Shared Characteristics of CC:B-3 Classrooms

                            

  • Consistency and predictability in teachers' interactions with children.
  • Engagement of children and staff in a variety of activities that all children will find inviting.
  • Different learning centers set up for the various age groups to maximize physical, emotional, cognitive, language and academic readiness for school.
  • Use of open-ended materials and experiences that support meaningful interactions between infants and toddlers.
  • Meeting individual differences in learning between children and within the individual child.
  • A clean, safe space, adapted to child play.
  • Children helping each other; providing opportunities to nurture and be nurtured, thus lessening competition and inviting cooperation.
  • Documentation of effective child care routines and practices.
  • Homelike, intimate settings that include family representation in the classroom.
  • A daily plan that involves small group work.
  • Development of meaningful relationships among infants and toddlers and between children and care teachers.
  • Designation of primary and secondary teachers for each child.
  • Reduced staff turnover through increased teacher job satisfaction.
  • Skillful, nurturing care teachers who are responsive to each child's individual needs.