THE REGISTRY INFANT TODDLER CREDENTIAL...10-307-151 ECE: Infant and Toddler Development (or the...

1 The Registry grants permission to all WI institutions of higher education to use these materials. | Last Revised January 2012

THE REGISTRY INFANT TODDLER CREDENTIAL

INSTRUCTOR’S GUIDE

Last Revised January 2012


Table of Contents The Registry Infant Toddler Credential: Guide for Instructors ...................................................... 3

Description .................................................................................................................................. 3 Professional Portfolio.................................................................................................................. 3 Commission ................................................................................................................................ 4 Rationale ..................................................................................................................................... 6 Program Outcomes...................................................................................................................... 7

Relationship to Other Course Offerings ..................................................................................... 7 General Guidelines and Suggestions .......................................................................................... 8

Course Content............................................................................................................................ 9

Staff ............................................................................................................................................. 9 Instructional Requirements and Suggestions .............................................................................. 9

Helping Students Prepare Their Portfolio………………………………………………………9

Appendix A: Course Outlines ...................................................................................................... 13 Course 1: Infants, Toddlers, and Caregivers ............................................................................. 13 Course 2: Group Care .............................................................................................................. 19

Course 3: Programs, Families, and Society ............................................................................. 23 Appendix B: Instructor Resources ............................................................................................... 28

Additional Resources ................................................................................................................ 28


The Registry Infant Toddler Credential: Guide for Instructors

The Registry Infant Toddler Credential is a sequence of courses that culminate in a Capstone

Class. A Registry Commissioner reviews the Professional Portfolio.

The common elements of the professional credentials include:

Geared to the unique needs of the child care practitioner

Credit based courses

A Capstone or Seminar

Completion of a portfolio or project

Present final portfolio or project to a commissioner

Description

Those who will benefit from this training include infant toddler teachers, teachers assistants,

program directors and administrators from full day and half day early care and education

programs including: child care centers, family child care homes, Head Start, Pre-Kindergarten,

early intervention programs and preschool or nursery schools.

10-307-151 ECE: Infant and Toddler Development (or the credential curriculum developed

by Janet Gonzalez-Mena)

Group Care for Infants and Toddlers

10-307-105 ECE Family and Community Relations or the credential curriculum developed

by Janet Gonzalez-Mena)

Credential Capstone (may substitute for Practicum 2)

The Capstone Course must be taken last.

The Mentor Protégé Class will not substitute after September 2006 with the implementation of

the Statewide Curriculum. Therefore the Mentor Protégé course can be used for the Infant

Toddler Credential if taken September 2006 or earlier.

The Infant Toddler Capstone should be taken last. Other than this suggested order, there are no

prerequisites for the other credential courses.

Professional Portfolio

Refer to the Infant Toddler Portfolio Guide


Commission

Receiving The Registry Infant Toddler Credential When you have successfully completed the courses required for a Registry Credential and your portfolio/

project is complete, the final requirement is to present your project to a Registry Commissioner. The

Commission process steps are explained below:

1. Candidate completes the portfolio/project.

2. Candidate submits a completed Request for Commission form with payment to The

Registry.

3. The Registry sends a confirmation letter including the Commission details with a

payment receipt.

4. Candidate makes delivery arrangements for their portfolio/project based on the

instructions received from The Registry or the Instructor.

5. Candidate attends the designated Commission.

6. Commissioner notifies The Registry of successful completion of Commission.

7. If official documentation and payment have been received, The Registry sends a

Credential Certificate to the candidate.

Request for Commission Commissions will be convened throughout the state several times each year. Candidates who have

completed all the course work and their portfolio/project may submit a “Request for a Commission” to

The Registry. In most cases, the instructor from your campus will schedule the Commission; however,

you may join a scheduled Commission if you are not part of a class. Visit https://www.the-

registry.org/Credentials/ to view the list of upcoming Commissions.

You must submit a “Request for Commission” form with the required fee in order to be admitted to a

Commission. The “Request for Commission” form may be accessed at https://www.the-

registry.org/Credentials/

Mail your Request for a Commission form to:

The Registry

5900 Monona Drive #205

Madison, Wisconsin 53716

ATTN: Credentials

The following requirements must be completed when submitting the Request for Commission form:

Registry Membership All credential candidates must have a Registry Membership or must apply to The Registry prior

to Commissioning. You do not need to include a copy of your certificate; The Registry will

confirm your record in the system. Standard application processing time is 6-8 weeks.

https://www.the-registry.org/Credentials/





o If you have never applied: Visit our website at www.the-registry.org to apply online or

download an application. We will verify if your application has been submitted when we

receive your “Request for Commission” form.

o If you have applied but never received a Certificate because you were not eligible or

your Application was incomplete/unpaid: You must submit a one-year renewal with

the applicable renewal fee and any documentation that was missing previously. Visit our

website at www.the-registry.org to renew online or download an application.

