Quality Early Childhood Program

Introduction

Why the first thirty-six months of children’s life shape their future life? Because it’s the period that brain and body have the fastest development and the time that need the highly required caregiving from their parents and educators. During this age trust relationship should be built to infants and toddlers, also need to build growth knowledge about children’s world and happiness. Therefore those qualifications are required a high-quality environment to support with. What is quality early childhood programs look like? And how the quality setting supports infants and toddler’s development of each area of their body and brain. In this paper, I will talk about what I consider as a quality early childhood program will have, which

Philosophy of the Program

In my opinion, the quality of early childhood infants and toddlers program is child care settings are powerful contexts for influencing the development and learning of babies and toddlers. (Terri Jo, 2017, p. 2) I believe that every child is unique in their way. Each child grows at their developmental level, and each child comes from a family that has their own beliefs and values. Therefore, the quality early childhood infants and toddlers program should have high educational educators who are the most useful and practical curriculum for each child. I believe it is my responsibility to understand the infants and toddlers as a human-being and base our curriculum according to their needs, interests, and ability. In my setting of the program, I should set up a high-quality classroom environment where the child can grow and explore at his or her developmental level. I believe that in the high-quality early childhood infants and toddlers program my goal is to promote the physical, social, emotional, and cognitive development of each infant and toddlers. I also believe that play should be the base of learning since

(Terri Jo, 2017, p. 50) Also, the relationship is the key and foundation to all children and families. Interact with infant’s educator should aware of the potential for all Interactions and experiences to result in learning such as age in conversation during toddler meal times or using feeding time to hold infants. Even with infants who cannot talk yet, the educator should be using sign language to interact with them, for example, put your hand look like holding a cup, then do the drink water action that means I want water. Also, providing infants with a language-rich environment by repeat same sample words to them. In another hand, building relationships with families I should understand and value the importance of their culture, for example, when a new infant or toddler join in my program I whorl-like to ask their parents about their culture, and I can provide some familiar toys or materials to represent the children’s cultural. I also need to create respectful, reciprocal relationships that support and empower families to be involved in their children’s development and ideas to work collaboratively with families to meet children’s interests and