SURNAME 1SURNAME 2STUDENT NAMEINSTRUCTORCOURSE.docx

SURNAME 1
SURNAME 2
STUDENT NAME
INSTRUCTOR
COURSE
DATE
Child Education
Education for young children is very important yet it is often
not given enough attention. We are all born naïve and innocent
without knowing anything. Young children are barely aware of
who they are. According to Ahmad, the learning process begins
at early ages just as growth and development begin. As such,
teaching and learning is an essential aspect of a child's
developmental stages. The growth and development process of a
child can be guided through the process of teaching and
learning. At very young ages, children are very eager to learn
and understand various aspects of their surrounding
environment. The learning process advances to include other
factors as a child grows. For this reason, it is important to
understand a child's learning process and create the most
accommodative learning environment. More so, identifying
teaching practices that promote a child's learning process is
crucial to their growth and development from an early age.
Teaching refers to the process of facilitating, in this case,
children to acquire new knowledge and understand themselves
as well as their surrounding environment. Different approaches
of teaching are adopted for various groups of people. As such,
the type of approach adopted for early childhood education is
different from approaches used with other groups of people.
Children are very brittle at a young age, therefore, they must be
handled with care. A small error made when teaching a child
can have long-lasting effects, (Bullard, 10). The main purpose

of teaching practices among infants is to facilitate them into
becoming who they are naturally meant to be. Teaching in early
childhood education is based on observations made on the
infants. The main role of a teacher at this stage is to encourage
good behavior and discourage bad habits. Therefore, teaching in
children's education involves more nurturing practices rather
than inculcating new knowledge and skills among infants.
On the other hand, learning refers to the process through which
young children acquire knowledge and develop awareness about
their surroundings. This process involves various ways through
which children can understand the guidance and teachings of
their educators. As such, the learning process is dependent on
the cognitive abilities of individual children. Some children are
fast-learners while others are slow learners. “Early childhood
education and care (ECEC) has been recognized as a
fundamental step in children’s development as it lays the
foundation for future growth and learning,” (Bullard, 11).
Learning is a gradual process that starts at a slow pace and
increases speed as the child grows. Children should be
facilitated to learn one thing at a time rather than subjecting
them to an environment that overwhelms their abilities. It is
also important to understand that the learning process for
infants manifests through their childish play and childish
interaction with their surroundings. Therefore, children should
be allowed to explore their childish nature as much as possible.
With the concepts of teaching and learning in mind, we can now
formulate the teaching goals in early childhood education. The
main goal is to ensure that children get a good start as they
develop their cognitive capabilities. This can be achieved by
creating just the right learning environment for children. The
use of objects that children can playfully manipulate and
appealing colors is a good strategy to achieve the goals of
teaching. “Play in a rich environment also provides the vehicle
for optimal cognitive development,” (Ahmad, et al., 5).
According to Piaget's theory of development, infants and
toddlers struggle with logic and can only learn through pretend

play and sensations they get from various objects. Another goal
is to encourage communication among the toddlers. This can be
done by creating and maintaining a good relationship between
children and the surrounding environment. Encouraging playful
activities that involve objects and people in the child’s learning
environment promotes their language development. This
promotes a child’s ability to express themselves freely.
With clearly-stated goals for childhood education, the next step
now involves creating a conducive environment that is
accommodative and promotes a child’s learning process.
Children, especially infants, and toddlers learn through their
interactions with people and objects in their surroundings. It is
important to design a learning environment that will promote
the learning process and ensure that specific goals are met. The
type of environment created for infants and toddlers has a
significant impact on their learning process. Adults “help young
children to make sense of their world and support them to learn
and practice the values of the cultures and communities in
which they live and learn,” (Casper and Sharon, 5). Time,
reflection and planning are factors that must be considered
when creating an emotionally supportive environment for
infants and toddlers. Also, the environment design must account
for the conditions that the children are exposed to outside of the
learning space. A supportive learning environment is well-
organized, dependable, and flexible.
Families are the first and primary teachers for toddlers and
infants, therefore, they must be involved in early childhood
education. Toddlers and infants can detect a tension between
adults and adjust accordingly. In such situations, children are
stressed and cannot freely express themselves. For this reason,
families must be involved in the process of designing the
learning environment. Creating a two-way structured
communication between teachers and parents is crucial for the
assessment of a child’s development. It also enables the
scheduling of caregiving practices based on the parent's work
schedules. Engaging families enables caregivers to understand

the culture, values, and beliefs that the toddler is exposed to at
home and incorporate the same when teaching. This type of
interaction promotes the effectiveness of the caregiving
practices implemented within a learning environment. This can
be done by requesting the families to provide the specific
materials and toys that their children have at home. The parents
can also recommend the type of practices they desire their child
to be exposed to.
The quality of education provided to infants and toddlers can
best be promoted by implementing specific quality standards.
Providing high-quality care means creating the most appropriate
environment for toddlers and infants. Quality is guaranteed by
training the care-givers, implementing relevant policies,
limiting the size of the group handled by one teacher, and
maintaining good communication with the families,
(Vandenbroeck, et.al., 23). In conclusion, all stakeholders must
work together to ensure teaching and learning processes for
infants and toddlers are effective.
Works Cited
Ahmad, Saghir, et al. "Play and Cognitive Development: Formal
Operational Perspective of Piaget's Theory." Journal of
Education and Practice 7.28 (2016): 72-79. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1118552.pdf
Bullard, Julie. Creating Environments for Learning: Birth to
Age Eight. Pearson Education. 2013. Retrieved from
https://www.pearsonhighered.com/assets/samplechapter/0/1/3/2/
0132867540.pdf
Casper, Virginia, and Sharon Ryan. "Infant-Toddler Care and
Education: Speaking Up for Young Children and their
Caregivers." Occasional Paper Series 2019.42 (2019): 1.
Retrieved from
https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1357
&context=occasional-paper-series
Vandenbroeck, Michel, Karolien Lenaerts, and Miroslav
Beblavy. "Benefits of Early Childhood Education and Care and
the conditions for obtaining them." European Expert Network

on Economics of Education 32 (2018): 1-86. Retrieved from
http://www.eenee.de/dms/EENEE/Analytical_Reports/EENEE_
AR32.pdf
1
Running Head: DISCUSSION WEEK 14
6
Running Head: DISCUSSION WEEK 14
Discussion Week 14
Physical Assessment in Healthcare
Daylamis Gonzalez
Florida National University
Name: Jessica D ate
11/28/2017
DOB: 11/11/1985 Tine

11:47 AM
Age 32 Sexo
Female
Address 1245 west 47 st Hialeah Florida 33012 Ethics
Hispanic
Nationality Cuban
Occupation Math teacher
Allergies NDKA
Marital status
What is your highest education? Bachelor’s degree in
mathematics and a master’s degree in education
Medications that you are now taking No
PAST MEDICAL HISTORY
Paralysis No
Smoking Quit smoking 10 years ago (two packs daily for 5
years)
Alcohol Occasional wine cooler
Previous Surgery Tonsillectomy/adenoidectomy at age 11
Chronic Health Condition No
Children 4
C-section No Vaginal Delivers 4
Abortions No
Epilepsy No Stroke No Chickenpox
Yes Rubella No
Asthma No Lupus No Cancer No Diabetes No
Cardiac Disease No
Kidney Disease No Hemophilia No Hypertension
No GI Disease No
Herpes No HIV No Syphilis No Hepatitis
No
If any of the answers is yes, explain: chickenpox at age 10
FAMILY HISTORY
Mother Hypertension
Father Coronary artery disease (he had a stent placed at age 67)
EXTENDED FAMILY PSYCHIATRIC PROBLEMS PAST &

PRESENT:
Maternal relatives N/A
Paternal relatives N/A
Assessment
BP 135/85 mm/Hg HR 64 BPM Temp 98.5°F Resp 16
breath for minPain 0
Nursing Note
Patient come to Emergency department with a friend for
evaluation of sudden decrease of vision in the left eye. She
denies any trauma or injury. It started this morning when she
woke up and has progressively worsened over the past few
hours. She had some blurring of her vision 1 month ago and
thinks that may have been related to getting overheated, since it
improved when she was able to get in a cool, air-conditioned
environment. She has some pain if she tries to move her eye,
but none when she just rests. She is also unable to determine
colors. She denies tearing or redness or exposure to any
chemicals. Nothing has made it better or worse.
Upon assessment, Patient AAOx3, hemodynamic stable. Patient
able to answer all question. Afebrile. Resp. even and unlabored.
No respiratory distress noted. Patient denies fever, chills, night
sweats, weight loss, fatigue, headache, changes in hearing, sore
throat, nasal or sinus congestion, neck pain or stiffness, chest
pain or palpitations, shortness of breath or cough, abdominal
pain, diarrhea, constipation, dysuria, vaginal discharge,
swelling in the legs, polyuria, polydipsia, and polyphagia.
Bowel sound present in 4 quadrants. Visual acuity 20/200 in the
left eye and 20/30 in the right eye. Sclera white, conjunctivae
clear. Unable to assess visual fields in the left side; visual
fields on the right eye are intact. Pupil response to light is
diminished in the left eye and brisk in the right eye. The optic
disc is swollen. Full range of motions; no swelling or deformity.
Cranial nerves: I-XII intact; horizontal nystagmus is present.
Muscles with normal bulk and tone; Normal finger to nose,
negative Romberg. Intact to temperature, vibration, and two-
point discrimination in upper and lower extremities. Reflexes:

