Toddler HANDBOOK
The Toddler
Toddlers are children in transition. They have particular needs and abilities that can best be aided through the Montessori Toddler environment. This environment is different from the Primary environment because the child is in a different stage of development and exhibits specifically different behaviors. It is for these reasons that the Toddler environment exists and specific teacher training is necessary.
Working with children between 18 months and 3 years is similar to encountering a person from an unknown culture. They are like new arrivals to our world of sights, sounds, and movements. This “newcomer” must first orient himself/ herself in an unfamiliar world and establish a sense of self-trust as well as a trust in this new environment. It is a difficult task, since the child has no experience or training in the values and expectations of those around him/her.
As a child in transition, the toddler has conflicting feelings. He/she experiences separation, growing independence, and a sense of self and freedom. This can be big work. When you drop off, it is important that you not linger nor leave the room without the child’s knowledge. Make certain that your child is aware you are leaving by saying good-bye and waving to them. This helps your child develop trust in you and in us. If your child cries, it is likely they will stop in a few moments. Rest assured, you will get updates during the day.
These children are still in awe of the wonders of the tangible world and their developing senses can be easily overwhelmed. Therefore, the Toddler environment’s first focus is not on curriculum or materials. Toddlers first have a need for love, understanding, and empathy. They need clear information, logical limits, flexibility and support in a consistent and challenging environment which focuses on and responds to the rapid changes of their age. The child is experiencing unusual and unique motor actions. Gross-motor skills are a vital component for the development of the brain which nature has set in motion to enhance a toddler’s attention and activity. This sets the pace, lays the foundation and initiates the direction of the activities the child will pursue. It is with this understanding that the Toddler environment is developed.
The adults who work with toddlers must know how to nurture and to assist, when to withdraw and when to stand back with confidence. These adults must first develop a strong sense of trust and confidence in themselves and the Montessori philosophy. Then, with this strong foundation, they will provide consistency and encouragement with a toddler’s growing needs.
Toddler Development
Maria Montessori was a great proponent of observation as a tool for educators. In the Toddler environment we can learn much from simply watching your child, especially how your child interacts with the environment and the materials. Observing children with their work will tell us what they have mastered, what they are learning and of what they are uncertain. This knowledge then helps us understand your child’s development and how we can best serve his/her needs.
We allow the children to do as much for themselves as possible. The environment is prepared with respect for their developing sense of independence. We always try to offer them a choice and a voice. We watch your child in his/her efforts to do something and offer only minimal assistance so he/ she can experience success. We want all students to have many successful hours in the environment, taking care of themselves, each other and the environment.
There is an assumption in Montessori education that children will naturally seek out those activities they need to perfect their abilities and that they will do them repeatedly. The toddler child is innerdirected and practices the activities of his/ her culture through this love of repetition. For this reason, we allow children to do what they can for themselves at their own pace. We are here to respect and act as helpful guides for the children. If a child deems it necessary to do an activity several times or for an entire morning’s work cycle before it is mastered, then the child is allowed to do so. The importance of repetition for the toddler child cannot be emphasized enough. The environment is designed to allow for this necessary component of repetition for the toddler’s development.
We strive to keep the Toddler environments orderly. It becomes important for toddlers that items are in their proper place. Children this age need order in their lives, both physically and sequentially, because of
how engaged they are with their work. In actuality, everything they do is their work. Their days are filled with new challenges: learning to be away from their parents, learning to be with a group of children and learning to trust new adults. They are extremely sensitive to their surroundings and the greatest comfort we can give them is to provide a safe environment. This means the world here is constant. The guidelines are fair and consistent; the adults are gentle and kind; and, the order of the day is always the same.
As these “gentle and kind” adults in the Toddler environment, we assume the important role of modeling behavior. Therefore:
• If we want children to respect the environment, we must show respect for the environment.
• If we want children to treat others and us with respect, we must treat others and ourselves with respect.
• If we want children to talk quietly and calmly, then we must talk quietly and calmly.
• If we want children to be gentle with one another, we must always be gentle with them and with one another.
It is through modeling rather than telling that toddler children learn the kinds of behaviors we wish to see them demonstrate.
Language Development
Maria Montessori believed that we all pass through what she referred to as “sensitive periods.” Toddlers are absorbent; which means they take in everything to which they are exposed, including what they hear, thereby making language one of the primary areas of development to which toddlers are especially sensitive.
