Care, norms, and milestones

Why

Care routines fill most of an infant’s day, and Montessori 0–3 practice treats each one as time spent with the child, not a task to finish (Montanaro, 1991). Emmi Pikler’s work describes care as a meeting between two people in which the adult adjusts to the infant’s signals (WAIMH, 2010). A child who is told what will happen, and given time to respond, can begin to take part: lifting their arms, turning, or holding still.

Sources: Montanaro 1991, Introducing the Piklerian de, Davies 2021

How it is taught

1. A new adult watches an experienced caregiver through several diaper changes and meals, noting each time the caregiver speaks before touching and how long they wait.
2. The new adult practises the words for the most common moves: “I am going to pick you up,” “I am going to lift your legs,” “I am going to wipe your nose.”
3. The adult holds out their hands, says what will happen, and waits a few seconds for the child to look, reach, or tense their body before moving.
4. Hands move slowly and support the head and body fully; the adult picks the infant up and lays them down the same way each time.
5. In the first month, the lead caregiver watches the new adult do a care routine each week and gives feedback on pace and words.
6. At home: every adult who cares for the child uses the same words and the same pauses.

Why

Montessori infant sources describe the diaper change as a routine the child takes a larger part in each month: first watching and listening, then lifting the hips, then standing (Montanaro, 1991; Lillard & Jessen, 2003). The CDC lists changing diapers as one of the times to wash hands to prevent the spread of illness (CDC).

Sources: Montanaro 1991, Lillard 2003, Centers for Disease Control

How it is taught

1. Before starting, the adult gathers everything needed (clean diaper, wipes, clothes, gloves where the license requires them), so they never step away or take their hand off a child on a raised surface.
2. The adult tells the child it is time for a change and invites a walking child to walk to the changing area.
3. The adult names each step and pauses for the child’s part (lifting the hips, holding the clean diaper, pulling up pants); the adult does not hurry or use toys to distract.
4. Once the child stands steadily, changes are done standing (Standing Diaper Change).
5. The adult follows the state licensing steps for cleaning the changing surface and washes their own and the child’s hands afterward.
6. The adult records the change on the child’s daily sheet for the family.

Why

Montessori sources begin toilet awareness at 12–18 months, with cloth training pants the child can push down and pull up and a small potty the child can use without help (Montanaro, 1991; Davies, 2019). Mainstream US pediatric guidance places readiness later, so the room offers the potty without setting a deadline. Expected tangible rewards reduce intrinsic motivation (Deci, Koestner, & Ryan, 1999), and accidents are an expected part of learning the skill.

Sources: Montanaro 1991, Davies 2019, Deci 1999

How it is taught

1. The primary caregiver agrees a plan with the family: when to start offering the potty, what clothes to send, and what words to use at home and at school.
2. The adult offers the potty at regular times (after waking, before and after outdoor time, after meals) with a plain invitation: “It is time to sit on the potty.”
3. Accidents are handled calmly and privately: the adult says what happened, and the child helps take off wet clothes and put them in a bag.
4. No stickers, sweets, or charts; the adult describes what happened: “You felt it and you came to the potty.”

Why

Montessori infant practice holds the infant for breast milk or formula feeds and, from about 6 months, moves solid food to a low weaning table with a small glass, bowl, and spoon (Montanaro, 1991; Lillard & Jessen, 2003). The CDC checklist lists closing the lips to show they do not want more food by 6 months (CDC); the adult watches for that signal and stops.

Sources: Montanaro 1991, Lillard 2003, Centers for Disease Control

How it is taught

1. The new adult learns each infant’s feeding plan from the family: breast milk or formula, amounts, usual times, and foods already introduced at home.
2. Bottles are given with the infant held in the adult’s arms, never propped, and by the primary caregiver where possible.
3. At the weaning table the adult sits facing the child, offers small amounts, names the food, and waits for the child to open their mouth or reach.
4. The adult stops when the child turns away, closes their lips, or pushes the food away, and does not coax extra bites.
5. Breast milk, formula, and food from home are labeled and stored as the state license requires.

Why

Montessori infant sources ask adults to watch for each infant’s signs of tiredness and to repeat the same short steps before every sleep, so the infant can predict what comes next (Montanaro, 1991; Davies & Uzodike, 2021). In a Nido there is no group nap time. Toddlers in an Infant Community move toward one rest after lunch as their own rhythm allows.

