The one-year-old stage is defined by rapid growth—physically, socially, and cognitively. Children at this age are constantly in motion, learning through exploration, repetition, and interaction with their surroundings.
Our One-Year-Old classrooms are designed to support that energy with purpose. Rather than limiting movement, we create an environment where it can be guided safely and intentionally. Walking, climbing, carrying, and exploring are all part of how children begin to understand their capabilities and build confidence.
Language development becomes more expressive during this phase of development. Through consistent conversation, songs, books, and responsive interaction, teachers help children connect words to meaning. Simple directions, repetition, and modeling support early communication in a way that feels natural and engaging.
Enrollment in our One-Year-Old Room is limited, and availability may be restricted throughout the year. We encourage families to plan ahead to secure a spot.
Diapering and handwashing are incorporated regularly throughout each day.
To help your child feel comfortable and supported throughout the day, please provide the following:
Are children walking yet in this classroom?
Some are, and some are not—and that’s expected. Teachers support each child at their current stage, whether they are crawling, standing, or walking, without rushing the process.
How do you handle naps at this age?
Children transition to a more consistent nap schedule, with a designated rest period from 12:00-2:00 each day. Teachers support children in settling for rest while maintaining a calm, predictable environment. The Vine Academy provides each child a designated sleep mat for use with their fitted crib size sheet, which is brought from home and sent back weekly for cleaning.
How do teachers communicate with families?
Updates are provided through Procare daily, including details on naps, diapering, and other important aspects of your child’s day. You’re also welcome to message your child’s teacher at any time—we know how important it is to feel connected and informed. Teachers do their best to respond throughout the day, while remaining fully present and engaged with the children in their care, so please be patient.
What if my child still takes a bottle and hasn’t transitioned to a sippy cup?
We understand that this transition can take time. However, children in this classroom should be able to drink from a sippy cup, as teachers are not able to hold bottles during the day. We recommend beginning this transition prior to moving into the one-year-old classroom, and our team will support and reinforce this skill as your child adjusts.
How long does it take for most children to adjust?
Every child is different, but most begin to feel comfortable within a couple of weeks. Some adjust more quickly, while others take a bit more time—and that’s completely normal. Teachers provide consistency, reassurance, and support throughout the transition, helping each child build trust and confidence at their own pace.
Will my child start sitting at a table for meals?
Yes. Both one-year-old classrooms are equipped with a feeding table as well as a table with chairs. Our goal is for children to become comfortable sitting at a table in a chair before transitioning to the two-year-old classroom. The feeding table is used as needed based on each child’s readiness, allowing for a gradual and supportive transition.
Will my child be feeding themselves?
Yes, and it can get a little messy, which is part of the learning process. Children are encouraged to begin feeding themselves as part of their daily routine. Teachers provide guidance and support while allowing space for practice, helping build coordination, confidence, and independence over time.
What if my child bites, hits, or throws things?
These behaviors are developmentally typical at this age, but they are taken seriously within the classroom. Teachers respond immediately with close supervision, calm redirection, and consistent guidance. We also work to understand the underlying cause of the behavior and respond accordingly, helping children develop more appropriate ways to meet their needs.
How do you balance structure with flexibility at this age?
The day follows a predictable routine that helps children feel secure, while still allowing flexibility for individual needs. Teachers adjust based on each child’s cues, recognizing that development, energy levels, and transitions can vary from day to day. Our approach provides consistency without being rigid, allowing children to thrive within a supportive and responsive environment.