2+ and symmetric in biceps, triceps, brachioradialis, patellar,
and Achiles tendons; no Babinski.
NURSING DIAGNOSIS
Risk for injuries due to impaired vision
Risk factor: falls
Desired outcome: Maintain safety without falls
Nursing Intervention: Environmental management
Teaching:
· Instruct patient to avoid rug
· Use appropriate lighting
· Orient patient to unfamiliar environment
Fear and Anxiety relate to visual impairment
Risk factor: lost vision
Desired outcome: Patient verbalizes feeling.
Nursing Intervention: Assess the patient’s fear related to feel
depended.
Allow patients to verbalize feelings regarding recurrent visual
problem,
Teaching:
· Teach patient how to manage anxiety, fear and stress
· Instruct patient to follow MD instruction as order
Pain
Risk Factor: Uncontrolled Pain
Desired outcome: Maintain pain controlled
Nursing Intervention: Assess patient pain level and take
medication around the clock.
Bibliography
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. (2015). Seidel's Guide to Physical Examination
(8th ed.). St. Louis, MO: Elsevier/Mosby.

http://medicinebtg.com/nanda-nursing-diagnosis-for-vision-
impairment/
http://allnurses.com/general-nursing-student/looking-for-
nursing-185929.html
Inclusion Works!
Creating Child Care Programs
That Promote Belonging
for Children
with Special Needs
Publishing Information

Inclusion Works! Creating Child Care Programs That Promote
Belonging for
Children with Special Needs was developed by the Children
Development
Division, California Department of Education. It was edited by
Faye Ong,
working in cooperation with Tom Cole, Consultant, Quality
Improvement
Office. It was prepared for printing by the staff of CDE Press:
the cover and
interior design were created and prepared by Cheryl McDonald;
typesetting
was done by Jeannette Reyes. It was published by the
Department,
1430 N Street, Sacramento, CA 95814-5901. It was distributed
under the
provisions of the Library Distribution Act and Government
Code Section
11096.
© 2009 by the California Department of Education
All rights reserved
ISBN 978-0-8011-1689-6
Ordering Information
Copies of this publication are available for sale from the
California
Department of Education. For prices and ordering information,
please visit
the Department Web site at http://www.cde.ca.gov/re/pn or call
the CDE
Press Sales Office at (800) 995-4099. An illustrated Educational
Resources
Catalog describing publications, videos, and other instructional
media

available from the Department can be obtained without charge
by writing
to the CDE Press Sales Office, California Department of
Education,
1430 N Street, Suite 3207, Sacramento, CA 95814-5901; FAX
(916)
323-0823 or by calling the CDE Press Sales Office at the
telephone
number shown above.
Notice
The guidance in Inclusion Works! Creating Child Care
Programs That Promote
Belonging for Children with Special Needs is not binding on
local educational
agencies or other entities. Except for the statutes, regulations,
and court deci-
sions that are referenced herein, the document is exemplary, and
compliance
with it is not mandatory. (See Education Code Section 33308.5.)
http://www.cde.ca.gov/re/pn
Contents
A Message from the State Superintendent of Public Instruction
v
Acknowledgments vii
Introduction viii
Including Children with Disabilities or Other Special Needs:

A Rationale 1
Identifying Children with Disabilities or Other Special Needs
4
Learning About Individual Children 5
Comparing Inclusive Child Care and Quality Child Care
Settings 7
Promoting Inclusive Practices 9
Creating Inclusive Child Care Settings 11
Factors for Success 12
Daily Success 13
Common Modifications, Adaptations, and Support 15
Identifying and Finding Help 19
Referral to a Specialist 20
Talks with Parents 20
Documentation of Concerns 21
Supporting the Family by Providing Access to Services 22

Supporting a Family That Declines Services 24
Health and Medical Systems 24
Local Special Education/Early Intervention Service Systems
25
Collaborating for Inclusion 27
Contributing to Collaboration 29
Working with Specialists 32
Coordination with Specialists and Families 32
1
2
3
4
5
iii

Examples of Inclusive Child Care Strategies 33
Strategy 1: Environmental Support 34
Strategy 2: Materials Adaptation 38
Strategy 3: Activity Simplification 40
Strategy 4: Child Preferences 42
Strategy 5: Special Equipment 44
Strategy 6a: Adult Support 46
Strategy 6b: Adult Support 49
Strategy 7: Peer Support 52
Strategy 8: Invisible Support 54
Appendixes
Appendix A: Applicable Laws 58
Appendix B: Resources 63
Appendix C: Agreement Form 76
Appendix D: California Children Enrolled
in Special Education 77
Endnotes 78

Glossary 79
Bibliography 83
6
iv
A Message from the
State Superintendent of Public
Instruction
Iam pleased to present Inclusion Works: Creating Child Care
Programs That Promote Belonging for Children with Special
Needs, a publication I believe will contribute to the effort to
bring the benefits of high-quality care and education
to all of California’s children, including those with disabilities
or other special needs.
Many families rely on child care from the time their children
are infants and well
into the school years. Child care can be a rich experience in
which children and their
families gain a sense of belonging to a supportive community.
Research shows that all
children can benefit from participating in high-quality child
care programs that work
closely with family members and provide their children with
environments, materials,

and relationships that enrich learning and development. It is
important that we
provide the kind of learning environments and care necessary
for all children to be
successful in the early years as well as in school and later in
life.
Approximately 10 percent of children between three and
thirteen years of age receive
special education services in school. It is critical that children
with disabilities or
other special needs, and their families, are included in quality
child care programs
that are the natural environments of their peers who are
typically developing.
Children learn from their interactions with other children and
their surroundings
while developing a sense of security and self-esteem from
caring relationships with
program providers and staff.
Everyone benefits from quality child care programs that provide
inclusive care.
Children who have a disability or special need get to know and
interact with typically
developing peers, while their families benefit from programs
and services they need
to achieve their goals. Children who are typically developing
benefit when they have
the opportunity to get to know their peers in the classroom. And
everyone learns to
know one another as human beings with strengths and
challenges.
The purpose of this publication is to provide guidance and
proven strategies that

promote belonging and inclusion for all children. Building on
research and the
experience of years of effective implementation, this handbook
contains stories and
examples, as well as background information and resources that
support strategies
v
for successful inclusion. By providing the benefit of high-
quality child care and
education to all of California’s children, we will contribute to
closing the achievement
gap between students with disabilities and students without
disabilities.
I hope that the stories and strategies in this document inspire
you to open your
hearts and programs to all children to support their optimal
growth and
development.
Jack O’Connell
State Superintendent of Public Instruction
vi
Acknowledgments

The creation of this publication involved individuals from
WestEd, the California Childcare Health Program, the
California Department of Education, and other representatives
from the field who contributed their
expertise and time to the writing of this manual:*
Linda Brault, Principal Writer, WestEd Center for Child and
Family Studies
Abby J. Cohen, National Child Care Information Center
Lyn Dailey, California Childcare Health Program
Robert Frank, California Childcare Health Program
Eva Guralnick, California Childcare Health Program
Judith Kunitz, California Childcare Health Program
Melissa Ryan, California Childcare Health Program
Pamm Shaw, CEITAN/WestEd
Marsha Sherman, California Childcare Health Program
Rebeca Valdivia, WestEd Center for Child and Family Studies
California Department of Education
Ellen Broms, Consultant, Special Education Division
Meredith Cathcart, Consultant, Special Education Division
Tom Cole, Consultant, Child Development Division
Cecelia Fisher-Dahms, Administrator, Quality Improvement
Office, Child Development
Division
Mary Hudler, Director, Special Education Division
Greg Hudson, Administrator, Southern Field Services, Child
Development Division
Michael Jett, Former Director, Child Development Division
Camille Maben, Director, Child Development Division
Mary Smithberger, Consultant, Child Development Division
Gwen Stephens, Former Assistant Director, Child Development
Division

Michael Zito, Head Start Collaboration Office, Child
Development Division
Other Contributors
Chris Cleary, Child Care Law Center
Jan Kearns, Shasta County Office of Education
Paul Miller, Tri-Cities Child Care Centers
Susan Sandall, Early Childhood Research Institute on Inclusion
(ECRII)
Photographers
Jenn Bartell Jan Paluck
Jennifer Cheek Pantaléon Joe Sanberg
Julie Espinoza Sheila Signer
Mark Lang Sara Webb-Schmitz
*Affiliations were accurate at the time of the development of
the document.
vii
Introduction
The purpose of this handbook is to help child care providers
learn strategies that promote inclusion of and a sense of
belonging for all children. Child care providers who are not
accustomed to enrolling children with
disabilities or other special needs into their programs will be
reassured by the

following considerations:
• Child care providers can successfully include children
with disabilities or other
special needs in the program while promoting belonging for all
children.
• Major modifications to their program or facility probably
will not be needed in
order to include children with disabilities or other special
needs.
• Assistance and support for more significant changes in
their program or facility
may be available.
• An inclusive child care program is rewarding for all the
children, families, and
staff in child care programs.
Child care offers a rich environment where children learn from
their interactions
with other children and from their surroundings and where they
benefit from
caring relationships with program providers and staff. All
children, including
children with disabilities or other special needs, deserve access
to quality child
care programs. The information in this handbook is designed to
support efforts
at making child care programs accessible and inclusive. Most of
the suggested
accommodations can easily be made with little or no cost. The
handbook includes
proven strategies, stories of children with special needs who are
successfully

