The Program for Infant Toddler Care seeks to ensure that America’s infants get a safe, healthy, emotionally secure and intellectually rich start in life. Its three pronged mission is to
1) increase the availability and quality of child care for all children under age three;
2) disseminate information that increases the practice of responsive, respectful and relationship based infant toddler care; and
3) influence national, regional and local policies and practices so that the needs and interests of individual infants, toddlers, and their families are the foundation for all curriculum development and program activity.
- Child Ages:
- 6 weeks - 12 years
- Licenses & Accreditations:
- MinnesotaDepartmentofHumanServices - NAEYC Accredited
- Special Needs:
- primary care; small groups; continuity; individualized care; cultural responsiveness; and, inclusion of children with special needs.
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Activities may be drawn from existing infant, toddler, and preschool curricula (e.g., The Creative Curriculum by Dodge; Active Learning Series by Cryer, Harms, and Bourland) or the teachers may create their own activities—often in direct response to the children’s interests in a particular topic or theme. A skilled teacher can successfully embed the teaching of language, math, science, or emergent literacy skills within the context of just about any activity!
- Children are active learners, creating knowledge and learning through their daily experiences with materials and people. Every child is an individual, with unique strengths, interests, personality, and approach to learning.
- Learning is most meaningful when it happens in the context of the child’s everyday experiences at home and in the classroom. The most useful experiences occur when specialized services are integrated into classroom activities and routines.
- Independence is fostered and language, cognitive, motor, self-help and social skills are developed in settings designed for children and supported by responsive adults. The environment should be arranged to include a variety of accessible materials organized to encourage learning through play.
- Development is promoted by practices that do not emphasize competition between children, are individually and age-appropriate, are carried out in an atmosphere of acceptance and respect, and are interesting and challenging to children.
- Appropriate behavior is fostered by helping children learn to control their behavior and work out their conflicts with others rather than relying solely on adults to manage their behavior and intervene in disputes.
- Positive discipline places emphasis on preventing problems by attending to the room arrangement, having age-appropriate expectations, providing interactive activities for play and learning, and active adult monitoring and supervision.
- Learning about and respecting differences among people is promoted when children have many opportunities to play and interact with classmates of different racial and cultural backgrounds and varying abilities.
- An atmosphere of mutual respect among staff and families is important for all who interact with children. When staff recognizes and values the beliefs, customs,and traditions of each family, the child and family are best served.
- Staff works as partners with parents, but parents are the ultimate decision-makers in planning and setting goals for their children.
- Information from teachers and specialists, based on current research and recommended practice, provides support to families in their decision-making.
- The advocacy efforts of staff and families are important for improving the lives of all children.
The staff is actively involved in developing, implementing, evaluating, and sharing with others new methods for providing early education and care.