When I transferred from teaching preschool children (three-five years) to young toddlers (9-14 months), many people asked me if it was a difficult transition. Their questions made me think about what I was experiencing and helped me articulate the differences I was adapting to in the classroom. In reading about infant/toddler care, I could not find anything that specifically addressed the transition. This was surprising because I knew many other preschool teachers who also had begun to work with infants and toddlers. I knew we needed guidance in making this change, especially in offering a curriculum appropriate to infants and toddlers, not just one watered down from preschool.

After two years of working with young toddlers, I began working with infants (three-eight months). Because of the children's similarity age, no one asked me about this change. Yet I needed to discuss and articulate the differences I was experiencing in being with infants. To my own surprise, I found this change significant, one I thought about and adjusted to as I cared for the babies. Working with infants also gave me more insight into the changes I had made when I began working with toddlers.

Because no one was asking me questions, I began to ask them myself. I wanted to know more about the changes infant/toddler teachers experience in switching from teaching preschoolers. At first my questioning was informal and mainly with the staff I worked with at the University of California Infant Center in Berkeley. Then after I designed a questionnaire, 15 former preschool teachers from three child care centers completed it. The questionnaire results became the outline for workshops I present at conferences. This article highlights the main points that have emerged from my discussions and questionnaire responses.

Relating to children

The major modification for most teachers in relating to infants and toddlers rather than preschoolers is the necessity of bonding with each younger child. Though we bond with preschoolers, our relationship with them is not the primary focus; friendships and the mastery of skills are the significant issues for preschoolers. For infants and toddlers, relationship to the teacher is of primary importance.

A trusting relationship between child and caregiver creates an atmosphere for exploration and learning. Infants and toddlers need the security of trust before they can take the risks necessary to learn. As one teacher said, "You must develop stronger bonds in working with infants. Your desire must be to develop a trusting relationship with each child."

Of course it is not always possible to bond with all he babies in a program. But having primary caregivers assigned to specific babies ensures a trusting relationship for every infant and toddler.

The other major difference teacher experience in relating to infants and toddlers is learning to interpret and respond to nonverbal communication. I remember being impressed with a coworker who was able to speak to infants' nonverbal cues in a way that created genuine dialogue. The ability to interpret and respond to nonverbal communication requires teachers to closely observe babies throughout the day. Infant's body language is often subtle, but if we are careful observers, it can be clear to us. As one teacher noted, "Working with infants helped sharpen my observation skills." Having primary caregivers in a group setting makes it possible to observe children more closely.

Parent/teacher relationships

Another significant shift experienced by teachers is in relating to parents. The difference seems to be one of emphasis rather than actual change. Most teachers stressed the importance of communicating with all parents, no matter what ages their children are, yet they found it a necessity for parents of infants and toddlers. As one teacher said, "Communication is of utmost importance. Daily information exchange is essential." Daily communication is the foundation of a trusting relationship with parents. This means the ability to communicate crossculturally is essential. We need to bond with parents to be able to bond with their babies.

Relationships seem to be more intense with parents of infants and toddlers than with those of preschoolers. Teachers often need to be more nurturing and supportive, especially with first time parents. One teacher explained, "Parents seem less confident and uncertain with infants than with older children." Another teacher commented that more fears need to be addressed, again, especially with first-time parents. Another teacher pointed out that new parents tend to be "more concerned about specifics of development, i.e., when to start solids, how much food is consumed, and physical development."

To ensure quality care for infants and toddlers, we must communicate in a collaborative manner with a parents. Working together to find what is best for a baby benefits everyone concerned. Teachers know that it is not appropriate for them to assume the role of expert. As one teacher said, the parent/teacher relationship needs "delicate handling because parents are not sure that someone can care for their infant as well as they do. If they experience that the teacher does give good care, then their caregiving as parents is challenged or judged."

It also seems that parents of infants and toddlers want to know more about the teacher as a person than do parents of preschoolers. A deeper level of trust is involved in leaving an infant in our care. And as teachers, we have a more intimate relationship with a baby than we do with an older child.

Group dynamics

Most teachers who switch from teaching preschoolers to caring or young children adjust to the calmer, quieter pace of infants and toddlers by using a softer voice and being more physically accessible, which often means sitting on the floor with the babies. One teacher mentioned needing to be aware of adjusting eye contact. This is a very important difference to articulate. Somewhere between three and six months, babies become uncomfortable with direct eye contact, especially if they do not know a person well. Often a toy becomes the object of focus for child and adult.

