Infant Program

Newborn children go through their days getting to know their caring guardians and new companions. They experience the schedules of care, including diapering, taking care of, resting and investigating. Our newborn children partake in individual containers and lap taking care of. They interface with textures, surfaces and toys that draw in the eye and rouse development. We urge our newborn children to deal with books and pay attention to stories and tunes.
Our babies are acquainted with workmanship and music through an experiential hands on approach. They connect unreservedly with different protected and uproarious materials like pots, skillet, and utensils. They are urged to draw in with valid instruments acquainted with them by proficient artists as they find out with regards to circumstances and logical results. Babies are offered the chance to contact and slither on instruments including guitars, saxophones and harps.
We draw in our newborn children with protected and muddled materials like paint, earth and water. They are additionally offered the chance to notice and associate with the regular world, like plants and blossoms.

Our Teaching Strategy

CURIOSITY AND INITIATIVE
Our teacher will:

Provide opportunities for children to explore their natural and human-made environment. Talk about and describe objects in the environment with children. (e.g., trees, bark, leaves, flowers, petal, stem, mailbox, birdfeeder)

• • Put objects around the room to capture children’s interest.
• • Intentionally use music or other sensory activities.
• • Engage children in routines by describing what is being done.
• • Show children how objects work.
• • Provide safe areas where infants can explore

STAGE OF PLAY
Our teacher will:

• • Provide opportunities for infants to explore the environment by giving them space to crawl, stand, and move around.
• • Provide a safe environment where children can move safely.
• • Monitor the length of time children are seated in any one location.
• • Observe and support children’s attempts to move in new ways. (e.g., hold child’s hand when learning to walk)

STRENGTH, COORDINATION, AND MUSCLE CONTROL
Our teacher will:

• • Ensure objects are large enough to prevent choking hazard.
• • Provide a variety of safe materials for exploration.
• • Model pincer grasp.

STRENGTH, COORDINATION, AND MUSCLE CONTROL
Our teacher will:

• • Identify sounds. (e.g., “There is the dog barking again.”)
• • Provide opportunities for children to experiment and play with sound. (e.g., rhyming, finger plays, books, songs)
• • Use words and phrases over and over to increase language learning. • Integrate sounds intentionally into the environment. (e.g., music, wind chimes)
• • Listen and respond to children’s attempt to communicate.
• • Read books that contain rich language. (e.g., rhyme, repetition, rhythm)
• • Provide materials for exploration of sounds.