Course Documentation: Please note that your credential will not be processed until The Registry receives a complete

official transcript that verifies completion of all four courses. While photocopies of official

transcripts are acceptable, documents printed from the Internet or School Registration System are

not. You must receive a C or better in each course to be eligible for the Credential.

Commission Fee: Each student is required to pay a $300 Commission fee. Payment in full must be included with

the “Request for Commission” form. The Registry will send you a payment receipt with your

confirmation letter including the Commission details. This fee covers the processing of the

Credential and administration of the Commission system. If you are a T.E.A.C.H. scholarship

recipient, contact your T.E.A.C.H. counselor for information on the reimbursement process.

The Registry Credential Commissioners Registry Commissioners are early childhood professionals who have been trained to objectively evaluate

your portfolio/project using the assessment tool designed for each specific Credential. Each

Commissioner has completed at least one of The Registry Credentials. The Commissioner has presented

a project or a portfolio and has participated in a Commission.

The Commission Process Your portfolio/project will be reviewed by the Commissioner(s) prior to the date of the Commission.

Please review the portfolio/project assessment form available at https://www.the-registry.org/Credentials/

to ensure you have included all of the required elements. If you have visuals, such as display/picture

boards, samples, blueprints, or scale models do not submit them with the written portion of your project.

You may share these with the Commissioner at the Commission.

There are two parts to the Commission: the Presentation and the Individual Meeting with the

Commissioner.

1. The Presentation: Your classmates and other Commission candidates will be present during

your presentation. You will have approximately 5-10 minutes to do the following:

Discuss your favorite category

Present and explain any supporting materials

Discuss a category or part of your portfolio that you found challenging

http://www.the-registry.org/




2. Individual Meeting with the Commissioner(s): You will meet with the Commissioner to

discuss your individual portfolio/project. This is an opportunity for the Commissioner to ask you

any questions s/he may have about your portfolio/project. The Commissioner will give you

feedback and comments about your project. You will be informed if you have successfully

completed the Commission during your individual meeting with the Commissioner.

If your Commission project is not complete, the Commissioner will advise you of what you need to do to

complete the project. If you are asked to submit additional materials, you will submit them directly to the

Lead Commissioner.

Awarding the Credential You will receive your Credential Certificate within thirty (30) days of the Commission, if you have done

the following:

Successfully completed the Commission process.

Submitted copies of official transcripts for all courses to The Registry.

Paid the Commission fee in full.

Received a Registry Career Level Certificate or submitted a complete application

for membership. If your first-time application is put on “Incomplete” status, you

will not receive your Credential Certificate until the necessary fee or information is

received and the “Incomplete” status is resolved.

Appeal Process You may send a letter to The Registry if you do not agree with the results of your Commission. The letter

will be reviewed by The Executive Director or designated qualified staff. You will receive a letter

indicating The Registry’s decision within 30 days of the receipt of your letter. If your concern has not

been resolved to your satisfaction, you may request that The Board of Directors review your project and

your letter of appeal. The Board of Directors will review your appeal at the next regularly scheduled

meeting. The Registry Board meets three times per year.

Graduation Celebration

This annual state-wide event celebrates your professional achievement. Information is available at

http://www.the-registry.org or 608.222.1123.

Rationale

The importance of the quality of child care programs to the healthy growth and development of

the children enrolled has been well documented. (Ruopp et al, 1978; Whitebrook et al, 1989;

Weikart, 1990 and 1994; Galinsky et al, 1994 and 1995; Helburn et al, 1994). Findings of these

studies have also shown the importance of providing training for child care teachers/caregivers

that is relevant to the age of the children with whom they work, the importance of small group

sizes and the importance of adult/child ratios appropriate to the age of the children. Standards

for child care physical facilities, including health and safety, have been set by states. Standards



for program and curriculum have been established by national professional organizations such as

the National Association for the Education of Young Children (NAEYC), Head Start

Performance Standards, National Association of State School Boards of Education, National

Association of Early Childhood Specialists in State Boards of Education, and the New York

State Regents. In response to research findings and the establishment of professional standards

and guidelines, programs have been developed by Resource and Referral agencies and by

colleges and universities to train early childhood teachers/caregivers. The development of The

Wisconsin Professional Infant Toddler Credential provides the opportunity for specific focus on

the care of children from birth to three years old.

Program Outcomes ECE A. Apply child development theory to practice

ECE B. Observe, record, and assess child growth and development

ECE C. Implement developmentally appropriate curriculum

ECE D. Incorporate developmentally appropriate guidance strategies

ECE E. Integrate health, safety, and nutrition practices according to local, state, and national

standards

ECE F. Provide a respectful, diverse, and inclusive program.