included in child care programs, and information on making
inclusive programs
possible.
The biggest barrier to including a child with a disability or
other special need
seems to be fear—fear not of children with special needs but for
the children.
Providers are afraid of physically hurting a child, of not
meeting perceived needs,
viii
and of having to tell a parent “I do not know how to care for
your child.” With
knowledge, however, this fear fades and competence blooms.
Inclusion Works!
offers a foundation for developing that knowledge and is
designed to encourage
all child care providers to open their doors—and their hearts—
to children with
disabilities or other special needs.
The terms and phrases listed below are used differently by
different people. What
follows are the definitions used in this book. The Glossary at
the back may be
helpful.
Child care program. Any setting where children are cared for by
paid personnel
for less than 24 hours a day. This includes child care and

development centers,
family child care homes, in-home child care, after-school
programs, Head Start
centers, and the like.
Child care provider. The personnel working in the variety of
child care settings
who may also be referred to as provider, teacher, caregiver, or
staff.
Children with disabilities or other special needs. Includes
children with a
specific diagnosis, as well as children who do not have a
diagnosis but whose
behavior, development, and/or health affect their family’s
ability to maintain
child care services. The disability or special need may be as
mild as a slight speech
delay or as complex as a mixed diagnosis of motor challenges,
vision impairment,
and cognitive delays. Generally, this definition includes those
children who are
between birth and twenty-two years of age who are protected by
the Americans
with Disabilities Act (see Appendix A, “Applicable Laws”).
Children who are typically developing. Children who are
displaying
development and behavior in the expected range for their age.
ix
Inclusion. The full and active participation of children with

disabilities or
other special needs in community activities, services, and
programs designed for
typically developing children, including child care. If support,
accommodations,
or modifications are needed to ensure the child’s full, active
participation, they are
provided appropriately. The participation results in an authentic
sense of belonging
for the child and family.
Family member or parent. The person with primary
responsibility for raising the
child. Examples include mothers, fathers, foster parents, and
grandparents.
Specialist. Anyone providing intervention, therapy, or treatment
services to a
child with special needs and his or her family. Examples include
special education
teacher, speech and language therapist, nurse consultant, social
worker, and physical
therapist.
x
1
Including Children
with Disabilities or
Other Special Needs:
A Rationale

Children and families
want to be accepted
and included in their
community regardless
of ability.
There are many reasons to include children with disabilities or
other special needs in child care. Children and families want to
be accepted and
included in their community regardless of ability. They
want to truly belong. But the kind of belonging they desire
goes beyond simply “being together.” They want full,
unconditional membership in family and community. As
Norman Kunc, a disability rights advocate, has said so
eloquently, “When inclusive education is fully embraced, we
abandon the idea that children have to become ‘normal’ in
order to contribute to the world. Instead, we search for and
nourish the gifts that are inherent in all people. We begin
to look beyond typical ways of becoming valued members
of the community and, in doing so, begin to realize the
achievable goal of providing all children with an authentic
sense of belonging.”1
Families of children with disabilities or other special need have
the
same need for child care as do other families. However, families
of
children with disabilities or special needs often find the search
for
quality and affordable child care a greater challenge as they
face the
reluctance of many child care providers to enroll their children.
This

situation makes it all the more important that child care
providers
strive to include all children in their programs so as not to
increase the
immense challenges that such families already face.
Children with disabilities or other special needs may present
unique
challenges, but the care they need is very similar to that needed
by
any child. Children with special needs spend most of their time
doing
what other children do. They have the same curiosity, desire to
play,
and need to communicate as their peers do. Child care providers
who
�
are providing individualized and developmentally appropriate
child care
already have many of the skills needed to serve children with
disabilities
or other special needs.
Quality child care contributes to the emotional, social, and
intellectual
development of children and can also be an important part of
school
readiness and school success. Children with disabilities or other
special needs benefit from quality child care just as much as
typically
developing children do.

Children with disabilities or other special needs benefit from
being
in inclusive environments with typically developing children.
Studies
have shown that inclusive environments, with appropriate help
and
assistance, allow children to achieve more than they do in
segregated
environments. When children with disabilities or special needs
have all
of the opportunities that children who are developing typically
have—
and especially when they are in an environment with children
who are
typically developing—they strive toward new goals and
achievements,
often attaining levels of ability that surprise the adults who care
for and
about them.
Children who are typically developing benefit from interactions
with
children who have disabilities or other special needs, as well.
Inclusive,
supportive environments teach children about differences and
about
respecting and valuing other people regardless of ability.
Children want
to help one another as they grow, and when they see adults take
steps
to support a child, they will take steps to help
as well.
Inclusive, supportive
environments teach
children about

differences and
about respecting and
valuing other people
regardless of ability.
�
Although all children
need attention
and care, there are
children who will
require a greater
level of support and
thoughtful planning.
Turning children away from a child care program solely because
they have a disability or other special need is a violation of the
Ameri-
cans with Disabilities Act and California’s Unruh Civil Rights
Act.
Unfortunately, families continue to be routinely refused child
care
simply because their child has a disability even when their child
does not need any special accommodations—a loss for the child,
the
family, and the child care programs that turn them away. All
child
care providers need to know that turning a child with special
needs
away from a child care program may expose the program to

significant
liability.
Identifying Children with Disabilities
or Other Special Needs
All children develop at different rates and in different ways.
Some
children are born with special needs that can affect their growth
and
development. Other children may not show developmental
problems,
delays, or differences until later in childhood.2 Although all
children
need attention and care, there are children who will require a
greater
level of support and thoughtful planning:
• Children identified with a specific diagnosis or disability
by medical
or educational professionals
• Children who may not have a diagnosis but whose
behavior,
development, or health affect their family’s ability to maintain
child care services
Finding out if a child is considered to have a disability or other
special
need can be a complicated task. Different agencies often use
varying
criteria for identifying conditions and for determining whether
the
child and family are eligible for services. (More information on
eligibility can be found in Appendix A, “Applicable Laws.”)
Generally,
in order for a child to be eligible for early intervention or

special
education services, he or she must show a delay in one or more
areas
of development. In addition, children identified through the
early
intervention system may be “at risk” of a developmental delay.
Public
schools and the early intervention system are the most common
agencies for providing support and services to children with
disabilities
or special needs in child care settings.
�
To be eligible for special education services, children must
meet certain
criteria in one or more categories of disabilities. These
categories are
broader than labels such as Down syndrome, cerebral palsy, and
so
forth. Children with the same diagnosis may be placed into
several
different categories, depending on other factors.
Most children from birth through age fourteen (over 70 percent)
identified by special education professionals as having a
disability have
delays in learning and communication (see Appendix D,
“California
Children Enrolled in Special Education”). What is more
important is
that learning disabilities are often not recognized or identified
until

children begin formal schooling. Children who learn differently
or
have delays in language commonly manifest special needs
through
their behavior in group settings. Child care providers can
provide
a language-rich environment and make accommodations based
on
knowledge of the individual child.
There are fewer children with more significant disabilities such
as mental
retardation, physical and mobility impairments, or multiple
disabilities.
When children do have significant disabilities, they are likely to
be
receiving specialized services that may support success in a
child care
setting. Children who are eligible for and who receive early
intervention
or special education services have individual plans with goals
and
strategies for caregivers and providers to use. For children
under age
three, the plans are called individualized family services plans
(IFSPs);
for children over age three, the plans are called individualized
education
programs (IEPs). Child care providers can be an important
member
of an IFSP or IEP team when these plans are being developed.
More
information about IEPs and IFSPs is available in the Glossary.
When serving an
individual child,

however, the
provider should
focus on the child’s
needs, not the
disability or its
label.
�
Learning about Individual Children
Child care providers
need to learn beyond
a textbook definition
and ask questions
with sensitivity and
understanding—
particularly in talks
with parents.
Information about a specific disability may give a child care
provider
ideas for how to support a child (see Appendix B, “Resources”).
When
serving an individual child, however, the provider should focus
on
the child’s needs, not the disability or its label. A child with
cerebral
palsy, for example, may walk with leg braces, use a wheelchair,
have
minor physical symptoms, or demonstrate a delay in using

language.
The possible variations within this one label are tremendous,
demonstrating that no single label or diagnosis can provide
enough
information about a particular child. Child care providers need
to
learn beyond a textbook definition and ask questions with
sensitivity
and understanding—particularly in talks with parents. Providers
can
go far toward setting a tone of welcome and understanding.
When a
family member shares a child’s diagnosis, a good followup
question is
often “And how does that affect ’s development?”
For example, if a parent calls and says “I’m looking for a
preschool
for my child. She has Down syndrome. Is your school good for
her?” The following response would be appropriate: “Our
school has
many wonderful things to offer. It may be a great place for you
and
your daughter. I would love to hear more about her interests and
strengths. I’m sure that you have many questions that I can
answer
for you. In order to help me address these questions, may I ask
how
her Down syndrome affects her development?” This approach
can
help assure a family member that the child care provider is
sincerely
concerned about the success of the child and is interested in
providing
appropriate, individually tailored care.

