*NEW* The Burrow Bébé
“Infancy is a vulnerable state of development, therefore it’s not enough that babies receive good care, the care must be excellent.”
-Magda Gerber, 1985
Thank you for your interest in our infant program! We know the gravity of choosing a caregiver for your little one and appreciate you considering us for this most important job. Below you will find some details about us and what we believe makes our care approach shine. We can’t wait to share more and speak to you all over the next couple of months!
the basics
- Ages 6 weeks to 17 months old
- Hours of operation 7:30am to 5:30pm – Monday through Friday
- Child/Caregiver Ratio 3:1, Maximum 4:1 (12 infants possible in the whole house)
- Tuition is $1,275 per month, due on the 1st
Our little bungalow home has:
4 rooms
2 for awake time, based on mobility
2 for rest time, each child has their own crib or Montessori style floor bed (we do not crib share).
Small kitchen – keep any milk or other foods fresh in the refrigerator – warm bottles – wash shared dishes and linens.
Large butler’s pantry at the back of the house, which will become a private feeding/nursing space for families to use at any time during the day.
Spacious backyard
“I feel a family day care home is an ideal setting for applying the RIE approach to infant day care. Working with a small group of infants within the intimacy of a home enables a provider to create the safe and free environment that infants need. It also gives the infants continuity in the caregiving they receive because their provider remains the same – an important component of the RIE approach.”
– Catherine Coughlan
our philosophy
We draw much of our inspiration from the evidence-based early childhood approaches of –
RIE (Resources for Infant Educarers) & Te Whāriki (New Zealand’s early childhood curriculum)
They each have unique components but compliment one another, with their essential principles revolving around respect and cultivation of independence and interconnectedness.RIE principles and how they are applied in our setting:
The foundation of the RIE approach is respect. Respecting a child means treating even the youngest infant as a unique human being, not as an object.
Seven Principles of Respect in RIE Practice:
- Basic trust in the child to be an initiator, an explorer, and a self-learner
- An environment for the child that is physically safe, cognitively challenging, and emotionally nurturing
- Time for uninterrupted play
- Freedom to explore and interact with other infants
- Active participation of the infant in all caring activities
- Sensitive observation of the child in order to understand their needs
- Consistency and clearly defined limits and expectations in order to develop discipline
Appropriate “curriculum” for infants includes:
- Supporting self-initiated activities from the earliest age.
- Building trusting relationships with a consistent caregiver who respects and understands the child’s personality and needs.
- Encouraging active participation in whatever is going on, thereby developing each child’s sense of self-awareness. (Instead of the diaper changing routine being done to them, it is done with their active engagement.)
- Valuing connection and communication between caregiver and parents.
Caregivers approach each child with a sense of wonder rather than a sense of knowing.
They care and interact in a way with the infant that communicates, “I want to know and understand who you are, and I’m prepared to help you understand and know who I am.” RIE aims to achieve a balance between adult stimulation and independent exploration by the infant.
Te Whāriki Principles and how they are applied in our setting:
- Empowerment
Infants explore and act on their own desires, develop knowledge and skills that interest them, and increasingly, make choices on matters that relate to them. - Holistic Development
Caregivers consider how each area of development relates to and connects with other aspects of learning and how it builds on the infants’ strengths. - Family & Community
Each child’s culture and community are affirmed when caregivers work together with the people in their lives to help make connections across settings. - Relationships
Respectful relationships, encouragement, warmth and acceptance are the norm. It is through responsive and reciprocal relationships with people, places and things that children have opportunities to try out their ideas and understand their environment.
These principles are woven together with the strands of:
- Wellbeing
- Caregivers trust each infant’s ability to communicate their needs through cues and gestures.
- Caregivers respond sensitively to signals of distress, hunger or tiredness.
- Caregiving practices for feeding, sleeping, and diaper changing are unhurried and calm.
- The environment is predictable, dependable, calm, safe, hygienic, and rich in sensory opportunities.
- Caregivers empower infants to discover their own limits by allowing them the time and space to learn for themselves and not intervening unnecessarily.
- Caregivers are cognizant of environmental hazards, such as choking, sun, insects, and the activities of other children.
