The infant of six weeks to approximately six months of age is still undergoing a transition from womb to world. It can be said that a second more gradual birth is occurring, as he progresses from almost total immersion. During this progress he is fulfilling his own needs to a more broadened awareness of himself, an awareness of those who care for him, and an awareness of the world around him.
The most important aspect of this particular environment is the teacher. There is no special equipment, no furniture or aesthetic feature in the environment which can substitute for a loving, committed adult whose only responsibility is to cuddle, play, and attend to the physical as well as emotional needs of the infants in her care. Due to the immense importance of constant and individual care for an infant’s development, each teacher is never responsible for more than three children.
In order to develop a child’s emotional security, as well as reinforce the development of his communicative skills, we give prompt and loving attention to his cries. Frequent diaper changes are also a priority, not only to protect the newborn’s sensitive skin, but also to lay a foundation for toilet training. This allows him to easily assimilate with the sensation of being clean instead of being wet and/or soiled.
Unless parents have a particular schedule which they want followed at school, the infant is allowed to determine his own sleeping and eating schedule. A general naptime or “quiet time” is never imposed upon the infants in the Nursery, but instead is provided at the will of the child. Staff members are happy to assist the parents with a feeding schedule or have the infant feed on demand.
Our program has a profound respect for the importance of the mother in the infant’s world. Breastfeeding is strongly supported and nursing mothers are welcome in the environment. Breastfeeding mothers who are feeding on demand can communicate with the Nursery staff throughout the day by phone to determine when their child is ready to nurse.
Futons are used for sleeping. This provides a safe and cozy place for rest that allows the child to always be in his environment, while allowing the adult to come into his world to cuddle, soothe and/or calm the resting infant.
Floor mats are also provided so that the child has opportunities for movement and exploration. In addition, for safety and other non-mobile babies walkers are not permitted in this program. Instead, we promote the child’s coordination and development of the alternate hand-knee movement of crawling before he attempts to walk.
A large mirror flanks the floor mats or beds to satisfy the newborn’s fascination with his own reflection. In the center of the classroom is a large rug area to promote the socialization of the children in the classroom while helping to strength their large motor skills.
Music ranging from nursery rhymes to classical is played throughout the day to stimulate the child’s auditory sense. In addition, the teachers maintain an on-going dialogue of English and sometimes foreign languages with the child in their care in order to support the development of his language skills.
As the child develops mobility and sociability, and availability in the next classroom, the infant begins an important transition between Nursery I to Nursery II. During this transition period the child begins to take daily visits to the new environment, allowing him an opportunity to slowly orient and bond to the new teachers as well as his new surroundings.
