First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C.

Encarnacion

Module 6
Summary of
the Birth Process
Introduction
Infants and toddlers do not understand the concept of time, so they organize themselves by the people
they are with and the events that happen. When things happen in the same order each day, infants and
toddlers have a better understanding of their world and feel more secure. A predictable schedule filled
with consistent and responsive routines helps them to know what to expect and helps them feel more
confident in themselves and the world around them.

Objectives
At the end of this chapter, it is expected that you will be able to:
▪ describe daily routines used in infant/toddler classrooms and their importance in meeting
children’s needs;
▪ discuss unique health and safety needs of infants and toddlers;
▪ develop appropriate schedules for infants and toddlers; and
▪ discuss ways to include infants and toddlers with special needs into quality programs.

Instructions
You are given four days to finish reading this module and do the activities, including the pretest and
posttest. Follow the suggested timeline:
Day 1
Chapter I: Daily Routines Used inside the Classroom and their Importance

Day 2
Chapter II: Unique Health and Safety Needs of Infants and Toddlers

Day 3
Chapter III: Ways to Include Infants and Toddlers with Special Needs

Day 4
Submission of Mock Schedule for Infants and Toddlers

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First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C. Encarnacion

Pretest

A. Enumerate what a daily schedule for an infant-toddler classroom might include.

1.
2.
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4.
5.
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8.

B. Enumerate unique health and safety needs of infants and toddlers.

1.
2.
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4.
5.

C. Enumerate ways to include infants and toddlers with special needs into quality programs.
1.
2.
3.
4.
5.

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First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C. Encarnacion

Pretest Feedback

A. Enumerate what a daily schedule for an infant-toddler classroom might include.

Answers may include any of the following.
▪ Arrival/greet families
▪ An example of a visual scheduleBreakfast/feeding
▪ Indoor/outdoor developmentally appropriate experiences, naps as needed
▪ Diapering and toileting
▪ Small group time with songs
▪ Lunch/feeding
▪ Diapering and toileting
▪ A second example of a visual schedule
▪ Naps as needed
▪ Diapering and toileting
▪ Snack/feeding
▪ Indoor/outdoor developmentally appropriate experiences
▪ Departure

B. Enumerate unique health and safety needs of infants and toddlers.

Answers may include any of the following.
▪ Preventing and controlling infectious disease
▪ Safe sleep practices
▪ Medication administration
▪ Preventing and responding to emergencies related to food and allergic reactions
▪ Ensuring and safety of building and physical premises
▪ Preventing shaken baby syndrome and abusive head trauma

C. Enumerate ways to include infants and toddlers with special needs into quality programs.
Answers may vary.

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First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C. Encarnacion

I. Daily Routines Used inside the Classroom and their Importance

Each infant and toddler is different from the next. For infants and toddlers, we think of a daily schedule
as something to help maintain routines that are consistent and supportive of individual children’s needs.
We also think about schedules in terms of how much time is given to different routines. For example, some
infants may take a number of short naps throughout the day, whereas others may take one or two longer
naps. For very young children, differences from one child to the next are normal. Children develop best
when teachers modify their schedules to accommodate infants’ and toddlers’ needs rather than trying to
get children to fit a set classroom schedule.

An infant or toddler’s schedule is guided and supported by a primary caregiver based on what is
learned through observations and connections with the family. The primary caregiver strives to
understand the child’s needs and help him or her transition from one experience to another.

Caregivers, along with other program staff, help determine what is included during a day. When caring
for infants and toddlers however, the focus should stay on the sequence of their care and how things
happen rather than keeping to a time schedule. Daily schedules often include:

▪ Experiences: Caregivers should remain close by to offer support to infants and toddlers as they
play and explore their environment at their own pace.
▪ Caregiving routines: Arrival, feeding or eating, diapering or toileting, sleeping, departure, etc.
▪ Transitions: Times of change that occur in a child’s day, such as snack to outdoor play.

Predictable schedules help provide a framework and direction for caregivers when caring for infants and
toddlers. In turn, infants and toddlers feel secure when schedules and routines are dependable; this tells
them that they can trust caregivers to provide for their needs. For example, some infants will take short
naps during feedings. Other infants may eat quickly and immediately fall asleep when finished. Within a
consistent daily schedule, caregivers are able to build routines around infants’ and toddlers’ natural
habits.

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First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C. Encarnacion

A daily schedule for an infant–toddler classroom might include:

▪ Arrival/greet families
▪ An example of a visual scheduleBreakfast/feeding
▪ Indoor/outdoor developmentally appropriate experiences, naps as needed
▪ Diapering and toileting
▪ Small group time with songs
▪ Lunch/feeding
▪ Diapering and toileting
▪ A second example of a visual schedule
▪ Naps as needed
▪ Diapering and toileting
▪ Snack/feeding
▪ Indoor/outdoor developmentally appropriate experiences
▪ Departure

When considering your schedule, and particularly diapering or toileting routines, remember infants and
toddlers should be checked and changed (or asked to try the toilet) at least once every two hours or
more as needed (e.g., at family’s request or for temporary diaper rash). In addition, children should
always be immediately changed if they have soiled themselves.