Sources: Montanaro 1991, Davies 2021

How it is taught

1. The adult asks the family how the child sleeps at home: times, length, and what helps them settle.
2. The adult learns and writes down each child’s signs of tiredness (rubbing eyes, looking away, fussing, slowing down).
3. The same short steps come before every sleep: a clean diaper, a quiet word, the same song, then placing the child in their bed.
4. The adult records when each child slept and for how long on the daily sheet.
5. Toddlers have their own cot or mat in a rest area they can walk to, set up as the license allows.

Why

The American Academy of Pediatrics recommends that infants sleep on their back on a firm, flat surface in a safety-approved crib or bassinet, with no pillows, blankets, bumpers, or soft toys, and that infants who fall asleep in a sitting device be moved to a firm, flat surface (Moon et al., 2022). Most state licensing rules for centers require the same. Some Montessori home practice uses a floor bed; in a center, a floor bed is used only for children over 12 months and only where licensing allows.

Sources: Moon 2022

How it is taught

1. The new adult reads the school’s safe sleep policy and the state licensing rule before caring for infants alone.
2. Every infant is placed on their back for every sleep. Once an infant rolls both ways on their own, they may stay in the position they reach.
3. The crib holds only a fitted sheet on a firm mattress: no blanket, pillow, bumper, positioner, or toy. A non-weighted wearable blanket keeps the infant warm if needed.
4. An infant who falls asleep in a car seat, swing, stroller, or in an adult’s arms is moved to a crib.
5. Sleeping infants are checked at the intervals the license sets, and each check is recorded.
6. The movement mat is for awake time only.
7. At home: the AAP recommends the infant sleep in the parents’ room on a separate sleep surface, ideally for at least the first 6 months; a floor bed waits until after 12 months.

Why

Children under three put objects in their mouths to learn about them (CDC), and any object that fits inside the federal small parts test cylinder is a choking hazard banned from products for children under 3 (16 C.F.R. 1501). Cords and ribbons are a strangulation risk, and new objects enter the room every day from families, staff, and the outdoors.

Sources: 16 C.F.R. Part 1501. Method , Centers for Disease Control

How it is taught

1. A written checklist is kept by the door and signed each morning.
2. Every object on low shelves, in baskets, and on the floor is checked: anything that fits into the small parts test cylinder (1.25 in. wide × 2.25 in. deep) is removed.
3. Cords from blinds and electrical equipment are out of reach; mobiles on ribbons are taken down after each use.
4. Outlets are covered, furniture that could tip is anchored, and doors and gates latch.
5. Materials are checked for cracks, splinters, loose parts, and chipped glass.
6. The outdoor area is checked for gate latches, surfaces, sharp objects, standing water, and plants.
7. A new adult does the check with an experienced adult for their first week.

Why

Children under three cannot yet recognize danger; the CDC lists avoiding a hot object after a warning as a milestone by 3 years (CDC). National health and safety guidance sets smaller groups and more adults for younger children (Caring for Our Children), and the state license sets the legal ratio and group size, which may be stricter than Montessori standards.

Sources: Centers for Disease Control , Caring for Our Children (CFO

How it is taught

1. The room keeps to the ratio and group size in the state license at all times, including during breaks, outdoor time, and rest.
2. Adults place themselves so that together they can see the whole room; no adult stands with their back to the room.
3. Adults tell each other when they move to a task (“I am going to the changing table”), and another adult confirms they are watching the room.
4. Adults count the children at every transition: going out, coming in, and before leaving any area.
5. A child is never left alone at a table with food, near water, or on a raised surface.

Why

Children under three are still learning to chew and swallow, and round, firm foods are the ones most likely to block a young child's airway; the AAP advises cutting them small for children under 4 (AAP, 2010). A food allergy reaction can also be severe. Food works in this curriculum (peeling, slicing, spreading, preparing snack) use only foods cleared for every child at the table, cut to safe shapes.

Sources: AAP Committee on Injury 2010

How it is taught

1. With family permission, each child’s allergies and dietary needs are posted where food is prepared and served.
2. Before any food is offered, including food for a Practical Life work, the adult checks the list.
3. Round or firm foods are cut small: grapes and cherry tomatoes are quartered lengthwise; no whole nuts, popcorn, hard candy, whole sausages, or chunks of raw hard vegetables or apple.
4. Children eat seated with an adult at the table, never while walking or lying down.
5. Adults keep current infant and child CPR and first aid training as the license requires, and each child’s emergency medication is stored and labeled as the license requires.