The response from the parent will help the child care provider
determine what accommodations might be needed, what other
questions may be appropriate to ask, and whether specialists are
involved or needed. (Chapter 4 presents information on working
collaboratively with specialists.)
�
2
Comparing Inclusive
Child Care and
Quality Child Care
Settings
Quality child care is
evident when each
child grows and
learns, families feel
confident and secure,
and providers are
qualified and stable.
Many child care providers are surprised to learn that there is
very little difference between inclusive child care and general,
quality child
care. Quality child care is evident when each child grows
and learns, families feel confident and secure, and providers

are qualified and stable. Current research provides a number
of descriptions:
Quality child care enables a young child to become emotionally
secure,
socially competent, and intellectually capable. The single most
important
factor in quality care is the relationship between the child and
the caregiver.
Children who receive warm and sensitive caregiving are more
likely to trust
caregivers, to enter school ready and eager to learn, and to get
along well with
other children. The quality of caregiver-child relations depends
in part on the
sensitivity of the caregiver and in part on the ratio of caregivers
to children,
the number of children in a group, and the education and
training levels of
the caregiver. A quality program also attends to the basic issues
of health and
safety and emphasizes a partnership between parents and
caregivers.
Starting Points3
. . . Child care situations with safer, cleaner, more stimulating
physical
environments and smaller group sizes, lower child–adult ratios,
and care
givers who allowed children to express their feelings and took
their views into
account also had care givers who were observed to provide more
sensitive,
responsive, and cognitively stimulating care—quality of care
that was

expected to be associated with better developmental outcomes
for children.
The National Institute of Child Health and
Human Development4
Child Care Aware, an organization supported by the Child Care
Bureau of the U.S. Department of Health and Human Services,
has
identified five key indicators of quality inclusive child care:5
• A positive and healthy learning environment
• The right number and mix of children and adults
• Trained and supported personnel
• A developmental focus on the child
• Parents treated as partners
�
These indicators are clearly part of all quality child care
programs.
The developmentally appropriate practices identified by the
National
Association for the Education of Young Children (NAEYC)
provide
additional indicators of quality. NAEYC posits that the use of
develop-

mentally appropriate practices results in high-quality care for
all children,
including those with disabilities or special needs.
Professionals constantly make decisions that affect the
well-being and
education of children. When these decisions are based on the
following
three important kinds of information or knowledge,
developmentally
appropriate practices are certain to emerge.6
• Age appropriateness refers to what is known about child
development
and learning and the activities, materials, interactions, or
experiences
that will be safe, healthy, interesting, achievable, and
challenging to
children (depending on, and varying with, the age of the
children).
• Individual appropriateness relates to what is known about
the
strengths, interests, and needs of each individual child in the
group.
• Cultural/social influences are what a child care provider
knows about
the cultural and social contexts in which children live. Paying
attention

to these influences ensures that learning experiences are
designed to be
meaningful, relevant, and respectful of the participating
children and
their families.
Infants and toddlers in group care benefit from “an educator
who is
loving and responsive, respects the baby’s individuality, and
offers good
surroundings.”7
Since most definitions of quality care include meeting the needs
of the
individual child, quality child care is good for all children. And,
not
surprisingly, high-quality settings have more success fostering a
sense of
belonging, physical development, and intellectual abilities in
children
with disabilities or special needs.
Promoting Inclusive Practices
Brochures, parent handbooks, and other written material
regularly used
in a child care setting can set the tone of inclusion and
belonging. If a
program’s existing documents already include phrases that
emphasize
welcoming all children or embracing diversity, it is relatively
easy to
add statements that include diversity of ability, as well. The
inclusive,
welcoming language in the statements below suggest ways to
present the
good news of an inclusive program:

• “Our early childhood teachers’ strong knowledge of child
development
helps them to teach all young children whatever their talents,
interests,
and abilities.”
Individual
appropriateness
relates to what is
known about the
strengths, interests,
and needs of each
individual child in
the group.
��
• “We take pride in our inclusive program. Our teachers
adapt
activities to include all students, recognizing that their
individual
goals may be different. At times, our providers and children
may
receive assistance from specialists, such as special educators,
physical
therapists, and other school or early intervention personnel, who
recognize the individual interests and strengths of children.”
The following examples are taken from an online brochure for

an
existing center.8
• “The National Child Research Center provides a
collaborative
approach to preschool education in an environment that nurtures
the whole child, fosters partnerships with families, and is com-
mitted to the inclusion of children with special needs.”
• “A highly trained, …
10/19/19, 7:40 PMThe Environment: Schedules and Routines |
VLS
Page 1 of 12https://www.virtuallabschool.org/infant-
toddler/learning-environments/lesson-5?module=4151
Infants & Toddlers Learning
Environments The Environment:
Schedules and Routines
Responsive schedules and routines help provide infants and
toddlers with a
sense of security through predictability. This lesson explores
ways
caregivers can create responsive schedules and routines to help
infants and
toddlers feel safe, relaxed and ready to explore and learn.
Objectives:
Identify why predictable schedules and routines are important
for
infants and toddlers.
Define responsive schedules and routines.

Learn ways responsive schedules and routines support learning.
Learn
Know
Why Are Schedules and Routines Important?
Take a moment to think about your day today. What if you
arrived at your
place of work and were told, “You’ll be starting at a different
time today.
Your hours today will be 11:45 a.m. until 7:00 p.m. We also
need you to help
at a different location. We need you to work with a teacher in
the infant
classroom at another day care center. When you come here
tomorrow, you
may be helping at a different location again. I will let you
know.”
How would you feel? How might your feelings affect your
ability to find this
https://www.virtuallabschool.org/infant-toddler
VLS
new location? How will your feelings affect your behavior with
the teacher
and infants in the other classroom? How does this apply to

infants’ and
toddlers’ feelings and behaviors in settings with varying and
unpredictable
schedules and routines?
Infants and toddlers do not understand the concept of time, so
they
organize themselves by the people they are with and the events
that
happen. When things happen in the same order each day, infants
and
toddlers have a better understanding of their world and feel
more secure. A
predictable schedule filled with consistent and responsive
routines helps
them to know what to expect and helps them feel more
confident in
themselves and the world around them.
A Daily Schedule for Infants and Toddlers
Each infant and toddler is different from the next. For infants
and toddlers,
we think of a daily schedule as something to help maintain
routines that are
consistent and supportive of individual children’s needs. We
also think
about schedules in terms of how much time is given to different
routines.
For example, some infants may take a number of short naps
throughout the
day, whereas others may take one or two longer naps. For very
young
children, differences from one child to the next are normal.
Children develop
best when teachers modify their schedules to accommodate

infants’ and
toddlers’ needs rather than trying to get children to fit a set
classroom
schedule.
An infant or toddler’s schedule is guided and supported by a
primary
caregiver based on what is learned through observations and
connections
with the family. The primary caregiver strives to understand the
child’s
needs and help him or her transition from one experience to
another.
VLS
Caregivers, along with other program staff, help determine what
is included
during a day. When caring for infants and toddlers however, the
focus
should stay on the sequence of their care and how things happen
rather
than keeping to a time schedule. Daily schedules often include:
Experiences: Caregivers should remain close by to offer support
to
infants and toddlers as they play and explore their environment
at their
own pace.
Caregiving routines: Arrival, feeding or eating, diapering or

toileting,
sleeping, departure, etc.
Transitions: Times of change that occur in a child’s day, such as
snack
to outdoor play.
Predictable schedules help provide a framework and direction
for
caregivers when caring for infants and toddlers. In turn, infants
and toddlers
feel secure when schedules and routines are dependable; this
tells them
that they can trust caregivers to provide for their needs. For
example, some
infants will take short naps during feedings. Other infants may
eat quickly
and immediately fall asleep when finished. Within a consistent
daily
schedule, caregivers are able to build routines around infants’
and toddlers’
natural habits.
A daily schedule for an infant–toddler classroom might include:
Arrival/greet families
VLS
Breakfast/feeding
Indoor/outdoor developmentally appropriate experiences, naps

as
needed
Diapering and toileting
Small group time with songs
Lunch/feeding
VLS
Naps as needed
Snack/feeding
Indoor/outdoor developmentally appropriate experiences
Departure
When considering your schedule, and particularly diapering or
toileting
routines, remember infants and toddlers should be checked and
changed
(or asked to try the toilet) at least once every two hours or more
as needed
(e.g., at family’s request or for temporary diaper rash). In
addition, children
should always be immediately changed if they have soiled
themselves.
Responsive Routines

VLS
Routines are the consistent, predictable daily experiences of an
infant and
toddler, such as greetings, diapering, sleeping and feeding. The
ways
caregivers create and support routines enables them to help
infants and
toddlers build trust and independence. Explaining to infants and
toddlers
what is happening during routines and transitions can help build
a sense of
predictability and trust. For example, when diapering, a teacher
could say,
“I’m going to take your pants off now, OK?” Or, when
preparing to eat, “First
we need to wash your hands, and then we can have a snack.” It
is important
for teachers to help interpret children’s experiences by
acknowledging their
feelings (“I’ll bet you’re hungry, aren’t you!”). Using songs to
accompany
routines can reduce stress during transitions and make these
experiences
more enjoyable for children and teachers. They can also serve
as a cue for
children about the upcoming activity, e.g., a “clean up” song
before going
outside to play. In addition, as we will discuss in the Guidance
course, giving

VLS
children warnings about an upcoming transition, can help them
feel more in
control and prepared for the next part of the day (“In five
minutes we will
clean up snack. Does anyone else need something to eat?”).
Time spent in interactions during diapering, feeding, toileting,
etc. also
encourages children’s learning. For example, we can encourage
language
development during a feeding with an infant by describing
foods, tastes and
smells. “Oooh, I smell the peaches. Do you? Don’t they smell
sweet?” Using
pictures that show routines like sleeping or diapering can help
older infants
and toddlers anticipate what is happening next. Time spent
holding and
cuddling an infant during feeding builds strong relationships
between
teachers and children that are the foundation of learning during
the infant
and toddler years. Demonstrating the steps in a routine (e.g.,
hand
washing), explaining aloud what you are doing, and including
pictures that
show the steps in the routine are all ways that caregivers can
help toddlers

VLS
become familiar with routines and learn how to complete them
more
independently.
Infants and toddlers make sense of their worlds when routines
meet their
needs and are completed in familiar ways. Infants and toddlers
with medical
issues or disabilities may have needs that differ from those of
the other
children, and accommodations are necessary in caregiving
routines. It is
also important to respect what families want for their infants
and toddlers
and to honor diversity.
With young infants, the caregiver must be especially flexible
meeting the
child’s needs. Over time, routines become more predictable,
which allows
for similar and consistent interactions. With this predictability,
infants and
toddlers feel understood and are able to affect the world around
them. Over
time, infants and toddlers learn that certain actions usually
follow others,
and they learn that adults are trustworthy.