Infants and toddlers learn about their world and the people around them through daily routines. Try the
following actions in the learning environment to support responsive schedules and routines for the infants
and toddlers in your care:
• Remember that schedules and routines must be flexible to fit individual children’s needs. Work
with children’s families to develop schedules that work best for each child.
• When guiding infants and toddlers through routines, talk and sing songs about what you are
doing, and interpret the child’s experiences aloud.
• Post pictures or photos of the daily schedule and steps in daily routines at the children’s eye level.
• Review the sequence of experiences, routines, and transitions with toddlers: “We had breakfast
and then we went outside.”
• Talk with families regarding their expectations concerning routines. Some families may look for
their mobile infants and toddlers to cooperate more readily in various routines, while others will
expect independence in some routines.

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First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C. Encarnacion

Sample A: Infant and Toddler Schedule (Without Times)

Care routines such as diapering, toileting, naps, and mealtimes will be based on individual needs.
Older toddlers are invited to have meals together.

Parents: Please let us know how your child is doing, and if you have any concerns, questions, or
comments. We are listening!

• Early day
o Diapering, naps, and mealtime as needed
o Greetings and check-ins: We ask about how each child slept, ate, his or her mood, and any
aaaaaaother details.
o Exploration of materials/objects; sensory table or tray discovery
o Reading and exploring books
o Movement and free exploration and interaction
o Outdoor stroller walk or play in yard

• Midday
o Diapering, naps, and mealtime as needed
o Quiet music, reading, and low lights
o Exploring materials, objects, and books
o Movement and free exploration and interactions
o Outdoor play, including push toys, climbing equipment, and soft spaces on blankets or sand

• Late day
o Diapering, naps, and mealtime as needed
o Reading and exploring books
o Exploring materials, loose parts, and objects
o Movement and free exploration and interaction
o Outdoor play
o Goodbyes: We share observations of the child’s day as well as details about meals, naps,
aaaaaadiapering, and toileting.

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First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C. Encarnacion

Sample B: Infant Daily Schedule (With Times)

Mealtimes, diapering, and sleeping will be based on individual needs. We will adjust the schedule
throughout the day to respond to your child’s interests and needs, as well as to the weather conditions.

• 7:00–8:30: Arrival and greeting.

o Welcome families and learn about how the children are doing.

• 8:30–9:30: Outside time. Possibilities include the following:

o Exploring and following interests, such as touching leaves and talking about trees, clouds, and
aaaaabirds;
o Snuggling, talking, and reading books together in the fresh air;
o Listening and singing to rhythms; and
o Rolling, climbing, and crawling.

• 9:30–11:30: Floor-time play. Toys and objects available to explore.

o Touching and feeling books and textures;
o Talking, cuddling, and rocking;
o Listening and singing to rhythms; and
o Rolling, climbing, and crawling.

• 11:30–12:30: Sensory exploration.

o Materials with different textures, sounds, and colors.

• 12:30–2:30: Floor-time play. Toys and objects available to explore.

o Exploring and following interests, such as soft dolls, shakers, and stacking toys;
o Touching and feeling books and textures;
o Talking, cuddling, and rocking;
o Listening and singing to rhythms; and
o Rolling, climbing, and crawling.

• 2:30–3:30: Outside time. Possibilities include the following:

o Exploring and following interests, such as touching leaves and talking about trees, clouds, and
aaaaaabirds;
o Snuggling, talking, and reading books together in the fresh air;
o Listening and singing to rhythms; and
o Rolling, climbing, and crawling.

• 3:30–5:30: Floor-time play and departure.

o aaaaReview the day with parents, share observations, and provide information as needed.

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First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C. Encarnacion

II. Unique Health and Safety Needs of Infants and Toddlers

Preventing and Controlling Infectious

Diseases
In addition to the standard practices that
need to be addressed within the training,
such as inclusion and exclusion policies,
universal precautions, and recognizing and
managing infectious disease, caregivers of
infants and toddlers should be trained on the
following: daily cleaning, sanitizing, and
disinfecting practices (e.g., infant toys
cleaned and sanitized as needed between
each use); daily health checks; diapering
procedures; feeding practices; and
preparing a clean and healthy environment.

Safe Sleep Practices

Safe sleep practices help reduce the risk of sudden unexpected infant deaths (SUIDS), including sudden
infant death syndrome (SIDS.) Trainings should include information regarding safe environments,
suffocation and strangulation risks, potential hazards, as well as safe sleep practices.

Medication Administration
In addition to the standard practices that need to be addressed within the training, such as preparation,
authorization, administration, documentation, storage and errors, caregivers of infants and toddlers
should be trained to approach administration of medication in a developmentally appropriate manner.
This includes creating a calm environment, giving medication at the appropriate time, and avoiding
mixing medication into formula or breast milk.

Preventing and Responding to Emergencies Related to Food and Allergic Reactions

In addition to providing training on policies, allergy plans, and procedures for caring for children with
food and other allergies, caregivers of infants and toddlers should be trained on working with families to
introduce solid foods and to establish feeding plans.

