Endless Opportunities for Infant and Toddler Curriculum

Description

PART ONE A RESPONSIVE, RELATIONSHIP-BASED APPROACH 1

Chapter 1 Relationships as the Basis for Curriculum

Chapter 2 Opportunities for Engaging Families

Chapter 3 Responsive, Safe, and Healthy Caregiving Routines

Chapter 4 A Responsive, Relationship-Based Environment

Chapter 5 Endless Opportunities for Guidance and Relationship Realignments

Chapter 6 Using Observation and Documentation for Responsive Planning and Ongoing Assessment

PART TWO OPPORTUNITIES FOR RELATIONSHIPS AND LEARNING

Chapter 7 Opportunities for Attachment and Emotional Development and Learning

Chapter 8 Opportunities for Social Development and Learning with Peers

Chapter 9 Opportunities for Learning and Thinking

Chapter 10 Opportunities for Language, Literacy, and Music Development

Chapter 11 Opportunities for Movement and Motor Development and Learning

Chapter 12 Opportunities for Fine Motor Development and Learning

Chapter 13 Opportunities for Creative, Symbolic/Dramatic Play, and Sensory Development and Learning

Chapter 14 Opportunities for Learning About the Outdoors

Appendix A Planning Guides

Appendix B Inventory of Teacher Practices

References

Index

This new edition helps parents, caregivers, and early interventionists prepare curriculum for our youngest learners. To encourage learning, the authors use a three-step approach – Respect, Reflect, and Relate. This book will help all those who care for infants and toddlers to translate their knowledge of child development into effective, individualized curriculum; it will not tell them what to do on Monday, but rather will help them to ask: “How will I make decisions on Monday that truly come from the child’s interests?” Through observation, they will choose a response that supports learning and the relationship and therefore achieve the primary goal of an infant/toddler care teacher- to support the parent-child relationship.

·    Introduces students to how responsive relationships and the teacher’s decisions are based on observation of each child (Ch.1, 5 & 6)

·    Utilizes a three step approach to planning for children and in working with families – Respect, Reflect, and Relate.

    o   Respect – Using inquiring observation

    o   Reflect- Thinking about one’s own experience and the experience of others.

    o   Relate – Choosing a response that supports learning and the relationship

·    A list of suggested “Books for Babies” in the Toddlers and Twos section of many chapters.

·    Planning guides for the individual or group at the end of each age grouping.

·    Each chapter has a short table giving examples of typical development within expected age ranges.

·    “Inventory of Teacher Practices” encourage self-observation and reflection.

·    Reflection, Application, and Resources section at the end of each chapter.

 

For courses in Infant and Toddler Curriculum in Early Childhood Education or Family and Child Studies Departments.

 

Planning relationship-based curriculum centered on individual child observations.

 

This practical book’s approach promotes the notion that adult observation and reflective responses to infants’ and toddlers’ endless learning opportunities as they occur throughout the day is the real root of “curriculum” for this age group. It uses a unique yet universally accepted three-step approach (observe, reflect, respond) to thinking about and caring for young children. Emphasizing a relationship-based approach and reflecting on the child’s individuality (including his culture), the authors connect theory and research to contemporary care and educational practices.  This text, unlike the authors’ other comprehensive development and program planning text, has a focus on practice, while also explaining key concepts and integrating brief references to theory.  It helps adults working with infants and toddlers make great use of the world’s endless opportunities for learning and relationship building. 

• Each chapter now begins with Learning Outcomes developed around the “Respect, Reflect, and Relate” process.
• The vignettes of teachers and children in each group include a child with a significant disability and are also served by either an early mental health specialist or an early intervention team. This gives the new care teacher an idea about working with consultants. They also discuss practices that are considered or implemented for cultural reasons.
• Each development chapter has a small chart of developmental possibilities, giving the care teacher an idea of what typical development looks like in this age group.
• New action-oriented boldface subheads in Opportunities sections clarify and highlight intentional teaching strategies.
• Each chapter ends with Reflections questions, Applications, and a list of additional Resources
• Each development chapter now has a section on theories and current research to help ground practice-the “why”-in the “what.”
• New photos