Why

Montessori included gardening and the care of plants and animals in her first schools (Montessori, 1912). Outdoors, children walk on uneven ground, climb, carry, dig, and pour, which serves the ELOF goals for large-muscle movement and active play (Office of Head Start, 2015).

Sources: Montessori 1912, U.S. Department of Health and Human Services 2015

How it is taught

1. Outdoor time is on the plan every day except in weather the school’s written policy or license rules out.
2. Infants lie or sit on a blanket in the shade, with the same freedom to move as indoors.
3. Toddlers do as much of their own dressing for outdoors as they can; families send clothes for the weather.
4. An adult checks the outdoor area for hazards before children go out (see Daily safety check).
5. Sunscreen, insect repellent, and drinking water follow the license and family permissions.

Why

Separation shapes a young child’s first weeks in group care more than any material does; Montessori 0–3 practice begins with the parent present and builds the child’s trust in the primary caregiver before the parent leaves (Montanaro, 1991). The ELOF describes the child’s expectation of consistent care from familiar adults and their use of adults to meet needs as the first infant/toddler social-emotional goals (Office of Head Start, 2015).

Sources: Montanaro 1991, U.S. Department of Health and Human Services 2015

How it is taught

1. Before the start, the primary caregiver meets the family to learn the child’s routines for eating, sleeping, and settling.
2. First days: the child visits for a short time with the parent, who sits in one place while the primary caregiver begins to do some of the care.
3. Next days: the parent says goodbye, leaves for a short time, and returns when they said they would; the time apart grows over several days to a few weeks, depending on the child.
4. The primary caregiver tells the family each day how the child did and agrees the next step with them.
5. The same plan is used when a child moves from the Nido to the Infant Community.

Why

Montessori 0–3 guidance asks parents to say a short, clear goodbye rather than leave while the child is not looking, so the child can trust what adults tell them (Davies, 2019). The CDC lists calming within about 10 minutes after a parent leaves as a milestone by 3 years (CDC); crying at drop-off in younger children is expected.

Sources: Davies 2019, Centers for Disease Control

How it is taught

1. The family and primary caregiver agree on a short routine: for example, hang up the coat together, one hug, the same words (“I will come back after your nap”), and the parent leaves.
2. The primary caregiver receives the child and stays with them; if the child cries, the caregiver names the feeling and stays close.
3. Once the parent has said goodbye, they leave and do not come back in, unless the caregiver asks them to.
4. The caregiver lets the family know when the child has settled.
5. At pick-up, the parent uses the same words: “I came back after your nap.”

Why

Children under three use what repeated routines have taught them to feel secure (Office of Head Start, 2015), and Montessori described the young child’s need for order in time as well as in place (Montessori, 1936). In a Nido each infant keeps their own feeding and sleep rhythm; the order of the adults’ care around them stays the same.

Sources: U.S. Department of Health and Human Services 2015, Montessori 1936

How it is taught

1. The rhythm is posted for adults (see the sample day rhythms) and kept in the same order each day; clock times may shift.
2. In a Nido, the adults follow each infant’s feeds and sleeps, and keep the same order for arrival, care, outdoor time, and departure.
3. In an Infant Community, arrival, work period, outdoor time, lunch, and rest come in the same order every day.
4. Adults tell toddlers what comes next in words and, where it helps, with a photo of the next activity.
5. Changes (a visitor, a fire drill, a holiday) are told to the children beforehand where possible.

Why

Accepting a change in activity is a skill children under three are still learning, with adult help (Office of Head Start, 2015); the CDC lists following a simple routine when told, such as clean-up time, as a milestone by 30 months (CDC). Montessori toddler guidance suggests telling the child before a change and giving them a part in it (Davies, 2019). Moving the whole group at once creates waiting, which toddlers cannot yet do for long.

Sources: U.S. Department of Health and Human Services 2015, Centers for Disease Control , Davies 2019

How it is taught

1. The adult goes to each child and says what comes next: “When you finish, we will go outside.”
2. Children move a few at a time: those who are ready go with one adult while the others finish.
3. The next activity is ready before the children arrive, so toddlers do not wait in lines.
4. The adult uses the same song or words for each transition every day.
5. A child who is concentrating is given a little more time where supervision allows.

