Chapter 1, Diversity in Education, Caprice Paduano
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The document discusses the goals and principles of anti-bias education. It aims to nurture confident identities, promote empathy across differences, foster recognition of bias, and cultivate abilities to stand up to injustice. The four goals are outlined as developing identity, encouraging interaction across diversity, teaching critical thinking about bias, and cultivating action against bias. Anti-bias education is meant for everyone and considers both child and teacher development through ongoing activities that build strong relationships.
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Week 1/Post 1: Formulating Goals
1.
The two professional goals you developed related to anti-bias education and your work in an early childhood setting.
· Goal 1: Developing relationships to form inclusive communities in the classroom
· Goa1 2: Develop an awareness of how unconscious bias can impact the classroom.
2.
The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources.
According to Walden University (2011) “The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone” (pg. 1). I also came across a website “
Teaching Tolerance,” where it discussed critical practices for anti-bias education and teacher leadership. This article was about the importance of valuing and embracing multiple perspectives to reach the best and most comprehensive approach to leadership. The author suggests teacher leaders reflect on what they still don’t know and need to learn about something to seek out professional development for growth in those areas; the author really promotes the idea of having self-awareness to diminish bias and become culturally aware in teacher leader practices (Learning for Justice, 2022). Both the “Walden and Teaching Tolerance” sources are about the road and progression to becoming an anti-bias educator.
3.
The ways in which the implementation of these goals will help you to work more effectively with young children and families.
I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Children’s experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door.
4.
Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education.
Cult.
CHAPTER 4Building an Anti‑Bias Education Program Clarifying and
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
The essence of quality childcare…when a teacher recogn.docx
The essence of quality childcare…
when a teacher recognizes and accepts
where a child is
academically, socially and culturally
and teaches them through play
allowing them to engage in learning.
Quality Care Overview
What does QUALITY mean?
• How good or bad something is
• A characteristic or feature that someone or
something has
• Something that can be noticed as a part of a
person or thing
• A high level of value or excellence
Why is Quality Childcare
important?
What is Quality Childcare?
We will emphasize a high level of
value or excellence in maintaining
standards, best practices and
attitudes that support the
development of children in our care.
The state regulates quality based on the following aspect:
• Ratio: The number of children per adult in a home or classroom
• Group Size: The total number of children
• Health: Policies and practices around illness, immunization, nutrition,
cleanliness, and preventing the spread of germs
• Safety: Practices to make sure the environment is safe, both indoors
and outdoors. This includes practices around First Aid and Infant and
Child CPR training for staff, fire precautions, criminal background
checks
• Training, education and experience of the provider: Assures that
providers are knowledgeable in child development and other related
topics
Quality care is more than
just following regulations,
it is embracing the
individual, developmental, and academic
needs of children;
meanwhile respecting parents as their
primary educators.
Research has shown that building positive relationships with
children and their families, plus providing safe developmentally
appropriate learning environments produces long lasting
positive effects on children’s cognitive and social development.
This includes:
developmentally appropriate curriculum
knowledgeable and well-trained teachers
comprehensive services that support the health, nutrition and
social well-being, in an environment that respects and supports
diversity
Employing effective practices in the
following stages of quality care
are essential for
every early childhood teacher.
Stages of Development
Children grow and develop at different rates. While their
pathways through childhood differ, most pass a set of
predictable milestones along the way.
The information presented here offers a map that can
help you follow a child's journey.
The map divides the developmental milestones
into four areas:
Physical Development
From the start, babies want to explore their
world. As they grow, children's determination to
master movement, balance, and fine-motor skills
remains intense.
Social and Emotional
Social and emotional milestones are often harder to
pinpoint than signs of physical development. This area
emphasizes many skills that increase self-awareness
and self-regulation. Research shows that social skills
and emotional development (ref lected in the ability to
pay at ...
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2. It emphasizes the importance of play in learning and healthy personality growth. Nurturing relationships and opportunities to play are crucial for children's social, emotional, and intellectual development.
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The Exemplary Middle School
This document discusses the developmental period of early adolescence and outlines characteristics of effective middle school curriculum. Early adolescence marks a transition between childhood and adulthood as youth undergo physical and emotional changes. The central task during this period is developing a sense of identity. An exemplary middle school supports students' social, emotional, physical and intellectual development through its curriculum, which includes opportunities for autonomy, meaningful lessons, and small learning communities. The goal is helping all students craft an identity and succeed academically during this challenging but critical phase.
