AS17 ECE 16 INFANT AND TODDLER PROGRAM 9.

Build security by teaching, trust: Be dependable;

teaching distrust occurs when you are undependable
3R's of Early Learning or often inconsistent.

Relationships: Serve-and-return interactions 10. Be concerned about the quality of development

of each stage: Don’t rush infants and toddlers to
(0-3 attachment is very strong)
reach development milestones.
(teach positive ->positive behavior)
HISTORY OF EARLY CHILDHOOD EDUCATION
Repetition: Making neural connections by
 The state of Wisconsin created
embedding learning in everyday activities and
constitutional amendments to include
routines
committees dedicated to free education of
Routines: Predictable activities in everyday-routines children aged four to twenty in 1848 and
that engage and motivate. then later, in 1873 started the first four year
old kindergarten program.
Ten Principles on the Philosophy of Respect
 In 1926, the National Association for the
1. Involve infants and toddlers in things that concern
Education Young Children (NAEYCY was
them: Don't work around them or distract them to
established dedicated to improving the
get the job done faster
well-being of all young children and
2. Invest in quality time: when you are totally focusing on the quality of education and
available to individual infants and toddlers. development of services offered children
from birth to age of eight.
(respect the needs of children and also do active
listening)  Head Start, founded in 1965 as a program
through the United States Department of
Active listening: observing the behavior
Health and Human Services, was originally
3. Learn each child's unique ways of communicating: founded to ready low-income children over
(cries, words, movements, gestures, facial the summer months for upcoming
expressions, body positions) kindergarten

4.Invest time and energy to build a total person:  Over the years, Head Start has become a
(concentrate on the whole child) respected preschool aged program found in
many communities working with children of
5. Respect infants and toddlers as worthy people. all backgrounds and abilities.

6. Be honest about your feelings around infants and

 The studies conducted by Jean Piaget along
toddlers: Don't pretend to feel something that you
with the work he did with children, paved
don't or not feel something that you do.
the way for educators to create different
7. Model the behavior you want to teach. styles of teaching to use within programs.
Many of these theories of teaching are used
8. Recognize problems as learning opportunities, and in preschools around the country, They
let infants and toddlers try to solve their own: Don't include:
rescue them protect them from all problems
The Montessori Method: Play-Based Learning

-Maria Montessori was the first woman in Italy to playing to learn

receive a medical degree with areas of study in
psychiatry, education and anthropology -Bev Bos, both an educator and writer, has been
sharing her ideas and concepts through books and
-Her belief was that every child was born with lectures for over 40 years.
potential and that children should be allowed to be
free to explore and play within their environment. -Her suggestions of teaching with a hand's off style
encourages teachers to let children lead themselves
-The main focus is to always be attentive to the child through problem solving and discovery with minimal
and follow the child in the direction they chose to go intervention, and to learn through play.
when learning.

Reggio Emilia Approach

Direct Instruction
-Begun in Italy after World War II in the city of
Reggio Emilia, this preschool teaching style is based -Siegried Engelmann and Wesley Becker coined this
on children's symbolic language and the context of teaching concept in the 1960's
project-oriented curriculum.
-The goal is for children to be directed through their
-With the Reggio Emilia community is a large part of development with teachers leading activities toward
the educational process and with opportunities for specific learning
educational experiences for teachers to maintain
their abilities and to enhance and dedicate
themselves as educators to the development of the
young child.

-Along with Piaget's constructivist thought, the

Reggio Emilia Approach, the community as well as
teachers believe the child to be interested in
learning and experimenting through inner
motivation, promoting educated and productive
future adults.
REPORTS Play And Exploration Support Factor 3

GR1: Play and Exploration as Curriculum - Consistency, including clearly defined limits.

-Young children experience learning through play Play And Exploration Support Factor 5
and exploration in a variety of settings including the
-Safe, cognitively challenging, and emotionally
home, child care, pre-kindergarten, preschool and
nurturing environments.
other early childhood programs.
Play And Exploration Support Factor 6
-High quality programs engage children and their
families in the planning and delivery of a healthy, -Uninterrupted play when babies can play on their
safe, culturally sensitive and stimulating program own at their own pace.
that promotes children's abilities and interests.
Play And Exploration Support Factor 4
Self-Regulation
-Basic trust in the baby as an initiator, explorer, and
-The ability that develops in order to allow moving self-learner.
from having automatic responses to one involving
choices that promote babies' intentions. Play And Exploration Support Factor 7