Usually when they first encounter the Toddler environment, children are preverbal. This means they will tend to explore the environment through their senses. It does not mean they are not keenly aware of all the vocalizations happening around them; they are merely pre-linguistic. They may be even more aware of the language surrounding them than the adults are.
It is critical to your child’s developing language skills that he/she hears articulate and proper language. Due to the toddler’s sensitivity to language, adults in the Toddler environment will speak more often than adults in the Primary environment do. This equates to the need for careful speech from all of us. Poor syntax, diction, and grammar will be absorbed by the toddler and unfortunately returned to us when his/her language ability explodes around the age of two. It is important for us to remember that the children are merely repeating what they have heard us say. Therefore, we must remember to choose our words with intelligence and cognition and speak clearly, succinctly, and without baby talk or slang because there is no way to talk “over” or “around” these young children. They hear our voices and they are listening even when they seem to be completely absorbed in an activity. It is disrespectful to talk about them as though they are not present and believing they cannot hear or absorb what we are saying can sometimes create behaviors that might otherwise be avoided.
Perhaps because of their inability to converse, toddlers are very attuned with the emotional atmosphere of their surroundings.
We cannot keep emotional upheaval from them simply because we have not actually discussed in their presence the details of a disturbing event. When the household is upset, so is your toddler. Please share with us anything that is appropriate for us to know that may be disrupting your child’s home environment. However, keep in mind that children this age can be easily shamed and embarrassed. Therefore, if you have something to tell us about your child, we would prefer to discuss it in private or by a note or e-mail.
Socialization
This may or may not be the first time your child has spent time with other children. One misconception many adults have is that children this age can be taught to share but this can be challenging for their stage of development. Toddlers do not typically have the ability to share. They are, however, capable of taking turns and waiting.
A child may have a desire to want or use something that another child has. After the adult respectfully acknowledges his/her feelings, the child is usually very capable of understanding that as soon as the other child has finished his/her turn, then he/she may have a turn using whatever the object is. You may also hear us invite or encourage an older toddler to ask a classmate to join him/her. This is an opportunity for the younger children to see how turn-taking or sharing works and also for all the children to experience that sometimes our classmates say, “Yes,” and sometimes they say, “No.”
Playing together or sharing involves learning to communicate to solve problems that arise. Many children do not have the words to do that. You may often hear us encourage a child to “use your words” to help him/her learn ways of approaching conflicts besides hitting or screaming.
Clothing & Shoes
Please send your child to school in seasonappropriate clothing. When the day will have Send them in shoes and clothing that will allow successful independence for both dressing and personal hygiene. Children need to dress and undress themselves with little to no guidance. They will also need closed-toed shoes they can put on and take off—no tie shoes, please. We highly recommend velcro tennis shoes, choose the next size up, elastic-waist pants; no overalls and jeans. During the school day, students will have lessons in dressing skills that include zipping, snapping, and buttoning to help them with this independence.
In addition, when your child chooses clothing for the day, please keep in mind weather and school activities. Weather and temperature may change throughout the day and necessitate different sorts of clothing. Also, although aprons are provided, both for art and works that involve water, students do often “wear their work” and need additional clothing available for these times.
All articles of clothing and toiletry items should have your child’s name labeled on them in permanent marker. Knowing which items belong to whom by proper labeling will allow the children to develop independence and self-confidence.
We will inform you when your child’s supply of clothing or toiletries runs low and needs restocked.
Please note that faculty will use insect repellent and sunscreen on your child when going outdoors. We ask that you notify the teachers if your child has an allergy to any of these items.
Snow pants will be used for more than just snow. Because the toddlers love to play outside and on the ground, rain can bring a mixture of moisture and mud. We have found snow pants helpful in the cooler temperatures to keep your child warm while enjoying the outdoors without soiling his/ her clothes. We typically use snow pants whenever the temperature is below 40 degrees. Please, no snow suits. Your son or daughter’s teacher will notify you when to bring snow wear.
Napping
The young child needs assistance to develop in three important areas— emotional, social, and physical. The establishment of trust in others is an important part of this development and two of the many areas that allow trust to be established are during any rest/nap time and bedtime. The toddler child becomes very independent with napping at school by following a consistent schedule.
