4.5 Program Features That Support Effective Infant and Toddler Care
Program policies set the stage for infant/toddler learning and development. Program policies that support effective infant/toddler curriculum planning and implementation include these elements:
Primary Care—assigning a primary infant care teacher to each child and family Small Groups—creating small groups of children and caregivers Continuity—maintaining consistent teacher assignments and groups over time Personalized Care—responding to individual needs, abilities, and schedules
Cultural Continuity—maintaining cultural consistency between home and program through dialogue and collaboration with families
Inclusion of Children with Special Needs—providing appropriate accommodations and support for children with disabilities or other special needs.[1]
Figure 4.11: How would you describe this interaction? Notice the smiles on the faces of the caregiver and parent.[2]
References
- The California Infant/Toddler Curriculum Framework by the California Department of Education is used with permission
- Image by the California Department of Education is used with permission
This page titled 4.5: Program Features That Support Effective Infant and Toddler Care is shared under a not declared license and was authored, remixed, and/or curated by Jennifer Paris, Kristin Beeve, & Clint Springer.
: Program Features That Support Effective Infant and Toddler Curriculum by Jennifer Paris, Kristin Beeve, & Clint Springer has no license indicated.
Research has shown that infants are ready to learn from birth; they are able to absorb information from the sights, sounds, and scents around them, to store it, to sort it out, and to use it. This information helps infants understand the world and the people around them.
Research has also shown that infants and toddlers are quite dependent on primary relationships for their physical and emotional needs to be met. Aware of this need, teachers plan their interactions with infants and toddlers to address both the vulnerability and the competence of children. In doing so, teachers simultaneously attend to the children’s need for close, consistent relationships with nurturing adults and to the children’s curiosity and motivation to learn.[1]
Figure 4.12: One way to balance the need for close relationships and curiosity is to stay nearby during play. A caregiver can provide a secure base that allows the children to explore and emotionally check in as needed.[2]
References
- The California Infant/Toddler Curriculum Framework by the California Department of Education is used with permission
- Image by the California Department of Education is used with permission
This page titled 4.6: The Infant and Toddler Learning Process-The Starting Poing is shared under a not declared license and was authored, remixed, and/or curated by Jennifer Paris, Kristin Beeve, & Clint Springer.
: The Infant and Toddler Learning Process – The Starting Point by Jennifer Paris, Kristin Beeve, & Clint Springer has no license indicated.