- Belonging
- Language, key words, signs and routines that infants are familiar with at home are used by caregivers.
- The environment is language-rich and includes familiar rhymes, songs, chants and experiences.
- A regular but flexible pattern is established for the day, which includes time outside.
- Each infant has a familiar sleeping space and meal area. Infants’ favourite things are available to them.
- A consistent caregiver has primary responsibility for each infant so that they can anticipate who will welcome and care for them.
- The timing and pace of caregiving practices is guided by the infant.
- The curriculum is flexible enough to ensure that an infant’s needs and preferences for a particular person or way of doing something can be met.
- There is a reassuring emphasis on the familiar, with new elements introduced thoughtfully into the curriculum.
- Contribution
- Caregivers avoid making unnecessary developmental comparisons between children recognising that developmental progress varies.
- Caregivers communicate with families to ensure culturally appropriate care practices.
- Infants are carefully observed so that caregivers know individual infants well, respect their rights, and respond to communication cues and gestures, such as smiles, noises and signals of pleasure, discomfort, fear or anger.
- Caregivers respect each infant’s individual preferences relating to caregiving practices, for example, for going to bed or feeding.
- Caregivers talk with infants about what they, and other children, are doing and encourage the infant’s interest in, and interaction with, other children.
- Caregivers select picture books, games and toys for infants to engage with that depict genders and ethnicities in a variety of roles.
- Attention is paid to providing a range of play experiences that stimulate the senses, mind and body.
- Caregivers help to extend infants’ pleasure in particular experiences, such as hearing specific music, responding to colours, and enjoyment of certain rhythms.
- Communication
- Caregivers use words and gestures to invite infants to engage. Through careful observation, caregivers recognise gestures of assent and dissent when engaging in caregiving practices.
- Caregivers read books, tell stories and talk with infants. Many opportunities are provided to have fun with sounds and language. Language is used to soothe and comfort.
- The programme includes action games, fingerplays and songs that encourage oral language.
- The environment provided is print- and language-rich. Caregivers draw attention to numbers, shapes and patterns and to concepts such as ‘more’ and ‘less’, ‘big’ and ‘small’ in authentic and meaningful ways.
- Infants are provided with resources, including natural resources, in a variety of colours, textures, shapes and sizes to experiment with and explore freely.
- Infants experience patterns and sounds in the natural environment, such as leaves in sunlight or the sound of rain.
- Exploration
- Everything in the immediate environment is chosen for its potential as a learning resource. Caregivers provide open-ended and sensory-rich resources for infants to explore.
- Caregivers respect infants’ motor progression and allow their physical development to unfold naturally at their own pace. Safe and stimulating objects and furnishings are provided for infants to move, hold on to, balance against, or pull themselves up on.
- Infants have a variety of sensory experiences including fresh air and a range of smells, temperatures and sounds. They experience different indoor and outdoor play spaces, such as smooth floors, carpet, grass and sand.
- Consideration is given to the aesthetic and sensory environment, ensuring that it includes pleasing contrasts in light, colour, design, sound, taste and smell.
- Infants have opportunities to observe and play with, and alongside, other children and adults.
- Infant Development and Needs:
- From birth, infants can communicate their needs and, increasingly over time, anticipate events. They rely on caregivers to sensitively observe their cues and gestures in order to meet their needs and provide opportunities for learning.
- Infants are rapidly acquiring communication skills, which caregivers support through thoughtful interactions within a language-rich environment.
- Infants are developing trust that their physical, emotional, and cultural needs will be met in predictable ways.
- They need the security of knowing that a familiar adult is nearby.
- Infants learn through respectful, reciprocal interactions with people, places and things and require a peaceful environment where caregivers pay careful attention to the level of sensory stimulation.
- Infants can be subject to rapid fluctuations of health and wellbeing. For this reason they require consistent and attentive care.
The tenets of these approaches continue to be implemented well beyond the infant stage. When babies transition to The Burrow School, there is a continuity in the way in which children are cared for physically, emotionally, and spiritually.
our routine
Care routines such as diapering, toileting, naps, and mealtimes will be based on individual needs. Older infants are invited to have meals together.