ECE G. Use interpersonal skills to develop respectful relationships with children and adults.

ECE H. Demonstrate professional and ethical standards.

ECE I. Complete a professional portfolio

There are special emphases in each course but the following “infusion” topics are issues and

concerns related to all areas of the curriculum and integrated into every course:

Family friendly programs

Policies and practice that honor diversity

Child growth and development as a basis for developmentally appropriate program planning

Ethical issues, advocacy and public policy responsibilities

Inclusion

Relationship to Other Course Offerings

The first (10-307-151 ECE: Infant and Toddler Development) and third (10-307-105 ECE:

Family and Community Relations) courses for this credential are taken from the Wisconsin

Technical College System Statewide Curriculum for an Associates Degree in Early Childhood.

Course Two, Group Care for Infants and Toddlers, is the original course developed by Janet

Gonzelez-Mena for The Wisconsin Professional Credential and cannot be substituted by other

classes. The Capstone course is not part of the Associates Degree Program but is necessary to

support the student during the Portfolio development process and emphasize some important

themes from the prior four courses. The Capstone Class also includes important materials from

the previous Credential Courses.


Format for Offering the Credential Courses

The credential course sequence should be offered in formats and at sites easily accessible for the

majority of the prospective students, most of whom who will already be working in early

childhood or related fields. On Line and other distance learning methods, evening courses,

weekend courses and intensive short courses with the required number of hours are formats that

have been successful.

Whatever the format, the classes must meet for 36-54 hours for 3 credits, depending on

individual institution criteria. The schedule, activities and assignments will vary according to the

format. For one-week intensive and accelerated courses, there will be advance assignments and

post-course assignments and the material must be organized and taught in a way that takes full

advantage of the group dynamics of this type of learning. With the semester course, which has

more preparation time between classes but less intense group development, there can be a

different sequence of assignments and activities.

General Guidelines and Suggestions

Each course in the credential sequence can be taught in different formats.

1. Semester course The traditional college semester format of once a week 3-hour classes or

twice a week 1 ½-hour classes for 15 weeks and adapted as necessary to the requirements of

the particular higher education institution offering it. In this format, the courses may be

taught on a campus, in other community settings or by distance technologies approved by the

institution.

2. Split format With this format, the course may be taught on a campus, in other community

settings or by distance technologies approved by the institution. The course is divided into

two intensive parts, such as: 2-day/3 day or 3-day/2 day, separated by several weeks to a

month.

3. Intensive courses This format the class is taught as a one-week intensive course; with

advance assignments and follow-up activities as an option to the instructor to reinforce

learning and to provide opportunity for a major out-of-class assignment. In this format, the

course may be taught on a campus, in other community settings or by distance technologies

approved by the institution.

4. Distance Learning This format may include online, ITV, web enhanced, and other

instructional technologies.

5. Accelerated Learning This format allows a minimum of classroom hours by providing pre-

work, group work and teaching strategies that address multiple learning modes.

Whatever the format, the courses can be offered on or off campus, at conferences or

by distance technologies at the discretion of the institution offering them. Accelerated learning

methods permit a typical 3-credit course to be offered in as little as 24 hours. The design of the


schedule, activities, and assignments will vary according to the format. For one-week intensives,

the material must be organized and taught in a way to take full advantage of the group dynamics

of this type of learning, and will be more likely to have advance assignments, and post-course

assignments. With the semester course, which has more preparation time between classes, but

less intense group development, there can be more assignments, and the material will probably

be presented in a different sequence to avoid a “cooling off” between sessions.

Course Content

Instructors will bring their own special talents to their teaching, and it is expected that the

instructor to achieve excellence in teaching the material will use some degree of freedom. If you

are unable to locate materials listed in this curriculum, please select alternative options that

support the competencies.

It may difficult for students to enroll in the classes in the recommended sequence; therefore,

students may take the courses in the order that they find them available. However, Courses 1

through 3 are prerequisites for the Capstone Course.

Staff

Faculty teaching the infant toddler credential courses may be full or part-time faculty in Early

Childhood with supervision experience in working with children from birth to three years of age.

They also must have the appropriate credentials for teaching at the college level.

Instructional Requirements and Suggestions

Contact The Registry at (608) 222-1123 or visit

http://www.the-registry.org/Credentials/Infant-Toddler/Documents/ to access course materials,

readings/handouts, resources and forms related to the Infant Toddler Credential.

Care should be taken to insure that students taking the courses in intensive formats gain the same

skills and acquire the same knowledge as students in semester courses. This will require use of

advance assignments, post-course assignments and tight scheduling. Care should be taken to

insure that the students taking the courses in semester formats gain the same transformational

effects, depth of group learning activities and bonding of cohort groups, as those learning in

intensive formats.

