| A. |
Sandcastle is licensed 6:30 a.m. to 6:00 p.m., Monday through Friday. Infant II is licensed for up to 14 infants but normally 9 are enrolled with an average child / staff ratio of three to one. Children generally move to Infant II from Infant I between six and nine months and may remain in Infant II until reaching Toddler age at sixteen months. Because our Infant / Toddler room is licensed for twelve to twenty month olds, children may move before sixteen months if they are ready and if there is space in the Infant / Toddler room. Sandcastle offers a quality experience to infants through primary caregiving and a safe and inviting environment in which the infants are able to explore and learn at their own rate. Infants will be supervised by a staff member at all times. Parents are encouraged to participate in any part of their child's day and activity during the child's stay in the program. |
| B. |
Our goals and objectives for infants: |
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1. |
Physical Development (Gross and fine motor). |
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Gross: |
a. |
Control of arms and legs |
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b. |
Moving from place to place by rolling, creeping, crawling, or walking |
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c. |
Climbing on loft, slide, etc. |
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d. |
Pulling self up |
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e. |
Walking up and down stairs while holding railing |
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f. |
Kicking and throwing ball or other objects |
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Fine: |
a. |
Is able to grasp objects with thumb and forefinger |
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b. |
Holding objects and manipulating them well |
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c. |
Putting objects in container |
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d. |
Scribbling with a crayon |
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e. |
Feeding self and drinking from cup |
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2. |
Cognitive Development: |
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a. |
Can pick up and manipulate objects |
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b. |
Remembers familiar things |
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Can use several senses at once |
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Can solve simple manipulative problems |
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e. |
Explores new approaches to problems |
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f. |
Imitates people and / or noises |
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g. |
Begins to use language |
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Social Development: |
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a. |
Responds differently to different people, may prefer primary caregiver |
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b. |
Babbles to self and / or others when talked to |
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Plays games with people (peek-a-boo, pat-a-cake, etc.) |
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Sensitive to and interested in the moods and activities of others |
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Asserts independence |
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Emotional Development: |
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Shows wide variety of feelings / uses voice to express them |
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Smiles at self in the mirror |
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Sees difference between self and rest of the world |
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d. |
Encourage self-independence |
| C |
Activities: |
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1. |
Physical: |
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Gross: |
a. |
Variety of washable objects within reach of infant for him / her to reach / stretch for |
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b. |
Slide and climbing equipment for climbing |
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c. |
Plastic or wooden cars or trucks for riding on or pushing |
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d. |
Loft and low platform to provide a variety of levels to explore |
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Fine: |
a. |
Playing with blocks and manipulatives (grasping toys) |
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b. |
Turning the pages of a book |
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c. |
Dropping or throwing balls or different objects |
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d. |
Shape sorters and cause / effect games |
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2. |
Intellectual: |
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a. |
Encourage curiosity by providing a variety of small objects of different textures, shapes, and sizes |
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b. |
Give plenty of opportunities for child to develop self-help skills, i.e. move objects out of reach so that he / she has to move to get them |
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c. |
Easy problem solving games |
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Large beads for snapping together, building blocks, stacking, and nesting toys, etc. |
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3. |
Social: |
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a. |
Mirrors provide opportunity for infant to develop self-image |
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b. |
Talk to infant, especially during caregiving |
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c. |
Encourage and provide opportunity for self-help skills such as using cup and spoon |
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d. |
Allow infant to interact with the other children |
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4. |
Emotional: |
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a. |
Provide for attachment needs as infant needs to develop a primary relationship |
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b. |
Allow opportunities for uninterrupted concentration |
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Music for dancing or relaxation |
| D. |
Parents are informed of their child's progress in the areas of physical, cognitive, social, and emotional development, through written developmental observations, and teachers are available for conferences. |
| E. |
Infant Daily Schedule (approximate): |
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6:30 - 8:00 |
Staff greet children and parents, receive information from parents, interact with babies. Infants may select activities, such as manipulative toys, large muscle toys, etc. |
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8:00 - 9:00 |
Breakfast (satisfy nutritional needs, encourage feeding skills) |
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9:00 - 11:00 |
Free play (stimulate cognitive, physical, social, and emotional development) and naps as needed |
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11:00 - 12:00 |
Lunchtime |
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12:00 - 3:00 |
Free play and naps as needed |
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3:00 - 3:30 |
Snack |
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3:30 - 6:00 |
Free play, naps as needed, departure |
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Note: This is merely a general description of our day. Infants will be changed, fed, and allowed to nap throughout the day according to their individual needs. Special activities, such as walks, outside play, finger painting, coloring, play dough, dancing, and singing to music, etc., are offered daily as time allows. |
| F. |
List of activities and equipment / materials: |
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Quiet: |
Books, quiet music, wagon / stroller rides, song singing, story telling, mobiles to look at |
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Active: |
Large muscle toys, trucks / car for riding, large blocks, climbing stairs, climber / slide, musical instruments for dancing, balls of varying size, sensory experiences such as water play, sandbox |
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Teacher Directed: |
Group activities, dancing to music, using musical instruments, wagon / stroller rides, sandbox, gym / outdoor play, coloring, finger painting, play dough |
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Child Initiated: |
Manipulatives, looking at books, playing with blocks, stuffed toys, climbing on climber and slide, playing with trucks and cars. |
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*Activities and equipment are rotated to provide for a variety of learning experiences. Toys are washed daily and mouthed toys are washed in between use. |
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The two Bye Bye Buggies are shared by the Infant I, Infant II, and Infant / Toddler room |
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| This Child Care Program Plan will be available for parents to review at all times. |
| This plan will be reviewed and evaluated in writing annually by the Director and the lead teachers. |
Rev. 11/01