By participating in daily routines, infants and toddlers receive
the message
that they are capable of doing very important things.
Participation in
enjoyable and meaningful routines helps foster healthy
development and
builds self-confidence. For example, while most toddlers cannot
put their
coats on completely by themselves, they often enjoy taking part
in the
process. A toddler might hold his arm out or complete the
zipping once you
have started it. By encouraging infants and toddlers to take part
in routines,
they become more self-sufficient and take pride in their
attempts and
accomplishments. However, it is important to remember that not
all cultures
view early independence and participation in routines in the
same way.
Caregivers can connect with and learn families’ ideas about
daily routines,
as well as about what is most important and valued.
VLS
For toddlers, especially those with special needs, pictures that
help support
their successful engagement in routines can be incredibly
helpful. For

example, you could display a small series of pictures near the
sink to remind
children about the necessary hand washing steps. Or, perhaps
near the
snack table, there is a small series of pictures that reminds them
about the
important steps before (e.g., washing hands, gathering napkin)
and after
(cleaning up space, throwing trash away) having snack. See
more
information from Kids Included Together on how to support all
children in
your setting: http://www.kitonline.org/
See
Watch this video and identify how these caregivers supports
infants and
toddlers in their daily routines.
Responsive Routines for Infants & Toddlers
Responsive Caregiving routines with infants and toddlers
http://www.kitonline.org/
VLS
Do
Infants and toddlers learn about their world and the people

around them
through daily routines. Try the following actions in the learning
environment
to support responsive schedules and routines for the infants and
toddlers in
your care:
Remember that schedules and routines must be flexible to fit
individual
children’s needs. Work with children’s families to develop
schedules
that work best for each child.
When guiding infants and toddlers through routines, talk and
sing
songs about what you are doing, and interpret the child’s
experiences
aloud.
Post pictures or photos of the daily schedule and steps in daily
routines
at the children’s eye level.
Review the sequence of experiences, routines, and transitions
with
toddlers: “We had breakfast and then we went outside.”
Talk with families regarding their expectations concerning
routines.
Some families may look for their mobile infants and toddlers to
cooperate more readily in various routines, while others will
expect
independence in some routines.
Explore
Think more about the routines and daily care of infants and
toddlers.
Download and print the Responsive Routines handout and look
for ways to

highlight your strengths and continue supporting infant and
toddler
development and learning.
Apply
VLS
Pictures can be used with infants and toddlers to help them
learn language
and make sense of the world around them. Download and print
the
following Visual Cue Cards attachment to support infants and
toddlers
during daily routines. These picture cues can act as daily
routine or
schedule reminders; you can use them to craft a visual schedule.
You can
also take pictures of routines in your own classroom to make the
visual cues
more reflective of your community.
Glossary
Accommodation
The act of providing what is needed. For example, while the
environment, learning experiences and materials in most early
care and learning environments are designed to meet the
needs of many children, they can be adapted or expanded

when they do not meet the specific needs of a child to
accommodate that child’s individual needs
Primary
Caregiver
The adult who takes responsibility for meeting the care and
educational needs of a specific group of children within the
larger group for most of each day
Routines
Consistent, predictable daily events an infant or toddler
experiences during a day, such as diapering, feeding and
sleeping
Demonstrate
References & Resources:
Dodge, D., Rudick, S., & Berke, K. (2006). The Creative
Curriculum for
Infants, Toddlers and Twos, (2nd ed.). Washington DC:
Teaching Strategies,
Inc.
Gonzalez-Mena, J. (2002). Infant/toddler Caregiving: A guide to
Routines
(2nd ed.). Sacramento: California Dept. of Education.
VLS

Petersen, S. H., Wittmer, D. S. (2008). Infant and Toddler
Development and
the Responsive Program Planning: A Relationship-Based
Approach. Saddle
River, NJ: Pearson Education, Inc.
87
C
h
a
p
t
er
6
Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with
infants and toddlers is understanding and responding to the fact
that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world
around them, including
people and relationships, and make sense of things based on
their experiences and devel-

opmental abilities.
To facilitate means to make easier. Teachers who effectively
facilitate learning make
it easier for infants and toddlers to explore, concentrate on
learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating
situations that allow chil-
dren to pursue their interests actively, observing as children
learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out
about the children’s interests
and abilities from their families. Information from the families
provides the foundation
for observing children and being responsive to their inborn
drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting,
give them time for prac-
tice and repetition, communicate with children about their play
and discoveries, and then
offer suggestions to help children expand their exploration and
experimentation.
88

C
h
a
p
t
er
6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate

the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.

Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relationships. They
learn about new ways to use things, discover
social rules, and explore what is real and what
is fantasy. For infants the areas or domains of
development are not separate. Their learning
and development in the physical, social–emo-
tional, language and communication, and
cognitive domains happen together and are
integrated.
7.1
Teachers pursue professional develop-
ment opportunities to better support
the learning and development of
infants and toddlers.
To respond to the daily challenges of care
and education of infants and toddlers, infant
care teachers need knowledge and an array of
skills. To provide rich and meaningful learn-
ing experiences, teachers rely on their knowl-
edge of infant learning and development,
group-care issues and strategies, the children’s
families, and the unique characteristics of each
child in their care. Infant care teachers have
many options for continuing their professional
development, including college courses, train-
ing institutes, and in-service workshops. In

addition, having a mentor or participating in
a supervised practicum is a valuable way to
continue professional development while on
the job. (Program support and rewards for
professional development efforts are essential
and are outlined in Chapter 5, Section 6.)
Teachers:
• Find a colleague, supervisor, or another
family child care provider who can be
a mentor or a professional development
adviser.
• Continue to pursue or create a professional
development plan, which may include:
– Enrolling in early childhood learning
and development courses
– Attending locally offered trainings
– Participating in a supervised practicum
– Participating in conferences
– Creating a portfolio
– Pursuing a degree in early childhood
education
• Attend courses or trainings that cover the
early learning and development curricu-
lum areas outlined in Chapter 3 (page 28).
7.2
Programs and teachers facilitate learn-
ing across domains.

This guideline directly links to the follow-
ing Desired Results:
competent.
• DR 2. Children are effective learners.
competencies.
• DR 4. Children are safe and healthy.
Infants and toddlers are constantly mov-
ing, thinking, communicating, and feeling. In
other words they are learning all the time in
many different and integrated ways. The way
adults express emotions, the tone of voice they
use, the pace of the personal care routines,
the materials provided for discovery, even the
quality of light in the environment all contrib-
ute to the children’s construc-
tion of knowledge. Because
their learning is integrated
across domains and is occur-
ring every moment, infants
learn during play as well as
during caregiving routines.
In essence, teachers’ actions
and emotions communicate to
children even when children
are not directly involved in an
interaction.
Understanding that
children learn and develop

in an integrated way leads
to such questions as “What
captures this child’s interest?”
or “What is she discovering
as she explores these materi-
als?” Young children repeat-
edly demonstrate to teachers
their amazing capacity to
learn. An essential role of
the teacher is to support and
guide children’s interests in
a manner that engages their
natural enthusiasm and energy
for exploration, repetition,
and discovery. Infant care
teachers need to be aware
of the diverse ways that all
89
C
h
a
p
t
er
6
Physical and motor, social-emo-
tional, language, and cognitive
learning all happen together
Asha grasps the rounded edge

of the coffee table with both
hands and pulls herself to stand-
ing. She smiles at Erica, who
is sitting on the couch giving a
bottle to Orlando. Asha points
to Orlando and nods. Erica says,
“Orlando is having
his milk. You just had your milk
a little while ago.” Asha nods
again. “Mmm,” she says with
effort. Erica responds by say-
ing, “Yes, Asha, milk, milk in a
bottle.” Asha carefully lowers
herself to the floor saying, “Baah
. . . baah.” She crawls around
the table and pulls herself up
holding on to Erica’s knee. Asha
points so closely to Orlando
that she accidentally pokes his
cheek. He starts to cry, but then
he decides to go back to suck-
ing on his bottle. He watches
Asha closely. Erica strokes both
Orlando’s cheek and Asha’s
cheek and says, “Oops! Asha
poked Orlando’s cheek. Asha,
were you pointing to the bottle?”
Asha looks at Erica with wide
eyes and says, “Baah baah.”
Teaching Toddlers
“When I was a teacher, I learned
that teaching toddlers is an art.

