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Introduction: Caring for an infant or a toddler requires devoting significant time and attention to care routines. In group care settings, with multiple infants and toddlers, care routines are at the heart of every day.  Routines are opportunities for the adult and the child to connect, interact, communicate, and accomplish tasks in cooperation with each other. When infants and toddlers are provided with consistent routines it offers caregivers the opportunity to build relationships with each infant and toddler that promotes attachment and trust. Remember that infants and toddlers are developing a sense of who they are and a sense of self. Through individualized care routines with a responsive, trusted adult, each child can learn that he or she is valued, included, and a part of the community. When infants and toddlers are included as active participants during routines such as meals and diapering, they learn about life skills, self-care, and cooperative relationships. According to Zero To Three, “Routines provide the two key ingredients necessary for learning: relationships and repetition.” Assignment: 1.     Create a daily schedule for your infant or toddler classroom including the following components:   Select the age group of children that you are most interested in: Young Infants: 0-7 months (limited mobility) Older Infants: 8-12 months (mobile and eager to explore) Young Toddlers: 12-18 months (not potty training) Older Toddlers: 18-24 months (typically potty training) You will need to compose a daily schedule for a child care center that operates from 6:30 am to 6:00 pm. Your daily schedule should include at least these components: arrival and departure routines mealtimes diapering/toileting/handwashing times (watch how much time you allot for this and/or how it is indicated on the schedule) rest or naptime transitions (when applicable) child-directed activities (if appropriate) teacher-directed activities fine and gross motor activities Your daily schedule should include a title for the activity, the length of time for that activity, and a brief description of that activity if necessary.   For instance, “lunch,” needs no additional explanation; we know the children will be eating.  However, “circle time” needs further explanation.  I want to know what you will be doing in circle time with the children in a short description.  Below is an example of how you could provide a “short description” of what you will be doing in circle time and other parts of the day. 6:30-7:30 am     Learning Centers ·  Reading center and Table toys 7:30-8:00 am     Breakfast 8:00-8:10 am     Circle Time  ·   Music and Movement ·   Weather ·   Story ·   Transition activity 8:10-9:30 am     Learning Centers ·   Free choice activities Think carefully about the information included in the text in regards to daily routines that will need to be include into your schedule and what is developmentally appropriate for your selected age group.  Consider what needs to be included in your schedule based on the module content and how long you should spend on each “daily routine” dependent on your age group. Consider the information from the Division of Child Development and Early Education (DCDEE) and Early Childhood Environment Rating Scale (ECERS) guidelines as well!Make sure that your daily schedule is organized and appealing.  2.     Write a short paper answering the following prompts in paragraph format attached to your daily schedule: Describe three decisions you made designing your daily schedule that provide opportunities for Three-R Interactions on the daily schedule. Describe three decisions you made designing your daily schedule based on the Ten Principles Based on a Philosophy of Respect.

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