Principle 1:

Involve Infants and Toddlers in Things That Concern Them

The caregiver to the left talks

with the young infant during
bottle feeding. She ensures
the infant is feeling safe and
connected as they look
each other in the face.

The caregiver above

involves the older infant in
her diapering routine. She
While reading to the older
talks to the infant about
infant to the left, the
each step and does not
caregiver makes sure the
distract her from the process.
infant is interested by letting
the infant turn pages and
point to the images on the
page.

While dressing the young

toddler to the left, the
caregiver encourages the
toddler to dress herself. She
gives the toddler the time to
manipulate the shoe and
figure out where it goes.

The caregiver above, is providing one on

one time with the toddler as he eats. She
encourages his experience with food by
letting him eat and feel the food with his
hands.
Principle 2:
Invest in Quality Time

The caregiver to the left, is

having a back and forth
interaction with the infant.
The infant babbles and coos
at the caregiver and she
responds in a similar manner.

The caregiver above is

The caregiver to the left, is
supporting and interacting
with the two young infants in
front of her, in each unique
way they need.
having a conversation with
the young infant in front of
her, while positioning herself
in a manner to support the
other infants on the floor.

While reading a book to the

left, the caregiver and
young toddler talk to one
another. The young toddler is
using sign language and the
caregiver responds with an
answer.

The caregivers above are offering different types of support

for the toddlers in their care. The one in the block area is
having a one on one interaction with a child while the one
sitting on the ground is available to support if needed.
Principle 3:
Learn Each Child’s Unique Ways of Communicating and Teach Yours

The infant to the left is

communicating with his
caregiver by signing what he
wants. The caregiver
interprets what he is saying
and responds.

The distressed infant begins

The older toddler to the left
shows her excitement by
laughing and pointing to an
object. The caregiver shows
interest in the object and the
toddlers excitement.
to cry and reaches up. The
caregiver interprets this
means the infant wants
comfort and responds by
reaching down to hug.

The young infant to the left

shows his happiness by
laughing, having positive
body language and
communicating with the
caregiver.

The caregiver above, tries to comfort the

upset young toddler by making eye
contact and talking to the toddler.

Principle 4:
Invest Time and Energy to Build a Total Person

The caregivers to the left

are mimicking the physical
movement of each infant.
They are encouraging the
infants to move and learn
about their bodies.

The caregiver above, offers

the young infant a chance
to be read a story while he is
on his stomach. She positions
The caregiver to the left is the book so the infant can
celebrating the participate.
accomplishment of the
young toddler after the
toddler exclaims excitement
for doing a puzzle,

A caregiver reads to two

toddlers and encourages
their involvement. She makes
herself available to create
an experience beneficial to
each child.

The caregivers above are encouraging the toddlers

dancing after one of the older toddlers shows
interest and excitement in physical movement.

Principle 5:
Respect Infants and Toddlers as Worthy People

The caregiver to the left, is

responding to the infants
need of being diapered.
During the diapering, the
caregiver tells the infant
what the process is and what
he is doing next.

The older toddlers are

The caregiver to the left,
responds the infants needs
for being fed. He talks to the
infant and respects the
infants need by responding
as the need comes up.
experimenting with feeding
themselves and the
caregiver supports their
effort by letting the toddlers
be independent but are
there to offer needed
support.

The caregiver to the left,

offers the upset toddler
comfort when he is in need.
She waits and responds in
the manner that he wants to
be comforted before
initiating.

The caregiver above, encourages the toddler to walk on his own rather
than moving him from one point to the next. She shows him respect by
allowing him the chance to do what he knows he can do.

Principle 6:
Be Honest about Your Feelings

The caregiver to the left,

expresses her dislike for the
toddler’s hitting. She ensures
he knows that hitting can
cause harm to others.

The caregiver above,

expresses joy and interest in
the infants exploration of
The caregiver to the left,
facial features and
connects one on one
expressions.
with the young infant.
She expresses interest
without being loud and
drawing attention to
herself.

While acknowledging and

angry toddler, the
caregiver to the left
expresses instances where
she would feel mad or
angry as well.

The caregiver above, expresses sincerity while

greeting the infants parent. She greets him with a
smile and shows interest in their day.

Principle 7:
Model the Behavior You Want to Teach

The caregiver to the left

models how to eat with
utensils and serve herself
food. She desires to express
self help skills that she hopes
the older toddlers will be
able to copy.

The caregiver above,

models gentle touching with
older infants. The infants
sitting near her treat one
The caregiver to the left is
another in the same gentle
showing enthusiasm for
manner.
reading a story to younger
toddlers. She encourages
the toddlers to touch the
book, turn the pages and
point to pictures that
interest them.

The caregiver to the left,

sits in front of a mirror
reflecting on the crying
infant. She is encouraging
the infant to recognize his
feelings and offers him
comfort.

The caregiver above, encourages the infants to

play with one another with social interaction.
Principle 8:
Recognize Problems as Learning Opportunities, and Let Infants and Toddlers Try
to Solve Their Own

In the situation to the left,

caregivers will allow the
young toddlers to
problem solve a way for
both of them to play with
the desired toy.

The caregiver above,

The caregiver to the
left, stays quiet while
supporting the young
toddler in his dressing
experience. She shows
him how her shoe is
put on while letting
him turn and twist his
own.
encourages the toddler to
walk to the other side of the
room. Instead of telling the
child how to get there, she
offers her hands as a means
of encouragement.

As the caregiver is laying

on the floor with a young
infant, she notices the
infant wants to play with
a toy far away from him.
She stays quiet and
supports his thoughts as
he solves how to reach
the toy.
While the tower of blocks falls
over between the two
toddlers, the caregiver holds
one block but does not fix the
tower for them. She
encourages them to find a
way to set the tower up.

Principle 9:
Build Security by Teaching Trust

In order to be
responsive, the
caregiver to the left
consistently meets the
infants need of being
fed.

The infant teacher shows the

infants in distress comfort as
The infant caregiver they are faced with
to the left, shows the upsetting emotions.
infant on the floor one
on one attention as
he moves around.

Whenever an infant cries

for their needs to be met,
the caregiver diapers the
child consistently. She
involves the infant in the
procedure every time.

The infant teacher above shows the infant

social communication. She talks with the infant
and shows the infant positive body language of
wanting to be there with the infant.

Principle 10:
Be Concerned About the Quality of Development in Each Stage

The caregiver to the left

lies on the floor with the
infant as they attempt
to crawl. She does not
push for the infant to
do so, but lets the infant
feel the need to on his
own.
The caregiver above, sits
behind the infant as he looks
at himself in the mirror. He
When older infants
pulls himself up in standing
and toddlers want to
position without the forced
eat and feed hand of his caregiver.
themselves, the
caregivers make the
materials available
and encourage them
do try it themselves.

The caregiver to the

left, reads a young
toddler a story. She
lets the child touch
the book and turn
the pages but does
not force the child to
read the words
before she is ready.

In the infant class above, the caregivers allow each child to

develop along their own pace. Some children are ready for
standing whereas others are crawling. They provide
materials that let children experience these on their own
time.