Table of Contents
1. Welcome
2. Philosophy

RIE

The Schools of Reggio Emilia, Italy
3. Relationships

Group Size and Primary Care

Parents as Partners

Communication
4. Curriculum

Routines: arrivals/departures, eating, sleeping, diapering/toileting

Environment

Materials

Project work
5. Beginnings

Intake Conferences / Home visits

Phase-in

Nuts and Bolts: what to wear, what to bring
WELCOME
We would like to welcome your family to the CDC. We are looking forward to a
wonderful journey together. The Infant/Toddler Program is designed to meet the needs of
very young children and their families. This handbook will give you some of the specifics
that are not covered in detail in the general CDC parent handbook. Please take some
time to familiarize yourself with both handbooks. We suggest that you save them as they
will serve as an invaluable resource throughout your time at the CDC.
PHILOSOPHY
Our Infant and Toddler program has two primary philosophical influences: RIE
(Resources for Infant Educarers) and the Schools of Reggio Emilia, Italy.
RIE
The RIE Philosophy was founded by Magda Gerber and Dr. Tom Forrest. The
foundation of RIE is respect for the child and her family. The belief that each child is a
unique individual who develops at her own pace and in her own way and deserves our
respect is the cornerstone of our program philosophy. We encourage infants to be active
participants in their care giving routines by talking to them and letting them know what is
happening. In this way we show our respect and lay the foundation for later cooperation
and independence. As children get older they are able to participate more fully because
they are able to anticipate what is expected of them. Care giving routines are an
important part of our curriculum as they assure automatic opportunities for caregivers to
be one on one with a child, providing opportunities for all kinds of social/emotional,
language and cognitive development.
The RIE philosophy encourages active exploration and natural motor development. Our
environment is set up to provide babies time on the floor to freely move their bodies. We
do not use swings, bouncy chairs, highchairs or exercise equipment. In most cases,
physical development comes naturally and we do not want to interfere with this natural
process. Research has shown that children who are allowed to move in their own time
and in their own way often have fewer childhood accidents because they have a greater
awareness of their capacities and limitations.
Another aspect of the RIE philosophy is an emphasis on observations of the children.
The caregivers observe the children closely to discover the uniqueness in each child.
Observation fosters a deep connection to and understanding of the children. It allows us
to plan curriculum based on the individual needs and interests of the children.
The Schools of Reggio Emilia, Italy
Our program is inspired by the schools of Reggio Emilia, Italy. In 2001, we began our
study of these schools and their enormous impact on the field of early childhood
education worldwide. We have explored and embraced many of their central tenants: an
image of a strong and capable child, parents as partners in the educational project,
attention to the environment as the third teacher, the practice of communicating through
documenting our research and children’s work, and the teacher as co-researcher with
children. We are currently engaged in exploring and deepening our understanding about
how these central ideas are incorporated within our program.
(Please see the CDC Parent handbook for a more in depth discussion of our philosophy)
RELATIONSHIPS
Group size and primary care
In the Infant and Toddler rooms our group size is 12 children and we have a ratio of 3
children to 1 caregiver. Trust is an important feeling for infants and toddlers; each child
needs to be able to trust that his needs will be met. We use primary care giving to ensure
that each child has one caregiver in the room that will form a close and intimate
connection to him. Whenever possible the primary caregiver is the person responsible
for carrying out the daily routines of eating, sleeping, and diapering with your child. It is
primarily through the routines of caring that the caregivers forge a relationship with
each individual child. This does not mean that it is exclusive care however; all of the
caregivers work together to meet the needs of the room and get to know all of the
children. In the event that our duties on staff or at home call us to be out of the room, a
natural shift in the care giving routine will occur. When we utilize substitute teachers,
another member of the team will typically do the care giving while the substitute is used
as a support person.
Parents as partners
Our goal is to create a partnership with parents that will ensure that each child gets the
very best care while at the center. Your child’s primary caregiver is your main contact
person on the team and is the person who will build a strong partnership with you on