To this end, we ask you to be consistent at home with a predictable sleep schedule as well. To begin this practice, give your child a low toddler bed or floor bed and a schedule that includes the same activities and time each afternoon and/or night. Please do not use support items for sleeping such as pillows, stuffed animals or other toys. These items will obstruct the child’s development and, for safety issues, are not allowed at school either. By following these simple guidelines, your child will develop a sense of order, a deeper level of trust, and a sense of security.
Lunch
OFMS offers a hot school lunch everyday. You may sign up for lunches on FACTS or pack a well-balanced lunch. Lunch brought from home should be nutritious and wellbalanced. Nutritional choices include childsized portions of fruit, vegetables, protein, whole grains, and low-sugar dairy products including yogurt. The USDA’s website offers recommendations and guidelines to assist you in making the best choices. Please avoid highly processed foods, such as macaroni bowls, or fast food items. We ask that you monitor closely all the dyes, additives, and preservatives in the food your child eats. Please also keep high-sugar foods such as candy or cookies at home. If students bring non-nutritional items to school, we will send them back home. Oak Farm Montessori is a low-sugar school. We encourage families to turn to whole foods—organic and locally grown whenever possible—as the staples for your child’s nutritional needs.
When selecting a lunch box for your child, please avoid multi-sectioned, compartmented lunch boxes, hard-sided coolers, or any lunch box with a “character” on it. We prefer an insulated lunch box with your child’s name written clearly and permanently on the top. OFMS will supply dishes, utensils, and cups that are sterilized after each use. We ask that you send food in individual containers that the child can open with little to no assistance. We do not have the capability to refrigerate or reheat lunches. Hot foods may be sent in a small thermos. Cold foods will need an ice pack in to keep the food at a safe temperature until lunch.
Toilet Learning
Toilet learning at the Toddler level is childcentered. We meet the child’s growing need for independence during their sensitive period. During this time, they are interested, ready, and capable.
The most successful toilet learning happens when all caretakers are on the same page following the child’s readiness. This is typically between 18 and 24 months but has happened successfully both before and after this time frame.
Our staff uses praise that is descriptive and appreciative (You kept your diaper dry! You did it!) rather than evaluative (“Good job!”) Rewards and punishments are unnecessary and inappropriate. Toileting is a responsibility to learn just as walking and eating are. Showing excitement and offering factual statements such as, “You put urine in the toilet!” will allow your child to feel successful and satisfied in her/his learnings. Your teacher will communicate with you when your child begins to toilet learn; together, you can work to help in the success of your child’s toilet learning.
Pacifiers
The Toddler environment does not allow for pacifiers at school. We also believe it to be very important that they are not used at home. The use of a pacifier to comfort your child will not only hinder his/ her development, but can cause or lead to dental problems, speech delays, ear infections and dependency on others. You will aid in the independence of your toddler by assisting him/her to self-calm.
Toddler School Day
The Toddler program offers 3 half days or 3 or 5 full days. The 3-day programs (both half day and full day) are Tuesday through Thursday of each week.
Environment hours:
7:30 a.m. to 4:30 p.m.
Half-Day and Full-Day Arrival:
8:25 a.m. to 8:45 a.m.
Half-Day Dismissal: 11:45 a.m. to 12:00 p.m.
Full-Day Dismissal: 3:15 p.m. to 3:30 p.m.
The Toddler program is closed every other Friday. Please refer to the school calendar for specific environment-closure dates.
Typical Toddler Half Day Schedule
8:25am - 8:45am Car-line arrival
8:45am - 11:30am Work cycle
(Including working with materials, toileting, Spanish, gross motor and snack)
11:30am - 11:45am Lunch
11:45am - noon Car-line Dismissal
Typical Toddler All Day Schedule
7:30am - 8:30am Before-care arrival
8:30am - 8:45am Car-line arrival
8:45am - 10:45am Work cycle (including working with materials, toileting, music, Spanish, library, gross motor & snack)
10:45am -11:30am Community
11:30am - 12:00pm Lunch
12:00pm - 2:30pm Rest/Nap time
2:30pm - 3:15pm Self-care, snack, and gross-motor skills
3:15pm - 3:30pm Car-line Dismissal
3:30pm - 4:30pm After-care
Parent/Child Separation
Saying good-bye is sometimes stressful, but any anxiety can be lessened by adhering to the following guidelines:
• Be clear that you are going to leave. Tell your child, “I am going to work now, but I will see you after nap/in carline.”