Teachers find it easier to comfort young children by holding them facing outward. In this embrace, children can be comforted without a visual reminder that they are separated from those they love.

With infants and toddlers, I find myself more conscious of being active or receptive. Before I act, I consider whether it is an appropriate time and how it will affect an individual child and/or the dynamics of the group. This consciousness of being active or receptive is part of the reciprocal interaction that Magda Gerber calls "the dance." By contrast, with preschoolers I was more spontaneous in initiating activities because I knew the children could choose whether to join the activity. And if they did not, they were able to sustain their own focus.

In an infant/toddler classroom, teachers find themselves the focal point at which the group comes together. Where they are or where they move to in the room directly affects the dynamics of the group. Infants, even toddlers, will leave what they are doing independently to be physically closer to the teacher. For this reason, when a baby is distressed, comfort is given in the context of the group. New teachers tend to get up to walk a crying infant, often causing the entire group to cry. At least one adult needs to be with infants and toddlers, not necessarily to foster interaction but to provide the security necessary for the babies to explore their environment and each other

Other differences teachers note in the group dynamics of an infant/ toddler program versus those of a preschool classroom are smaller groups, less adult interference, and fewer group activities. One teacher said, "There is more of an awareness of the interaction between children because you are seeing it for the first time. Also much more time is spent helping the infants/ toddlers interact with each other white preserving their autonomy." Other teachers stressed the importance of being able to simultaneously focus on an individual child and see the group as a whole, especially to keep all babies safe. Some teachers noted the need to be aware when infants are getting bored and to move or bring toys to babies who are not yet mobile.

For many teachers, one of the hardest adjustments in terms of group dynamics is that young toddlers, in contrast to preschoolers, tend to move as a group and do not divide themselves among activities. Teachers find that even though they have a choice of various activities, the younger children stay together at one activity and move as a group to another activity. They also resist being divided. Young toddlers like to stay together. The group is a source of security for them.

Curriculum

Teachers find the major differences in an infant/toddler curriculum to be fewer planned and structured activities and more flexibility, thereby allowing children to set their own agenda. Teachers said they must observe and take cues from infants and toddlers to discover activities that are developmentally appropriate. Scaling down preschool activities for young toddlers is not appropriate and only frustrates the children and the teachers. Infants and toddlers need time to explore and experiment with materials before being introduced to more structured activities in preschool.

The infant/toddler curriculum is formed as a response to the teacher's observations and knowledge of each child. Although the specific activities of the curriculum may seem to unfold spontaneously, they are based on countless observations and are a purposeful response to the needs and interests of the children. For example, a certain time is not set aside for singing, yet each day teachers sing to infants and toddlers. The teacher, the environment, and the routine are all seen as curriculum in an infant/toddler program. Feeding, diapering, and napping are considered curriculum not only in fostering self-help skills but also in providing individual attention to children. Individual attention creates and promotes trust between child and caregiver--the trust so necessary for learning to occur. Curriculum for infants and toddlers primarily is, according to one teacher, "living with children--but living with them purposefully." As teachers, we use the daily experiences of living as opportunities for learning.

In terms of teaching style, teachers said they are calmer, more nurturing, more intuitive, and less directive with infants and young toddlers than with preschoolers. There also seems to be a shift in focus from prepared activities to observing and responding. With infants and toddlers, teachers focus more on observation and appropriate response than on directing and facilitating activities. As one teacher recalled preschool, "I tended not to be able to watch as much, not to be able to intervene as often before the trouble began because I was usually facilitating or cleaning up an activity."

While teaching preschoolers, I was aware that they learned as much from who I was as a person--how I dealt with anger, sadness, or joy--as they did from the curriculum I presented. Because trust is so integral to infant/toddler learning, the teacher's presence has even more of an impact upon their development. As one teacher said, "Infant teachers need to examine their nonverbal behavior much more carefully because mood is picked up more easily by this age group." Another said, "You need to be very caring and dedicated in your work because at the center the child sees you as the most important person."

Initially, many teachers have difficulty adjusting to the intensity and intimacy of working with infants and toddlers. The amount of crying, the fact that babies don't speak, the more intimate contact involved in infant care, and the emotional intensity of relationships with children, parents, and coworkers--all are distinct differences from working with preschoolers. "Being there for infants and toddlers also demands something different than it does for preschoolers. At first I found it very difficult when I was unable to comfort infants and could only be there with them in their pain or grief. Being there, said a teacher, "requires knowing yourself and using yourself as your own best resource." It also requires "taking the phone off the hook," as Magda Gerber says. We have to "unbusy" our minds and our bodies to be fully there for the child.