Why

Pikler’s research found that infants reach rolling, sitting, and standing by themselves when adults do not place them in those positions, and her approach avoids seats and walkers (WAIMH, 2010). Montessori infant rooms use a movement mat with a low mirror for the same reason (Montanaro, 1991). Seated baby walkers are also a documented injury risk, and the AAP calls for a ban on their sale (AAP).

Sources: Introducing the Piklerian de, Montanaro 1991, American Academy of Pediatri

How it is taught

1. The new adult learns to set up the movement area: a firm mat, a low unbreakable mirror fixed along one side, a few objects within and just beyond reach, and no walking traffic across it.
2. The adult lays the infant on their back and does not place them sitting or standing before they get there themselves. Awake time on the tummy is offered as described in Awake Time on the Tummy, which notes where Pikler practice and AAP advice differ.
3. No bouncers, seated walkers, jumpers, or infant seats in the room; car seats and strollers are used for travel only.
4. The adult does not lift a child who is working to reach a position unless the child is distressed.
5. At home: a mat on the floor of a safe room, with a gate if needed, in place of seats and walkers.

Why

Montessori toddler guidance recommends a small number of activities on a low shelf, rotated as the child’s interests and skills change (Davies, 2019). In 3–6 classrooms, removing supplementary materials was associated with better child outcomes (Lillard & Heise, 2016); the 0–3 room applies the same idea to a younger child who is easily overwhelmed by choice.

Sources: Davies 2019, Lillard 2016

How it is taught

1. Each shelf holds a small number of works, each complete in its own basket or tray, with space between them.
2. At weekly planning, adults review observation notes and replace a material no child has chosen recently or one that every child now does with ease.
3. The replacement is usually the next step in the same sequence.
4. Materials in storage are kept out of the children’s sight.
5. At home: a few activities on a low shelf, with the rest stored in a cupboard and rotated.

Why

Montessori described a strong sensitivity to order in the first years of life, seen when a young child is upset by something out of its usual place (Montessori, 1936). Repeated routines and a predictable room help children under three feel secure (Office of Head Start, 2015).

Sources: Montessori 1936, U.S. Department of Health and Human Services 2015

How it is taught

1. Adults return every material to the same place on the same shelf after each use.
2. Changes to the room are made one at a time and shown to the children.
3. Toddlers are shown where each thing lives and invited to return it (Returning Work to the Shelf).
4. Each child has their own hook, cubby, and shoe place, marked with their photo.
5. When a toddler is upset about something out of place, adults treat it as a need for order and put the thing back where the child expects it.

Why

Montessori replaced fixed furniture with pieces children could move and use themselves (Montessori, 1912). Montessori infant practice uses a low weaning table and chair the child can get into alone, and a small real glass from the first meals (Montanaro, 1991; Lillard & Jessen, 2003). Real objects give real feedback: a glass that tips spills water.

Sources: Montessori 1912, Montanaro 1991, Lillard 2003

How it is taught

1. Tables and chairs let the child sit with feet flat on the floor; toddlers can get into and out of their chair without help.
2. Glass and ceramic are used only where state licensing allows, only at the table with an adult present, and in small, thick-walled sizes.
3. When something breaks, the adult moves the children away and clears the pieces, then invites the child to help with a safe part of the cleanup, such as bringing the dustpan.
4. Low sinks, hooks, mirrors, and steps are fixed in place at the child’s height.

Why

The AAP recommends no screen media for children under 18 months other than video chatting, and states that children under 2 learn through hands-on exploration and interaction with the adults who care for them (AAP, 2016). Time with a screen is time taken from movement, language, and care.

Sources: AAP Council on Communications and Media 2016

How it is taught

1. The room has no television, tablet, or video for children.
2. Adults keep their own phones out of the children’s reach and use them only for school records, photos for families, or emergencies.
3. A video call with a family member is the one exception, when the family asks for it.
4. At home: the AAP recommendation is shared with families at enrollment.

Why

AMI standards call for a 2-hour uninterrupted work period each morning in the Infant Community (AMI/USA). The reason AMI gives for the longer 3–6 work cycle applies here too: concentration does not appear without long, protected time (AMI).