You have to be ready to change
modes so quickly to catch up
with them. They are so smart and
quick. I have learned that when a
toddler is working on something
challenging, sometimes it helps
if I make comments and describe
what is happening; other times it
helps if I get really quiet and al-
most become invisible—as neu-
tral as possible—so that the child
and her discovery really can take
center stage. How do I know
which to do at a particular mo-
ment? Watching, waiting, guess-
ing . . . sometimes I am right,
and other times I am wrong.
Usually, if the child looks up at
me expectantly, I stay active; but
if the child seems to be ignoring
me, I shrink myself down but stay
available. We adults are so big, it
is really easy for us to take center
stage any time we want to. I like
to try and be backstage, or on the
sidelines, and see what the child
is really doing.”
—D. Greenwald, 2003. Example
given by faculty member at Pro-
gram for Infant/Toddler caregiv-
ers Training Institute, california
C
h

a
p
t
er
6
children, including those with
disabilities or other special
needs, explore, experiment,
and learn. For example, some
children may observe or lis-
ten a good while before act-
ing; others may immediately
reach out to touch and handle
a new object. Or some chil-
dren may want to share each
discovery with an adult, and
others may choose to explore
and make discoveries on their
own. Teachers who appreci-
ate these differences become
able to support learning as it
occurs in the context of each
child’s daily experiences.
Because learning is
integrated for infants and tod-
dlers, whatever an infant care
teacher does with the children
is related to all the Desired
Results. Likewise, teachers
observe each child’s prog-
ress in all the developmental
domains at the same time.

The Desired Results Devel-
opmental Profile-Revised
(DRDP-R) indicators help
teachers focus on specific
areas while the child is learn-
ing in multiple domains. For
example, when trying out a
new motor skill, a child may
Support
• Support teachers in providing a variety of
learning experiences related to children’s
interests and abilities.
• Provide training and professional devel-
opment for teachers about the integrated
nature of learning in early childhood.
TEAcHErS:
• Communicate regularly with families
about children’s learning (using, for
example, newsletters, notes sent home,
documentation posted on walls, video
tapes, audio tapes, photographs with ex-
planations attached, and so on).
• Provide a variety of developmentally ap-
propriate materials for infants and toddlers
that are easily accessible and available
throughout the day.
• Adapt environments as children’s interests
and abilities change.

• Approach caregiving routines as opportu-
nities for infants and toddlers to learn in
all domains of development.
Orientation
• Allow all children time to observe and
explore freely at their own pace objects,
ideas, or actions that interest them.
• Understand the importance of practice and
repetition in learning.
• Maintain a strong connection to what is
familiar to the child when providing new
materials or opportunities for learning.
• Remember that children are careful
observers and that teachers are models of
behavior even when they are not trying to
be models.
Interaction
• Follow a child’s lead, allowing infants
and toddlers to choose activities and play
materials in the play environment.
• Participate in spontaneous group activities
as they occur.
• Encourage further exploration, experimen-
tation, and creativity by watching, wait-
ing, and commenting on what children are
doing.

also be learning language, developing prob-
lem-solving skills, and learning rules for social
behavior.
PrOGrAMS:
• Communicate with families about an inte-
grated approach to facilitating learning.
• Understand that daily interactions and
experiences influence all areas of develop-
ment.
• Avoid the use of television, video players,
computers, and other electronic devices in
infant and toddler care.
90
• Observe a child solve a problem or make a
discovery, remain available, but allow the
child to decide what happens next.
• Avoid interrupting a child who is concen-
trating—observe and wait for an appropri-
ate moment.
7.3
Programs and teachers facilitate physi-
cal development and learning.
ing Desired Result:

competencies.
Physical development consists of a variety
of reflex movements at first and gradually
becomes increasingly purposeful and coor-
dinated. All infants and toddlers continually
learn about themselves, their environment,
and other children and adults when they move
freely. They experiment and make discover-
ies about weight, gravity, textures, balance,
what moves and what does not, and what fits
and what does not. Infants and toddlers use
their large or gross muscles (such as those
that control the arms, legs, and trunk) as well
as their small or fine muscles (such as those
that control eye movements, fingers, or toes).
Children with delays in their motor develop-
ment will generally progress through the same
stages but at a slower pace; some may follow a
different developmental path.
Teachers and programs effectively facili-
tate physical development by recognizing that
gross muscle movements (such as in rolling,
crawling, climbing, moving heavy objects)
are just as important in learning as are small-
muscle movements.
PrOGrAMS:
• Create an environment that is safe for free

movement and exploration.
• Create physical boundaries to keep chil-
dren from entering unsafe places (such as
a bathroom) unattended.
Equipment
• Provide a variety of developmentally
appropriate play equipment that offer
opportunities for large-muscle movement
both indoors and outdoors.
• Provide a variety of objects and materials
for children to explore with their small
muscles.
TEAcHErS:
• Adapt the environment so that all children
can move freely in accordance with their
own abilities and interests.
• Allow infants who are not crawling or
walking to move freely in a space where
they are protected from more active in-
fants or older children.
Interaction
• Provide opportunities for both indoor and
outdoor experiences for all children.
• Remain available to infants and toddlers
as they physically explore the environ-
ment.

• Give children time to solve problems they
encounter as they experiment with large-
and small-muscle movements.
91
C
h
a
p
t
er
6
92
C
h
a
p
t
er
6
7.4
The Developing Infant or dampen them, and this is rates and

need different things to
learned in tandem. The develop- help them along. They also are
“An infant’s first learning oc-
ing infant becomes interested more or less shy, bold, intense,
curs in an interesting personal,
in the objects enlivened by a distractible, and eager to please.
emotional, and social interac-
partner; she is endlessly curious Learning the individual
emotion-tion. That learning is certainly
and begins to explore places and al characteristics of each child
is about how someone smells,
things on her own in the security interesting and necessary if
one sounds, looks, and feels; it is
of the relationship. Gradually, is to be genuinely and usefully
also about how one engages this
different feelings are sorted and responsive. Finding the special
other person, how one regulates
she learns how to soothe and ways which each growing infant
oneself and each other, how one
quiet herself with maybe just a and toddler best responds is a
learns to capture and maintain
touch, or a look, or a word . . . great part of the pleasure.” each
other’s attention as well as
or maybe not, depending on who how each imitates and antici-
— J. Pawl, Guidelines Expert
she is to begin with. children pates the other. The baby learns
Panel member
master these things at different to share feelings, to intensify
Programs and teachers facilitate
social–emotional development and
learning.
ing Desired Result:

competent.
Research and experience have repeat-
edly shown that personal and social compe-
tence are closely linked to all other domains.
As infants and toddlers interact with others,
they learn about themselves and others. In
particular, they learn how others respond to
their emotions, needs, and interests. Experi-
ences in relationships with others affect the
child’s emerging sense of identity and feel-
ings of security. At the same time, interacting
with others influences the child’s intellectual,
language and communication, and physical
development. Infants who become emotionally
secure through nurturing relationships freely
explore their environment and become confi-
dent learners.
PrOGrAMS:
Implement policies and support practices
for relationship-based care.
Teachers:
• Observe and respond to infants’ verbal and
nonverbal cues.
• Respond to crying by giving full, sensitive
attention, speaking in comforting tones,
and holding to soothe, as appropriate.
• Provide enough predictability, without

adhering to a rigid schedule, that children
can anticipate interactions and events.
• Enjoy opportunities for one-to-one inter-
action as they occur throughout the day.
• Allow authentic expression of feelings by
offering support and comfort rather than
distracting the child.
• Remain available during greetings and
departures, which can be vulnerable times
for children and family members.
Socialization
• Provide guidance to infants and toddlers
as they learn how to be with each other
and with the larger community (children
from other classrooms, staff members,
volunteers, and other children’s families).
• Help children understand the beginnings
of social behavior. (“You offered her the
doll, and she took it. Now she is offer-
ing you a doll. You made a trade. How
thoughtful!”)
• Model respectful relationships by avoiding
communicating concerns about a child in
the presence of children.
7.5

Programs and teachers provide guid-
ance for social behavior.
ing Desired Result:
competent.
One of the most challenging and reward-
ing aspects of infant/toddler care and educa-
tion is that of guiding behavior and facilitating
socialization. Infants and toddlers in groups
develop close, emotional relationships with
each other. From the first, infants and toddlers
are interested in other people. Many families
and teachers have been surprised to find that
even very young children are aware when
someone is absent or feeling sad. Infants and
toddlers gradually respond to the thoughts and
feelings of the people around them. They learn
about how their own actions influence other
people. They discover the difference between
interacting with adults and with other children.
Because infants and toddlers learn from both
interacting with people and watching others
interact, adults in early care and education
settings need to interact respectfully with each
other as well as with children.
When conflicts arise, teachers help infants
and toddlers learn ways of managing intense
emotions without hurting other people. Young
children look to adults they trust to set limits
for them and guide their behavior. One of the
most important ways that teachers foster so-

cialization is to set up calm, safe environments
for small groups of children.
A well-planned program can
prevent conflicts between chil-
dren and encourage them to
engage in positive interactions
with each other.
PrOGrAMS:
• Communicate with fam-
ily members about the
program’s socialization
and guidance policies and
practices, seeking views
from each family about
their child.
• Implement continuity of
care so that groups of chil-
dren and teachers know
and can anticipate each
other’s behavior.
Teachers:
• Prepare the environment
to encourage smooth
group interactions (for
example, provide enough
play materials for all
children to be engaged;
arrange play areas to
encourage small, focused
groups of children).