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Similar to Chapter 1, Diversity in Education, Caprice Paduano
Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docx
Chandra Farmer
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1.
The two professional goals you developed related to anti-bias education and your work in an early childhood setting.
· Goal 1: Developing relationships to form inclusive communities in the classroom
· Goa1 2: Develop an awareness of how unconscious bias can impact the classroom.
2.
The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources.
According to Walden University (2011) “The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone” (pg. 1). I also came across a website “
Teaching Tolerance,” where it discussed critical practices for anti-bias education and teacher leadership. This article was about the importance of valuing and embracing multiple perspectives to reach the best and most comprehensive approach to leadership. The author suggests teacher leaders reflect on what they still don’t know and need to learn about something to seek out professional development for growth in those areas; the author really promotes the idea of having self-awareness to diminish bias and become culturally aware in teacher leader practices (Learning for Justice, 2022). Both the “Walden and Teaching Tolerance” sources are about the road and progression to becoming an anti-bias educator.
3.
The ways in which the implementation of these goals will help you to work more effectively with young children and families.
I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Children’s experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door.
4.
Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education.
Cult.
CHAPTER 4Building an Anti‑Bias Education Program Clarifying and
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
The essence of quality childcare…when a teacher recogn.docx
The essence of quality childcare…
when a teacher recognizes and accepts
where a child is
academically, socially and culturally
and teaches them through play
allowing them to engage in learning.
Quality Care Overview
What does QUALITY mean?
• How good or bad something is
• A characteristic or feature that someone or
something has
• Something that can be noticed as a part of a
person or thing
• A high level of value or excellence
Why is Quality Childcare
important?
What is Quality Childcare?
We will emphasize a high level of
value or excellence in maintaining
standards, best practices and
attitudes that support the
development of children in our care.
The state regulates quality based on the following aspect:
• Ratio: The number of children per adult in a home or classroom
• Group Size: The total number of children
• Health: Policies and practices around illness, immunization, nutrition,
cleanliness, and preventing the spread of germs
• Safety: Practices to make sure the environment is safe, both indoors
and outdoors. This includes practices around First Aid and Infant and
Child CPR training for staff, fire precautions, criminal background
checks
• Training, education and experience of the provider: Assures that
providers are knowledgeable in child development and other related
topics
Quality care is more than
just following regulations,
it is embracing the
individual, developmental, and academic
needs of children;
meanwhile respecting parents as their
primary educators.
Research has shown that building positive relationships with
children and their families, plus providing safe developmentally
appropriate learning environments produces long lasting
positive effects on children’s cognitive and social development.
This includes:
developmentally appropriate curriculum
knowledgeable and well-trained teachers
comprehensive services that support the health, nutrition and
social well-being, in an environment that respects and supports
diversity
Employing effective practices in the
following stages of quality care
are essential for
every early childhood teacher.
Stages of Development
Children grow and develop at different rates. While their
pathways through childhood differ, most pass a set of
predictable milestones along the way.
The information presented here offers a map that can
help you follow a child's journey.
The map divides the developmental milestones
into four areas:
Physical Development
From the start, babies want to explore their
world. As they grow, children's determination to
master movement, balance, and fine-motor skills
remains intense.
Social and Emotional
Social and emotional milestones are often harder to
pinpoint than signs of physical development. This area
emphasizes many skills that increase self-awareness
and self-regulation. Research shows that social skills
and emotional development (ref lected in the ability to
pay at ...
Child development module rico final
The document provides information about understanding child development and their needs. It discusses Plan International's identity as a child-centered NGO and their impact programs that focus on economic security, health, education, water and sanitation, and protection. It also outlines the methodology and duration of a training module on understanding children, their development domains of physical, cognitive, language, social and emotional. Key principles of child development are presented, including that development is holistic, multi-determined, and children are active participants. The training emphasizes understanding children in their context and building relationships through communication and comprehension.
Ece 502 session 3
The document discusses domains of child development including cognitive, motor, language, and social/emotional development and provides tips and strategies for caregivers to promote healthy development in each of these domains, with a focus on the importance of social/emotional skills like attachment, empathy, emotion regulation, and relationship building. Key aspects of development like language, cognitive abilities, and the role of the early social environment and brain development are also addressed.
