Infant/Toddler Transition Room

Our Infant/Toddler Transition Room is such a valuable part of our center. It is a room that we treasure. It is a small room with 3 or 4 children with one teacher that is experienced and trained in both infant and toddler care and education. This program is designed to be extremely flexible to meet the needs of each individual child. The infant/toddler transition room works with both the infant and toddler rooms depending on the age, schedule and developmental needs of each child. When the children are ready, they will have opportunities to take turns visiting in the toddler room.

The Infant/Toddler Transition Room provides opportunities for infants that are crawling and beginning walkers to explore and further develop their motor skills in a safe and stimulating environment. Small climbing equipment, rocking horses, pull-up toys, activity garden and many other toys are available to play with. They also have opportunities for pretend play, puzzles, blocks, peg games, and the introduction to crayons and markers. Books, songs, finger games, dancing and Mike the Music Man are all part of the fun and learning! Toys and equipment are changed often to keep children interested and challenged.

Our small classroom environment allows for the development of social skills and friendships. Children sit together for meals and sit next to each other during songs, stories, and activities. They imitate, smile at and babble to each other during play. "Chase" and "following" games are favorites on the playground. Children are also introduced to the concept of sharing and turn taking.

The development of self-help skills are encouraged at this age. Learning to wash hands at our child-sized sink, seating themselves in small chairs, eating snacks and lunch at our small table, practicing to serve themselves and manipulate utensils are all important skills. These skills are practiced with the help of the teacher. High chairs are available for infants that still need this support during meal time. Low shelving allows children to choose their own toys and help "clean-up."

Sign language that the infants learn in the Infant Room will continue to be used and expanded upon within the Infant/Toddler Transition Room. For example, in the Infant Room, infants learn the sign for "more." In the transition room, they are encouraged to sign "more please." Children will also begin to engage verbally with their peers. Teachers model appropriate language and facilitate conversations and communication. Repetitive songs, rhymes and books are important components in language development.

Our spacious Infant/Toddler playground is designed with our younger children in mind. The playground is a shaded play space with a "backyard feel." There are wind chimes, chipmunks, squirrels, insects and opportunities for seeing birds at our bird feeder. The grassy area provides plenty of space for children to run, play ball, blow bubbles, and use the climbing toys and small slides. There is pavement for riding toys, push toys and chalk and a large, covered sandbox for digging and making "birthday cakes!" Children go for stroller and carriage rides and get to play with the toddler children and teachers.

Naptime is still such an important part of the Infant/Toddler day. We are sensitive to the unique napping circumstances of each individual child. Infants and young toddlers that still require a morning nap can use the crib room and children who nap after lunch practice sleeping on a cot. Teachers sit next to the cots and pat the children's backs to help them relax and fall asleep. Each child has a cot labeled and assigned to them. Cot sheets are provided by CCC, Inc. and washed weekly. Parents are encouraged to bring a blanket, stuffed animal or comfort item from home for your child to sleep with.

Communicating with parents daily at drop-off and pick-up is an essential part of your child's day. Teachers are available to hear about your child's morning and needs for the day. This communication helps make a smooth transition for your child from home to school. Written daily reports are completed by your child's teacher to let you know about their day. Progress reports are completed and sent home every 3 to 6 months. These reports document your child's growth and development. Parent/teacher conferences are scheduled as needed or at the parent's request.

With everything that your child is learning and experiencing at CCC, Inc. we feel that nurturing each child is the most important part of our day. Children need to feel safe and secure and have a strong bond with their teachers. We understand that children need hugs and kind words to grow and develop.