93
C
h
a
p
t
er
6
Playing in Water
Elio and Sandi were gleefully
dropping blocks in the toilet
while their teacher, Juan, was
changing another child’s diaper.
They giggled and looked at each
other when the blocks made a
plopping sound.
A moment later, when Juan saw
what was happening, he realized
that he had left the gate between
the play area and the bathroom
unlatched. Juan kneeled down
and said, “This is not a place
for playing. I can see that you
like playing in water, but this is
not the place.” Juan helped the
two toddlers wash their hands
thoroughly. Elio protested loudly
and reached over toward the

toilet—he was not finished with
the game! Juan listened to him
and said, with empathy in his
voice, “Yes, you really liked that
game. I will find another way for
you to play in water.” Elio was
not happy about it; he cried and
resisted Juan’s attempt to hold
him.
Then Juan placed some tubs of
water on the water and sand
table and observed as Elio and
two other children found items
from the play yard to drop into
the water.
94
C
h
a
p
t
er
6
• Interact respectfully with
Reciprocal Interaction infants and toddlers, both
“The back-and-forth emotional emotionally and physi-
interaction in making sounds cally.

leads to more vocalizations, • Guide behavior in ways
the meaningful use of sounds, that take into account
and, eventually, the meaningful each child’s developmen-
use of language. An example of
this back-and-forth (or recipro-
tal abilities.
cal) interaction is when a child • Model appropriate
vocalizes for her rattle or to get behavior and remain an
a smile and receives a purpose- active presence to prevent
ful response, such as getting her problematic situations.
rattle or a smile from her teacher.
When interactions like this occur Orientation
again and again, the child learns
that these utterances are use-
• Approach guidance by
ful tools. As a result, she will be understanding that the
more and more likely to explore child is a competent
her developing language.” problem solver trying to
—S. Greenspan, Guidelines
negotiate a complicated
Expert Panel member social world.
• Remain aware of indi-
vidual differences in
children’s ability to tolerate frustration or
deal with stress.
Addressing Concerns
• Understand that exploratory behaviors,
such as testing limits and making mis-

takes, are some of the ways infants learn
and that sometimes they may need redirec-
tion. (See “Playing in Water” on p. 93.)
• Intervene when children are about to cause
harm to others or the environment.
• Explore with a child’s family possible
causes of stress or changes in behaviors.
• Work together with families to develop
ways to guide, without creating or rein-
forcing a negative self-image, children
who exhibit challenging behaviors.
• Acknowledge a child’s angry feelings
with a gentle response (being sensitive
to differences in the expression of emo-
tion) and, if necessary, redirect the child’s
behavior.
7.6
Programs and teachers facilitate
language and communication develop-
ment and learning.
ing Desired Result:
competent.
From the start, young children seek to
communicate with others. Infants learn about
the power of communication from adults’ re-

sponses to their first attempts to communicate
with gestures, facial expressions, and sounds.
Infants need adults to communicate nonverbal-
ly and verbally with them. These early experi-
ences with communication lay the foundation
for learning language and are important first
steps in preliteracy development.
For infants whose language at home is dif-
ferent from the language their teachers speak,
supporting the development of both languages
is critically important. Having competence in
the home language assists children in identity
development and communication with fam-
ily members. In addition, children who gain
mastery in two languages during the early
childhood years have a strong basis for learn-
ing to read in elementary school. Their rich
understanding of language through learning
English and their home language contributes
to their continued literacy development as they
grow older.
PrOGrAMS:
• Support teachers as they take time to listen
and respond to infants and toddlers in their
care.
C
h
a
p

t
er
6
• Encourage discussion between teach-
ers and family members about children’s
language and communication development
and learning.
• Hire teachers who speak the children’s
home language, if possible.
• Provide numerous and varied opportuni-
ties for children whose home language is
different from English to experience their
home language in the care setting. For
example, volunteers from the community
can regularly visit and tell stories, read
books, and sing songs in the child’s home
language. Tapes and books in the child’s
home language also support bilingual
development.
Teachers:
• Converse regularly with families about
children’s verbal and nonverbal commu-
nication (for example, “Sanjay said ‘baba’
over and over this morning during break-
fast. What do you think he meant?”).
• Respond to children’s verbal and non-
verbal communication.

• Respond positively to children when they
communicate in their home language.
• Encourage children whose language at
home is different from English to continue
• Talk to infants and toddlers in a pleasant,
soothing voice, using simple language and
giving children ample time to respond.
Child-Initiated Communication
• Repeat words, sounds, and hand gestures
that children use to communicate and wait
for a response.
• Pay close attention to the gestures of
babies with a family member who is deaf,
as these babies may “babble” with their
hands.
• Respond to children when they practice
and play with language.developing their home language.
Volunteers Make a Difference
In one community men from
all corners of the community
volunteered to go into child care
programs once a week and read
books, tell stories, or sing to
children. Some of the men were
fathers or grandfathers, and oth-
ers were not.
In many cases the men were

released from work to read to the
children, and afterwards they re-
turned to their jobs. They arrived
with books under their arms,
wearing tool belts and hard hats
or business suits. They read to
children in their home languag-
es. Some of the men told stories
from their communities’ oral
tradition, complete with voice
variation and gestures. Others
sang songs they remembered
from childhood. They laughed
when their voices cracked, and
the children did not mind one
bit. In fact, the children did not
mind when a song or story was
in a language they had not previ-
ously heard. They appeared to
enjoy the experience anyway.
The volunteers found that the
children liked hearing the same
simple songs and stories over
and over. They also learned that
a small group of two or three
very young children may sit for
a story, and then one may leave,
and a little later another may join
the group. Although the situation
kept changing, the men had a lot
of fun. They donated books to
the child care centers and family
child care homes they visited.

The children, the teachers, the
family members, and the volun-
teers all enjoyed these weekly
visits.
95
96
C
h
a
p
t
er
6
7.7
Discovering Books Together he bends down and feels the says
ricardo, as he hands to rosa
edge of the beanbag and rosa’s the textured book of animals he
Eighteen-month-old ricardo
leg and hears her voice: “I’m picked out. He knows the book
walks over to the book corner
happy that you could join us, and finds it each time he enters as
he keeps his left hand mov-
ricardo.” the book corner. ing along a low toy shelf leading
to the book corner. His teacher, rosa has added a couple of rosa
reaches for the book and

rosa, is seated comfortably on a textured and sound books to
accommodates ricardo on her
large beanbag holding another the book corner with ricardo lap
along with the other child.
child, who is thumbing through in mind, since he has a visual
As she guides each child to turn
a cloth book in her lap. rosa impairment. rosa knows that the the
pages, rosa also guides them
watches ricardo to make sure other children in her care will to
feel the texture as she names
he navigates his way to the book also benefit from reading and
each animal.
area safely. ricardo smiles when exploring these books.
“Doggie,”
• Give children many opportunities to
express and explore their unique qualities,
interests, and abilities.
…
53
Part Tw
o
This section presents two sets of guidelines: one for
administering programs and one for facilitating early learning
and development. Chapter 5, “Guidelines for Operating Infant/
Toddler Programs,” applies to the entire program, providing
relationship-based care and orga-
nizing the early care and education environment. The guidelines
in Chapter 5 provide a sound

basis for high-quality care and education. Addressing all
policies and practices in Chapter 5 is
necessary for effectively implementing the guidelines in
Chapter 6. The second set of guidelines,
Chapter 6, “Guidelines for Facilitating Learning and
Development with Infants and Toddlers,”
focuses on particular domains or areas of infant/toddler
development and also describes a curricu-
lum process for infant care teachers.
Each guideline includes a rationale and suggested practices to
help programs and teachers
to attain the guideline. Every infant/toddler center and family
child care home will have unique
ways of achieving guidelines. The practices provide a starting
place to help programs find ways
to work toward each guideline. They are presented in categories
so that recommendations on spe-
cific topics can be easily found. Many program leaders will
recognize practices that they already
have in place to provide high-quality care for infants and
toddlers. Teachers and program leaders
will be able to go beyond these recommendations as they use
this publication to guide program
improvement.
The guidelines set forth in this publication relate to the
California Department of Education’s
(CDE’s) Desired Results system. Many guidelines in chapters 5
and 6 contribute to the attainment
of all six of the CDE’s Desired Results. Some guidelines,
particularly those in Chapter 6, focus
only on learning and development Desired Results. Additional
detailed information on these con-
nections appears in the chart in Appendix C, which maps the
links between guidelines and the

Desired Results Developmental Profile-Revised.
All the guidelines together are intended to guide practitioners in
the field toward continu-
ous quality improvement that will support the complementary
goals of high-quality care and the
Desired Results system.
Part Two: The Guidelines
54
55
“The . . . environment must be a space that welcomes
the individual and the group, the action and the reflection. . . .
[A]n infant toddler center is first of all a relational system
where the
children and the adults not only are formally initiated into an
organiza-
tion, a form of our culture, but also have the possibility to
create culture.
The creative act is much more possible when educational
creativity
involves not only the children, not only the teachers, but also
the

parents and the entire society around the children.”
—C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler
Care
Chapter 5
Guidelines for Operating
Infant/Toddler Programs
C
h
a
p
t
er
5
56
C
h
a
p
t
er
5

This section offers guidelines to program
leaders and infant care teachers, including
family child care providers,1 as they create
programs with families that support the learn-
ing and development of infants and toddlers
in group-care settings. These guidelines rest
upon the concepts presented in Part One. The
development of family-oriented programs
described in Chapter 1, the four insights into
learning and development found in Chapter
2, and the roles of the infant care teacher and
the program leader described in chapters 3
and 4 are represented throughout Chapter 5.
This comprehensive perspective is essential.
Every aspect of an early care and education
program and everyone involved (infant care
teachers, program leaders, family members,
other children, and, when applicable, special-
ists) contribute to each child’s learning and
development.
This chapter focuses on the following
topics:
1. Families
2. Relationships
3. Health and safety
4. Environment
5. Programs
6. Teachers
1 These guidelines refer to family child care homes as
programs and to family child care providers as teachers and
program leaders. Any staff members who regularly interact with
children are considered teachers as well.

