• Strong family partnerships support the bond between parents, infants and toddlers.   Strong partnerships between HS/EHS staff and parents are important to promoting the bond between parents and their young children in two ways.  A solid partnership between HS/EHS staff and parents allows for trust and sharing to occur related to the infant’s or toddler’s strengths and challenges at home and in the daycare setting.  This ongoing exchange of information promotes individualized care and consistency in care giving routines in both settings, and this further supports the infant or toddler.  Infants and toddlers who know what to expect in both settings are more likely feel more connected to the HS/EHS staff person and the parent. In addition, parents who have a trusting relationship with the staff person will be more likely to share home experiences and cultural practices, as well as link to other community partners (e.g. work, school opportunities for parents; services for very young children) who can help the family meet their goals and support the young child when and where needed.  When parents are able to work towards meeting family goals their self-esteem is increased and they are strengthened as the primary nurturers of their families.

• Small teacher-child ratios, primary caregiving, and continuity of care promote consistent daily routines.   The combination of these three elements work well together to foster early infant and toddler relationships with teachers and support parent-child attachment.  The classroom guidelines for infants and toddlers require 1 teacher for every 4 children with a group size of no more than 8.  The small teacher-child ratio allows the same caregiver to attend to the needs of each infant/toddler.    Primary care giving happens when a small group of children are assigned to one caregiver.  Having 1 continuous caregiver from the time of enrollment until the child is 36 months or transitions into another child care situation is the practice of continuity of care.  Over time this practice helps to strengthen the early relationships that develop throughout the different routines of each day.   Even in the absence of regular staff, qualified, familiar substitutes are used to fill spots to maintain this ratio. Through open communication and ongoing partnering efforts, parents and teachers support a child’s transition between home and the classroom, and develop consistent daily routines (e.g., feeding and diapering).  The quality of interaction between caregivers and very young children as they move through daily routines ultimately strengthens and allows early bonding and attachment to occur with both the caregiver and the parent.  The following images offer simple examples of important ways that low ratios and consistent routines promote early relationships:

          A mother demonstrates to a teacher how her baby likes to be held while drinking from a bottle;

          A home visitor provides information and support for breast feeding;

          A caregiver asks a father to observe the EHS protocol for diapering and asks           
          if they should discuss how to make it more similar to what happens at home.

• Individualized care allows caregivers and very young children to be in-tune with one another.  Small teacher/child ratios allow teachers and very young children to be in-tune with one another and, in turn, for individualized care to happen.  By interacting daily with the same four infants and toddlers, teachers learn to accurately read cues and are able to predict the baby’s interests and timing of routine needs.  Infants and toddlers begin to anticipate responses to their needs, and learn what to expect from caregivers and the daily HS/EHS experience.  At any given moment, some very young infants might be sleeping, while mobile infants eat, and toddlers play individually or in groups.  By knowing and understanding each of the children and families, teachers are better able to provide meaningful and appropriate experiences for each of the children throughout the day.  The partnership process with parents helps everyone know what to expect, and in turn enables parents, teachers and very young children to develop feelings of safety and security in the process.  Parents are confident that their young children are being cared for as they would be if they were home, teachers feel competent and knowledgeable about the young children entrusted to their care, and infants and toddlers know that their needs will be met whether at home or in the group care setting.

• Physical environment promotes infant and toddler exploration.  Mobile infants and toddlers who feel secure in their primary relationships and in their environment are more likely to explore their surroundings and learn about their world.  The physical environment of the infant/toddler group care setting is conducive to learning and reflects the different developmental stages of each child.  Group care settings are organized into recognizable areas by infants and toddlers, allowing for individual activities and social interaction when and where appropriate.  Very young infants have quiet places to play and be held.  Mobile infants and toddlers have floor coverings and cushions to sit on, and an open area on the floor for movement.  Additionally, the block, creative writing, art and housekeeping areas are designed to accommodate young children who choose to play alone or in groups.