behalf of your child. A partnership begins with open communication and mutual respect
between families and staff. Your knowledge and caregiving preferences are important to
us and will form the basis of our caregiving plan for your child. Parents are welcome at
the CDC at all times.
Communication
Communication is a key component of our ability to build partnerships with families. At
the CDC we communicate regularly with you:
 At drop off and pick up times
 Through your child’s daily note
 By Phone
 By E-mail
 Through classroom newsletters
 By posting and e-mailing the journal and curriculum projections
 Through parent meetings and brown bags on topics of interest
 At parent conferences
Each day the primary written modes of communication are the daily note and the journal.
When you drop your child off in the morning we ask that you complete the top section of
her daily note so that we will have some understanding of the child’s evening, night and
morning at home. Throughout the day the caregivers will record information about your
child’s care giving routines and activities so that you will have the information you need
to care for your child in the evening. In this way we create a smooth transfer of care
between home and the CDC. You will also be e-mailed a journal that contains
photographs and reflections on the life of the classroom. Often the journal will reflect
back to the posted curriculum projections for each classroom. It is not common or
necessary that all children or all work appear in every journal. The pages are not meant
to be comprehensive but rather to be reflective of the life of the classroom and the
developmental progress of the children.
CURRICULUM
Please see the CDC parent handbook for additional information about our Curriculum.
Routines:
For infants and toddlers, care giving routines are essential components of curriculum.
We approach these care giving routines in a leisurely way offering each child our time
and full attention with the understanding that care giving routines are not simply items to
get accomplished so we can move on to more important work. Care giving routines are
central to young children’s experience of themselves and to their developing
understanding that their world is a safe and supportive place where their needs will be
met and where they will be valued by adults who care.
arrivals/departures
Our highest priority is to keep your child safe. To help us do this you have an important
part in our morning and evening routine. In order for the school to become responsible
for your child you must sign in/out daily and be certain a teacher has acknowledged your
child’s arrival. The sign in book is located directly inside the front door of each room on
the counter. If someone other than you is picking up your child from the Center, prior
arrangements will need to be made and communicated in writing to the teachers (see
handbook).
Saying Good-bye can be a very hard thing to do for both children and parents. Children
may cry and cling when you attempt to leave. This behavior is normal and is a sign of
your child’s healthy attachment to you. It is important to allow young children to express
these feelings and to acknowledge that it is not easy for a parent and child to be apart for
long periods of time. Separation is not a task that is accomplished once and then
completed. There are ages when separation anxiety is intense and difficult regardless of
how the child has separated from parents in the past.
Establishing a regular good-bye routine can help to make the process a little easier for
parents and children. Routines add a comforting predictability to your child’s day
because he will know what happens next. In the long run a predictable routine can
lessen the anxiety of daily separations. We ask that you give some thought to what makes
your child most comfortable in new situations and use this information to establish a
written arrival plan. Some parents choose to read a book or engage in a single activity
with their child each morning and then have a consistent spot for saying good-bye. A
younger baby will probably be content to help put away his/her things and then be
handed to his/ her caregiver. Once you have completed your morning routine, and you
are ready to leave, let one of the teachers know so they can assist you and your child in
saying good-bye. Please note that we ask you to change your child into the first school
diaper of the day and wash his/her hands. This allows for some one on one time before
your departure as well as a healthy start to the day. Your plan may change as your child
grows and feels more comfortable at the CDC. Parents and caregivers will work
together to be supportive of one another in the on-going process of saying good-bye.
We ask that you always say good-bye to your child before leaving. This enables your
child to play freely without worrying if/when you might disappear and forms the very
basis of his/her ability to trust you and his/her new caregiver.
Evening Hello Routines
