Mini University’s infant and toddler teaching staff use the Creative Curriculum for Infants, Toddlers and Twos, developed by Teaching Strategies. They also incorporate the educational quality standards from NAEYC’s Accreditation Criteria, Ohio’s Early Learning and Development Standards, and the Resources for Infant Educarers (RIE) philosophy. The RIE philosophy is based on the research of Magda Gerber and Dr. Emmi Pikler.
The RIE (pronounced “rye”) philosophy is based on RESPECT for each child. The educarer respects an infant by talking directly to the child, explaining what he/she is about to do, making eye contact, and by waiting for the child’s response. RIE’s goal is to help nurture AUTHENTIC infants who are: Competent, Confident, Curious, Attentive, Exploring, Cooperative, Secure, Peaceful, Focused, Self-Initiating, Resourceful, Involved, Cheerful, Aware, Interested and Inner-Directed.
Developmentally appropriate programs for children from birth to age 3 are distinctly different from all other types of programs. They are not scaled-down versions of a good program for preschool children. These program differences are determined by the unique characteristics and needs of children during the first three years:
Infants and Toddlers learn through their own experience, trial and error, repetition, imitation, and identification. Adults guide
and encourage this learning by ensuring that the environment is safe and emotionally supportive. An appropriate program for children younger than 3 years old invites play, active exploration, and movement. Mini University provides this type of environment and a broad array of stimulating experiences within a reliable framework of routines for all infants.
Please refer to the Schedule posted on your child’s class bulletin board for information specific to your child’s center. Infants eat and sleep “on demand” and all schedules for very young children are individualized based on the needs of each baby.
Hellos & Goodbyes: Families and children are greeted individually and teaching staff support children transitioning from home to school.
Diapering and Toileting: Teaching staff check diapers and change as necessary and assist with toilet needs.
Breakfast: Teaching staff help children wash hands and eat breakfast, sitting with children and talking about the food, the day’s upcoming events and encouraging children to interact with each other.
Indoor Play Experiences and Reading: Children are guided in selecting what they want to play with in the classroom. Teaching staff observe and interact with children to extend their play and learning. Children are engaged in conversation and songs and teaching staff read books to children individually or in a very small group.
Diapering and Toileting: Teaching staff change diapers and assist with toilet needs.
Cleanup & Dressing: Teaching staff help children put materials away so children learn to respect equipment and materials and learn where specific items belong in their classroom. Teaching staff help children prepare for going outside by assisting with coats and other items needed, depending on the weather and temperature.
Outdoor Play: Exploration and play with outdoor equipment and nature. Teaching staff observe and interact with children as they explore the playground environment and equipment. Children often roll balls back and forth, blow bubbles, paint with water, and make nature discoveries.
Diapering and Toileting: Children transition from outside with assistance from the teaching staff (hanging up coats, washing hands). Teaching staff change diapers and assist with toilet needs.
Eating Lunch: Children help prepare the tables for lunch and engage in “family style dining,” eating in small groups in the classroom. Teaching staff sit and eat with children encouraging conversations about the day’s events and the meal. Children
assist in cleaning up, brushing teeth, washing hands and faces, and gathering their blankets to prepare for sleeping on their cots.
Sleeping & Nap time: Teaching staff help children relax so they can fall asleep. Quiet activities are provided for children who don’t sleep.
Diapering and Toileting: Teaching staff check diapers and change as necessary and assist with toilet needs as children transition from nap time.
Eating Snack: Snack is set up so children can eat as they wake up or after diapering and toilet needs
Experiences and Reading: Children are guided in selecting what they want to play with in the classroom. Teaching staff observe and interact with children to extend their play and learning. Children are engaged in conversation and songs and
teaching staff read books to children individually or in a very small group (similar to the morning).
Outdoor Play: Exploration and play with outdoor equipment and nature in the late afternoon.
Diapering and Toileting: Children transition from outside with assistance from the teaching staff. Teaching staff check diapers and change as necessary and assist with toilet needs. Infants have their diaper changed at least every 2
hours, or as needed.
Departure: Families are greeted and communication about the child’s day is shared.
This information is based upon the recommendations of Teaching Strategies and the Creative Curriculum for Infants, Toddlers and Twos, Vol. 1 The Foundation (p. 61-68) © 2011.
Sinclair Community College
Early Childhood Education Center
140 S Perry St
Dayton OH 45402
Wright State University
Child Development Center
3640 Col. Glenn Hwy.
Wright State University
Dayton, Ohio 45435
(at the intersection of University Blvd. and Wright State Rd.)