Infant toddler learning & development

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  • 1. Infant/toddlerlearning & Developmentprogram GuIdelInes

2. iiPublishing InformationThe Infant/Toddler Learning and Development Program Guidelines was developed by the Child Development Division, California Department ofEducation. It was edited by Faye Ong, working in cooperation with MarySmithberger, Consultant, Child Development Division. It was prepared for printing by the staff of CDE Press: the cover and interior design were created and prepared by Juan Sanchez; typesetting was done by Jeannette Reyes. Itwas published by the Department, 1430 N Street, Sacramento, CA 95814- 5901. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. 2006 by the California Department of EducationAll rights reservedISBN 978-0-8011-1619-3Ordering InformationCopies of this publication are available for $19.95 each, plus shipping andhandling charges. California residents are charged sales tax. Orders maybe sent to the California Department of Education, CDE Press, Sales Office,1430 N Street, Suite 3207, Sacramento, CA 95814-5901; FAX (916) 323-0823. See page 156 for complete information on payment, includingcredit card purchases, and an order blank. Prices on all publications are sub- ject to change.A list of infant/toddler caregiving materials available for purchase may be found on pages 151156. In addition, an illustrated Educational Resources Catalog describing publications, videos, and other instructional media avail- able from the Department can be obtained without charge by writing to theaddress given above or by calling the Sales Office at (916) 445-1260.NoticeThe guidance in Infant/Toddler Learning and Development Program Guide- lines is not binding on local educational agencies or other entities. Except forthe statutes, regulations, and court decisions that are referenced herein, thedocument is exemplary, and compliance with it is not mandatory. (See Educa- tion Code Section 33308.5.) 3. ContentsA Message from the State Superintendent of Public Instruction........................................................viiAcknowledgments...................................................................................................................................viiiPart One: Background...............................................................................................................................1Introduction.................................................................................................................................................2.....................................................................3How great is the need for high-quality care? ..........................................................................................2What does quality look like in an infant/toddler program? What program policies, practices, and professional development activities lead to high quality?.........3What does research say about the components and the importance of quality?.....................................4What are the long-range benefits of high-quality programs?..................................................................4Do infants and toddlers need teaching or caring?...................................................................................5How are the infant/toddler guidelines linked to the CDEs Desired Results system?............................5How do the infant/toddler guidelines relate to the prekindergarten guidelines?.....................................6What do the infant/toddler guidelines offer?...........................................................................................6How is this publication organized?.........................................................................................................7Chapter 1. The Development of Programs with Families.......................................................................9The Central Role of Families................................................................................................................10The Nature of Relationships Between Programs and Families.............................................................11The Importance of Establishing Working Relationships.......................................................................11Cultural Perspectives on Nurturing Young Children.............................................................................12Conclusion.............................................................................................................................................13Chapter 2. New Insights into Early Learning and Development.........................................................15Insight 1: Infants and toddlers learn and develop in the context of important relationships ................16Insight 2: Infants and toddlers are competent.......................................................................................18Insight 3: Infants and toddlers are vulnerable.......................................................................................20Insight 4: Infants and toddlers are a unique blend of nature and nurture..............................................23Conclusion.............................................................................................................................................25Chapter 3. The Role of the Infant Care Teacher....................................................................................27Self-Awareness and Reflection..............................................................................................................28The Infant Care Teachers Role.............................................................................................................30Build and Maintain Positive Relationships with Families..............................................................30Build and Maintain Positive Relationships with Children..............................................................30Prepare the Environment................................................................................................................31Establish Predictable, Consistent Caregiving Routines..................................................................33Appreciate Physical Activity as Learning.......................................................................................34Nurture SocialEmotional Growth and Socialization....................................................................35Foster Cognitive Development, Language Development, and Communication ............................36Implement a Curriculum Process....................................................................................................38Conclusion.............................................................................................................................................40iii 4. Chapter 4. Program Leadership and Administration...........................................................................41.........................................................................43Leadership.............................................................................................................................................42Policies Supportive of Teachers Professional Growth Reflective Supervision...........................................................................................................................44Program Policies for High-Quality Care and Education.......................................................................44Relations with the Surrounding Community.........................................................................................48Administration.......................................................................................................................................48Conclusion.............................................................................................................................................50Part Two: The Guidelines.........................................................................................................................53Chapter 5. Guidelines for Operating Infant/Toddler Programs...........................................................551.Providing family-oriented programs.....................................................................................................561.1 Programs and teachers support the relationship between the family andthe child as the primary relationship in a childs life ...............................................................561.2 Programs and teachers are responsive to cultural and linguistic diversity...............................571.3 Programs and teachers build relationships with families.........................................................592.Providing relationship-based care........................................................................................................612.1 Programs and teachers provide intimate, relationship-based care forinfants and toddlers..................................................................................................................612.2Programs and teachers ensure that all children have a sense of belonging..............................622.3 Programs and teachers personalize care routines for infants and toddlers...............................643.Ensuring health and safety ..................................................................................................................653.1 Programs and teachers promote the physical health of all children.........................................663.2 Programs and teachers ensure the safety of all children..........................................................673.3 Programs and teachers ensure that children are well nourished and thatmealtimes support relationships......................................................................................