A transition that frequently gets overlooked is pick-up time. Your child must now make
the transition from the CDC back to your care. Children often greet their parents with
confused emotions: “I’m so happy to see you” is expressed along with “I’m angry that
you left me” or “why did you come so soon?” These emotions can manifest as tantrums,
refusal to cooperate, indifference to parents, etc. Parents often feel confused by their
child’s behavior, especially if they expected the child to race into their arms flushed with
the day’s fun and happiness to see them. This can be a difficult time of day. Again some
planning and a consistent routine can help. Please plan to arrive early enough to spend
some time in your child’s room before you need to leave. Parents and caregivers will
work together to support the end of the day transition. Children do not have the same
emotional agenda with their caregivers as they do with their parents. They tend to make
the biggest fusses, and reserve the most love, for their parents. Some children will
respond better at the end of the day if a caregiver helps them to get ready to leave by
helping with a coat etc. If you would like help with your end of the day routine please
communicate that to the closing caregivers.
The Center closes between 5:30 and 6:00 pm. Children generally need 10-20 minutes to
visit with you before gathering things for the departure. Please plan on arriving no later
than 5:45 to pick up your child until you have the routine down. To facilitate closing, at
approximately 5:55 all children who are still in care move to the main building lobby.
Our front door is on a timer and locks promptly at 5:55. If you are late you need to ring
the bell to gain access to the building. Please be aware of our late fee policy and pick up
arrangements (see handbook and payment agreement).
At some point in the year, the infant and toddler suites may work together with another
room to get the day started. In the evening we may again combine for closing
procedures. We see this as a time to build on the child’s idea of a school community.
The blending of ages allows children to try out new roles and explore choices together.
It also facilitates dynamic teaching and staffing to span our hours of operation. The
teaching team in your child’s room will give advance notice, whenever possible, about
this so you know to expect it.
Feeding/Eating
Feeding/ eating times are an important part of the ongoing curriculum in the infant and
toddler rooms. Feeding/eating times are important opportunities for growth in all
domains of development. Infants and toddlers build relationships, acquire self help
skills, learn language and develop understandings of cognitive concepts (cold, hot, soft,
crunchy etc.) during feeding/eating times. For all of us, feeding/eating times are
opportunities to slow down and enjoy one another’s company. For toddlers, it is an
opportunity for caregivers to model table conversation and reflect on the day’s activities
with them. At the CDC, children are never forced to eat. And food is never associated
with discipline, as either consequence or reward.
Infants follow their own unique rhythms in developing a feeding routine. Parents are
always welcome to come over and feed their baby. We have quiet corners and rocking
chairs for both breast-feeding moms and parents who would like to give their child a
bottle. At the CDC, caregivers always hold babies who are being bottle fed and will
continue to hold them on their lap through their early experiences with eating solid
foods. Once children can sit up on their own, they can sit at the small table for
mealtimes.
At the CDC we support women who choose to continue breastfeeding when they return to
work. Your child’s caregiver will work with you to establish a routine for breastfeeding
that coordinates with your work schedule. Freezer space is provided for you to store
extra milk for your child at the CDC. Mentor Graphics offers breastfeeding mothers
numerous supports including access to a locked “Mother’s Room” with a hospital grade
breast
pump.
Please
direct
inquiries
to
Human
Resources.
Until your child is approximately 14 months old and is eligible to participate in the CDC
food program, you are responsible for providing all foods for your child’s time spent at
the center. All formula/breast milk for your child’s day should be ready to serve in
bottles that are labeled with the child’s name and have a cap covering the nipple. Spaces
in the refrigerator, freezer and in the cabinets will be available to store your child’s food.
All solids must also be labeled with your child’s name. Any food that is opened or bottles
of formula/breast milk that have been prepared for the day must be sent home at the end
of each day.
It is important to notify your child’s caregiver of any changes in feeding schedule and
routines. Just like all decisions and changes you make for your child, you should be
communicating closely with your child’s care giver to make eating at the CDC a
successful and enjoyable care giving time for your child. The information we give to you