Helping Students Prepare Their Portfolio

Sample Selection

Each sample should represent knowledge the students have gained from the credential courses.

Suggestions for possible samples are located in each category description of the Portfolio Guide.

Students should choose a sample of their own work related to children birth to thirty six months

http://www.the-registry.org/Credentials/Infant-Toddler/Documents/


of age that fits the category. This may be something they’ve developed previously, but it should

reflect enhancements or revisions that have been added as a result of the competencies learned in

the credential courses. The students may also choose to include a description of the process they

went through in developing the sample. This description may include the rationale for

developing the sample, the decisions made in its development, who the student worked with,

what choices were considered and why the choices were made. The student might also describe

the impact or effect of the sample and its success. The description, should explain more about the

sample than the reader would know just by looking at the sample alone. It is the student’s

responsibility to provide media samples in a format that is easily accessible to both the instructor

and Registry Commissioner.

Explanations of the Samples

Each sample must be accompanied by an explanation (either oral or written) that answers the

questions required in the portfolio guide. The explanation should be no more than one page. If

more than one page is needed, the student should consider putting some of the information into a

description that is part of the sample. The following format or something similar might be used

by the student:

My sample for ______________ category is ________________________________.

It fits the category because______________________________________________.

I chose it as the best example of my work because ___________________________.

It demonstrates the knowledge I gained in the ______________________ course of

the Infant Toddler Credential. (Name the course, or explain what portions of the

course this topic was discussed. It might be in more than one course, or may have

been a discussion in class, reading from a textbook, journal entry, etc.) I learned

about __________________________ (describe the topic and what knowledge you

gained – what you learned and how you applied it.)

Suggested Links between the Portfolio Categories and the Curriculum

The following table suggests courses that lend themselves nicely to examples within the

Portfolio Categories.

Portfolio Category Corresponding Course

A Course 3

B Course 3 (specifically advocacy and licensing)

C Course 1 *

D Course 1 and Capstone Course

E Course 2

F Course 1 and Capstone Course

(some opportunities in Courses 2 and 3)

G Course 1, Course 2, Course 3 and Capstone Course

H Capstone Course (Capstone Checklist)

* Similar sample examples


Important Principles for Teaching these Courses

1. Present material or assignments only when the group is ready for a task and aware that they

need more information.

2. Keep instructor presentations short and practical but with information that is complete and

clear. Using too many words makes the task harder rather than simpler.

3. Much of the learning in these task groups takes place as the participants share their ideas.

You do not need to control that learning. You can go from group to group and raise

questions for them to think about, also check to see whether they are all sharing information.

Make sure the groups are supporting the individual members in doing each task. If there is a

novice who is being left behind, intervene to slow the pace of the group and assure more

mentoring. In the intensive and split formats, a small-group task helps the entire group to

become bonded and cohesive group.

When you divide the class into small task groups, 5 is the ideal number for a group. Groups

for ongoing tasks should not be less than 4 or more than 6. For most of these task groups, it

helps to put people with similar background and experience together.

4. Make sure that each member actually does the assigned work, rather than merely

understanding an explanation about the work.

5. As the instructor, you will usually present the materials, organize the activities, and lead the

discussions yourself, but you will probably need to bring in others who are especially well

qualified to enrich some areas.

6. The printed materials serve as a guide. As the instructor, you will want to distribute to the

class your own schedule for the course after you have made your final arrangements. The

schedule for a semester course is not interchangeable with the schedule for an intensive

course. Learning happens in a different sequence in the different formats.

7. If you plan to teach a one-week intensive course or a split course, be sure to receive the

correct training offered by the college of your choice for accelerated learning.


Ten Questions Faculty Need to Ask Themselves Before Teaching a Course

1. What brought me to this course and how does that influence my attitudes and commitment

to this subject? Why am I here?

2. In what ways does my culture of origin, my class background, my racial/ethnic heritage

influences my teaching style?

What have I done to reduce my biases and expand my awareness and value for diversity?

3. How will I include diverse perspectives in this course? How will I specifically include the

diverse perspectives of the students represented in the course and the families represented

in the community?

4. Have I analyzed the textbook for bias? For tokenism? How can I utilize that analysis with

my students? What supplemental readings should be assigned that represent broader

viewpoints that help students understand the broader perspectives.

5. Is there anything unique that I in particular can bring to this class that the students may not

get otherwise?

6. What do the students want to know? What do I think the students need to know? Where do

these perspectives overlap? How do I build to the places these desires diverge?

7. How will I get to know the students? How can they safely reveal themselves? How will I

uncover what they already know? How will I use their existing expertise?

8. How clear or occluded are my students’ understanding of how their lives are shaped by

race, class, language and culture? How do I help them reveal this knowledge and use it as a

tool to analyze the course material?