Development Of Self-Regulation -Freedom to explore and interact with objects and

other babies.
-Involves children in open-ended exploration and are
not confined by rules, procedures, or outcomes. Safety

Free Play -Involves setting up a healthful environment free

from hazards, then carefully monitoring what goes
-The name given to undirected but monitored play on in it.
when children have choices to pursue their special
interests without continual adult control or expected Selective Intervention
outcomes.
-Interrupting children who need help to stay safe or
Exploration interact positively. This can also take advantage of
teachable moments.
-The act of discovering and examining one's
environment, people, objects, and properties of The Key to Scaffolding Effectively
objects through touching, mouthing, smelling,
seeing, and hearing. -It's not that caregivers have to "motivate" children,
but rather to assist the children in order to support
Play And Exploration Support Factor 1 them.

- Being an active participant in their routines.

Play And Exploration Support Factor 2

-Adults' sensitive observations and understanding

what the baby needs.
Adult Roles in Play Three stages of adult support of play:

Setting up the environment for play 1. Planning for play -Adults have ultimate control
over a child’s environment.
- Caregivers must pay attention to safety issues.
-Paying attention to environment and structure:
-Safety is the key to exploration. When you structure an environment (either indoors
or outdoors) based on a child’s strengths, abilities
Encouraging interactions and then stepping back
and needs, you can enhance their normal play and
-Children learn from their peers. help them be successful and independent.

-Adults should encourage child-child interactions, -Providing choices: Giving children the freedom to
then step back. make their own choices is not only empowering, but
helps them to lead their own learning experiences
-Adults can be involved in play, but: based on their interests and abilities.

-Resist the urge to set up goals 2. Supporting play- In order to help a child learn and
know, you need to learn to know the child, which
-Try to step back from play and observe children
you can do by supporting their play.
instead
-Talking about play: Adults can extend and support a
Scaffold problem solving by:
child’s play simply by engaging with children during
-Providing assistance that allows children to gain a play.
sense of satisfaction
3. Reviewing play -Reviewing a child’s play can help
-Allowing children to learn on their own, without collect information about the child and help you to
interference extend upon their current activities and learning.

-Encouraging children to tell you when they need -Checking in: By observing, talking and listening to
help your child, you can learn about the purpose,
effectiveness and enjoyment of a child’s play
Observing experiences.

-Observing involves focusing attention. -Observing the space: By thinking about how the
space impacted your child’s play, you can think of
-Observation allows the caregiver to better structure ways to make it even better.
the play environment to support individual children's
needs and interests. Environmental Factors that influence play

How the Environment Influences the Way Kids Play

Play is the catalyst for kids to practice every skill

they’ll need to grow into independent, fully
functioning individuals.
The features of the environment can even determine The Sensory Features of the Environment
the way kids will play. Some of the most important
environmental considerations include: the size of the -It's important to assess children’s sensory needs
play space, social aspects, sensory features, and preferences through an assessment of the
familiarity of space and materials, and complexity sensory features of the environment when looking at
and variety of materials. the way kids play.

The Size of the Play Space There are so many ways to introduce sensory-based
features to the environment to promote
exploration and interaction:
Wide Open Space
-Color Mixing is an amazing option for visual play.
-The greater the size of the play space, the more
physical activity play we see in kids. -Instruments or Boom Whackers are perfect
catalysts for auditory exploration.
-Chances are, most of us have a similar image in our
heads…kids running all over the place, yelling, -A sensory table can be filled with water, sand, or
jumping, chasing – loud, wonderful active play! other materials to encourage tactile play.

Smaller Play Space

Familiarity or Novelty of Space and Materials
-Kids prefer to engage in dramatic play scenarios in
smaller, more enclosed spaces -Novel play items can add to the sophistication and
complexity of dramatic play
-We can facilitate the development of gross motor
skills by moving play-based treatment sessions to -Novelty of play spaces and materials is definitely an
the playground or gym. We can encourage social important consideration, kids also need time to
skills and imaginative play by incorporating become familiar and comfortable with using toys
opportunities for kids to interact in smaller play and play items in order to elicit engaged and
spaces. developmentally beneficial play.