should be helpful, but does not take the place of the information or discussion you should
have with your child’s pediatrician.
At the CDC toddlers follow a group meal schedule. We offer a morning snack at 9:30,
lunch at 11:30, and an afternoon snack around 3:30.
A thorough explanation of the CDC food program is outlined in the parent handbook.
Before your child begins on the food program you may want to take the time to
familiarize yourself with the philosophy and objectives. You may also want to take a
look at a few sample menus, which can be found on the Mentor Graphics web site under
the employee services header. Generally, a child begins on the CDC food program once
they are successfully eating finger food and are a few months over one year old. We
encourage families to start their child on finger food at home before putting them on the
food program for a number of reasons. Most importantly, bringing and serving your
child’s food from home gives us a chance to see how you prepare the food, what food
choices are common in your home, and how your child tolerates new foods. It also gives
you the ability to choose your child’s first foods as well as cut and prepare them the way
you feel your child will be successful in handling and enjoying them. By observing your
food choices and preparation we can partner with you once we start to offer foods from
the CDC food program. For example if your child is most successful in handling food
once it is cut in small pieces, we would try to do the same.
Sleeping
Sleeping is a routine of care that is different for each child. Predictable routines based
on the needs and styles of each child are the best way to support infants and toddlers as
they learn how to self-soothe and put themselves to sleep comfortably. Day to day
variations in sleep times are to be expected.
In the infant year, children follow their own individualized schedules for sleeping. It is a
required health and safety guideline that all children be put on their back to sleep and
one that we can not make an exception for as a licensed child development center.
Recent research strongly indicates that this is the safest position for very young infants.
Safe Sleep Policy
1. Healthy infants are always placed on their backs to sleep. Side
sleeping is not as safe as back sleeping and is not advised.
2. Older infants, who are capable of rolling from back to front, are
placed on their backs to sleep and allowed to adopt whatever
position they prefer for sleep.
3. A physician's note is required for non-back sleepers that offers a
medical reason why the infant should not use a back-sleeping
position. The cribs of non-back sleepers are clearly marked with
instructions for proper positioning of that infant.
4. Cribs are kept free of toys, stuffed animals, and extra bedding.
5. If a blanket is used, place the infant’s feet to the foot of the crib and
tuck in a light blanket along the sides and foot of the mattress. The
blanket should not come up higher than the infant's chest. Another
option is to use sleep clothing and nothing else in the infant's crib.
6. The room is maintained at a temperature that is comfortable for a
lightly clothed adult.
7. Sleeping babies are kept within sight and sound requirements and
visually checked every 5 minutes.
8. We do not permit smoking around babies. Teachers who smoke do
so outside, with an overcoat on. The overcoat is removed when they
return to work. Exposure to smoke is linked to an increased risk of
SIDS.
Our belief is that it is important for children to learn how to sleep on their own. Having
a predictable routine is the key to help children have success. Every child is different,
some may always fight going to sleep, but having a predictable routine is comforting. As
difficult as it is, some children need to cry. A crying child is always monitored closely. A
teacher will frequently check on the child to reassure her and evaluate whether or not she
is truly ready to rest. If naptime adjustments need to be made, we rely on
caregiver/parent communication, we want to work together to make plans that will best
support your child.
During the toddler year, the children follow a group schedule and nap together on cots
after lunch. By this age children have developed their own unique patterns and habits of
sleep. Some children self soothe themselves to sleep; others need some support at rest
time. Caregivers prepare an environment conducive to sleep (eg. playing soft music,
dimming the lights) and assist children as needed by reading stories, singing and/or
rubbing backs.
Diapering / Toileting
In order to insure that we can properly care for your child in the bathroom we ask that
you provide the following items clearly marked with your child's first and last names.
Each child is provided a bin in the diaper changing area. This bin provides easy access
to your child's change of clothes and diapering supplies.
Also, please refer to the checklist for a more detailed list of items needed on the first
day:



