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Typical Day at Kari’s House
Child care should
support a child's emotional, social, intellectual and physical well‑being.
Quality child care is not babysitting.
Caregivers are key
to quality child care. They should... understand
how children grow and learn be
affectionate and responsive, open and informative provide a
stable and stimulating environment seek out
community resources and support be willing
to develop common goals. Quality child care
settings have common characteristics... clean,
safe and secure a caring,
learning environment a small
number of children with each adult space for
quiet and active times, indoor and outdoor play a balance
of interesting activities flexible,
yet predictable daily routine a variety
of easily available toys and equipment nutritional meals and snacks.
What you can expect from me:
What I expect from you:
Mutual Responsibilities:
When I smile and coo back and forth with a special adult, I am learning
I can make people respond; that I am loveable.
When I play with my hands and feet, I am learning that those things are
a part of me and I make them move.
When I turn an object over and over, I am learning that objects look
different on the other side.
When I make my mobile move by kicking the crib, I am learning that I can
make things happen by moving my body.
When I crawl into small nooks and crannies, I am learning where I fit
and about shapes and sizes.
When I push objects off the high chair tray, I am learning that things
fall downward and are still there, even when I cannot see them.
When I fill and dump containers and line things up to fit in holes, I
learn that I can make exciting things happen.
When I crawl up and down steps, I am learning to coordinate my arms and
legs and balance.
When I push, pull and haul objects, I am learning how heavy objects are
and how they move.
When I make things happen, I am learning that I have power.
When I play peek‑a‑boo, I learn that people exist even when I cannot see
them.
When I lift flaps, I am learning to hide things and make them reappear. When I look at books, I am learning to use symbols ‑ that pictures represent real things and have names. When I
stack objects, I am learning about shapes, sizes, balance and gravity. When I
fit things inside each other, I am learning the relationship of negative and
positive spaces. When I
play pat‑a‑cake, I am learning to have fun with someone else. When I
play "Ring Around the Rosie", I am learning a game with a rule ‑ don't fall
till the end! When I
imitate the actions of other children, I am learning that I am one of them
and can do what other people do. When I
chant sounds, I am learning the melodies, sounds and rhythms of my language. When I
stick things in holes, I am learning to line things up properly to fit. When I
bang objects on the floor, I am learning that things make all sorts of
different noises. When I
push a ball back and forth, I am learning it's more fun to be with others
than myself, and it's fun to take turns. When I
pretend to feed my doll, I am learning what it feels like to nurture
someone. When I
pretend to put my doll to bed, I am learning what it feels like to be the
powerful one. When I
pretend to drink from a toy cup, I am learning to use symbols ‑ useful later
in learning to read and do math. When I
climb on a climber, I am learning balance and coordination to develop
strength. When I
scribble with crayons, I am learning that I can make marks by moving my
hands and I can affect the shape and quality of the mark. When I
line up blocks to make a road, I am learning the relationship of shapes and
to use symbols. When I
play with little people and cars, I am learning what it feels like to be a
giant. When I
dance to music, I am learning to enjoy music and to have fun with others.
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