10 Questions to Ask When Looking for Quality, Inclusive Infant Care in Kamloops
1. How do educators respond to each infant’s individual cues and routines (feeding, sleeping, comforting)?
Look for: Flexible routines that follow the baby’s own rhythm, not a fixed schedule. Educators should talk about watching for cues (rubbing eyes, turning away, reaching out) and responding promptly and gently.
2. What is your educator-to-infant ratio, and how do you ensure consistency of caregivers?
Look for: Ratios of 1 educator for every 4 infants (the BC standard) and a commitment to consistent staff so babies bond with familiar people.
3. How are diverse family backgrounds, cultures, and languages included in daily routines and play?
Look for: Educators who use family photos, home languages, songs, or cultural objects in the room, showing that all families are valued.
4. What adaptations are made for infants with differing abilities or developmental needs?
Look for: A willingness to individualize care—such as specialized seating, sensory supports, or extra collaboration with families and therapists.
5. How are families involved in decision-making or communication about their child’s day and development?
Look for: Daily updates, open conversations, and educators who invite input about your baby’s routines, preferences, and milestones.
6. Can you describe the sensory and physical environment—how does it support calm exploration and safety?
Look for: Soft lighting, cozy spaces, natural materials, and low shelves so infants can safely explore. A calm environment means less overstimulation.
7. How do educators support early communication, such as gestures, sounds, or sign language?
Look for: Educators who narrate what babies are doing, respond to their babbles, and may use baby sign language or visual cues to include all communicators.
8. What is your approach to guiding behaviour or supporting emotional regulation in infants?
Look for: Educators who talk about co-regulation—helping infants calm through touch, voice, and presence. They should focus on comfort and understanding emotions, not “discipline.”
9. How do you ensure inclusion of all children during group times, routines, and outdoor play?
Look for: Educators who describe adapting activities so every infant can join in—whether by providing extra support, different materials, or smaller group experiences.
10. What professional development do staff receive around inclusion, early learning, and infant development?
Look for: Regular training in areas like infant mental health, inclusive care, and the BC Early Learning Framework, showing a commitment to quality improvement.