Sources: AMI/USA. Standards for AMI M, Association Montessori Inter

How it is taught

1. Adults schedule no group activities, specialists, or outings inside the work period.
2. A snack table is open during the period, for one or two children at a time.
3. Diaper changes and toileting continue on each child’s rhythm, one child at a time.
4. The adult gives short individual presentations, then steps back.
5. A child who is not yet choosing work is invited to watch, to help with a care task, or to stay near the adult.
6. Families are asked to arrive before the period starts; a late arrival enters quietly.

Why

Montessori described young children taking in the manners of the adults around them (Montessori, 1949), and NAMTA trainers note that anything done in front of the children is a lesson (Soholt, 2015). Children under three learn courtesy words by hearing them used, and a demanded “sorry” teaches the child to say a word, not to repair harm.

Sources: Montessori 1949, Soholt 2015

How it is taught

1. Adults use courtesy words in every exchange: “Thank you for the cup.” “Excuse me, I need to pass.”
2. When a child gives or receives something, the adult says “Thank you” lightly on the child’s behalf, without asking the child to repeat it.
3. After a hurt, the adult shows the repair: “Are you all right? Let’s get a cold cloth,” and invites the other child to help.
4. Older toddlers get short grace and courtesy lessons (greeting a friend, asking for help, waiting for a turn) from the Grace, Courtesy, and Community Life strand.

Why

The first infant/toddler social-emotional goal in the ELOF is that the child expects warm, consistent care from familiar adults (Office of Head Start, 2015). Montessori 0–3 practice ties a secure start in group care to the same few adults caring for the child every day (Montanaro, 1991), and Pikler organised institutional care so that children could build trust in adults (WAIMH, 2010).

Sources: U.S. Department of Health and Human Services 2015, Montanaro 1991, Introducing the Piklerian de

How it is taught

1. The school names each child’s primary caregiver before the first visit and tells the family who it is.
2. The primary caregiver does most of that child’s feeds, diaper changes, and sleep routines, and is the family’s first contact.
3. A second named adult learns the child’s routines and covers breaks and absences.
4. The school keeps the same caregiver with the same children for as long as it can arrange, ideally for the child’s whole time in the room.

Why

Montessori required that the adult observe each child’s activity (Montessori, 1912), and Pikler placed close observation, rather than directing the child, at the center of infant care (WAIMH, 2010). Infants and toddlers cannot yet say what they need; observation is how the adult learns when a child is working on a skill, when they are tired or hungry, and what to offer next.

Sources: Montessori 1912, Introducing the Piklerian de

How it is taught

1. A new adult spends their first days mostly seated at the edge of the room, writing what they see: what the child did, with what, and for how long.
2. Each adult has a short daily time for written observation while another adult covers care.
3. Before helping a child who is struggling, the adult waits and watches, unless the child is at risk or very upset.
4. Notes are written as facts (“Reached for the ring 6 times, grasped it twice”) and used at weekly planning.

Why

Independence is one of the three aims AMI names for the first three years, with movement and language (AMI). Montessori infant and toddler guides describe breaking a task into small steps and doing only the step the child cannot yet do (Montanaro, 1991; Davies, 2019). A task the child finishes supports the ELOF goals for persistence and confidence in their own abilities (Office of Head Start, 2015).

Sources: Association Montessori Inter, Montanaro 1991, Davies 2019, U.S. Department of Health and Human Services 2015

How it is taught

1. The adult learns an order of help: wait, then say something, then show, then help with one step, then do it together.
2. Practice with dressing: the adult starts the sock over the toes and leaves the child to pull it up.
3. Care routines and transitions are planned with enough time for the child to do their part.
4. When the child is frustrated, the adult offers one step of help, not the whole task; when the child succeeds, the adult steps back.

Why

Montessori described young children taking in the language spoken around them without being taught it directly (Montessori, 1949). Montessori infant practice asks adults to speak to the infant from birth, name what they are doing during care, and take turns with the infant’s sounds (Montanaro, 1991; Davies & Uzodike, 2021). The ELOF names learning from back-and-forth communication as an infant/toddler goal (Office of Head Start, 2015).

Sources: Montessori 1949, Montanaro 1991, Davies 2021, U.S. Department of Health and Human Services 2015

How it is taught

1. The adult says what is happening during care in plain words: “I am taking off your sock. Now the other sock.”
2. The adult uses the real name for things (“colander,” “ladle,” “robin”) rather than baby words.
3. When the child makes a sound or says a word, the adult pauses, answers, and waits again.
4. The adult sings, says rhymes, and reads books with realistic pictures with one or two children at a time.
5. Families who speak another language at home are encouraged to keep using it with their child.

