Teachers, Child Specialists, & Educational Nannies

For Your Infant
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All of our infant TeacherCaregivers have a minimum of a bachelor’s degree and significant experience working with infants. Many of our teachers and educational nannies have worked in a daycare setting, but prefer the individualized attention they can provide for one, two, or three infant(s) in the home. Our educational nannies provide physical, social, emotional, and intellectual development. All candidates complete two interviews, which asses their developmental knowledge, education, experience, passion, and dedication. To learn more about our screening procedures, click here.
What can a TeacherCaregiver do for my infant? Teachers can engage your child in play-based learning experiences by practicing and refining the following areas, activities, and skills. The experiences can happen both through pre-planned curriculum, as well as through spontaneous learning moments throughout the day, and can gently contribute to the foundation for your child’s future.   Infant Developmental Goals, Activities & Skills   Language Development   • Beginning of object identification • Communication skills • Supporting future literacy skills (rhyme and repetition, consistent interaction, modeling, talking and listening)   Emotional Development   • Security and Trust (responding to needs promptly/appropriately promoting security And comfort, specialized interactions pertaining to seperation anxiety, cuddle time, creating a secure and loving emotional environment, and consistent/meaningful expressions) • Modeling appropriate emotional responses • Beginning of emotion identification • Recognizing and respecting child’s individual emotional style • Supporting child’s regulation of emotion (by responding to child’s emotional cues, modeling, guiding, and reinforcing positive emotional expressions) • Connecting child’s learning with positive emotions • Building self-esteem • Connecting to the world and community • Supporting child’s initiation of activities • Preparing child for transitions   Creative Thinking   • Open-ended activities • Arts ( dough clay, water, pudding or finger paint, stubby crayons, etc.) • Music-listening to and creating • Movement-creative bodily expression • Oral storytelling • Sensory activities ( sand, water, wood, fabrics, etc.)   Cognitive Development   • Exploring object permanence • Independent manual exploration skills • Memory skills • Learning concepts (in/out, open/close, big/little, etc.) • Focus and concentration • Symbolic abilities (play, language, imitation) • Recognition of (objects and shapes, people and self (body parts)) • Science and Nature (cause/effect, experiential sensory projects (listening to classical music))   Physical Development   • Nutrition • Indoor/outdoor safety • Exploring physical body (hands, feet, nose, toes, etc.) • Learning five senses • Large motor skills (coordination & dexterity, swinging arms and legs, batting, rolling over, pushing self up, sitting up, rolling a ball, and movement and dance) • Fine motor skills (eye-hand coordination, gripping, reaching and grasping, object manipulation, visual discrimination, and visual tracking) • Self-reliance skills (holding onto the infant as she/he explores and expands his/her zone of proximal development   Social Development   • Social skills • Seeking help when needed • Respecting materials and other people • Relationships with peers and adults
Communication is a large aspect in a child’s development and it begins at birth. I have a strong background in sign language and have been teaching it to infants. By incorporating signs into daily life the child will be able to communicate sooner. I also am very interested in incorporating arts education into each lesson plan. It is easier for a child to learn under a hands on approach, and it is important to introduce children to it at a young age since fewer schools are incorporating it. I strive to see each child I care for develop into an intelligent and healthy young child. I alter all lesson plan activities to push each child a bit further than they have gone before. Each child gets individualized lessons and in turn earns and develops more effectively. I believe working closely with a limited number of students is the best way for a teacher to help a child learn and develop. I love seeing children reach milestones and gain confidence in themselves at any age. I have a strong belief that education starts very young, and even infants deserve to be in the care of a teacher every day.

TeacherCaregiver, NYC, New York

I am fascinated by the individual development of each child and plan care and education around these needs and strengths. I believe supporting the Whole Child, emotionally, cognitively, and physically. My goals would be to support each stage of the child’s development. I would be creative in offering the highest quality of learning, and growth. I would offer a child centered atmosphere and continually be reassessing the needs and interests of the child in order to make things fun and stimulating. I have been working with children and families for a few decades. It is a passion of mine. I come with a tremendous amount of knowledge. Most of my professional experience is providing services in home. I approach each child with a tremendous amount of respect and gentleness. Teacher-Caregiver seems to share my values in early education, and my philosophy in working with children and families.

TeacherCaregiver, San Mateo, California