Toddler’s Daily Schedule


Half-day schedule - (stapleton only)

8:30-9:00      Welcome and Free Play
9:00-9:30      Sunscreen/Outside Time-Gross Motor
9:30-9:45      Bathroom Break/Diapers/Wash hands
9:45-10:05    Snack Time
10:05-10:20  Circle Time: Literacy & Music activity
10:20-11:00   Free Play Centers: Art Activity   
11:00-11:30   Gross Motor in the Gym
11:30-11:45   Bathroom Break/Diapers/ Wash hands to Prepare for Lunch
11:45-12:15   Lunch Time
12:15-12:30   Dismissal & Story time in Library


Full-day schedule

7:30-8:30      Welcome/Free Play in Areas
8:30-9:00      Sunscreen & Outdoor –Gross Motor
9:00-9:30      Circle Time: Literacy & Music Activity
9:30-9:45      Bathroom Break/Diapers/Wash hands
9:45-10:05    Snack Time
10:05-10:55  Music & Movement/Yoga/Gross Motor
11:00-11:30   Free Play Centers: Art Activity
11:30-11:45   Bathroom Break/Diapers/ Wash hands to Prepare for Lunch
11:45-12:15   Lunch Time
12:15-2:30     Diaper check/Get mats ready/Quiet Books/Rest Time
2:30-3:15       Quiet Activities/Diaper/Wash Hands/Snack Center
3:15-4:15       Free Play & Art/Sensory/Math Centers
4:15-5:15       Sunscreen/Outside Gross Motor
5:00-5:30       Wash Hands/Diapers/Story time in Library

Infant's Daily Routines & Schedule

While most infants have a normal rhythm to their day, we cannot force any baby to “eat at 10:30” or “sleep at 1:00”.  If breast fed or bottle fed infants eat between 2.5 and 3 hours, we will feed the infants during their normal eating routines.  If the infant normally takes 3-4 cat naps through the day, we will respond to their tired cues & put a drowsy infant in their crib for nap.  We will change diapers every hour or so, or when the infant needs a change.

On the whole, the majority of the Infant day is responsive care: diapering, feeding, burping, and sleeping.  Often this looks like holding the baby while completing these tasks.  Other times it means acknowledging without holding and directing infants to new activities or responding to the infants needs with words, songs, rhymes or toys.

In addition, a big piece of their development is also interaction with teachers. The teachers engage the infants in normal conversation.  They help the infant identify objects & use their proper given names rather than non-specific (honey, buddy, angel, peanut). When speaking, the teacher uses normal tone of voice, not baby babble.  The rationale behind these guidelines is to help the infants acquire both receptive & expressive language.  It is important for the infant to hear the word, spoken correctly, with the particular corresponding object.  Concurrently, it is necessary to have exchanges between the adult & child.  With the young infants, we talk to them about anything when we change their diapers.  It gets them into the routine of knowing what is happening.  For example, "Now, you’re all clean & I’m getting you a fresh diaper." etc.  If they are cooing, we mimic those noises back to them.  
We also like to take the opportunity when some infants are napping, to spend "circle time" for the infants that are awake.  Normally, that may just be one or two babies, but we can sit together on the rug & read a story.  We can sing a song, or act out a finger play.
We require physical movement for each infant every day.  For young babies, that may be just 60 seconds of supervised tummy time.  The goal would be to allow the babies the opportunity to practice rolling from tummy to back & holding their head up etc.  The older babies, we're working on crawling & pulling up.  

Infants cannot be confined to a "baby gear" item at any time.  If an infant enjoys the saucer, they are allowed to explore that toy for a few minutes.  But cannot remain in that piece of equipment for longer than 10 minutes.  Keeping infants in strollers, play pens, car seats, swings, saucers, bouncy seats, high chairs etc; can delay necessary physical development.  The classroom is set up to provide opportunities to encourage the development of movement skills.