The caregiving of infants and toddlers is very personal and, like everything we do, is embedded in a cultural context. A Spanish speaking teacher shared that when she taught preschoolers, she spoke her native language only around Spanish-speaking children. But when she became an infant/toddler teacher, she found herself speaking Spanish with all the children, especially when she was comforting or expressing endearments. The importance of infant/toddler teachers reflecting on what they contribute to the curriculum as a person, not just as a teacher, is fundamental for quality care.

Routines and transitions

Teachers see routines and transitions not only as curriculum but also as ways to provide predictability for the children and to enhance their sense of trust. Transitions are especially difficult for infants and toddlers and should be planned carefully. As one teacher pointed out, "Just moving an infant from one location to another can upset the child."

Teachers recommended fewer, simpler, and slower transitions for younger children than for preschoolers. Even if the children are preverbal, teachers said it is still very important to verbally prepare them for transitions. Even though infant/toddler teachers follow a schedule of routines and transitions, the exact timing of them is determined by the needs of the children. As one teacher stated, "Routines are based on the infants' needs rather than the needs of the program." Another said, "Teachers must anticipate the schedule" according to the children's needs. And as previously mentioned, the younger the children, the more they want to move as a group with the primary caregiver, even though dividing the group makes transitions easier.

Many teachers saw transitions as difficult for all ages. As one noted, "With infants you may hear more crying; with the other children there may be a surge of misguided energy." For any age group, teachers should discuss and coordinate transitions as much as possible.

Coworker relationships

Teachers saw the qualities of team teaching as basically the same for all ages: honest communication, clear expectations of each other and the children, similar philosophy, and mutual goals for the development of each child. Teachers emphasized the value of coordinating and dividing tasks among themselves. Although it wasn't mentioned directly, I would definitely add the ability to problem solve as a necessary quality of team teaching.

Infant/toddler teachers said the relationship they have with their coworkers directly affects the atmosphere of trust and security in the classroom. As one teacher said, "If we trust each other, babies in our class will feel more secure." Teachers also stressed the importance of nonverbal communication between themselves. For example, if one teacher is changing a child's diaper, the other teacher knows she now needs to be with the entire group, or at least a larger group of babies. As one teacher put it, "There must be stronger communication between infant/toddler teachers because an anticipatory element exists." Other teachers said the main difference between preschool and infant/toddler care is the practice of having primary caregivers for the younger children.

With infants and toddlers, I found myself conversing much more with my coworker than I had when working with preschoolers. At first I questioned my behavior, but in discussing this with other caregivers, I saw the value of providing and modeling conversation for preverbal children. A more natural environment is created for infants and toddlers when talking and sharing are spontaneous yet appropriate.

Director support and supervision

In an infant/toddler program, because of the intensity of the teacher-parent relationship and the possibility for misunderstanding, some teachers find a supervisor to be a helpful, necessary, and neutral third party. Other teachers said the most valuable support is having someone with whom the infants and toddlers are comfortable and who can help out, especially when an individual baby needs full attention.

Because of separation and stranger anxiety, having substitutes in an infant/toddler room is very difficult. Many teachers feel the pressure to be absent as little as possible and plan their absences so there can be a familiar substitute. Of course, this is not always possible.

Because of the importance of bonding with infants and toddlers, we must consider how to provide consistency of caregiving for young children. In some centers the teacher follows a group of children through preschool. Other centers allow the child to visit the next-age classroom over a period of time. At the University of California Infant Center, a teacher stays in the infant room for two years, then becomes the toddler teacher. In this way, consistency of caregiving is provided for the infants' first two years at the center, and the teacher gets a break from the intensity and physical demands of working with babies.

What may be most helpful for former preschool teachers now in infant/toddler programs is discussing the changes they find themselves making in working with younger children. Because we teachers often work intuitively, discussion is extremely valuable in articulating and clarifying our experiences in the classroom. In doing so, we support ourselves in effecting positive change for all children.

Primary caregivers are being introduced into some preschool classrooms to ensure observation and connection with each child. An infant teacher who works with preschoolers in the summer noted that "because the focus of preschool seems to be more on activities--the integration of the group, the emotional adjustment of the children, and the routine of the day all seem to be secondary rather than primary." She suggested some simple changes, including establishing subgroups for circle time, eating, and small-group activities and working with children on cleanup routines and appropriate ways of interacting with one another. As more and more of us teach different age groups and mixed-age groups, our discussions and practices can improve the quality of care we provide for all children.