Ensuring the Safety of Building and Physical Premises

For children younger than 1 year, falls account for more than 50 percent of nonfatal injuries. In addition
to providing training on safety practices, creating safe indoor and outdoor environments, and following
licensing guidelines, caregivers of infants and toddlers should be trained to identify choking hazards,
establish safe sleep environments, and ensure bottles are prepared properly and are not overheated.
Training on active supervision will inform caregivers on the importance of keeping infants and toddlers
within sight and sound at all times.

Preventing Shaken Baby Syndrome and Abusive Head Trauma

According to the National Center on Shaken Baby Syndrome, shaken baby syndrome is the leading cause
of child abuse deaths in the United States. In addition to providing training on the definition and facts
regarding abusive head trauma and shaken baby syndrome, preparing caregivers about the different

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First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C. Encarnacion

types of temperaments and developmentally appropriate communication for infants (which is crying)
reminds caregivers to understand crying within the context of reasonable expectations and helps increase
their empathy and understanding of children.

Handling and Storage of Hazardous Materials

In addition to providing training on pest management practices, use and storage of toxic substances, and
the Poison Control Center, caregivers of infants and toddlers should receive training on increased
susceptibility to poisoning of children this age because they learn through sensorimotor exploration, and
that includes putting all kinds of objects and substances in their mouths.

Safely Transporting Children

In addition to providing training on driver qualifications,
transportation procedures, and safety equipment, caregivers
should receive training on the proper installation of car seats,
choosing an appropriate car seat, and never leaving a child
alone in a car.

Emergency Preparedness
Caring for infants and toddlers, which may include children
who are not yet mobile or with limited ability to communicate
their needs, requires additional planning on the part of the
care providers. Caregivers will need training on procedures
for evacuation, relocation, shelter-in-place and lock down,
staff and volunteer emergency preparedness training and
practice drills, communication and reunification with families, as
well as continuity of operations. In addition, accommodations
of infants and toddlers will needs to be considered, such as
assessing potential hazards on evacuation routes, infant
feeding during a disaster, and appropriate means for
evacuating nonmobile children (evacuation cribs and portable
play yards with wheels or strollers.)

Pediatric First Aid and CPR

Caregivers need to be trained in a first aid and CPR certification program that includes content on caring
for infants and toddlers.

Recognition and Reporting Child Abuse and Neglect

In addition to receiving training on the different types of abuse, protective factors, and community
resources, infant and toddler caregivers need to be trained on shaken baby syndrome and recognizing
indicators of abuse in nonverbal children.

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First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C. Encarnacion

III. Ways to Include Infants and Toddlers with Special Needs

(Guide to Promoting Inclusion in Early Childhood Programs:
https://www.dhss.delaware.gov/dms/epqc/birth3/files/guidetoinclusion2013.pdf)

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First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C. Encarnacion

Programs, not children, need to be ’ready for inclusion.’

Ilene S. Schwartz, Samuel L. Odom, and Susan R. Sandall in Including Young Children with Special Needs

High quality early care and education benefits all children. Community programs, family child care
programs, preschool programs in the community and within schools which are high quality know how
to meet the needs of infants, toddlers, and preschool children with disabilities along with those of other
children.

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First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C. Encarnacion

Suggestions for Activities to Support Children’s Varying Needs

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First Semester | ECED36 Infant and Toddler Program Ms. Abby-Gail C. Encarnacion

Posttest

A. In 4-5 sentences, explain the importance of having a daily routine/schedule in an infant/toddler

classroom.

B. What are the unique health and safety needs of infants and toddlers?

C. Should there be a separate class for children with special needs? If yes, why? If no, how can you
include them in quality infant/toddler program.

Reminder:
Create a mock schedule for an infant/toddler classroom. See learning guide for instructions.

Resources:
▪ Dodge, D., Rudick, S., & Berke, K. (2006). The Creative Curriculum for Infants, Toddlers and Twos, (2nd ed.).
Washington DC: Teaching Strategies, Inc.
▪ Gonzalez-Mena, J. (2002). Infant/toddler Caregiving: A guide to Routines (2nd ed.). Sacramento: California Dept. of
Education.
▪ Petersen, S. H., Wittmer, D. S. (2008). Infant and Toddler Development and the Responsive Program Planning: A
Relationship-Based Approach. Saddle River, NJ: Pearson Education, Inc.
▪ Early Head Start National Resource Center. (2014). Individualizing care for infants and toddlers: Part 1 [Technical
assistance paper no. 16]. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/docs/ehs-ta-16.pdf
▪ Fromberg, D. P., & Gullo, D. F. (1992). Perspectives on children. In L. R. Williams & D. P. Fromberg (Eds.),Encyclopedia
of early childhood education (pp. 191–194). New York, NY: Garland Publishing.
▪ Administration for Children and Families, U.S. Department of Health and Human Services. (2015). Caring for our
children basics: Health and safety foundations for early care and education. Retrieved from
https://childcareta.acf.hhs.gov/sites/default/files/public/cfocb_alignment_tool.
▪ https://www.dhss.delaware.gov/dms/epqc/birth3/files/guidetoinclusion2013.pdf

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