A supply of disposable diapers
Diaper wipes
Diaper ointment accompanied by a medication permission release for daily
application (as needed)
Since it is critical to have enough diapering supplies for a complete day at school, plan to
check your child's supplies periodically at drop-off or pick-up times. If we notice
diapering supplies running low we will make a note of it in our daily correspondence that
you will pick up each night.
As part of the morning routine we ask that you take the time to change your child into
his first school diaper of the day and wash his hands. The purpose of this is to give
your child a good transition time from home to school with you. The one on one time of
the diaper change allows you to talk about the day and the sights and sounds of the room.
And it encourages everyone to participate in our best health measure: hand washing!
Most importantly it allows the care givers to focus on the morning routine of helping
children and parents to say good-bye. In the evening we, in return, will change your
child into a home diaper and prepare him for the transition of going home with you.
When the appropriate time comes for your child to begin the transition to underwear we
will talk about a plan that mirrors what you are doing at home. The transition to
underwear is different for each child and family so it is important to communicate to the
teaching team what seems to be successful in working with your child in the bathroom.
We encourage children who are moving out of diapers to wear cloth underwear at
school. If the added protection of disposable pull-ups is needed for car trips, we will be
happy to change your child into go home underwear at the end of their day at school.
If there is specific information we should know about your child's needs in the bathroom
please make a point of sharing this with the staff.
Environment
The environments at the CDC are designed to be flexible and respond to the specific and
evolving needs of each particular group of children. During the infant year, the
environment is designed to allow for babies to be free on the floor able to move their own
bodies in their own time and in their own way. As the children grow and develop, the
layout is modified and developmentally appropriate equipment is added to challenge
their growing capabilities. We emphasize encouraging children to explore when they are
ready and do what they are capable of doing independently. Caregivers do not put
children in positions or places that they cannot get in themselves (prop a baby sitting up
or put a child on top of the climber for example). We follow this guideline both for safety
reasons and to honor our belief that children naturally do what they are capable of doing
when they are capable of doing it. Most often the acquisition of motor skills is a matter
of maturation and is not enhanced by modeling, teaching or encouraging. During the
toddler year, the environment is designed to support the children’s burgeoning
independence and capabilities. Children are encouraged to do what they are capable of
doing on their own and the environment supports this by providing the children greater
accessibility: child height sinks for hand washing, low diapering table that they can climb
up on themselves etc.
The out of doors is a critical component of our environment. The children spend time
outside year round. In addition to our large and well equipped playground, we take
advantage of the extended Mentor Graphics campus by taking forest walks and exploring
the grounds. At the CDC we prize our ability to offer these experiences to children of all
ages. We place a strong value on the role that the natural world plays in a child’s
development and growing sense of place within the larger world.
Very young children are taking in information and learning through experiences
involving all of their senses. Because of this, we pay very close attentions to the
aesthetics of the room in terms of light, texture, color, smells and sound. Our
environments are designed to be welcoming places that support the development of a
sense of trust. We emphasize homelike features, natural light and high quality materials.
We believe that each classroom should tell you something about the unique individuals
who inhabit that space. It should reflect the life and work of the children through
documentation, the arrangement of space and the materials offered. Documentation in
photographs, words and through the arts is present in each classroom as a way of
reflecting the value of the children and their work back to them and to the greater CDC
and the larger educational community.
Materials
We select, organize and present materials in ways that are designed to invite the children
into explorations that are meaningful to them. In our selection of materials we emphasize
high quality, open-ended, natural, and reuse materials. Exploration of open ended
sensory materials like water, sand, paint and clay is central to the infant and toddler
curriculum. These materials afford children an opportunity to develop a sense of their
own agency by seeing the impact that their actions have. Discovering and developing
understandings of the qualities and uses of various materials at a young age expands a
child’s creative capacity and hones skills for later representational work.
Project work
Project work is a concept that describes the pursuit of an idea over time. At the CDC we
strive to give children spans of uninterrupted time to pursue their own activities and
interests. For infants and toddlers a project could be an individual’s pursuit of a
developmental milestone or a topic of interest for the entire group. The teachers
carefully observe and record the children’s activities and plan experiences and the
environment to support and extend the children’s interests. These projects might last a
few minutes or several months. Documentation of projects through photographs and
words reflects the children’s work back to them, increasing understandings and
encouraging them to revisit their work and take it to a deeper level.
Beginnings
We would like to share our philosophy about beginnings and separations with you,
because quality beginnings and separations are central to our philosophy and are crucial
to all of our well being.
Both parents and children have strong emotions about beginnings and separations. You
all have memories of beginning a new job or moving to a new place. You probably had a
mixture of strong feelings: excitement, nervousness, uncertainty, confusion, fear, etc..
Young children have many of those same feeling and have less experience coping with
them than adults do. We want to give both children and adults time, support and a
process for adjusting. For very young infants, new sights smells and ways of being
handled can be overwhelming. Typical responses include eating, crying, or sleeping
more or less than usual or stress related hiccups. Some older infants and toddlers may