Sense of self as professional

When we taught preschoolers, we had no doubt that we were teachers--that is what we were called. However, now that we work with infants and toddlers, we often are not seen as teachers but as caregivers. Most of us still perceive ourselves as teachers; now we primarily "teach through our caregiving." As one teacher pointed out, "When I taught preschoolers, I also did caregiving. Caregiving is an integral part of working with all young children."

As professionals, many of us feel uncomfortable with a label that differentiates teaching from caregiving. A few of us feel that Magda Gerber's term educarer (a word strongly advocated by Bettye Caldwell) is a descriptive and accurate title, although it has never gained widespread use. Not having a name that includes both essential aspects of our work is confusing to people in or out of the field. I experienced that in writing this article and in naming it.

As infant/toddler teachers, we often find that we have to explain to people outside of the profession that what we do is more than babysitting. One of the first times I told someone that I was an infant/ toddler teacher, he laughed and asked me what I taught them. I told him I taught one of the most important things in life. My reply piqued his interest, and he asked me what that was. I answered, "To trust." Becoming serious, he confided that he was going through a divorce, and he asked me how I taught trust. As infant/toddler teachers, we need to inform people about how we teach through caregiving.

Conclusion

The most important points teachers wanted to share with someone coming from a preschool program to an infant/toddler setting are

• the importance of nonverbal communication with both children and coworkers;
• the importance of communicating daily with parents;
• the intensity of relationships with parents, children, and staff;
• emphasis on the individual child rather than the curriculum;
• the necessity of careful observation in creating a curriculum;
• the use of routines as nurturing times.

Teachers stressed going slowly and developing a one-on-one relationship with each child at that child's own pace. Teachers believed that someone new to the profession would need to know that infants and toddlers have feelings, they are curious, and they understand a lot of things. Knowledge about the age group and development stage is also important, as is careful observation.

Getting to know infants and their families and realizing that some babies are difficult also seemed crucial. As one teacher said, "You need to say, `I know it's not me' when you cannot soothe a baby." I have found that it takes four to six weeks for bonding to occur with a new group of infants or toddlers. This can be a stressful time. The physical demands of working with babies also should be taken seriously.

Adjusting to being an infant/toddler teacher definitely takes time and involves making mistakes. As one teacher said. "Allow time for adjustment--it will take years (at least three). Allow yourself to make mistakes--you will. Ask for help! Also learn from your mistakes." An experienced infant/toddler teacher told me the other day, I m just beginning to get good at it!"

For further reading

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Bredekamp, S., & C. Copple, eds. (1997). Developmentally appropriate practice in early childhood programs. Rev. ed. Washington, DC: NAEYC.

Carey, T. (1996). I am the tour guide guiding the toddlers. Young Children 51 (4): 3.

Caruso, D. A. (1988). Play and learning in infancy: Research and implications. Young Children 43 (6): 63-70.

Daniel, J.(1995). New beginnings: Transitions for difficult children. Young Children, 50(3): 17-23.

Dittmann, L. L., ed. (1984). The infants we care for. Washington, DC: NAEYC.

Dittmann, L. L. (1986). Finding the best care for your infant or toddler. Young Children, 41 (3): 43-46.

Duff, R. E, M. H. Brown, & K. J. Van Scoy (1995). Reflection and self-evaluation: Keys to professional development. Young Children, 50 (4): 81-88.

Furman, E. (1993). Toddlers and their mothers: Abridged version for parents and educators. Madison, CT: International Universities Press.

Galinsky E.(1988). Parents and teacher caregivers: Sources of tension, sources of support. Young Children, 43 (3): 4-12.

Gerber, M.(1979). Respecting infants: The Loczy model of infant care. In Supporting the growth of infants, toddlers, and parents, ed. E. Jones. Pasadena, CA: Pacific Oaks.

Gerber M. (1991). Resources for Infant Educarers. Los Angeles: Resources for Infant Educarers.

Gonzalez-Mena, J. (1986). Toddlers: What to expect. Young Children, 42 (1): 47-51.

Gonzalez-Mena, J. (1992). Taking a culturally sensitive approach in infant toddler programs. Young Children, 47 (2): 4-9.

Gonzalez-Mena, J. & Widmeyer D. (1989). Infants, toddlers, and caregivers. Mountain View, CA: Mayfield.