• If you want your child to trust you, do not leave surreptitiously.
• Do not ask for your child’s permission. He/she has a choice about whether to cry but not about whether you are leaving.
• Wait to leave until your child is greeted by a teacher. Take a moment to tell the teacher if something of importance has happened such as “Jessica might be hungry soon; she didn’t have breakfast. She does feel proud, though, because she put on her shoes all by herself.”
• Be consistent with your morning routine and be on time.
• Do not bribe your child by talking about treats or special events when you return.
• Make your good-bye short and matter-offact. Hug, kiss, move out the door, wave, and go.
• Remember that it is perfectly acceptable to feel sad, but lingering and acting upset will make your child feel as if there is something wrong with your leaving, causing him/her to become more scared and much more upset.
• Be patient and calm. Trust takes time.
Ways to Help Your Child Cope
• Try to have a special morning ritual. Consistency is very important.
• On the way to school, discuss what each one of you will be doing that day.
• Rely upon the above guidelines. They will help.
Communication
The Infant / Toddler Level uses the online platform, Transparent Classroom to communicate the daily activities of your child. You will have access to information on their eating, sleeping, toileting, work, and social-emotional wellbeing. Teachers also share important announcements and photos. At orientation, teachers will share specific information for how to use this platform.
Drop Off & Pick Up Time
Please drop off and pick up promptly. If your child enters the environment late, it causes a disruption to our entire group and your child will have a difficult time entering the routine. If attendance becomes a concern, the Director of Curriculum and Student Services will work with the family to create an educational attendance plan for the child.
If you pick up after 3:30pm, your child will join aftercare and you will be charged for that service. Carline has ended, so you will need to park and walk in to get your child. Aftercare ends at 4:30pm. Picking your child up after 4:30pm impacts our faculty’s personal time. The Toddler After Care faculty will inform you of late pick up at the time of pick up. If a child is picked up after their scheduled dismissal time, a fee of $20 per 15 minutes per child will be charged. If you arrive late more than 10 times, an action plan will be developed to support your family. If the action plan is not followed, aftercare may no longer be an option for your family.
When you have changes to your schedule, please communicate with us. If your child will be absent, tardy, or picked up early, please email attendance@oakfarmschool. com and carbon copy the teachers.
Field Trips/Parent Days
The Toddlers partake in a parent day during the school year. Children can invite one special friend or parent to accompany them for their work cycle at school.
The Toddler classes take a field trip to the OFMS farm each spring. Every child must be accompanied by an adult or two with a car seat to drive their student to the field trip. Staff members will inform you as to the plans concerning this field trip when the time arrives.
Sign Language
Over the years we have discovered the importance of incorporating sign language into our curriculum. We begin to use American Sign Language with the individual child at an early age. This process oftentimes alleviates the frustration a child begins to show when he/she is unable to be understood. Using simple signs has lessened the tantrums and acting out we have seen in the past with children at about six-to-eight months of age and beyond. You will likely be surprised at how quickly your child begins to use sign to tell you what he/ she needs.
The Toddler staff will provide you with instructions for the signs we use in the environment. Please make certain that you always verbally repeat the word connected with what you are signing. As always, be patient. Those strange hand gestures you may be seeing are your toddler’s efforts at scripted communication.
Resources
We have a great library and staff for you to use as resources. No question is too big or too small. As a staff we are here to support and encourage you and your child in any way possible. You are welcome to check out books using your child’s library card. The library has a variety of materials on parenting, toddler development, Montessori education and more.
OUR TEAM
Toddler 1
Toddler 2
April Adams Toddler Teacher
Bayley Tieman Toddler Teacher
Sarah Bosworth Toddler Teacher
Nefy Hathaway Toddler Teacher
Katie Munro Asst. Toddler Teacher
School Closings or Delays
Notice of emergency closings or delays will be broadcast on the following radio and TV stations: WOWO (1190 AM Ft. Wayne), WMEE (97.3 FM Ft. Wayne) & Fort Wayne television stations 15, 21, and 33.
*Please note that there will be no before care on school delay days.
• A 1-hour delay means that students may begin arriving in their classrooms at 9:30. School will be open on 1-hour delay days for half-day students and the school lunch program will be as planned.
• A 2-hour delay means that students may begin arriving in their classrooms at 10:30. School will be closed to half-day students and the lunch program may be modified to a lunch menu that can be prepared for the normal lunch time.