be excited by the newness but then have trouble settling into the day to day life of the
CDC. Others will stick close by a parent for a long period before beginning to explore
the room or meet new people. Still others will cheerfully say good-bye (perhaps even
before you are ready) and grow steadily more comfortable as time goes on. You
probably already have a feeling for your child’s style of approaching and coping with
new situations. Children’s and parent’s individual needs and styles of separating will be
recognized and will serve as our guide for the first few weeks of the year.
Intake Conferences / Home visits
Before your child’s first day at the CDC, we will plan an individual meeting between
your family and your child’s caregiver to discuss your child’s eating and sleeping
rhythms and routines, and to talk about the play and exploration your child is engaged in
at the current time. At this Intake conference, the caregivers will ask a lot of questions to
gather information about your child. This is necessary to provide as much familiarity
and consistency for your child as possible. It is also an opportunity for you to
communicate your preferences and needs and to have your questions answered. The
Intake conference can be scheduled as a school visit or a home visit.
We encourage families to consider having a home visit prior to or within the first few
weeks of a child’s start at the CDC. Home visits are optional but we find that they can
greatly enhance the process of creating a stable bridge between home and the center for
children, parents, and caregivers. Home visits are excellent opportunities for caregivers
to learn more about your child and your family. Having a caregiver come to your home
can provide a measure of comfort for you and your child’s beginning because you are in
your most comfortable and familiar setting. For an older infant or toddler this comfort
and familiarity can support them as they meet someone new. Seeing his caregiver in his
own home often communicates very directly to a child that the caregiver is someone who
is a trusted, important and welcome part of his life. For younger infants, sometimes a
visit to the center in the arms of a family member gives that same opportunity to
experience new sights, smells and people from the safety of the familiar. Whether you
choose to have a home visit, school visit or both; this meeting is an important initial step
in the phase-in process.
Phase-in
We ask all parents to be available to assist us and your child during the phase-in process.
During the phase in period, both children and adults have the opportunity to begin to
build strong and supportive relationships. By investing this extra time at the beginning,
we lay the groundwork for the trust and partnership that supports us all throughout the
year.
We encourage you to build some flexibility into your work schedule during your child’s
first five attendance days (see suggested phase-in schedule). Your reassuring presence
allows your child to spend her energy exploring the room and the materials, and to begin
forming new relationships with teachers and children rather than to simply cope with her
separation from you. During this time, the teachers have the opportunity to learn about
your child and her care giving preferences as we watch you take care of and play with
your child. The amount of time your child will require your presence will vary from child
to child. We gradually increase the amount of time your child spends at the CDC and the
amount of time she spends without you.
Suggested Phase-in Schedule
Intake Conference followed by a room tour
Day 1: 9:30-11:30 with a parent or familiar caregiver. Parent will do all care giving of
child allowing the primary caregiver to observe and ask questions.
Day 2: 9:30 – 11:30 with a parent or familiar caregiver. Primary caregiver will do
some of the care giving routines with the guidance and support of the parent.
Day 3: 9:30 – 11:30 Parents will do some short trial separations.
Day 4: 9:30 – 1:30 or after toddler nap. Child stays alone if comfortable. Discuss the
plan with your primary caregiver.
Day 5: 9:30 – 4:00 Child stays alone if comfortable.
Day 6 Full day if comfortable.
If the suggested phase-in schedule times do meet the needs of your child and family, we
will work with you in modifying the plan. We encourage you to use whatever flexibility
you have in your work schedule to spend time in the room visiting and/or to shorten your
child’s day by arriving late or picking up early during the first couple weeks of your
child’s attendance.
Please be aware that if your child is not ready to be here alone for a long day, we will
request an extension of the phase-in time and work together to develop a plan that
supports your child and your family.
We are aware of the stresses and difficulties phase-in may cause working families, but we
believe that a thoughtful, respectful phase-in process allows children, parents and
teachers the opportunity to have a solid beginning to our partnership.
Nuts and Bolts: what to wear, what to bring
What to Wear
Our activities and environment are geared toward the interest of children. At the CDC,
children engage in physical, tactile and sensory-based activities as well as move from
indoor to outdoor environments. Please dress your child in comfortable play clothes that
will not be hurt by a little fun or outdoor activity. Be sure to send your child dressed
appropriately for the weather: sweater, socks, rain gear, hat, mittens, etc. We strongly
recommend keeping a raincoat with a hood and a pair of boots (if walking) in the
classroom for your child. All clothing should be clearly marked with your child’s name.
What to bring
We ask that you provide the following items:
 Diaper wraps or a supply of disposable diapers
 Diaper wipes
 Diaper ointment with a permission form filled out and kept with it.
 A supply of diapers for your child to wear home.
 At least 3 changes of clothes including socks, pants, shirts, etc. We recommend
that children have clothes that are easy to get on and off such as sweat pants or
anything with an elastic waistband. Overalls, belts, and lots of buttons make it
more difficult to get in and out of, especially for a child who is learning to use the
toilet.
 Walking children should have an extra pair of shoes
 Outdoor clothing: a jacket and warm hat for colder weather or a sunhat for
warmer weather. Also, for toddlers, a raincoat and rubber boots.
 A blanket and any security objects your child will need for nap.
 Sunscreen with signed permission.
We value the importance of things from home. We also recognize that things from home
are hard to share and keep track of in a group setting. Each child will have a personal
cubby space. It is helpful in general housekeeping if the items you bring from home can
be comfortably stored in this space. The toddlers have cubbies that they are able to
access so it is important that no unsafe items are stored there. Each classroom has
locking cupboards and boxes for the storage of medicine.