Greenberg, P.(1991). Character development. Encouraging self-esteem and self discipline in infants, toddlers, and two-year-olds. Washington, DC: NAEYC.

Greenman, J. (1988). Caring spaces, learning places: Children's environments that work. Redmond, WA: Exchange.

Gutlo D., Button-Maxwell, C. & Bruk, S. (1995). Milwaukee Early Schooling Initiative: Making it happen for young children. Young Children, 5O (6):12-17.

Hignett W F. (1988). Food for though Infant/toddler day care, yes; but we better make it good. Young Children, 44 (1): 32-33.

Honig, A. S. (1985). High quality infant toddler care: issues and dilemmas. Young Children, 41 (1): 40-46.

Honig, A. S. (1989). Quality infant/toddler caregiving: Are there magic recipes? Young Children, 44 (4): 4-10.

Honig, A. S. (1993). Mental health for babies: What do theory and research tell us? Young Children, 48 (3): 69-7 6.

Honig, A. S. (1995). Singing with infants and toddlers. Young Children, 5O (5): 72-78.

Howes, C. (1989). Research in review. Infant child care. Young Children, 44 (6): 24-28.

Hughes, E.P., Elicker, J. & Veen, L. (1995). A program of play for infants and their caregivers. Young Children, 50 (2): 52-58.

Lally, R. (1995). The impact of child care policies and practices on Infant/toddler identity formation. Young Children, 51 (1): 58-67.

Lally R., Torres, Y. & Phelps, P. (1994). Caring for infants and toddlers in groups: Necessary considerations for emotional, social, and cognitive development. Zero to Three 14 (5).

Lane, M., & Signer, S. (1990). Infant/toddler caregiving: A guide to creating partnerships with parents. Sacramento: California State Department of Education.

Leavitt, R. L., & Eheart, B. (1985). Toddler day care: A guide to responsive caregiving. Lexington, MA: D.C. Heath.

Meyerhoff, M. K. (1992). Viewpoint. Infant/toddler day care versus reality. Young Children, 41 (6): 44-45.

Miller, D. F. (1989). First steps Toward cultural difference: Socialization in infant/toddler day care. Washington. DC: Child Welfare League of America.

Mitchell, A., & J. David, eds. (1992). Exploration in the young children: A curriculum guide from Bank Street College of Education. Beltsville, MD: Gryphon House.

Provence, S., Pawl, J. & Fenichel, E. eds. (1992). The Zero to Three child care anthology 1984-l992 Arlington, VA: Zero to Three/National Center for Clinical Infant Programs.

Raikes. H. (1996). A secure base for babies: Applying attachment concepts to the infant care setting. Young Children, 51 (5): 59-67.

Reinsberg, J.(1995). Reflections on quality infant care. Young Children, 50 (6): 23-25.

Vander Zande, I., & the Santa Cruz Toddler Center Staff. (1993). l, 2 3. . . The toddler years: A practical guide for parents and caregivers. Santa Cruz, CA: Santa Cruz Toddler Center Press.

Webb, N.C.(1997). Working with parents from cradle to preschool: A university collaborates with an urban public school. Young Children, 52 (4): 1519.

Weekes, J. S. (1986). Caring for caregivers: Mutual support among infant care staff. Beginnings (Spring): 13-17.

Weissbourd, B., & Musick, J. eds. (1981). Infants: Their social! environments. Washington, DC: NAEYC.

Zeavin, C. (1997). Toddlers at play: Environments at work. Young Children, 52 (3): 72- 77.

Videotapes

Carter, M. Time for toddlers. Seattle, WA: Kidspace.

Far West Laboratory for Educational Research & the California Department of Education. Discoveries of infancy: Cognitive development and learning. Sacramento: California Department of Education.

Far West Laboratory for Educational Research & the California Department of Education. Flexible, fearful, or feisty: The different temperaments of infants and toddlers. Sacramento: California Department of Education.

Far West Laboratory for Educational Research & the California Department of Education. Respectfully yours: Magda Gerber's approach to professional infant/toddler care. Sacramento: California Department of Education.

Far West Laboratory for Educational Research & the California Department of Education. Space to grow: Creating a child care environment for infants and toddlers. Sacramento: California Department of Education.

Far West Laboratory for Educational Research & the California Department of Education. Together in care.: Meeting the intimacy needs of infants and toddlers. Sacramento: California Department of Education.

Copyright © 1998 by Marjory Keenan. 1134A Fresno Ave., Berkeley, CA 94707.

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