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The infant room at Lake Shore Schools is calm and unhurried. Teachers follow each baby's own schedule for feeding, resting, and playing, so the day moves at the child's pace rather than a group clock. Care routines stay with the same teachers, which is how trust builds.
Teachers plan simple sensory activities, songs, and fingerplays for the babies in their care. They watch for new skills and let each infant use them when ready. Families stay in the loop through open communication with the room.
We have cared for children since 1948. Infants here are six weeks to fifteen months old. Ask us how a typical day looks for your baby.
Teachers follow each baby's own routine for feeding, napping, and play. They plan sensory activities, fingerplays and songs, pretend play, and sign language to fit what each child is working on. Development is a spectrum, so babies use emerging skills at their own pace, and teachers share openly with families.
Infant care here is individualized. A teacher learns one baby's cues for hunger, tiredness, and wanting to be held, then responds the same way each time. That steady back-and-forth is how a baby learns to trust the adults in the room. Ask us what your baby's day would look like.
Toddlers are working on new skills and knowledge every week, and the room is set up to let them try. You can ask us what your toddler would do during a typical morning and how teachers plan activities for that age.
Two-year-olds learn through independent play and group, hands-on experiences. A teacher might set out a bin of scooping tools for one child to work through alone, then gather a small group to build with blocks together. Both kinds of play are treated as real learning.
Child-directed learning continues as children get ready for Kindergarten. The room is arranged so children can move through activities and explore at their own pace, with teachers close by. Ask us what a typical day looks like for a Pre-K child.
Children in Kindergarten through 8th grade are still growing physically, socially, emotionally, and cognitively, and the program keeps all four in view. Ask us how the school-aged day is organized and how children move between activities.
Babies set the rhythm. They eat, sleep, and play on their own schedule, not the group's. Teachers hold, talk, and sing during feeds and diaper changes, and they notice what each baby is working on. You will see floor time, sensory play, and songs. Ask about your baby's day.
Steady, familiar caregivers help babies feel safe. That safety shows up at home: easier sleep, calmer feeds, more back-and-forth sounds. Teachers share what they see each day. You can ask questions and plan together. Small gains, noticed and named, tell you how your baby is doing.