The Social Environment Complexity and Variety of Space Materials

-Making sure a child feels safe and secure is -It’s important to consider the level of complexity
important because it encourages them to freely and variety in the play space. Research has found
explore and interact with the objects and people that simple
around them.
-Less-detailed, and more open-ended play materials.
- The number of people present in the play space
-Adding moveable gross motor manipulatives to
also has an influence on children’s play.
open spaces, such as balls, beanbags, streamers,
There are many aspects of the Social Environment hula hoops, and stepping stones creates more
to consider; flexible and varied movement-based play and
promotes more physical activity overall than
-Does the child feel safe and secure in the play anchored play equipment.
space?

- Are the people familiar?

-How crowded is the play space?

GR2: Attachment and Perception Importance of Brain-based Learning

Attachment -Increases brain capacity

- is the emotional bond of infant to parent or -Improves retention and academic performance
caregiver.
-Promotes social- emotional skills
- It is described as a pattern of emotional and
-Improves overall health
behavioral interaction that develops over time,
especially in contexts where infants express a need Brain-based Learning Strategies
for attention, comfort, support or security.
-Create a positive and safe environment
Parental sensitivity
-Break down content into small chunks
-defined as the ability to perceive, interpret and
react promptly and appropriately to their infant’s -Incorporate physical activity
signals and needs, influences the quality of the
attachment relationship. -Establish a "turn and talk" routine

How important is it? -Use appropriate timing

-According to Bowlby’s attachment theory, the Brain-based learning Activities

relationship developed with primary caregivers is the
-Storytelling
most influential in children’s lives.
-Relaxation and Music
-A secure relationship not only fosters positive
developmental outcomes over time, but also -Creating Art
influences the quality of future relationships with
peers and partners. -Using Technology

Perception -Active Learning Activities

- is the process by which the brain interprets and Attachment Issues in Children
organizes sensory information from the environment
Attachment problems can affect your child’s
to produce a meaningful experience of the world.
development, relationships, and overall well-being.
Brain-based research
Attachment issues develop in young children when
-has provided educators with effective strategies to the attachment bond—the emotional relationship
help their children learn and retain information. that develops between an infant and their primary
These learning strategies can have a positive impact caretaker—is disrupted or not developed securely.
on children's development, improving academic
Causes of Attachment Issues
progress and supporting social-emotional growth.
Attachment difficulties occur when a child has been
Brain-based learning
unable to consistently connect with a parent or
- is a comprehensive instructional approach based primary caregiver.
on how the brain works. It uses the latest scientific
research on how the brain learns to inform school
programs, lesson designs, and teaching methods.
This can happen for many reasons: 7 senses

-A baby cries and no one responds or offers comfort. -Sight

-A baby is hungry or wet, and they aren't attended to -Hear

for hours.
-Smell
-No one looks at, talks to, or smiles at the baby, so
the baby feels alone. -Taste

-A young child gets attention only by acting out or -Touch

displaying other extreme behaviors.
-Movement (Vestibular)
-An infant or young child is mistreated, traumatized,
-Body Position (Proprioception)
or abused.
Vestibular (Movement)
-Sometimes a child's needs are met, and sometimes
they aren't. The child never knows what to expect. -the movement and balance sense, which gives us
information about where our head and body are in
-An infant or young child is hospitalized or separated
space. Helps us stay upright when we sit, stand, and
from their parents.
walk.
-A baby or youngster is moved from one caregiver to
Proprioception (Body Position)
another (the result of adoption, foster care, or the
loss of a parent, for example). -the body awareness sense, which tells us where our
body parts are relative to each other.
-The parent is emotionally unavailable because of
depression, illness, or substance abuse. Sensory Milestone
-Treatment for attachment issues and disorders 0-3 Months
usually involves a combination of therapy,
counseling, and parenting education. These are -While lying on back, attempts to reach for a toy held
designed to ensure that your child has a safe living above their chest
environment, improves their peer relationships, and
develops positive interactions with you, their parent -While lying on back, visually tracks a moving toy
or caregiver. from side to side

-Raising a child with attachment issues can be a -While lying on back, keeps head centered to watch
challenging yet rewarding experience. As you faces or toys
provide them with consistent love and mindful care,
-Able to calm with rocking, touching, and gentle
you'll watch them grow into secure, confident
sounds
individuals.

Sensory Integration

-is the process by which we receive information

through our senses, organize this information, and
use it to participate in everyday activities.
4-6 Months Types of Sensory Processing Disorder

-Uses both hands to explore toys -Sensory modulation disorder

-Generally happy when not hungry or tired -Sensory-based motor disorder

-Brings hands and objects to mouth -Sensory discrimination disorder

-Able to calm with rocking, touching, and gentle -difficulty in understanding the characteristics of
sounds environments, objects or people.