From the 1996-1997 Early Childhood Education Curriculum Leadership Institute: Race, Class,

Culture, Language, A Deeper Context for Early Childhood Education


Appendix A: Course Outlines

Course 1: Infants, Toddlers, and Caregivers

Catalogue Description Introduction to development, care, and education of children 0-3. Includes principles of

caregiving, developmentally appropriate practice, diversity issues, curriculum, guidance,

observation, and assessment. Both typical and atypical development are examined.

Texts: Please note that some books span several courses Infants, Toddlers, and Caregivers, by Janet Gonzalez-Mena and Dianne Eyer

Program for Infant-Toddler Caregivers: A guide to Routines, by Janet Gonzalez-Mena

Articles:

“Temperaments of Infants and Toddlers,” Stella Chess article in PITC Guide to Social-

Emotional Growth and Socialization.

“Socialization, Guidance, and Discipline with Infants and Toddlers” by Alice S. Honig

and Donna S. Wittmer in PITC A Guide to Social-Emotional Growth and Socialization “

Videos

RIE Video “See How They Move” (Source: RIE, 1550 Murray Circle, Los Angeles, CA

90026)

PITC video Early Messages: Facilitating Language Development and Communication

PITC video, “Ages of Infancy” Chapter 5, Infants, Toddlers, and Caregivers

PITC video Early Messages: Facilitating Language Development and Communication

PITC video “It’s Not Just Routine”

PITC Video “Flexible, Fearful, and Feisty”


COURSE 1: THEMES

1. Ages and Stages

2. Attachment

3. Perception

4. Motor Development

5. Cognition

6. Language

7. Principles of Caregiving

8. Infant-Toddler Education

9. Play

11. Caregiving Routines

12. Recording and Assessing Development

13. Observation

14. Temperament

15. Emotional Development

16. Social Development

17. Social Environment

18. Guidance

COURSE OUTCOME SUMMARY

Course 1. INFANTS, TODDLERS, AND CAREGIVERS

Core abilities

Demonstrate

Awareness of guidance principles

Observation and assessment skills

Knowledge of cultural and individual diversity

Knowledge of child development

Importance of nurturing

Critical and reflective thinking

Competencies and Performance Standards

Competency 1.1

Describe in developmental terms, the differences between the skills of a typical young infant,

(One who doesn’t move around) a mobile infant, (one who crawls or walks–considered infant up

to about 18 months) and a toddler (18 months to 3 years).

Criteria - Performance will be satisfactory when description includes descriptors for each age

group of typical:


Physical skills

Cognitive and language skills

Social-emotional skills

Conditions for assessment:

Chart or

Observation Assignments or

Case studies

Linked core abilities:

Demonstrate observation and assessment skills

Demonstrate knowledge of child development

Competency 1.2

Describe a child with a physical, mental, or emotional challenge (or combination); give the

child’s age; explain how the particular challenge(s) might impact the typical developmental

sequence; and explain specific ways that a caregiver can nurture and facilitate development in

this particular atypical infant or toddler both as an individual and as a member of a group.

Criteria - Performance will be satisfactory when explanation of nurturing and facilitation relate

to the particular disability as well as to the other aspects of development including:

Physical

Cognitive and language

Social and emotional


Summary or

Case study

Observation assignment



Demonstrate importance of nurturing

Competency 1.3

Create a detailed definition of the term “curriculum” as it applies to infant and toddler programs.

Criteria - Performance will be satisfactory when the definition includes the following elements:

Awareness of the importance of attachment, nurturing, and respectful, responsive

relationships

Ongoing observation and assessment


Caregiving routines and how they are performed

Play and how it is facilitated, including the adult roles

Environments and how children learn

Awareness of cultural diversity


Group project



Demonstrate knowledge of cultural and individual diversity


Demonstrate importance of nurturing

Demonstrate critical and reflective thinking

Competency 1.4

Examine issues around “cultural bumps” or “personal bumps” as the practices of one person

(based on a particular set of cultural or individual beliefs, values, experiences, assumptions, and

priorities) are jolted by the practices of another person or with program practices.

Criteria - Performance will be satisfactory when summary:

Gives examples of differences in practices

Links differences to beliefs, values, assumptions

Identifies a process to deal with the differences.


Essay or

Class presentation (peer and teacher evaluation)

Linked core abilities Demonstrate knowledge of cultural and individual diversity



Competency 1.5

Observe a caregiver interacting with children under three to discern, highlight and critique

guidance practices used. Summarize what was seen and comment on what was missing, if

anything.


Criteria - Performance will be satisfactory when summary contains either examples of the

following or acknowledgment of which were missing and descriptions of what the caregiver did

instead:

Prevention procedures

Limit setting

Handling aggression in a positive way

Handling negativism in a positive way

Teaching prosaically behavior

Plus

Reflection on whether cultural or individual diversity was part of the observation and

influenced the discipline procedures.


