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Integrated Infant and Toddler Programs
Our emphasis is to promote and maintain a secure attachment between a child and their primary caregiver (see primary caregiving), as well as with other educators and the wider environment. We recognise and value the importance of a child's family and context and strive to work closely with families. Relationship-based programming recognises that children need to feel safe and secure in a predictable environment. Programs are flexible and responsive to individual children's interests and take into consideration children's emerging sense of autonomy ("I can do it"), wellbeing and belonging.
Educators and families work in partnership to offer children programs and routines that are individual and maximise learning opportunities. Planning for children is based on providing opportunities for children to extend and build on their learning.
Above all, we recognise that children need to feel secure in their environment and to enjoy what they are doing in order to learn through play-based programs. Educators access many training opportunities to extend their own learning.
In January 2009, we began exploring the idea of integrated infant and toddler programs. From January 2011 we changed our programs from traditional age groupings to integrated programs. This has created opportunities for a smaller number of children (13 per room) at different ages and stages of development to grow and develop together without the need for constant change and transitions to other age groups. Research shows that this contributes to the provision of high quality care and education. We have also undertaken some research which has shown positive results since this change to our programs. See the information sheet below for further information.
|Integrated infant-toddler program write up for families.docx||73.39 KB|