Early day
- Greetings and check-ins: We ask families about how each child slept, ate, their mood, and any other details.
- Diapering, naps, and mealtime as needed
- Exploration of materials/objects; sensory table or tray discovery
- Reading and exploring books
- Movement and free exploration and interaction
- Outdoor play in yard
Midday
- Diapering, naps, and mealtime as needed
- Quiet music, reading, and low lights
- Exploring materials, objects, and books
- Movement and free exploration and interactions
- Outdoor play, including push toys, climbing equipment, and soft spaces on blankets or sand
Late day
- Diapering, naps, and mealtime as needed
- Reading and exploring books
- Exploring materials, loose parts, and objects
- Movement and free exploration and interaction
- Outdoor play
- Goodbyes: We share observations of the child’s day as well as details about meals, naps, diapering, and toileting.
How we play:
You won’t find devices like swings, bouncers, or walkers in our classrooms. Infants learn through their bodies, so it is imperative that they have the space and ability to move unrestrained and in their own time. You will find simple open-ended “toys” like cotton or linen fabric squares, empty plastic bottles, lightweight colanders, stacking toys, nesting cups, blocks, soft dolls or animals, balls, and bowls, to name a few. As babies get older, these same objects continue to engage their curious minds because they discover new ways to play with them. Our carefully curated toy collection will always be washable, safe (no lead paint toxic chemicals, no small parts or sharp protrusions), and non-breakable. The play space will also have surfaces with a variety of textures to touch, roll, or crawl on and different heights to explore, like a low platform or bolster pillow.
How we eat:
Infants fed by bottle will always be held during feeding. Infants ready for table food will sit in a caregivers lap or in a small chair based on ability. We view mealtimes as a time for connection, as well as a time to nourish our bodies. Caregivers are always attentive and present. We do not use highchairs or other restrictive chairs. Being in contact or next to the infant allows us to be in tune with their cues and allows them to make decisions about their needs.
How we diaper/potty:
For safety and maximum freedom of movement, our diaper changes occur on an easily cleaned changing mat on floor level. All supplies are labeled and organized for each child. We use anatomically correct language about ALL body parts. We ask permission/consent for any touch but especially in regards to elimination/cleaning. Babies can be empowered from birth! Gaining bathroom independence is about learning how to use the toilet AND learning how to listen to our bodies. As children get more mobile and show an interest, we will offer potty opportunities. It isn’t about “toilet training,” just becoming familiar and comfortable with the idea of using the toilet.
Outdoor exploration:
Our backyard will be prepared for safe exploration of the outdoors. Often this will look like a large quilt laid down in the shade with some natural objects present. Some babies will choose to interact with the objects, but other babies will find being outdoors stimulating enough and just enjoy the sight of the canopy of trees above, the sounds of the birds, and a light breeze on their skin.
Communication – HiMama App:
We already use this app with our bigger kids, so we know how invaluable it is to staying connected. It helps us to track eating, sleeping, diapering, and mood. We share photos, daily happenings, and supply needs. You have the option to check the app throughout the day, set notifications, or wait for the daily email report generated at the end of the day. It also allows you to message us at any time and record developmental milestones.
All photos are examples of the vibe we will be giving to our school. While we can’t say exactly what it will look like, we can say that it will be thoughtfully minimalist, have neutral/soothing colors, use natural materials, and be child-centered. When we get access to the space and begin to design each room, we will share our progress.
The information above is not exhaustive. We will be giving more details as we get closer to opening. Our goal is to be licensed by October 1st and welcome 3-5 babies that first month, then slowly build up to 12 infants and 3-4 caregivers. We thank you for joining us on this journey and hope that you will reach out. We look forward to growing alongside your children and sharing in the joy of their development with you!
With much respect,
Sadie Woodul, Director/Co-owner
Amberly Worley, Co-owner/Atelierista
theburrowbebe@gmail.com
Want to join our wait list?
The Burrow Bébé is owned and operated by Sadie Woodul and Amberly Worley, of The Burrow School next door. Sadie is the primary caregiver at Burrow Bébé, while Amberly continues to lead The Burrow School team with the aid of our new director, Rosie (who has been an educator with us since the beginning). You can check out our bios HERE.