Why

Montessori wrote that the child’s liberty is limited by the collective interest (Montessori, 1912). Montessori toddler guidance describes stating a limit in a few words, acknowledging the child’s feeling, and following through with kind, firm action rather than repeated warnings (Davies, 2019). The ELOF expects toddlers to manage their actions with help from a familiar adult, not alone (Office of Head Start, 2015).

Sources: Montessori 1912, Davies 2019, U.S. Department of Health and Human Services 2015

How it is taught

1. Adults agree on a few limits for the room (for example: we are gentle with people, food stays at the table, water stays at the sink) and use the same words for each.
2. Limits are said as what to do: “Chairs are for sitting.” “Sand stays low.” “Walk inside.”
3. When a limit is not followed, the adult moves close, says it once, and then helps with their hands: lifts the child down from the table, or walks the cup back to the table with them.
4. The adult does not threaten, count down, or give long explanations.
5. At home: parents choose a few limits and keep them the same every day.

Why

Montessori abolished prizes and punishments in her schools (Montessori, 1912). A meta-analysis of 128 experiments found that expected tangible rewards reduce intrinsic motivation (Deci, Koestner, & Ryan, 1999). Montessori toddler guidance suggests describing what the child did (“You carried the chair all the way to the table”) so the child notices their own work rather than the adult’s approval (Davies, 2019).

Sources: Montessori 1912, Deci 1999, Davies 2019

How it is taught

1. New adults practise turning common phrases into descriptions: “Good job” becomes “You put all the rings on.”
2. When a child looks up pleased, the adult smiles and names what happened without adding a judgment.
3. The adult says nothing while a child is concentrating.
4. Staff point it out to each other, privately, when praise or a reward slips in.

Why

The ELOF expects children under three to calm strong feelings with help from a familiar adult and to show a range of feelings (Office of Head Start, 2015). Montessori toddler guidance describes acknowledging the child’s feeling in words while holding the limit (Davies, 2019). A child who hears their feeling named begins to learn words for it.

Sources: U.S. Department of Health and Human Services 2015, Davies 2019

How it is taught

1. The adult names what they see: “You are angry. You wanted the ball.”
2. The adult stays close and calm while the child cries or shouts, and offers a hug or a lap without insisting on it.
3. The adult does not tell the child to stop crying or that the feeling is wrong.
4. Once the child is calm, the adult may say briefly what happened and what the child can do next time.
5. Books with photographs of real faces showing feelings are on the shelf.

Why

Biting, hitting, and pushing are common in children under three, who have strong feelings and few words; Montessori toddler guidance treats them as a problem to prevent and teach, not to punish (Davies, 2019). The ELOF expects toddlers to manage their behavior with help from a familiar adult (Office of Head Start, 2015). Written records show the pattern (time of day, crowding, tiredness, teething) that lets the adult prevent the next incident.

Sources: Davies 2019, U.S. Department of Health and Human Services 2015

How it is taught

1. In the moment: the adult blocks with a hand, says “I won’t let you bite,” and moves the children apart.
2. The adult comforts the hurt child first, then turns to the other child and says what happened without shaming.
3. Adults record each incident: time, place, what happened just before, and who was near.
4. If a pattern shows, an adult stays close to the child at those times and offers what the child is looking for: a teething ring to bite, a heavy basket to push, or space away from the group.
5. Both families are told the same day, without naming the other child.
6. If biting continues, the primary caregiver meets the family to agree a plan for school and home.

Why

Infants and toddlers cannot tell their families about their day, and the family needs to know when the child last ate and slept to care for them that evening. Montessori 0–3 sources are written for parents as much as for schools, because the child’s routines continue at home (Lillard & Jessen, 2003; Davies, 2019). Consistent routines across home and school help the child feel secure (Office of Head Start, 2015).

Sources: Lillard 2003, Davies 2019, U.S. Department of Health and Human Services 2015, Centers for Disease Control

How it is taught

1. Each child has a daily record of feeds, sleeps, diapers or toileting, and notes, filled in at the time, not at the end of the day.
2. At drop-off, the adult asks about the night: sleep, last feed, health, and anything new.
3. At pick-up, the primary caregiver speaks with the family for a minute: one fact about care and one about what the child did.
4. Concerns about development are raised privately, with written observations; the family is referred to the child’s doctor and the CDC milestone checklists (CDC).