Research and practice have demon-
strated that following these guidelines leads
to high-quality early care and education for
infants, toddlers, and their families. By provid-
ing high-quality services, programs seek to
achieve the CDE’s Desired Results for Chil-
dren and Families. The guidelines in Chapter 5
also provide an essential base for the learning
and development guidelines in Chapter 6.
Section 1
Providing family-
oriented programs
Infant care teachers and program leaders
create, together with families, relationships
that foster the development and well-being of
the child. To work effectively with families,
teachers and program leaders must be aware
of their own values and beliefs and must learn
about those of the families they serve. This
awareness is essential for clear communication
and the development of positive relationships
among program leaders, teachers, children,
and their families.
1.1
Programs and teachers support the
relationship between the family and
the child as the primary relationship in
a child’s life.
The family is central in a child’s life, for it
is what the child knows. The child learns about

himself and the world through experiences
with his family. Families come in all forms
and sizes. A single father may be the sole
adult family member for his children. Another
family may have several adult relatives, such
as grandparents, aunts, uncles, and cousins,
who are involved in raising a child. In this
publication, family member is used to define
the people who are primarily responsible for
a child, including extended family members,
teen parents, or foster families. Programs sup-
port the growth of the child within the context
of the family by creating continuity between
the home and the early care and education
setting. Programs are responsible for learning
about the child’s home life through com-
munication with family members and, when
possible, home visits. As part of this process,
programs will learn to work with diverse
family structures, including those headed by
grandparents, foster families, and teen parents.
An essential aspect of high-quality programs
is finding ways to support the growing rela-
tionship between the child and the family and
adapting to the strengths and needs of each
2 child–family relationship.
Programs:
• Develop a written statement of philosophy
or a handbook for families that empha-
sizes the importance of connecting the

infant’s experience at home with the early
care and education setting.
Communication
• Let family members know that the pro-
gram places priority on supporting the
relationship between the family and the
child.
• Share and discuss the written statement
of philosophy with family members and
adapt policies as needed in response to
each family.
2 The activities listed under “Programs” are carried out by
the program leader working with teachers, other staff, and fam-
ily members.
57
C
h
a
p
t
er
5
Teachers:
• Include the child and

family members in the
primary caregiving rela-
tionship (particularly in
settings where families
participate in the care of
their children, such as
programs serving teen
parents).
• Make sure the presence
of family members can
be sensed by the child
even when they are ab-
sent (such as by posting
family photos or talking
about family members).
Communication
• Offer family members
frequent opportunities to
explain how care is provided at home and
to discuss their preferences so that they
may be incorporated into care.
• Make time for informal and planned one-
to-one meetings with family members as
needed.

1.2
Programs and teachers are responsive
to cultural and linguistic diversity.
From the moment families enter a fam-
ily child care home or a child care center,
they encounter culture in many ways. The
noise level, voice tones, the language used,
the colors, smells from the kitchen, and the
ways in which children interact with adults
and one another reflect the cultures of the
families, teachers, and staff in the program.
Program leaders and teachers need to convey
to families through written, oral, and nonver-
bal communication that cultural and linguistic
differences are honored and valued. Infant
care teachers should work with families to cre-
ate continuity between home and child care to
help children feel comfortable and safe in the
group-care setting.
Honoring diversity strengthens relation-
ships with families and children, thereby
enhancing the quality of care and education
Guidelines in this section link to
the following Desired Results:
• Dr 5. Families support their
children’s learning and devel-
opment.
• Dr 6. Families achieve their
goals.

children learn about themselves,
others, and the world around
them through their families.
When teachers and family mem-
bers communicate openly and
regularly about each child, they
can find ways to link the child’s
experience at home with her
experience in the infant/toddler
setting. The predictability that
these linkages create for the child
help her feel safe, loved, and
understood in the program.
58
C
h
a
p
t
er
5
for infants and toddlers. When a child’s home
language differs from the language spoken
most frequently in the program, teachers and
families must work together to find ways to
help the child feel comfortable and communi-
cate his interests and needs in the group-care

setting.
The structure of families also varies
tremendously from family to family. For
instance, a teen parent may reside with her
parents, and the grandparents may be deeply
involved in raising their grandchild and in
participating in conferences with teachers
and other program-related events. Acknowl-
edging and respecting diversity among fami-
lies gives an inclusive message and encour-
ages families to participate in the program. A
key way to acknowledge and respect diverse
family structures is to provide intake forms
that have additional space for the names of
family members other than the child’s mother
and father to indicate their involvement with
the child.
Programs:
• State in the philosophy statement or
handbook the importance of connecting
a child’s cultural or linguistic experience
at home with the early care and education
setting.
• Develop outreach efforts to achieve repre-
sentative staffing (culture, language, race
and ethnicity, gender) at all staffing levels
within the program.
• Hire infant care teachers who are repre-
sentative of the children’s cultural and
linguistic communities.

• Encourage volunteers from the children’s
cultural and linguistic communities to
participate in program activities.
Communication
• Invite extended family members to partici-
pate in program events.
• Provide program information and an-
nouncements in the home languages of the
families.
• Provide an interpreter or someone rep-
resentative of the family’s culture, when
necessary, to help in communication with
the family.
• Initiate discussions with families about
cultural preferences and practices and how
these preferences may be incorporated into
daily care and routines.
eachers:
• Support a family’s cultural style and
respond positively to a child’s expres-
sions of cultural identity (for instance, a
child may hug or kiss his father rather than
wave “bye-bye”).
• Reflect in interactions, play materials,
family photos, room decorations, and cel-
ebrations the various backgrounds of the
children in the program as well as other
racial and ethnic groups in the community.

• Value the role of culture and home lan-
guage in child-rearing practices and
discuss their influence with families and
other staff members.
Communication
• Speak a child’s home language frequently
or, if not fluent, learn simple, essential
phrases of a child’s home language and
use them in daily communication with the
child.
• Discuss with family members, on a regular
basis, their children’s care routines and
other preferences and use this information
to create continuity between home and the
program.
T
• Acknowledge any tension that may arise
over differing cultural practices and work
with families to resolve or manage it.
Reflective Practice
• Find out if family members have similar
or different assumptions about child-rear-
ing practices.
• Participate in professional development
activities that build awareness of one’s

own cultural beliefs and values about how
children learn and develop and how best
to nurture and teach them.
• Seek guidance from other professionals to
support both other teachers and families
when needed.
• Discuss culture and diversity issues with
other care and education professionals in
local networks or associations, particu-
larly when working independently as a
family child care provider.
1.3
Programs and teachers build relation-
ships with families.
Programs convey an important message
to families when they seek their views and
collaborate with them in the care of their
children. This message helps family members
understand that their preferences and their
concerns about the learning and development
of their child are important to teachers and
program leaders. When a teacher has open,
honest, and understanding relationships with
family members, the resulting links between
the home and the early care and education
setting often help their infant feel safe and
comfortable.
Programs:
• Support the participation of all family

members, being responsive to their cul-
tural, linguistic, and economic differenc-
es, as well to as any disabilities or special
needs of the children or a family member.
• Involve family members in making deci-
sions about the program and its policies.
59
C
h
a
p
t
er
5
• Recognize and acknowledge that teen par-
ents are still adolescents developmentally
even though they are in an adult role as
parents.
• Provide a way for families to give feed-
back to the program, such as regular
evaluations or opportunities for informal
discussion.
• Schedule regular meetings, social times,
and other special events for families so
that they can learn more about the pro-
gram, get to know each other and staff
members, and build a sense of community.

Communication
• Seek and consider families’ views when
identifying and hiring new staff members.
• Create an area for posting information for
families (daily notices, outside services,
child development information, commu-
nity events, and job and education oppor-
tunities).
• Encourage communication between teach-
ers and family members at the beginning
and end of each day.
Teachers:
• Share a child’s records with his or her
family, including assessment information
on the child’s learning, experiences, and
developmental progress.
• Learn about the different families in the
program.
Communication
• Engage in a two-way exchange of ideas,
preferences, and child-rearing philoso-
phies during the first meetings with family
members, setting the tone for future com-
munication.

SURNAME 1SURNAME 2STUDENT NAMEINSTRUCTORCOURSE.docx

SURNAME 1SURNAME 2STUDENT NAMEINSTRUCTORCOURSE.docx

Recommended

Recommended

More Related Content

Similar to SURNAME 1SURNAME 2STUDENT NAMEINSTRUCTORCOURSE.docx

Similar to SURNAME 1SURNAME 2STUDENT NAMEINSTRUCTORCOURSE.docx (15)

More from mabelf3

More from mabelf3 (20)

Recently uploaded

Recently uploaded (20)

SURNAME 1SURNAME 2STUDENT NAMEINSTRUCTORCOURSE.docx