Infant Daily Supply List (stored in cubbie)
☐Pacifiers (if applicable)
☐Wipes (4 full-sized pack per family a month)
☐Extra Clothes – 3 onesies long, 3 shirts, 3 pants, 3 pairs of socks, 2 jackets. Pack clothes that you would be ok with getting dirty. Little ones learn by doing, which often means getting messy.
☐ Unopened formula for emergency use (if applicable)
☐Tote or Diaper bag (large enough to store empty bottles and clothes that may be sent home)
☐Medications for emergencies (Note: We don’t administer medications, except those required in emergency situations such as EPI pen, nebulizer or inhalers)
☐Photos from home of important family members and baby
☐ Toothbrush & toothpaste
☐Blanket and security lovie
Toddler Daily Supply List (stored in cubbie)
☐Pacifiers (if applicable)
☐Diapers and/or undies
☐Wipes (3 full-sized pack per family a month)
☐Extra Clothes – 4 shirts, 4 pants, 2 pairs of socks, 1 jackets/sweatshirt, 1 rain jacket, 2 pairs of pajamas (if needed), 1 pair of rain boots (or extra school shoes. (Pack clothes that you would be ok with getting dirty, lost (although rare). Little ones learn by doing, which often means getting messy.)
☐Sunscreen and sun hat
☐re-useable grocery bag
☐ Medications for emergencies including signed doctors note with instruction for administration (Note: We don’t administer medications, except those required in emergency situations such as EPI pen, nebulizer or inhalers)
☐2 photos from home of important family members and baby. Also text/email Evelyn an electronic photo of all members in the family together for school family gallery)
☐Blanket and security lovie
☐Toothbrush and tooth paste
☐Text recent headshot and full-body shot of child for activities
(Note: largely adapted from PITC’s Six Program Policies with some two-cents from Mighty Bambinis founder Evelyn Nichols www.mightybambinis.weebly.com)
In a primary care system, each child is assigned to one or two special infant/toddler care teacher who is principally responsible for that child’s care. Family childcare requires that the licensee (owner) must be present 80% of the time, to attempt to ensure a primary care exists. This fosters attachment and predictability for young children. They know who to look to for help and feel secure to try new things.
Every major research study on infant and toddler care has shown that small group size and good ratios are key components of quality care. PITC recommends primary care ratios of 1:3 or 1:4, in groups of 6-12 children, depending on the age. The guiding principle is this: the younger the child, the smaller the group. Small groups facilitate the provision of personalized care that infants and toddlers need, supporting peaceful exchanges, freedom and safety to move and explore, and the development of intimate relationships. Family childcares are licensed as a small (4-8 children, depending on ages served) and large 12-14 children, depending on ages served) to try to ensure small group size. If you choose a center, be sure to ask how many children are in each room at once AND what the child to teacher ratio is.
Continuity of care is the third key to providing the deep connections that infants and toddlers need for quality childcare. Programs that incorporate the concept of continuity of care keep primary infant/toddler care teachers and children together throughout the three years of infancy period, or for the time during that period of the child’s enrollment in care. So when choosing childcare it is important to consider if the childcare / nanny is an appropriate fit for your child when they are a young infant, mobile infant, AND a toddler. Not all settings and caregivers can grow with your child equally.
Following children’s unique rhythms and styles promotes well-being and a healthy sense of self. It’s important not to make a child feel bad about him or herself because of biological rhythms or needs that are different from those of other children. Responding promptly to children’s individual needs supports their growing ability to self-regulate, i.e., to function independently in personal and social contexts. The program adapts to the child, rather than vice versa, and the child gets the message that he or she is important, that her/his needs will be met, and that his choices, preferences, and impulses are respected.
Young children thrive with predictability and firm boundaries, but lots of freedom within those limits. Even newborns/young infants should be spoken to and invited to participate / help themselves. They should be both protected, yet seen as competent and challenged and given opportunities to make their own discoveries/do things on their own. Responsive care doesn’t mean that caregivers should always rush to pick up a child or solve all their problems / frustrations. Evelyn highly recommends the RIE principles of respectful care (Magda Gerber, Janet Lansbury, and authors Faber & Mazlish). Check out www.rie.org (infants) and http://www.janetlansbury.com/ (toddlers).
