{"id":96,"date":"2023-11-13T16:09:11","date_gmt":"2023-11-13T16:09:11","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/chapter\/infant-and-toddler-development-and-its-facilitation\/"},"modified":"2025-06-21T22:20:34","modified_gmt":"2025-06-21T22:20:34","slug":"infant-and-toddler-development-and-its-facilitation","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/chapter\/infant-and-toddler-development-and-its-facilitation\/","title":{"raw":"4.6: The Infant and Toddler Learning Process: The Starting Point","rendered":"4.6: The Infant and Toddler Learning Process: The Starting Point"},"content":{"raw":"<p class=\"lt-socialsci-39425\">Research has shown that infants are ready to learn from birth; they can 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.<\/p>\r\n<p class=\"lt-socialsci-39425\">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\u2019s need for close, consistent relationships with nurturing adults and to the children\u2019s curiosity and motivation to learn.[1]<\/p>\r\n\r\n<figure>[caption id=\"\" align=\"aligncenter\" width=\"380\"]<img src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/28286\/clipboard_e8168adeb0535debaac18920fae8a0256.png?revision=1\" alt=\"clipboard_e8168adeb0535debaac18920fae8a0256.png\" width=\"380\" height=\"248\" \/> 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][\/caption]<\/figure>\r\n<p style=\"text-align: left\"><span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em;font-weight: bold;text-align: left\">References<\/span><\/p>\r\n\r\n<div id=\"section_1\" class=\"mt-section\">\r\n<p class=\"lt-socialsci-39425\">[1]\u00a0The California Infant\/Toddler Curriculum Framework\u00a0by the\u00a0California Department of Education\u00a0is used with permission<\/p>\r\n<p class=\"lt-socialsci-39425\">[2]\u00a0Image by the\u00a0California Department of Education\u00a0is used with permission<\/p>\r\n\r\n<\/div>\r\n<footer class=\"mt-content-footer\">\r\n\r\n<hr class=\"autoattribution-divider\" \/>\r\n\r\n<div class=\"autoattribution\">\r\n\r\nThis page titled\u00a04.6: The Infant and Toddler Learning Process-The Starting Poing\u00a0is shared under a\u00a0<a href=\"https:\/\/socialsci.libretexts.org\/Courses\/Arapahoe_Community_College\/Introduction_to_Curriculum_for_Early_Childhood_Education\/04%3A_The_Cycle_of_Curriculum_Planning\/4.06%3A_The_Infant_and_Toddler_Learning_Process-The_Starting_Poing\" target=\"_blank\" rel=\"nofollow noopener\">not declared\u00a0<\/a>license and was authored, remixed, and\/or curated by Erin Jones, EdS, ECSE, MBA.\r\n\r\n<\/div>\r\n<\/footer>","rendered":"<p class=\"lt-socialsci-39425\">Research has shown that infants are ready to learn from birth; they can 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.<\/p>\n<p class=\"lt-socialsci-39425\">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\u2019s need for close, consistent relationships with nurturing adults and to the children\u2019s curiosity and motivation to learn.[1]<\/p>\n<figure>\n<figure style=\"width: 380px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/28286\/clipboard_e8168adeb0535debaac18920fae8a0256.png?revision=1\" alt=\"clipboard_e8168adeb0535debaac18920fae8a0256.png\" width=\"380\" height=\"248\" \/><figcaption class=\"wp-caption-text\">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]<\/figcaption><\/figure>\n<\/figure>\n<p style=\"text-align: left\"><span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em;font-weight: bold;text-align: left\">References<\/span><\/p>\n<div id=\"section_1\" class=\"mt-section\">\n<p class=\"lt-socialsci-39425\">[1]\u00a0The California Infant\/Toddler Curriculum Framework\u00a0by the\u00a0California Department of Education\u00a0is used with permission<\/p>\n<p class=\"lt-socialsci-39425\">[2]\u00a0Image by the\u00a0California Department of Education\u00a0is used with permission<\/p>\n<\/div>\n<footer class=\"mt-content-footer\">\n<hr class=\"autoattribution-divider\" \/>\n<div class=\"autoattribution\">\n<p>This page titled\u00a04.6: The Infant and Toddler Learning Process-The Starting Poing\u00a0is shared under a\u00a0<a href=\"https:\/\/socialsci.libretexts.org\/Courses\/Arapahoe_Community_College\/Introduction_to_Curriculum_for_Early_Childhood_Education\/04%3A_The_Cycle_of_Curriculum_Planning\/4.06%3A_The_Infant_and_Toddler_Learning_Process-The_Starting_Poing\" target=\"_blank\" rel=\"nofollow noopener\">not declared\u00a0<\/a>license and was authored, remixed, and\/or curated by Erin Jones, EdS, ECSE, MBA.<\/p>\n<\/div>\n<\/footer>\n","protected":false},"author":83,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-96","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":334,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/96","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/users\/83"}],"replies":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/comments?post=96"}],"version-history":[{"count":9,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/96\/revisions"}],"predecessor-version":[{"id":1456,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/96\/revisions\/1456"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/parts\/334"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/96\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/media?parent=96"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapter-type?post=96"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/contributor?post=96"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/license?post=96"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}