The reason for this is multifaceted. First, repetition and consistency are crucial elements of learning for young children. Research shows that short, more frequent lessons result in higher retention. Second, most children have fairly short attention spans and will not be able to focus on the task for longer and we want to take advantage of the best time for learning. A third reason is that, though the pool temperature is maintained at 78-88 degrees, the temperature is still lower than your child's body temperature. Lessons are work and therefore will also be losing body heat. Instructors check students regularly for temperature fatigue since this is an indicator of physical fatigue.

We do not want the baby to initially associate the water with the love, attention, and affection of the parent while in the water. Also, it takes incredible concentration and objectivity to teach the baby how to respond to an aquatic emergency and our experience shows that parents often find it too difficult to be objective to be effective teachers with their own children in the water. We gladly invite parents to join us in the pool once their child has independent skills to practice at home.

The AAP encourages parents to consider that starting water-survival skills training at an early age must be individualized, based on the child's frequency of exposure to water, emotional maturity, physical limitations and health concerns related to swimming pools. You can view their policies and suggestions through the AAP website here: https://www.healthychildren.org/English/safety-prevention/at- play/Pages/Swim-Lessons.aspx

ISR instructors teach infants to swim by honoring each child's individual strengths and experiences. They understand the fundamentals of the behavioral sciences, child development and of sensori-motor learning as it relates to the acquisition of aquatic survival skills; they use this education to guide each child through the sequence of learning to swim and float.