Lessons and activities are designed to build both gross and fine motor skills such as: grasping, batting, reaching, rolling over, crawling, standing, cruising and walking. Free movement and maximum exploration are promoted throughout the environment with materials and furniture at the infant’s level. The activities in the room are designed to stimulate gross and fine motor skills, social-emotional and intellectual needs of the infant. ![]() In the Infant Community, the child is working any time they are awake. Work Period: The Work Period in an Infant Montessori class is not a defined block of time as it is at the Toddler and Two’s level. This time will be broken into smaller increments as necessary for the child. Tummy Time: Infants will have 30 minutes of time on their stomach each day (until they are rolling over, crawling, etc.) to explore their environment, and to strengthen their necks and upper body. Sleeping: Nap schedule in the Infant Community will be on demand, according to the needs of the child. Older infants, not taking a bottle will have breakfast (if applicable), lunch and snack-on-demand as needed, generally once in the morning and once in the afternoon. The following is a list of activities that will take place in the class with timing based on the need of the child:įeeding: Infants will be fed on demand and work towards a regular schedule of breakfast, snack, lunch, snack, and dinner depending on the child’s arrival and departure times. The daily schedule of the Infant Community varies in terms of timing based on the needs of each child. However, all children should arrive by 9:00 AM. Children may arrive and leave anytime during those hours. The hours for the Infant & Toddler Community are 8:00 AM – 5:00 PM. ![]() ![]() Program hours are 8:00 am to 5:00 pm, 5 days per week. Her analysis points to the need to care for caregivers, and for caregiving to become a self-reflective activity.The Infant and Toddler Program serves children ages 0 to 24 months. As Leavitt documents the experiences of our youngest children, she engages in a philosophical exploration of the meanings of emotionally responsive, empowering care in group settings. Vivid descriptions illustrate how caregivers create problematic situations for the children as they exercise unyielding power in the rigid management and control of the daily routines and play of children. The day care center is described as an institution that imposes a temporal and spatial regime on the lives of infants and toddlers. Leavitt's original application of multiple theoretical perspectives-interpretive, interactionist, critical, feminist, and postmodern- yields powerful insights into the problematic emotional experiences and relations between infants and their caregivers. This text speaks to researchers and instructors interested in infancy, early childhood socialization, child care, and interpretive research. Robin Lynn Leavitt presents in a provocative ethnography the lived experiences of infants and toddlers in day care centers. Infant-Toddler Day Care: Review, Reflections, and DirectionsĪppendix: The Credibility of Interpretive Studies ![]() The Center as a Setting for Responsive CareĦ. Images of Emotionally Responsive, Empowering Caregiving Emotionally Responsive, Empowering Child Care Theoretical and Philosophical PerspectiveĬhildren's Place in the Social World of Day Careĥ. Problematic Experience, Power, and EmotionĢ.
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