vital as it will help your child feel secure enough to develop relationships with
other adults.
FEEDING
CCC makes every effort to provide your child with wholesome, low sugar foods and to introduce your
child to a variety of food tastes and textures. Infants will be fed according to their own schedule. As they
grow and start eating table foods, their eating needs will change and the eating times will be adjusted
toward the group schedule.
Prior to enrollment you will provide the center with specific information about your child’s feeding needs.
Please refer to the Individualized Feeding Plan within your enrollment packet. This plan is developed by
you with the recommendation of your child’s physician. The initial plan must be signed by your
physician and submitted to the center prior to your child’s enrollment. If restrictions are to be made to
your child’s feeding plan that will last for more than 48 hours, a physician’s note is required by state
regulations. You may update the feeding plan as the child’s food intake changes.
Breast Milk and Formula:
If your child is fed with formula Campus Children’s Center will provide the formula. Unless another
formula is specifically requested, we will provide Similac Advance. However, specialty formulas (i.e.
prescription, those that are sold only in limited stores, etc) are to be provided by the family.
If your child is breast fed, Campus Children’s Center can store one week’s supply of milk for you (2 days
worth in the refrigerator and three days worth in the freezer) in the classroom fridge and may store
additional milk for up to six months in our commercial grade deep freezer in the kitchen. Please refer to
the Breast Milk Procedure and Parent Agreement Form within your enrollment packet.
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Bottles and Sippy Cups:
We recognize that the selection of bottles is a personal choice based upon the preferences of you and your
child. We ask that you provide the center with 4-6 complete bottles (including rings, nipples, and
disposable bags if necessary) for your child to use exclusively in the program. As children’s abilities
develop we will begin to transition them to sippy cups. If there is a certain type of sippy cup you would
like us to use you are welcome to bring some in for use exclusively in the program. Otherwise we will
use the cups the center provides.
Solid Foods:
Due to the possibility of food sensitivities and allergies, children are to be introduced to solid foods at
home prior to being provided them within the center. Physicians recommend that you try one solid at a
time so that if there is a reaction you know what caused it. All new solids need to be tried for at least
three days at home prior to the center feeding them to your infant. Solid foods will be offered, with
parental guidance, after 6months of age, or with the child’s physician’s written approval. The
Individualized Feeding Plan may be updated to include newly introduced foods as they occur.
Finger Foods:
As children’s pincer grasp (picking up items with their thumb and forefinger) develops they will be ready
to eat finger foods. As children become acclimated to finger foods we will begin offering them the lunch
that is provided by our vendor. Foods will be appropriate for young children (cooked carrots as opposed
to raw) and will be cut so as not to exceed ¼ in. in size for infants and ½ in size for toddlers.
Juice:
All juice is 100% fruit juice and is only served at breakfast in accordance with CACFP guidelines.
Children under the age of 12 months will not be served juice.
Milk:
Upon a child turning 1 year old, the teachers, in collaboration will begin to transition a child from formula
to whole milk. Only whole milk will be offered between ages of 12 months and 24 months, unless
directed otherwise by a physician. For children who are still consuming breast milk, the transition will be
discussed and planned in collaboration with the family.
Family Food Preferences:
It is our goal to meet your child’s individual nutritional needs to the best of our ability. We also realize
that your family may have personal food preferences that we may not be able to provide due to cost,
preparation, etc. Therefore, you are welcome to provide your own food for your child. If you decide to do
so, you will need to sign the Safe Transportation Agreement Form. Please see the office for a copy of the
form. For families providing food for their toddler, we also need a signed note from your doctor.
SLEEPING
Since young children and infants have individualized schedules based upon their needs, the classroom
schedules in the infant and toddler rooms are flexible to meet children’s sleep needs. We will gather
information from you about your child’s sleeping habits so that we are aware of them upon enrollment
(please see the Individualized Care Plan).
Due to the risk of SIDS (Sudden Infant Death Syndrome) the AAP (American Academy of Pediatrics)
highly recommends that infants are placed on their backs to sleep. Indiana State Licensing Regulations
require all homes and centers to place infants on their backs to sleep. All CCC teachers whom work with
infants have received “Back to Sleep” training regarding the importance of infants sleeping on their backs
and SIDS.
The center will provide sheets for children and we are responsible for ensuring that they are laundered
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once a day. If you have a blanket that you would like your infant swaddled in, or your toddler to have on
his or her cot please feel welcome to bring that in. We also welcome transitional objects (blankets,
stuffed animals etc. that your child may have become particularly attached to). Due to risks associated
with items in cribs, we will limit what can be placed with an infant sleeping in a crib.
SHOE FREE ENVIRONMENT FOR INFANTS
With infants commonly on the floor, CCC wants to provide a clean, safe, and healthy environment in the
infant room. We practice a “shoe-free” policy in this room. We ask that adults entering into the room
please slip on a pair of slippers.
HEALTH ISSUES FOR INFANTS AND TODDLERS
Group care poses many different and new situations that children are exposed to on a daily basis. One
situation is that they are typically exposed to is different types of illnesses. It is common for infants and
toddlers to frequently get ill in group care. Perhaps you will see a runny nose lasting a long time or that
you seem to visiting the doctor on a regular basis. Children this young have not yet built up their natural
antibodies for fighting off viruses and bacteria that they may be exposed to. Young children’s immune
systems are immature, making them less resilient to illness.