Children develop a sense of who they are and what is important within the context of culture. Because of the important role of culture in development, infant/toddler care teachers who serve families from diverse backgrounds need to:
Relationship and Family-based Care
A strong relationship between caregivers and parents is extremely important for children, especially in their earliest years. Parents and caregivers can share insights and observations, struggles and exciting developments. It’s important to choose a caregiver that you can trust to be honest, communicate with about the good and bad, and work together with to problem solve. Caregivers and parents should see each other as partners!
Some questions to ask when choosing care:
Some advice about getting into childcare in San Francisco:
Transitioning an infant or toddler into childcare or preschool can be difficult for both parents and children. Parents may experience the guilt of leaving their child with another caregiver and must develop new routines that include drop off and pick up. Children, especially those over 8- or 9-months-old, are likely to experience some separation anxiety and must adapt to a new environment and form new attachments.
However, parents can greatly diminish both their own stress and their child’s stress by creating a transition plan in conjunction with the childcare or preschool. We interviewed Evelyn Nichols, owner and director of Mighty Bambinis, a home-based childcare and preschool in San Francisco’s Sunnyside neighborhood (prior to Mighty Bambinis, Nichols was also a K-12 teacher and school administrator) to learn more about how parents can have a successful transition.
Both parents and children can experience extreme stress and guilt about transitioning.Transitioning Infants (up to 7 months old)
Nichols tells us that transitioning young infants is often easier than toddlers, primarily because infants are not as susceptible to separation anxiety. According to Kathy Zetes, former Child Development Specialist at Children’s Council San Francisco, infants have little fear of strangers and “are intrigued by studying faces and listening to voices. Anyone who smiles and talks to a 3- or 4-month-old will be rewarded with a returned smile and cooing.”
With young infants, it is helpful for new caregivers to observe parents with their infants to learn their routines, soothing techniques, and ways of being with the baby, since infants thrive on consistency. It is important for caregivers to cater to the baby’s rhythms, even if it requires compromising, rather than adjusting the baby’s routine to fit the childcare’s schedule. Overtime, children’s routines within a group setting often naturally merge together.
Nichols’ recommendations for parents transitioning infants:
Transitioning Older Infants / Toddlers (8 or 9 months and older)
By the time babies reach the second half of their first year, they start to discriminate between the faces and voices of people they are familiar with and those of strangers. Attachment to parents or an existing caregiver, such as a nanny, can make separation difficult and children may experience a fear of abandonment. Separation anxiety tends to peak at around age 18 months and is manifested in sadness, crying, tantrums, and withdrawing. Separation anxiety when starting care may last anywhere from a few days to one month, and it is important for parents to have appropriate expectations and a plan in place to manage it. If parents know that their children have a significant amount of separation anxiety, it’s best to send children to childcare full-time rather than part-time. Although this may seem counter-intuitive, young children thrive on predictability and routine. Full-time care allows them to know what to expect five days a week and to more quickly adapt to and to enjoy their new environment and caregivers. However, with older children, the focus of the transition plan is on preparing the child for the separation, and empathizing and providing support, but not “rescuing” a child experiencing separation anxiety.
Nichols’ recommendations for parents transitioning toddlers:
Nichols also emphasizes that throughout the transition period, parents and caregivers should communicate frequently to stay abreast of the child’s progress and parents should feel free to check-in during the day.
Separation anxiety can come and go, and peak at different times for children. If your child is starting care at one of these peak times, particularly if they start care part-time, a child may struggle with separation beyond what parents or caregivers feel is appropriate. Each program and family gauges how much is too much crying and stress, but if a child cries most of the day for more than two weeks, or their general well-being and mood are being significantly affected, it might be worth reevaluating whether now is an appropriate time to start care in a group setting. Most programs have a two week trial period at the start of care to allow for both parents and caregivers to feel out if the childcare arrangement is appropriate for their child at that time.
However, in the vast majority of cases, with a thoughtful transition plan and supportive caregivers, your child will shortly be on their way to enjoying school, building relationships with teachers, and making new friends.