-Is not upset by everyday sounds Multisensory learning allows kids to use a variety of
senses to explore each new topic. It is a way for
-Enjoys a variety of movements children to learn through multiple senses, such as
utilizing vision, taste, and kinesthetic-tactile learning.
7-9 Months
Montessori Method focuses heavily on the concept
-Explores and examines an object using both hands
of “multisensory learning” - that is, learning that
and mouth
engages at least two or more senses.
-Focuses on objects near and far
Different Kinds of Sensory Learning
-Investigates shapes, sizes, and textures of toys and
Visual - learning through watching and seeing
surroundings
Auditory - learning through listening and hearing
10-12 months
sounds
-Enjoys listening to songs
Kinesthetic - learning through physical activity or
-Explores toys with fingers and mouth body movement

-Crawls to or away from objects baby sees in the Tactile - learning through using the sense to touch
distance
Olfactory and Gustatory - learning through smell
13-18 Months and taste.

-Helps with getting dressed/undressed

-Has a regular sleep schedule

-Eats an increasing variety of foods

19-24 Months

-Flips switches on and off

-Uses crayons, pens, or markers to make marks on

paper

-Sort shapes and colors

GR3: Infant Toddler and Development 10-12 Months:

Physical and Motor Skills Development -The baby crawls faster and quickly Switches
between crawling to sitting.
Physical Development
-The baby can release an object from his hand gently
-refers to a child's rate of growth and control over instead of dropping them.
muscles, Coordination and ability to sit, stand, walk
and run. 13-15 Months:

Motor Development -Toddlerhood, can stand longer than before • Feed

himself with finger foods.
-is part of physical development refers to the growth
in the ability of children to use their bodies and 16-18 Months:
physical skills.
-Toddler can pedal a tricycle and can walk without
Gross Motor Skills support for longer distances.

-refers to ability to control larger parts of the body. -Toddler can now start drinking from an open cup
and eat with a spoon.
Fine Motor Skills
22-24 Months:
-Refers to the ability to manipulate smaller body
parts. -Greater agility of muscles than before • Can now
kick a ball, throw it overhand.
Physical Development for Various Age Groups
25-29 Months:
0-3 Months:
-Loves playing outdoor games that help strengthen
-The growth in neck musles lets the baby hold the the muscles
head up when lying flat on the tummy.
-Can dress up himself
-At the age of three month he is flexible enough to
bring hands to the mouth. 30-36 Months:

4-6 Months: -His muscles are capable of doing a variety of actions

like jumping and Climbing up the stairs
-Grasp a small toy with both hands
-Can swing a bat or throw a ball Straight into the air.
- Develops raker grasp. ability to use all the fingers
at the same time to maintain grip. Socio-emotional Development and Interaction

7-9 Months: -means how children start to understand (who they

are, what they are, Feeling and what to expect when
-The baby now crawls interacting with others.

-Stronger grip and shakes toys like rattles.

-Develops pincer grasp

COMPONENTS THAT CONTRIBUTE TO A CHILD'S -Answering your child's "why" questions.
SOCIAL AND EMOTIONAL DEVELOPMENT.
-You should allow your child to explore different
•Emotional Awareness ways of solving problems.

•Social Interaction -Allow your child some time to figure out things like
a new puzzle.
•Self-regulation
*This may require some patience on your part, but it
SOCIAL AND EMOTIONAL DEVELOPMENT TO: will ultimately help him/her to learn.

Infant Language Development

-includes an emerging awareness of self and others. -The process through which children acquire the
ability to process speech and communicate.
-demonstrate this foundation in several ways.
Stages of Language Development
Toddler and Preschooler
1. Pre-Linguistic Stage (0-6 months)
-learn to explore and express feelings, engaged with
others, and become more independent when it -They communicate with sounds.
comes to getting their needs met
2. Babbling Stage (6-9 months)
Cognitive Development Learning
-Children to begin babble, making noises, and
-means how children think, explore and figure things syllables that aren't yet words.
out. It is the development of knowledge, skills,
problem solving and dispositionBrain development is 3. Holophrastic Stage (9-18 months)
part of cognitive development.
Increased enough for them to saySingle word.
-as a parent, it is important to foster your child's object/basic needs)
cognitive development as soon as he/she is born
because doing so provides the foundation for your 4. Two-word Stage (18-24 months)
childs success in school and later in life.
-Can speak two-word sentences that have some
-to promote your child's cognitive development. It is meaning
important that you actively engage in quality
5. Telegraphic Stage (24-30 months)
interactions on a daily basis.
- Can speak phrases, have more than
Examples:
6. Multi-word Stage (Beyond 30 months)
-Talking with your baby and naming Commonly used
objects. -They build increasingly complex sentences that
allow them to better communicate their ideas.
-Letting your baby explore toys andmove about.

