The Infant-Toddler Village

We're Moving!

Our Neighborhood is moving from our current home, 2110 Ivy Road, to 1015 East Market Street in the summer of 2020. We have updated this page to describe our new school but photos are of our current facility. We recommend you tour our current facility to get on the wait list.

Our infant-toddler village has seven classroom each with twelve children. Children age in place and furniture is changed as they grow to accommodate their needs. We have a central piazza living room space, an atelier, and 3.5 acres of outdoor space.

Explore Our Space with a Digital Tour

Infant Classrooms
0 - Raindrop Room
  • Infants are whole people from birth. They deserve to be honored and supported as learners and individuals.
  • Emotional intelligence starts now, which means emotion coaching starts in the infant room.
  • Respect in the infant classroom means we talk before we touch, move slowly, and connect to solicit cooperation.
  • The biggest challenge of infancy is learning to move. We believe in natural and unrushed gross motor development.
  • Four teachers care for twelve infants under age one.
One-Year-Old Classrooms
  • Toddlers are rapidly becoming increasingly social. They need support and coaching to build social connections.
  • To feel safe, toddlers need a secure attachment with a trusted adult that is patient. This adult is nearby as they build skills, and available when they need help.
  • Toddlers are beginning to develop their independence. Toddlers are given space, time, and coaching rather than pushing or cajoling independence.
  • In a toddler room, we continue to talk intentionally with the children, and we delight in their budding language development.
  • Three teachers care for twelve toddlers ages one to two.
Two-Year-Old Classrooms
2 Stepping Stones Room
  • Two year olds are unique beings, largely still toddlers and yet very much budding preschoolers. They need the security of a trusted caregiver and effective coaching to grow their minds.
  • In a twos classroom, we continue to support children’s developing emotional intelligence and social skills through intentional coaching without rewards or punishments.
  • As children graduate at age three, their brains have developed a deep knowledge of themselves and a diversity of experiences in the word. Children’s brains establish secure superhighways from which deeper and more specific knowledge will grow.
  • Two teachers care for twelve infants two year olds.
The Outdoor Classroom
  • The outdoor environment is a crucial part of children’s learning space. We go outside every day including the young infants.
  • Outdoors young children test their balance on new surfaces.
  • Edible gardens provide so much learning; watering, planting, picking, and eating.
  • Each day children (and teachers) brave the weather knowing that getting outside supports healthy sleep, strong bodies, and resilience.

Continuity of Care

Our Neighborhood practices continuity of care which is a system of keeping children and teachers together for their first three years. Continuity of care is backed by child development research. In the early years relationships are the basis for safety which is a prerequisite to learning. We know it is best for children to build a secure attachment with their teacher so they can feel safe to explore and learn. Though keeping children and teachers together is logistically more complicated it is crucial to creating a high-quality environment.

We work to support children to build secure attachment, and whenever possible try to keep young children with their teachers and friends. We do this with an age in place model that allows children and teachers to stay in the classroom and the materials and furniture to change as they grow. 

The role of the infant-toddler teacher is not just to expand minds, create contexts for learning, introduce new ideas, and offer questions to drive learning deeper but also to be a secure relationship base. Through attuned responsive care children develop basic trust which provides the foundation brain pathways for relationships and learning.

The very best way for young children to learn is through play. Eighty percent of brain development happens before the age of three. This crucial period of learning is providing the foundation for life long learning. 

You don't have to do this alone.

We know that parenting and teaching is challenging work. Part of the Our Neighborhood purpose is creating a space for a learning community. All caregivers are welcome to learn with us. Together we can transform the world for the next generation.