· Chapter 8 Chapter 8 The Preschool YearsThe preschool years
· Chapter 8
Chapter 8: The Preschool Years
The preschool years are important. Research shows us that children who attend preschool do better in kindergarten and first grade. However, not every state offers public preschool. And, many schools that do offer this, offer it only to children with special needs (and then regular education students may need to win a lottery to get in). Although children who do not have a special need may attend, they are usually screened and placed on waiting lists. Also, there is typically a tuition to pay for the child if he/she does not have a special need.
Your text introduces the idea of universal prekindergarten: providing preschool for every child whose parents want it (preschool for all children) on page. But, keep in mind that universal prek doesn’t mean that your child must attend, it simply means that it is available if you would like it. I point this out because many people (in particular, stay at home moms) think that this is the government’s way of not allowing them the choice to stay home and educate their own child. Therefore, there are parents who are against this.
In the past, socialization skills were the focus of prekindergarten however; sad but true, today there is a decided move away from socialization as the primary function for enrolling children in preschool. Preschools are now promoted as places to accomplish many more skills than just socialization! This plays a role in my comments above about not all parents favoring universal prek; the stress toward academic success is definitely a concern for many.
Of course, high-quality affordable preschool can be difficult to come by. We know that children benefit from attending high-quality preschool, but high-quality preschool also often comes with a high price. Thus, it can be difficult for many parents to have the ability to send their child to preschool.
The children of today are different than the children of the past. Aside from the many academic expectations the children have placed upon them, we may need to find new and innovative ways to teach them - making the learning environment interesting and engaging everyday!
Physical Development
During the preschool years, children begin to "slim down" as they have a more elongated look. Their muscle development continues to develop and their actions become more precise. They enjoy activities such as drawing, painting, cutting, and coloring. They also learn more about how to take care of themselves as they learn about hygiene - washing hands and brushing teeth - as well as the ability to dress one's self.
Social/Emotional Development
Preschool children are in Erikson’s psychosocial development state of initiative versus guilt. It’s important to keep this in mind because it can be difficult to have patience with young children! You want children to want to take initiative and try things. Provide them with freedom and do not make them feel bad (or “guilty”) for having motivation and willingn ...
DAP Chapter Presentation: ECED 341
This document discusses developmentally appropriate social/emotional environments for preschool and primary-aged children. It addresses key issues like identity development, friendships, morality, stress, and self-esteem. The implications section outlines strategies teachers can use to support children's social/emotional growth. These include directly teaching social skills, creating a caring classroom community, using cooperative learning and discussions to build empathy, and fostering self-esteem through developmentally appropriate lessons and individualized support. The overall message is that teachers play an important role in cultivating environments where children can build relationships and develop social and emotional competencies.
Pyp mic presentation
The document describes the Primary Years Programme at Michelangelo International Elementary School. It provides an overview of the school's mission, vision, and values which emphasize academic excellence, developing lifelong learners, and fostering international-mindedness. The school implements both the Quebec Educational Program and the International Baccalaureate Primary Years Programme (PYP), focusing on developing inquiry, communication, thinking, and social skills in students.
Parental tips: Raising Empathetic Kids
The pandemic posed many challenges for parents especially with the growing concern on the decline in empathy among kids. Parents realised that the years of isolation from other kids posed a serious gap in the social and emotional skills of their children. Many kids misbehave and most became uncaring and self-centered.
How Do You Develop Social Skills in Preschool?
As a parent, you want the holistic development of your child. You want them to be good at academic subjects such as English and math and equally good with skills that cannot be necessarily taught, such as social skills.
Website: https://risenursery.com/
Portfolio learning and Development
Here is a summary of my class notes, followed by some extra stuff I have found and concluded with some personal reflexions!!
ToddlERS,ANd ThElRFAMIUESJanice Im, Rebecca Parlakia
I apologize, upon reviewing the document I do not see any questions or assignments that relate directly to the content. The document appears to be discussing culturally informed caregiving practices for toddlers and infants. It does not contain any characters, quotations from Greek philosophers, or relate in any way to previous assignments. I do not have enough context to answer the questions you have posed.
1Running head CHILD DEVELOPMENTCHILD DEVELOPMENT.docx
1
Running head: CHILD DEVELOPMENT
CHILD DEVELOPMENT
0
Child Development
Selena Lama
Psychology of Adolescence
April 28, 2020
Child development is the undertaking growth of a child to adolescent. It can become conscious in growing stage of children by the representations of family, environment, peers, and society as they are significant factors for child development. During the transition from childhood to early adolescence, children increasingly perceive members of high-wealth groups as competent, hardworking, and smart, while members of low-wealth groups are often associated with low ability. It is important that parents should be careful and provide every essential and necessary needs required for better child development, in order to have better behaviour towards racial concerns, inter groups, and inter wealth peers.
