Infant toddler curriculum

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  • Infant/Toddler Curriculum:Planning, Observation and DocumentationEDUU 326 Resources from:PITC and WestEd (2009)Lally (2009) Zero to ThreeCalifornia Infant/Toddler Curriculum Draft

  • Play as CurriculumInterest areas to support child-initiated learning through playUninterrupted time for exploration and play in the environment

  • Interactions and Conversations as Curriculum Teachers act as guides, listeners, and problem-posers for infants and toddlers through verbal and nonverbal interaction The teachers role is to observe childrens responses and to watch and listen for childrens ideasmay come through gestures, body movements, facial expressions, sounds, or words.

  • Caregiving Routinesas CurriculumDaily routines provide natural opportunities for children to apply emerging knowledge and skills.Routines Offer opportunities for children to build language skills, Help children learn the rituals of sharing time with othersHelp children relate one action in a sequence to another.

  • New Approaches in Infant-Toddler CareHelp Infants Form and Prolong Secure AttachmentsInfanttoddler care is now being structured to support attachments between parents and child, and caregivers and child.

    Help Infants with Positive Identity FormationInfant care teacher training is now being structured to help teachers understand their role in the childs development of her first sense of self.

    Lally, J. Ronald (2009). The Science and Psychology of InfantToddler Care: How an Understanding of Early LearningHas Transformed Child Care. Zero to Three

  • New Approaches in Infant-Toddler Care3. Include Family Child-Rearing Practices as Part of CareInfant care teachers structure care to keep the childs connection to family strong.

    4. Treat Babies Differently at Different Points Along Their Developmental TrajectoryInfant care teachers alter their behavior in relation to the transitions infants go through.

    (Lally, 2009)

  • New Approaches in Infant-Toddler Care5. Engage in Responsive PracticeThe infant care teacher should be facilitative, responsive, reflective, and adaptive.

    6. Use a Reflective Curriculum ProcessPlanning is also done to explore ways to helpTeachers

    (a) get in tune with each infant they care for(b) learn from the infant what he needs, thinks, and feels, (c) find ways to deepen their relationships with the children.(Lally, 2009)

  • Planning the Infant/Toddler CurriculumObserve, ReflectDocument, ReflectReflect, Discuss, PlanImplement, ReflectPartner with Families in Planning Curriculum

    CDE CA IT Curriculum Draft

  • Curriculum Planning GraphicWest Ed

  • Observation and DocumentationImportant part of a curriculum planning processTeachers mindfully watch infants while actively engaging with them.Teachers use their knowledge and all their senses as they observe, take notes, reflect on, and interpret childrens behavior.

  • Infant Care Teacher ObservationsActively participate in care of the childrenRemain emotionally and physically available to the children Are responsive to children Interact with childrenContinue to provide care while observing

  • Watch, Ask, and AdaptPITCs Watch, Ask, and Adapt process Work hand in hand with curriculum planning that includes observation, documentation, and assessment. Infant/toddler care teachers observe to be responsive build relationships with infants deepen their understanding of childrens development and learningdiscover ways to support childrens development and learning

  • Tools for DocumentationUse notepads (both paper and electronic devices), audio-recording devices, video or DVD recorders, and cameras. Include in their documentation items produced by older children such as drawings.Each documentation method yields different information.Combine information from different documentation tools for a more complete picture of a childs learning and development.

  • Planning Based on Observation,Documentation, and AssessmentHelps teachers plan for the next steps in the childs learning. Informs curriculum plans since teachers are able to predict what each child is likely to focus on over the next days or weeks.Information from assessment results pertinent to the childs developmental level in different areas may inform a plan.Plans can be brief and flexible - not written in stone. The general principle of responsiveness to the childs moment-to-moment interests and needs applies to this part of the curriculum planning process