Infants and Toddlers

Relationship Building

Infants learning agenda is much more focused on fundamental competences than that of an older child’s agenda. The foundation for later learning in all domains are set during infancy. For example, infants and toddlers are good at:

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• Seeking and forming relationships with people who will nurture and protect them

• Learn a language for the first time in order to communicate

• Construct knowledge of basic concepts such as the relationship between cause and effect and how things move and fit in space

• Master fine-muscle and large muscle skills.

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The common path of learning in infants and toddlers depends on ongoing interaction with adults. Without adults, infants and toddlers are unable to pursue their learning.

Learning and development is grounded in relationships

Family relationships have more influence on a child’s learning and development than any other relationships he has. In line of the family central role in a child’s early experience and development, we partner with families in all aspects of curriculum planning. Strong partnership with families grows from respecting and valuing diverse views expectations, goals and understandings families have for their children. We demonstrate respect for families by exchanging information about the child’s learning and development and we share ideas on how to support learning at home. Relationships provide infants and toddlers with a secure and emotional base from which they can explore and learn. Much of the cognitive, language, social, and physical learning a child experiences occurs while interacting with an adult.

Teachers Role

Individualised teaching is offered because every child is unique and has a blend of temperament, family and cultural background. Language experiences are nurtured together with personal strengths, interests, abilities and dispositions. Social-emotional development of the young child is nurtured through relationships.

Infants and toddlers are utterly dependent on adults for survival. They become emotionally secure or insecure depending on our responses to their needs. They are provided with consistency, appropriate and prompt responses for healthy emotional development.

​Interaction with the child will facilitate learning and development. There space for movement. A strong warm bond with the child is created to secure a one to one relationship which is important to explore their surroundings.

Adaption Process

Your child will be attached to a reference teacher and together they will build up a relationship. This will help the child to find his way in the new environment, and to communicate needs and interest to the reference teacher. A climate of caring and respect that promotes nurturing child/ teacher relationship will support learning in all domains
This process offers the child a meaningful learning foundation that fosters interactions, experiences and an environment that meets the individual needs. We provide an environment in which the child is supported and feels welcome and we create a rich learning fundament.