Race and wealth are two significant factors that children think about carefully while making peer groups. We can see through the cognitive, motivational, or emotional developments that how children come into sight to have a natural ability to adapt what they see and experience around them. Therefore, a parent should always make certain of a life that they themselves have adapted. The children who do not get proper requirements and environment around them suffer to perform life in the society. Following the age children consider looking forward for “high-wealth" groups with an increasing extent as they find it “more exclusive” when compared to low wealth group.
The difference of experience in child development clearly needs to be looked after particularly by parents, they should ensure to perform talking skills with their children, listen and console. Parents have to be sure about the consistency and routine of the child that gives a sense of safety and support. The focal point is always building an independent nature in child and support healthy growth and development in areas of race, wealth, and peers. It is also significant to make certain of the parenting style in a parental interaction with child because those interactions influence the development of child. Parenting style also depend in the behaviour of the child and the circumstances that are provided to family. During the age of 3 to 6 years children go through the cognitive, physical, and language development.
Physical development is a process that involves changes in weight and height of a child and development of motor skills. The process stages into early childhood development, middle childhood, and adolescence. In the start of the physical development there are basic needs that a parent cannot avoid for the development of child such as food, shelter, safety, and care. Children in the childhood experience develop the capability of creating relation with other and making peers, on basis of what they feel comfortable with; therefore, it is significant for a parent to help to influence a child's capacity. Moreover, it is important to ...
1Running head CHILD DEVELOPMENTCHILD DEVELOPMENT.docx
1
Running head: CHILD DEVELOPMENT
CHILD DEVELOPMENT
0
Child Development
Selena Lama
Psychology of Adolescence
April 28, 2020
Child development is the undertaking growth of a child to adolescent. It can become conscious in growing stage of children by the representations of family, environment, peers, and society as they are significant factors for child development. During the transition from childhood to early adolescence, children increasingly perceive members of high-wealth groups as competent, hardworking, and smart, while members of low-wealth groups are often associated with low ability. It is important that parents should be careful and provide every essential and necessary needs required for better child development, in order to have better behaviour towards racial concerns, inter groups, and inter wealth peers.
Race and wealth are two significant factors that children think about carefully while making peer groups. We can see through the cognitive, motivational, or emotional developments that how children come into sight to have a natural ability to adapt what they see and experience around them. Therefore, a parent should always make certain of a life that they themselves have adapted. The children who do not get proper requirements and environment around them suffer to perform life in the society. Following the age children consider looking forward for “high-wealth" groups with an increasing extent as they find it “more exclusive” when compared to low wealth group.
The difference of experience in child development clearly needs to be looked after particularly by parents, they should ensure to perform talking skills with their children, listen and console. Parents have to be sure about the consistency and routine of the child that gives a sense of safety and support. The focal point is always building an independent nature in child and support healthy growth and development in areas of race, wealth, and peers. It is also significant to make certain of the parenting style in a parental interaction with child because those interactions influence the development of child. Parenting style also depend in the behaviour of the child and the circumstances that are provided to family. During the age of 3 to 6 years children go through the cognitive, physical, and language development.
Physical development is a process that involves changes in weight and height of a child and development of motor skills. The process stages into early childhood development, middle childhood, and adolescence. In the start of the physical development there are basic needs that a parent cannot avoid for the development of child such as food, shelter, safety, and care. Children in the childhood experience develop the capability of creating relation with other and making peers, on basis of what they feel comfortable with; therefore, it is significant for a parent to help to influence a child's capacity. Moreover, it is important to.
IB Parent Information
The document provides information about the International Baccalaureate (IB) Primary Years Programme at Fork Shoals School. It discusses the learner profile attributes that are emphasized, such as being principled, knowledgeable, and caring. It also describes the six transdisciplinary themes that are incorporated across subjects, such as "Who We Are" and "How We Express Ourselves." Inquiry-based instruction is used to allow students to explore concepts through their own interests and questions. The goal is for students to take action based on their learning.