We make every effort to reduce the number of germs within the classroom setting including washing
hands frequently, clean toys frequently, removing and sanitizing toys that have been mouthed, washing
sheets daily, daily thorough cleaning at night (mopping, vacuuming, sanitizing toilet/diaper changing
areas, sinks, drinking fountains, etc), removal of refuse twice daily, having a shoe free environment, etc.
Additionally, children in the infant toddler program will go outside everyday, weather permitting. Fresh
air in the colder months facilitates good health rather than promotes illness. Germs are related to children
getting ill rather than cold air. Fresh air has fewer germs in it than indoor air and outdoor exercise
increases children’s general fitness and resistance to infection. Colds and Flues are more common during
winter months because germs are spread easily when people spend more time in closed heated rooms.
Therefore outdoor experiences help promote good health. The infants and toddlers will have
opportunities to go outside on their respective playgrounds as well as go on walks and buggy rides. We
do take into consideration conditions such as rain, snow, temperature and wind chill when deciding if,
when, and how long we will go outside.
There are certain health considerations that are specific to infants and toddlers that require further
discussion than the general illness policy in the Family Handbook. These include immunizations and
diarrhea.
Immunizations occur on a regular basis during the first year of life. It is understandable that there are
sometimes side affects resulting from these, a couple being pain and /or mild fever. If a doctor’s note is
provided we can administer an over-the-counter pain reliever brought in by you after your child’s
immunizations if it indicates that it is specifically for the relief of immunization side affects.
Because infants and young children are susceptible to becoming dehydrated from diarrhea, we take this
symptom very seriously. If your child has had an unusually loose bowel movement (different from what
he or she usually has) the teachers will contact you and recommend that you have your child checked by
his or her physician. If your child is taking antibiotics, diarrhea is often a side effect. It will be helpful if
at the doctor’s appointment when your doctor prescribes the antibiotic, you ask for a note from the doctor
stating that diarrhea may be a side effect of the medication and what is recommended in how to deal with
it. Diarrhea that is a side affect of antibiotics is also dangerous due to dehydration, so we will closely
monitor it and may need to contact you to pick up your child. Due to health considerations, episodes of
diarrhea that are unable to be contained by a diaper will result in our needing to call you to pick up your
child.
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DAILY SCHEDULE
The daily schedule for children is used as a guide. It provides a framework for planning and organizing
daily routines and activities for the children. The routines for children may be different based upon the
age of your child. Infants follow their own biological needs. They are fed, changed, and sleep when they
need it. In the toddler room the schedule offers more routine based upon the group, such as specific lunch
and snack times (although snacks are available if a child is in need of sustenance), scheduled outdoor
times, and rest time (although children are given the opportunity for a second nap if needed).
Adjustments to the schedule are made as your child gets older and needs change. You may notice that
your child may alter his/her own schedule to fit with the group as he/she gets older. Some common
changes you may notice in your child’s behavior after enrollment into group care may include altered
sleep/wake patterns or changes in appetite.
CURRICULUM
During the first two years of life, children are working on acquiring a sense of trustworthiness of oneself
and others. This is the sense of safety and security that comes from responsive predictable care from
familiar caregivers. In the toddler years a strong sense of autonomy is building. This comes from being
treated as an individual and being allowed opportunities for independence.
When children feel the sense of independence and competence, they can step out into the world and be
active learners and problem solvers. Young children need a safe, nurturing environment full of
opportunities to explore and have fun. They need to be able to see, touch, feel, and move.
The curriculum for infants and toddlers involves everything that happens to the child throughout the day.
Responsive caregiving is the key component to setting up a safe and secure environment and trusting
relationships. Everything that a child experiences is a learning opportunity. For example, diaper changes
are perfect opportunities for learning experiences: language, singing gently to a child; showing gentle
touches; letting the child know that this is not a hurried or rushed experience and that they are valued and
precious individuals; gently moving their legs in a bicycle motion stimulating movement or having them
grasp for an object. Throughout the day, teachers will take advantage of these caregiving experiences that
are so important in the early years of life and turn them into meaningful and positive experiences for a
child’s healthy development.
Along with the individual caregiving moments, teachers will also plan and organize their environments to
provide experiences which enhance motor development – reaching, grasping, crawling in and out,
throwing, pulling; cognitive development – object permanence, cause and effect experiences, language,
listening, and responding to sounds and voices, and problem solving; social development – playing with
others, positive peer interactions, and expressing emotions.
Planning for infants and toddlers involves providing opportunities for experiences that as individuals they
can make the most out of. When teachers organize materials for the room, they take into account
children’s individual differences along with their knowledge of child development. Planning is based on
observations of the children using their interests, their new skills, and their reactions to materials. As
children grow and change, the teachers change the classroom environment. They may add more
challenging climbing equipment or add a building area with different toys. A classroom may look very
different at the end of a semester than it did at the beginning.
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FEE POLICY
Because the classrooms at Campus Children’s Center are philosophically based in research that
states that minimal environmental and staffing transitions are best for young children, the fees
are structured so that they change based upon the fiscal year and classroom make-up rather than
upon the age of the child. A tuition increase typically occurs at the beginning of the fiscal year,
however, because the child’s classroom make-up will change, families will typically experience
a reduction in fees at the fiscal year until their children are in the 3-5 year old classrooms.
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