Infant & Toddler Care: Course Code: EC4033-G1 Instructor: Alan Roaring Week 1

INFANT & TODDLER
CARE
Course Code: EC4033-G1
Instructor: Alan Roaring
Week 1
Infants: Birth-12 months
◦ The word ‘infant’ is derived from a Latin term, ‘infans’, which means unable
to speak.
◦ At this stage of a baby’s development they are completely dependent on

adults for all needs and care. After the baby reaches a year of age, with normal
development, this changes.
Toddlers: 1-2 years old
◦ The word ‘toddler’ comes from the word ‘toddle’. ‘Toddle’ means to walk with short uncertain steps.
◦ This highlights the change from the infant stage. After about a year, a baby begins to learn to move on
its own, communicate and feed itself.
◦ Although each child develops differently, a year is set as a guideline for when a helpless infant transitions
into a more independent toddler.
◦ The toddler stage last for about two years until the child matures into being able to completely walk,
talk, feed and do simple tasks for themselves. At this point, the youngster is no longer considered a
‘toddler’, but a ‘child’.
How do Infants and Toddlers
learn?
How do Infants & Toddlers learn?
❖ Infants and toddlers follow patterns in how they develop and learn.
❖ They learn through listening to language, hugging, trying out new sounds,
rolling on the floor, tasting food and exploring their environments in many
ways.
❖ The first three years of a child’s life they under go through amazing changes
from learning through simple sensory motor experiences and then move
towards figuring things out in their head.
How do Infants learn?
❖ Infants start to learn when they see or hear what is happening around them.
They can communicate their needs and what they want to others. Infants can
see objects and see faces and colors.
❖ Infants start to develop language skills as they are exposed to the dialect
spoken at home
❖ Building relationships and familiarity
❖ Environment
How do Infants learn? (continued…)
❖ Visually- When they see someone that is present in their environment they
smile also known as the “social smile”. Infants tend to cry when they are not
familiar with people
❖ Touch- Feeling different textures of things (blanket, sensory book, plastic
bottle etc.)
❖ Taste- tasting different foods by licking, eating, drinking
❖ Hear- Babies “coo” or babble when they hear a familiar voice
❖ Smell-When a baby smells something they don’t like or not familiar with they
turn their heads
How do Toddlers learn?
❖ As Infants begin to move from crawling to walking, they enter what’s known
as the toddler stage. Toddlers start to be active learners in their own
environment when they experience more growing and developing. They have
no time limit when they’ll learn things. Toddler growth and development
progresses at the child’s own pace
❖At the age of 2 also known as “Terrible Twos” they become more independent.
Toddlers at this stage develop mood swings and being impatient.
❖Routine plays a strong role in a toddlers schedule because they can now slowly
predict when things happen (playtime, lunch time etc.)
How do Toddlers learn? (continued…)
Toddlers will learn key skills such as problem solving, physical skills, reading,
number skills and social skills through play such as:
❖ Playing with other children
❖ Imaginative play.
❖ Outdoor Play
❖ Playing with dolls
❖ Doing puzzles.
❖ Turning pages of books
❖ Sensory table
Adult roles in learning
It is important in a child’s life that we provide nurturing experiences and

guidance for them to adhere.
❖ Observe
❖ Environment
❖ Lead
❖ Guide
Brain research & impact on childhood
development
Early experiences & The Brain
Infant’s brain begin developing in the womb
❖ During infancy the brain forms connections called “synapses”.
❖ Synapses- connections in the brain that form senses and registers information
How does the brain synapses work?
❖ Each interaction an infant makes they will have a synaptic firing that happens
in their brain
❖ When the synapses connection is stronger, it then becomes a memory
❖ When children have unmeaningful experiences the circuit of synapse will be
gone from the lack of use
development
❖ The fetus brain formation can be damaged if mother produces hormones under
extreme emotions
❖ Cortisol and adrenaline are the two main damaging hormones- both these
hormones are produced when a mother feels stressed and in a dangerous
situation
❖ In order for child to build synapses they need to feel that their environment is
safe, nurturing, affectionate and caring
❖ Regulating emotions and cognitive development play a key role when making
strong connections to the brain.
development
❖ Early brain and child development research unequivocally demonstrates that
human development is powerfully affected by contextual surroundings and
experiences.
❖ A child’s day-to-day experiences can affect the structural and functional
development of his or her brain, including intelligence and personality.
❖ Experiences influence every child’s development and learning, and these
experiences can be positive or negative, with long-term consequences for the
child, family, and society.
We need to foster development during these Early Years…
The CCEYA was developed to ensure the continued and

consistent development, nurturing and learning during these
early years
Child Care and Early Years Act
What is the purpose?
The Act is to foster the development of learning, health and well-being of children.
❖ This Child Care and Early Years Act, 2014 (CCEYA) came into effect on August
31, 2015. This legislation has been replaced and outdate by the Day Nuseries Act
(DNA) And established new rules governing child care in Ontario
❖ Many of the new provisions will focus on compliance and health and safety in child
care settings.
❖ Provisions that existed under the Day Nuseries Act are carried forward under the
CCEYA
CCEYA expectations
The CCEYA focus on four main priorities:
1. Licensing clarity
2. Enforcement
3. Licensing standard
4. Special needs
CCEYA expectations
Licensing clarity in an Infant and Toddler setting
How often is programming run for
❖ Does the programming age appropriate and support their learning?
❖ Think about materials you put out in the classroom do they support infant and toddler age group
Children’s ages
❖ How many months is a child?
❖ How food is prepped (when serving or preparing bottles to infant is it given in the right temperature
Behaviour Mangement
❖ Depriving of basic needs
❖ Don’t humilate child
❖ No corporal punishment
CCEYA expectations
❖ Infants and toddlers have different outdoor time.
❖ Infant scheduling & Toddler scheduling
❖ Ratios in the classroom
- Infants 1:3
- Toddlers 1:5
CCEYA expectations
Enhancing Quality in Infant and toddler setting
Support their learning and plan on their interest
❖ Display work in classroom that shows a sense of belonging.
❖ For example talking about skills that they are learning. Using their “fine motor” to turn a page in the book.
Ongoing communication with families
❖ This is key apart of our duty as educators is to communicate with parents on a daily basis. They know their child
best. We are there to support them through the expectations they want from their child. This is shown through
daily reports- taking time to write an observation about their day etc.
Creating environments
❖ Children learn through their environment. We as educators need to support and guide their learning so enhancing
quality childcare is creating a safe place for children to be invited, having materials for children to have
Reflection
In a paragraph write:
❖ What you learned in todays class?
❖ What you are hoping to learn from this course?
When you are finished hand it in & you may leave.
Thank you!

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INFANT & TODDLER

◦ At this stage of a baby’s development they are completely dependent on

It is important in a child’s life that we provide nurturing experiences and

The CCEYA was developed to ensure the continued and

When you are finished hand it in & you may leave.

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