-Singing and reading to your baby

-Exposing your toddler to books and puzzle.

Why is language development important? Physical Development for Various Age Groups

-Promote social interaction 0-3: improved muscle strength and flexibility

-Improve cognitive development 4-6: baby can grasp. reach and maintain its grip

-Aid self-expression 7-9: baby can support its weight of its body and can
hold a toy properly
-Enhance literacy Improve self-esteem
10-12: baby can shift or controls the balance Of its
Tips for improving language development body

-Read books aloud 13-15: the child now can stand alone with itself

-Converse Regularly 16-18: the child can walk without the assistance of
its parent or guardian
- Give adequate support and encouragement
19-21: the child gaining its height
- Limit screen time
22-24: the child can manipulate things like kicking a
- Give children control
ball and throw a ball
Implications of Development
25-29: the child loves to play outdoor games
• Developmental milestones offer important clues
30-36: the child can do a variety of actions like
about a child's developmental health Reaching
jumping and climbing
milestones at the typical ages shows a child is
developing as expected. Reaching milestones much Socio-emotional Development and Interaction
earlier means a child may be advanced compared
with his/ her peers of the same age. -It is how the children can manage their emotions,
expressions and what they will feel and expect when
Physical and Motor Skills Development interacting with Others.

Physical Development Cognitive Development Learning

-The growth and development of the body and brain -how children think, explore and figure things out.
of the child.
Language Development
Gross Motor Skills
- A process through which Children require the
-The development of the large muscles 0 in the ability to process speech and Communication with
arms, legs and torso. others.

Fine Motor Skills

- It involves the small muscles such as the hands and

fingers
GR4: DAP in curriculum for Infants and Toddler ADULT INTERACTIONS WITH INFANTS AND TODDLERS:

CURRICULUM APPROACHES -It provide opportunities for children provide opportunities

for children to build trust, to develop an understanding of
A. Desired goals that are important for young children's self and others, and to encourage respect for the feelings
development and learning in general and culturally and and rights of others.
linguistically responsive to children in particular have been
identified and clearly articulated. -All interactions between children and adults will be
respectful and supportive of each child's gender, culture,
B. The program has a comprehensive, effective curriculum language, ethnicity and family composition.
that targets the identified goals across all domains of
development and subject areas. Appropriate Touch with Children

C. Educators use the curriculum framework in their -Positive touch is an important part of healthy brain
planning to make sure there is ample attention to development in young children.
important learning goals and to enhance the coherence of
the overall experience for children. -Appropriate touch is defined as non-intrusive and causing
no feelings of discomfort or confusion for children.
D. Educators make meaningful connections a priority in
the learning experiences they provide each child. Relationship with Family

E. Educators collaborate with those teaching in the -Each person defines family in his or her way.
preceding and subsequent age groups or grade levels,
-Family is the most important person in child's and it
sharing information about children and working to
impact how toddlers and infant learn and develop.
increase continuity and coherence across ages and grades.
-Family is typically consistent in the infant and toddlers life
F. Although it will vary across the age span, a planned and
and can be one of the most important source of
written curriculum is in place for all age groups
information about the child.
PRINCIPLES AND GUIDELINES IN CURRICULUM PLANNING
-Family members have critical roles that significantly affect
USING DAP:
infant and toddlers well-being.
-Consideration of children's developmental stages
-Infants and toddlers learn new words, ways of interacting
- The curriculum should be child centered with others, how to communicate, self- help skills and to
play through the culture of the family.
-Learning should be hands-on and experiential
-Infants and toddlers are also influenced by the
-Assessment should be ongoing and authentic interactions they observe between people around them

-Collaboration with families and communities -Infants and toddlers can sense positive, supportive adult
interactions as well as when there is tension between
-Curriculum should be flexible and adaptable adults, which may make them feel anxious or
uncomfortable.
-Curriculum should promote social- emotional
development -Young children feel secure, supported, and happy when
they see the important adults in their lives connecting with
Curriculum should be inclusive each other in positive ways.