Written observation and summary

Linked core abilities Demonstrate awareness of guidance principles


Demonstrate knowledge of cultural and individual diversity


Competency 1.6

Observe a young infant who is under 6 months of age, a mobile infant who is between 9 and 13

months of age and a toddler who is over 18 months of age. Explain how they are alike, how they

are different, and which development tasks each is working on.

Criteria - Performance will be satisfactory when explanation shows examples of:

Differences due to age

Differences due to individuality

Developmental tasks and how each child is working on them


Development of a video with narrative or

Written paper or

Class presentation (with peer and teacher review)





Competency 1.7


Show evidence of reflective thinking

Criteria - Performance will be satisfactory when written or oral work shows:

Awareness of personal emotional reactions

Self-examination

Awareness of how own behavior impacts on certain children’s behavior

Questions or issues

Awareness of the need for further study


Journal




Course 2: Group Care

Catalogue Description

Course focuses on caring for infants and toddlers in group settings, both center-based and family

child care. Covers program quality, philosophy, structure, environments, health and safety,

developmentally appropriate practice and inclusion/diversity issues.

Texts:

Village of Kindness: Providing High Quality Family Child Care by Joan Laurion

Program for Infant-Toddler Caregivers: A Guide to Culturally Sensitive Care

Program for Infant-Toddler Caregivers: A Guide to Setting Up Environments.

Optional Supplementary text: Multicultural Issues in Child Care by Janet Gonzalez-

Mena

Articles

“Making the Transition from Preschool to Infant/Toddler Teacher” by Marjory Keenan

Caring for Infants and Toddlers in Groups: Necessary Considerations for Emotional,

Social and “Cognitive Development,” by J. Ronald Lally

“Curriculum and Lesson Planning: A Responsive Approach” by J. Ronald Lally

“The Impact of Child Care Policies and Practices on Infant/Toddler Identity Formation”

by J. Ronald Lally, 1995, Young Children, November, pp. 58-67.

Child Care Video Magazine Respectfully Yours, Magda Gerber’s Approach to

Professional Infant/Toddler Care. Accompanies PITC video by the same name.

“Brain Development in Infancy: A Critical Period” by J. Ronald Lally

Videos

PITC video “Getting in Tune.”

PITC Video, “In Our Hands”

PITC Video: “Essential Connections: Ten Keys to Culturally Sensitive Care”

PITC video, “Respectfully Yours”

RIE Video, “On their Own with our Help”


PITC video, “Together in Care”

PITC video, “Space to Grow”

WestEd video “Room at the Table: Meeting children’s Special Needs at Mealtimes.”

COURSE 2 THEMES

1. Introduction to Elements of Quality in Group Care

2. Center Care: Philosophical foundations

3. Family child care: mixed age groups

4. Center Care: Respectful care: The Philosophy of Magda Gerber

5. Family child care: relationships as a key ingredient

6. Relationship of brain development research to group care

7. Inclusive family child care

8. Culturally sensitive care

9. Culture, A process that empowers

10. Diverse views, beliefs and practices

11. Responding to differences: The process of culturally sensitive care

12. What’s appropriate practice?

13. Introduction to environments

14. Space to grow: creating a child care environment for infants and toddlers

15. Planning infant toddler care settings

16. Family child care environments

17 Health, safety, and nutrition in family child care

18 Elements of an inclusive environment

COURSE 2: CORE ABILITIES

Demonstrate:

Knowledge of developmentally appropriate practice

Observation and assessment skills

Professionalism Knowledge of a safe and healthy environment

Knowledge of cultural and individual diversity

Knowledge of child development

Knowledge of organizational management

Knowledge of regulatory policy/standards

Importance of nurturing


Competency 2.1 Create an imaginary dialogue between someone who believes in primary

caregivers, (assigning each caregiver a small group of children), small groups, (rather than many


caregivers and infants in one large room) and continuity of care (Caregiver remains with same

children for several years) and someone who doesn’t believe in or value those three concepts.

Criteria - Performance will be satisfactory when dialogue defines and explains the terms;

describes the value of the concepts; and shows an understanding and awareness of other points of

view. Conditions for assessment: role play

Competency 2.2 Create a summary by going through the infant-toddler section of appropriate

and inappropriate practice in NAEYC’s 1997 Revised edition of Developmentally Appropriate

Practice and explain how at least three selected items called “appropriate” could be considered

inappropriate if viewed from either a culturally or individually diverse perspective. Criteria -

performance will be satisfactory when student chooses at least 3 items and give plausible

explanations. Conditions for assessment: group project

Competency 2.3 Analyze an infant toddler environment in terms of health and safety using a

checklist. Criteria - performance will be satisfactory when student correctly judges an infant

toddler environment using the check list in Appendix A of Infants, Toddlers, and Caregivers or a

student-made check list based on the information in Section 7 of Program for Infant Toddler

Caregivers Guide to Routines. Conditions for assessment: completed checklist.

