Lindgren Child Care Center


(2 months to 15 months)

Children in the infant area follow individualized schedules which are planned cooperatively by the parents and lead by the teacher. Each schedule is modified as the child's development and parents' desires dictate. The staff's primary goal is to help infants develop a sense of trust and pleasure in relationships with their care givers and in their new environment.

Philosophy of infant program

We believe:

  • Infants develop trust when their needs are met quickly and sensitively.
  • Infants are competent; they tell us what they need through body language, crying and gestures.  It is our job to read what they are telling us and be responsive to them.
  • We respect the babies’ interests, moods and tempos.
  • It is important to provide age-appropriate opportunities for learning in the four developmental domains:  social-emotional, physical, cognitive and language development.
  • Decisions about curricula and care of the babies are based upon knowledge of child development and developmentally appropriate practice.
  • Parent partnership and communication are vital to developing trust and ensuring a smooth transition between home and the program.

Infant curriculum

Developmental Domains of the Infant Curriculum

The Creative Curriculum for Infants, Toddlers and Twos.

The 38 research-based objectives are the heart of the curriculum and define the path teachers take with children. The objectives identify the behaviors, skills, and knowledge that are most important for school success. Even though school is a few years away for young children, the foundation for future development and learning is established in these very important early years.

Developmental Areas: The objectives are organized into nine areas of development and learning. Four of these areas focus on child development: social–emotional, cognitive, physical, and language.

Content Areas: The remaining five areas focus on content learning, which has its roots even in these younger years. While some of these skills are ones that children will begin acquiring in preschool, teachers and caregivers can support content learning from infancy by creating a language rich environment; building trusting relationships; and individualizing the experiences that they provide throughout the day on the basis of children’s strengths, needs, and interests.


Our chosen assessment tools are designed to be family friendly and cover all developmental domains.  The infant curriculum is enhanced and modified to meet each infant’s needs according to assessment results. The Lindgren Child Care Center uses the following screening and assessment tools:

We use a variety of opportunities to assess children and share information with parents/guardians. Our assessment procedures align with our program curriculum and philosophy, in that they are non-intrusive to children’s play, they are done indoors and out, and used to help teachers follow children’s interests- guiding curriculum planning and designing the classroom environment. Information gathered throughout on-going assessment is used to determine individual needs, create goals with the families and discuss/implement plans for how these needs can best be met. The ultimate goal of assessment is to evaluate what developmental areas the infants need more experiences with and to inform planning in the classroom and at home. 

Constructivist Approach

The Lindgren Child Care Center classrooms utilize the following curriculum and theoretical approaches that fall under the Constructivist umbrella. The constructivist approach encourages self-directed discovery, hands-on, and experiential learning derived from previous experiences.  Depending on the individual children that are enrolled within the different classrooms, the below theorists and approaches are used eclectically to implement the infant curriculum:

Vygotsky: Vygotsky believed that cognitive development was a journey children explored with others. With the assistance of expert partners and guided participation, children are able to connect new experiences with what they already know. 

Piaget: Piaget provided support for the idea that children think differently than adults and his research identified several important milestones in the mental development of children. He believed that children went through four stages of cognitive development which helped them understand the world around them, just like a scientist.

Reggio: A constructivist approach that embraces the importance of the natural environment, children’s own thinking and development. It is self-guided through active engagement with people, materials and the environment.

Pedagogical Approach: Hands on approach using the different learning styles such as listening, discovering, discussion and doing.

Project Approach: It is a child-centered philosophy that allows children to become active learners as they work, learn and grow within the environment.

The above theories and approaches are integrated throughout the day, weeks and months to support the children’s learning.