Essay On Lifelong Learner
The document discusses the importance of lifelong learning. It describes how the author has always had a curious nature and enjoyed learning new things from a young age. It details some of the author's educational and career experiences that have sparked further learning. The author expresses how pursuing an MLIS degree will help achieve professional goals of providing access to resources and demonstrating that new technology need not deter access to information.
87 Chapter 6 Chapter 6 Guidelines fo.docx
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 relati ...
87 Chapter 6 Chapter 6 Guidelines fo.docx
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 relati.
Parallels Between Indigenous Education and Inclusive Education
Now what is my next learning?
Some areas I could explore next include:
- Learning more about specific Indigenous cultures and communities to better understand their unique educational needs, philosophies, and practices. Getting input and perspectives directly from Elders and knowledge keepers.
- Researching how various inclusive models have been implemented in Indigenous schools/communities and their effectiveness based on feedback from students, families, and educators. Looking at both successes and areas for improvement.
- Exploring how inclusive models and Indigenous knowledge and practices can be most authentically and respectfully integrated into mainstream classroom settings with diverse student populations. Gaining practical strategies and lesson ideas.
- Continuing self-reflection on my own assumptions, biases,
Education and development unit9
This course provided Kristina Williams with knowledge on developing her professional identity as an early childhood educator. She learned about the importance of being an advocate for children and engaging parents. Williams gained an understanding of child development, learning styles, and signs of abuse or neglect. She plans to continue her education, attend conferences, and use what she has learned to provide an enriching environment for children.
Similar to Chapter 1, Diversity in Education, Caprice Paduano (20)
Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docx
Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docx
CHAPTER 4Building an Anti‑Bias Education Program Clarifying and
CHAPTER 4Building an Anti‑Bias Education Program Clarifying and
The essence of quality childcare…when a teacher recogn.docx
The essence of quality childcare…when a teacher recogn.docx
· Chapter 8 Chapter 8 The Preschool YearsThe preschool years
· Chapter 8 Chapter 8 The Preschool YearsThe preschool years
ToddlERS,ANd ThElRFAMIUESJanice Im, Rebecca Parlakia
ToddlERS,ANd ThElRFAMIUESJanice Im, Rebecca Parlakia
1Running head CHILD DEVELOPMENTCHILD DEVELOPMENT.docx
1Running head CHILD DEVELOPMENTCHILD DEVELOPMENT.docx
1Running head CHILD DEVELOPMENTCHILD DEVELOPMENT.docx
1Running head CHILD DEVELOPMENTCHILD DEVELOPMENT.docx
Parallels Between Indigenous Education and Inclusive Education
Parallels Between Indigenous Education and Inclusive Education
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This chapter discusses the physical, cognitive, and emotional changes that occur during adolescence. It covers puberty and sexual maturation, nutrition and health issues like obesity and eating disorders, stress and coping mechanisms, risks like substance abuse, and sexually transmitted infections. The chapter examines both the challenges of this developmental period and strategies to promote well-being.
Child development, chapter 13, Caprice Paduano
This document summarizes key aspects of social and psychological development in middle childhood, between ages 6-12. It discusses Erikson's stage of industry vs. inferiority, the development of self-esteem and self-concept, importance of friendships and social skills, impacts of family structures like divorce and single parents, and characteristics of good and bad caregivers for children in group homes.
Diversity in Education, Chapter 7, Caprice Paduano
This document discusses gender identity in children and fairness. It notes that young children are still developing their understanding of gender and may feel conflicted if their behavior does not align with social norms. It recommends that teachers acknowledge non-sexist behavior, model cross-gender roles, discuss anatomy without defining identity, work with families, and provide opportunities for children to explore their identity while establishing non-sexist routines.
Diversity in Education, Chapter 6, Caprice Paduano
This document discusses racial identity and how it is formed. It notes that racial identity is based on biological parents and involves physical attributes like skin color, hair color, and eye shape that cannot be controlled. While racial identity is imposed, culture involves beliefs and behaviors that can be chosen. The document also addresses how children as young as infants notice physical differences in skin color and have questions about racial identities as they grow, so it is important to teach them respectfully about differences and similarities between people.
Child development, chapter 12, Caprice Paduano
The document discusses cognitive development in middle childhood, including language development, memory, intelligence, and approaches to education. It covers Piaget's stages of cognitive development, information processing, reading development, multicultural education, homeschooling, and intelligence testing. Key topics are concrete operational thought, metacognition, bilingualism, educational trends focusing on diversity and accountability, and the impact of teacher expectations on students.
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