Competency 2.4 Find the resources available for learning more about health and safety by

listing the pages in the Program For Infant-Toddler Caregivers Guide to Routines that gives

information about:

Guidelines for detecting illness

Common childhood illnesses

Severe infectious diseases

Guidelines for a safe environment

Preventing accidents and injuries

Preparing for injuries

Guidelines for emergency drill procedures

Criteria for assessment: list

Competency 2.5 Choose an age level and list toys/materials appropriate for physical, emotional

and social, intellectual and language development. Discuss how to make those toys and

materials available including how many at a time and how to set up or arrange them in the

environment. Discuss ways of interacting with a child using the toys and materials. Criteria -

performance will be satisfactory when: 1. Written or oral work matches, is equivalent to, or goes

beyond the “Environmental Chart” in Infants, Toddlers, and Caregivers; 2. Student can describe

or role play ways of interacting with an infant or toddler in three different situations using

toys/materials. Description or role-play includes response strategies to the child’s actions and/or

words that help the child feel nurtured, valued, and understood while also feeling encouraged or

challenged to explore the toy/material further. Conditions for assessment: oral or written

summary.

Competency 2.6 Create a brochure for a fictitious infant-toddler program, which reflects a

vision of quality group care for infants and toddlers. Criteria - performance will be satisfactory

when brochure shows: Fictitious program name, a philosophy statement, goals, a description of


the type of program, number of children served, ages, hours of operation, number of classrooms,

grouping of children, group size, staffing, ratios, qualifications of staff, a statement related to

continuity of care, and attachment issues and nurturing, description of indoor and outdoor

learning environment, an inclusion/diversity/antibias statement, family-program partnerships.

Conditions for assessment: Brochure

Competency 2.7 Show evidence of reflective thinking

Criteria - Performance will be satisfactory when written or oral work shows: awareness of

personal emotional reactions self examination awareness of how own behavior impacts on

certain children’s behavior growing awareness need to focus on children instead of just self

questions or issues awareness of the need for further study.

Conditions for assessment: Journal


Course 3: Programs, Families, and Society

Catalogue Description

Course focuses on partnerships with parents and collaboration with the community. Covers

parent education, involvement, and inclusion as well as such issues as public policy, advocacy,

community resources, and professionalism.

Texts: Infants, Toddlers, and Caregivers, by Janet Gonzalez-Mena and Dianne Eyer

PITC Guide to Creating Partnerships with Parents

PITC Guide to Language Development and Communication

Village of Kindness: Providing High Quality Family Child Care by Joan Laurion

A Place to Begin; Working with Parents on Issues of Diversity By Dora Pulido-

Tobiassen and Janet Gonzalez-Mena

Wisconsin Administrative Code “HFS 46 Licensing Rules for Group Day Care Centers

Videos PITC video “Protective Urges”

PITC video “First Moves”

“Culturally Diverse Families”

“Antibias Curriculum” available from Pacific Oaks

COURSE 3 THEMES

1. Adult Relations: Parent and Caregiver

2. Establishing Caregiver-Parent Partnerships

3. Helping Parents Deal with Separation

4. Listening and Responding to Family Needs

5. Considering the Family in its Culture

6. Involving Parents in the Program

7. Resources for Families

8. Communication in a Culturally Diverse Society

9. Bilingual Child Care

10. Languages and Bilingualism

11. Supporting Healthy Identity

12. The Power of Racism


13. Doing Business in Family Child Care

14. Becoming a Professional Family Child Care Provider

15. The business of child care

16. Letting Families Know About the Program

17. Regulations

18. What it means to be a professional

COURSE 3: Core Abilities

Demonstrate:

Awareness of the importance of relationships with families

Awareness of guidance principles

Professionalism Knowledge of cultural and individual diversity

Knowledge of community collaboration

Knowledge of organizational management

Knowledge of regulatory policy/standards

Knowledge of legal issues

Knowledge of marketing


Competency 3.1

Create a parent-caregiver intake interview process

Criteria - Performance will be satisfactory when process includes but is not limited to the

following:

1. Description of a process to make parent or family member(s) and child welcome and

comfortable

2. A statement about the intake interview being the beginning of relationship building

with the family

3. Description of a way to get

-basic information about family, such as address, place of work, telephone

numbers, etc. Hours of care needed, ability to pay (if there is a sliding scale)

