![]() During these visits, pay close attention to the environment, cleanliness, and safety measures in place. Once you have narrowed down your options, it’s essential to visit the daycares you are considering. Look for daycares that have positive feedback regarding their ability to accommodate infants and handle their unique needs, including feeding. Begin by researching daycare options in your area and read reviews from other parents to gain insight into their experiences. Choosing the Right Daycareīefore discussing the specific feeding plan for your infant, it’s crucial to choose the right daycare that aligns with your values and priorities. In this article, we will explore the different aspects of an infant feeding plan for daycare and provide guidance on navigating this important transition. When looking for a daycare, it’s essential to consider various factors to ensure that your infant’s feeding needs are met, such as the daycare’s approach to feeding, availability of breastfeeding support, and their policies on introducing solid foods and handling allergies. Transitioning to Self-Feeding at DaycareĬhoosing the right daycare for your child is an important decision that can greatly impact their daily routine, including their feeding schedule. ![]() Preparing and Packing Bottles for Daycare.Discussing the Feeding Plan with the Daycare.Exploring and following interests, such as soft dolls, shakers, and stacking toys.Materials with different textures, sounds, and colors.Touching and feeling books and textures.Snuggling, talking, and reading books together in the fresh air.Exploring and following interests, such as touching leaves and talking about trees, clouds, and birds.Welcome families and learn about how the children are doing.We will adjust the schedule throughout the day to respond to your child’s interests and needs, as well as to the weather conditions. Mealtimes, diapering, and sleeping will be based on individual needs. Sample B: Infant Daily Schedule (With Times) Goodbyes: We share observations of the child’s day as well as details about meals, naps, diapering, and toileting.Exploring materials, loose parts, and objects.Outdoor play, including push toys, climbing equipment, and soft spaces on blankets or sand.Movement and free exploration and interactions. ![]() Exploring materials, objects, and books.Movement and free exploration and interaction.Exploration of materials/objects sensory table or tray discovery.Greetings and check-ins: We ask about how each child slept, ate, his or her mood, and any other details.Diapering, naps, and mealtime as needed.Parents: Please let us know how your child is doing, and if you have any concerns, questions, or comments. Older toddlers are invited to have meals together. Sample A: Infant and Toddler Schedule (Without Times)Ĭare routines such as diapering, toileting, naps, and mealtimes will be based on individual needs. The child’s mother has said that, at home, her little girl sings all of the songs, but in child care, she does not actually join the group until several months later, when she is ready (Harms et al., 1998 NAEYC, 2015). One child goes to the book corner when this happens and she peeks over the shelves at the group. For example, in a family child care home with several toddlers, many of them like to be near the caregiver while she sings. Group gatherings should be limited in time, flexible, and account for the individual interests of all children. Caregiver-initiated, whole-group experiences such as song time, dancing, or reading books can work well for older toddlers if they can choose whether or not to participate. ![]() When children come together to play, it should be driven by their desire to be together, even if it means being near each other and doing separate things. Self-directed play gives children opportunities to practice what they have observed and learned about their world, test new ideas, and build skills in all areas of development. \)Ĭhildren learn through play (Fromberg & Gullo, 1992 Ginsburg, 2007 Meltzoff, Kuhl, Movellan, & Sejnowski, 2009 Piaget, 1962).
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