Infant toddler curriculum

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Infant toddler curriculum

  1. 1. Infant/Toddler Curriculum: Planning, Observation and Documentation EDUU 326 Resources from: PITC and WestEd (2009) Lally (2009) Zero to Three California Infant/Toddler Curriculum Draft
  2. 2. Play as Curriculum <ul><li>Interest areas to support child-initiated learning through play </li></ul><ul><li>Uninterrupted time for exploration and play in the environment </li></ul>
  3. 3. Interactions and Conversations as Curriculum <ul><li>Teachers act as guides, listeners, and problem-posers for infants and toddlers </li></ul><ul><ul><li>through verbal and nonverbal interaction </li></ul></ul><ul><li>The teacher’s role is to observe children’s responses and to watch and listen for children’s ideas </li></ul><ul><ul><li>may come through gestures, body movements, facial expressions, sounds, or words. </li></ul></ul>
  4. 4. Caregiving Routines as Curriculum <ul><li>Daily routines </li></ul><ul><ul><li>provide natural opportunities for children to apply emerging knowledge and skills. </li></ul></ul><ul><li>Routines </li></ul><ul><ul><li>Offer opportunities for children to build language skills, </li></ul></ul><ul><ul><li>Help children learn the rituals of sharing time with others </li></ul></ul><ul><ul><li>Help children relate one action in a sequence to another. </li></ul></ul>
  5. 5. New Approaches in Infant-Toddler Care <ul><li>Help Infants Form and Prolong Secure Attachments </li></ul><ul><ul><li>Infant–toddler care is now being structured to support attachments between parents and child, and caregivers and child. </li></ul></ul><ul><li>Help Infants with Positive Identity Formation </li></ul><ul><ul><li>Infant care teacher training is now being structured to help teachers understand their role in the child’s development of her first sense of self. </li></ul></ul>Lally, J. Ronald (2009). The Science and Psychology of Infant–Toddler Care: How an Understanding of Early Learning Has Transformed Child Care. Zero to Three
  6. 6. New Approaches in Infant-Toddler Care <ul><li>3. Include Family Child-Rearing Practices as Part of Care </li></ul><ul><ul><li>Infant care teachers structure care to keep the child’s connection to family strong. </li></ul></ul><ul><li>4. Treat Babies Differently at Different Points Along Their Developmental Trajectory </li></ul><ul><ul><li>Infant care teachers alter their behavior in relation to the transitions infants go through. </li></ul></ul>(Lally, 2009)
  7. 7. New Approaches in Infant-Toddler Care <ul><li>5. Engage in Responsive Practice </li></ul><ul><ul><li>The infant care teacher should be facilitative, responsive, reflective, and adaptive. </li></ul></ul><ul><li>6. Use a Reflective Curriculum Process </li></ul><ul><ul><li>Planning is also done to explore ways to help </li></ul></ul><ul><ul><li>Teachers </li></ul></ul><ul><ul><ul><li>(a) get “in tune” with each infant they care for </li></ul></ul></ul><ul><ul><ul><li>(b) learn from the infant what he needs, thinks, and feels, </li></ul></ul></ul><ul><ul><ul><li>(c) find ways to deepen their relationships with the children. </li></ul></ul></ul>(Lally, 2009)
  8. 8. Planning the Infant/Toddler Curriculum <ul><li>Observe, Reflect </li></ul><ul><li>Document, Reflect </li></ul><ul><li>Reflect, Discuss, Plan </li></ul><ul><li>Implement, Reflect </li></ul><ul><li>Partner with Families in Planning Curriculum </li></ul>CDE CA IT Curriculum Draft
  9. 9. Curriculum Planning Graphic West Ed
  10. 10. Observation and Documentation <ul><li>Important part of a curriculum planning process </li></ul><ul><li>Teachers mindfully watch infants while actively engaging with them. </li></ul><ul><li>Teachers use their knowledge and all their senses as they observe, take notes, reflect on, and interpret children’s behavior. </li></ul>
  11. 11. Infant Care Teacher Observations <ul><li>Actively participate in care of the children </li></ul><ul><li>Remain emotionally and physically available to the children </li></ul><ul><li>Are responsive to children </li></ul><ul><li>Interact with children </li></ul><ul><li>Continue to provide care while observing </li></ul>
  12. 12. Watch, Ask, and Adapt <ul><li>PITC’s “Watch, Ask, and Adapt” process </li></ul><ul><li>Work hand in hand with curriculum planning that includes observation, documentation, and assessment. </li></ul><ul><li>Infant/toddler care teachers </li></ul><ul><ul><li>observe to be responsive </li></ul></ul><ul><ul><li>build relationships with infants </li></ul></ul><ul><ul><li>deepen their understanding of children’s development and learning </li></ul></ul><ul><ul><li>discover ways to support children’s development and learning </li></ul></ul>
  13. 13. Tools for Documentation <ul><li>Use notepads (both paper and electronic devices), audio-recording devices, video or DVD recorders, and cameras. </li></ul><ul><li>Include in their documentation items produced by older children such as drawings. </li></ul><ul><li>Each documentation method yields different information. </li></ul><ul><li>Combine information from different documentation tools for a more complete picture of a child’s learning and development. </li></ul>
  14. 14. Planning Based on Observation, Documentation, and Assessment <ul><li>Helps teachers plan for the next steps in the child’s learning. </li></ul><ul><li>Informs curriculum plans since teachers are able to predict what each child is likely to focus on over the next days or weeks. </li></ul><ul><li>Information from assessment results pertinent to the child’s developmental level in different areas may inform a plan. </li></ul><ul><li>Plans can be brief and flexible - not written in stone. </li></ul><ul><li>‘ The general principle of responsiveness to the child’s moment-to-moment interests and needs applies to this part of the curriculum planning process </li></ul>

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