-Information about child such as language(s) spoken, special words used to

communicate, eating, sleeping, elimination requirements, needs, preferences,

habits, medical issues,

-basic information about the program across such as rates, days and times open,

holiday and vacation policy, health policies, clothing needs, requirements for

entry such as medical examination and immunization record, what to do when the

child is absent or late, late pick up policy,

Conditions for Assessment

Group or individual written summary of intake process


Linked core abilities Demonstrate awareness of importance of relationships with families

Demonstrate professionalism

Competency 3. 2

Staff negotiates cultural or individual bumps with other staff

Criteria - Performance will be satisfactory when description of a staff meeting (real or

imaginary) shows how staff members experience and negotiate cultural or personal bumps with

each other. Description must contain an example of a specific bump, a process for

communication and a way to come to some kind of agreement about what to do about it.

Conditions for assessment

Written summary, role play or group project.

Linked core abilities

Demonstrates knowledge of cultural and individual diversity

Competency 3.3

Investigate and discover community resources that are available to caregivers, programs, and

families

Criteria - performance will be satisfactory when list of community resources shows information

such as: Name of agency, address, phone number, name of person to contact, eligibility

requirements (if any), who is served and under what circumstances, fees (if any) sliding scale (if

any), Map or directions to get there (if applicable).


Accurate list showing information

Linked core abilities Demonstrate knowledge of community collaboration

Competency 3.4

Create a new, or revise an existing, parent handbook


Criteria - Performance will be satisfactory when parent handbook shows an understanding of

the information parent’s need as well as professionalism.


Completed parent handbook


Demonstrate professionalism

Demonstrate knowledge of organizational management

Demonstrate knowledge of marketing

Competency 3. 5

Demonstrate an understanding of child abuse reporting laws including the legal responsibilities

of child care providers and staff.

Criteria - performance will be satisfactory when summary includes the professional

responsibility, the legal aspects of reporting suspected abuse as well as a statement that shows

awareness that there are possible culturally diverse views of what constitutes abuse.


Summary

Linked core abilities Demonstrates knowledge of cultural and individual diversity

Demonstrate knowledge of regulatory policy/standards

Demonstrates knowledge of legal issues

Competency 3.6

Create a guidance plan for a caregiver who has particular concerns about the behavior of a

toddler with special-needs in her home or program. Plan must include teamwork of staff, family,

and awareness of pertinent community

Criteria - Performance is satisfactory when child is adequately described, the unacceptable

behavior is described, as are exact situations in which the behavior occurs, the environment, and

the caregiver’s actions and approaches. Plan must include expected outcomes as well as how to

get there through using consistency, that is, the details of how caregiver and parent will work

together and how staff will work together (if applicable). Also required is information about

what agency they will consider using and how.



Description and completed plan


Demonstrate awareness of guidance principles

Demonstrate Observation and assessment skills

Demonstrate knowledge of community collaboration

Competency 3.7

Show evidence of reflective thinking

Criteria - performance will be satisfactory when written or oral work shows:

Awareness of how own behavior impacts on children’s behavior

Self-examination as it relates to how parent and caregiver can work as a team,

Ability to look at many perspectives on an issue

Ability to move from a self centered view to a child-centered and family-centered focus.


Journal

Linked core abilities Demonstrate professionalism



Appendix B: Instructor Resources

The following is a list of resources for instructors. The Registry does not supply these materials

and instructors are responsible for locating these books and articles. If you are unable to locate

materials listed in this curriculum, please select alternative options that support the

competencies.

Books and materials are available from the Child Care Information Center, in campus and

community libraries, and through interlibrary loan.

Additional Resources

NAEYC Brochures “A Caring Place for Your Toddler”

Finding the Best Care for your Infant/Toddler

Responding to Linguistic and cultural Diversity: Recommendations

For Effective Early Childhood Education (in English and Spanish)

Keeping Healthy: Parents, Teachers and Children

Developmentally Appropriate Practice in Early Childhood Programs

Family Day Care: Out of the Shadows and Into the Limelight

Teacher’s College Press

1-800-575-6566

National Association for the Education of Young Children (NAEYC)

1313 L. Street NW, Suite 500

Washington, DC 20005-4101

800-424-2460

202-2328777

www.naeyc.org

Child Care Information Exchange

PO Box 2890

Redmond, WA 98073

1-800-221-2864

Program for Infant Toddler Caregivers (PITC)

www.pitc.org


Redleaf Press

1-800-423-8309

http://www.redleafpress.org

Resources for Infant Educarers (RIE)

www.rie.org

Wisconsin Child Care Information Center (CCIC)

1-800-362-7353 or (608) 224-5388

[email protected]

Wisconsin Child Care Improvement Project (WCCIP)

http://www.wccip.org/

Wisconsin Early Childhood Association (WECA)

608-240-9880

800-783-9322

www.wecanaeyc.org

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