Transcript California’s Infant/Toddler Learning and Development

Infant/Toddler Reflective
Curriculum Planning Process
Overview of California’s Infant/Toddler
Learning and Development System
&
Infant/Toddler Reflective Curriculum Planning
Process
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Learning Objectives
Participants will be able to:
• Describe the four insights as to how infants and
toddlers engage the world
• Recognize that infant and toddlers require both
teaching and caring
• Describe the relationship between the
Infant/Toddler Foundations, and the Desired
Results Developmental Profile – Infant/Toddler ©
(2010) support Reflective Curriculum Planning
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Insights about infants’ and toddlers’
learning
What are 4 things that we should consider about
infants and toddlers before we plan their
curriculum?
• 1.
• 2.
• 3.
• 4.
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4 Insights into Infant/Toddler Learning
1. Infants and toddlers learn in the context of
relationships.
2. Infants are competent (have inborn urge to
learn).
3. Infants are vulnerable (dependent on adults).
4. Learning is determined by a unique blend of
nature (inborn traits) and nurture (experience).
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How Infants and Toddlers Engage the
World
New Perspectives on Infant/Toddler Learning, Development, and
Care, Disc 1
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Roles of the Infant Care Teacher
1. With a partner, list the various
roles of an infant care teacher.
2. Is the teacher caring or
teaching?
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Teaching and Caring
New Perspectives on Infant/Toddler Learning, Development, and
Care, Disc 1
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California Infant/Toddler Learning &
Development System
The Infant/Toddler Learning and Development Program Guidelines DVD
Series, Disc 1
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I/T Learning & Development
Foundations
• The Foundations are at the center of the
chart and influence each of the other
elements of the system.
• Provide common descriptions of children’s
competencies at around 8, 18, and 36
months, along with behaviors leading up to
competencies.
• Are a guide for teachers, professional
development, pre-service and in-service
education.
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Domains Covered by I/T
Foundations
• Social-Emotional
Development
• Cognitive
Development
• Language
Development
• Perceptual and
Motor Development
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Foundation
Age-level
Description
Examples
Domain
Behaviors
leading up to
the Age-level
Description
Research
basis for
including
example
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Desired Results Developmental
Profile – Infant/Toddler© (2010)
• Reliable, strength-based tool
teachers use to observe and
document children’s learning
and development, birth to 36
months of age.
• Points out observable aspects of
development.
• Provides means to document
actual progress a child is
making in her learning and
development.
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Comparison: Foundations and the
DRDP-IT(2010)
Foundations
• Descriptions of
competencies at
around 8, 18, and 36
months.
• A guide for teachers,
professional
development, and
pre-service
education.
DRDP-IT© (2010)
• Developmental
continuum.
• An observational
assessment tool for
individual children.
• Has been aligned to
the Foundations.
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Universal Design for Learning
• Children with disabilities and special needs
may reveal their developmental progress in
alternative ways.
• The universal design for learning is based on
the realization that children learn in different
ways.
• Developed by the Center for Applied Special
Technology (CAST) universal design refers to
providing multiple approaches to teaching in
order to meet the needs of diverse learners.
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Understanding That Learning and
Development Are Integrated Across
Domains
The Infant/Toddler Learning and Development Program Guidelines DVD
Series, Disc. 2
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Quick Brainstorm
• Think about an infant you have known
either personally or through your work.
• What kinds of things did she/he seem
most driven to do?
?
Which of these things
did you have to teach
her/him?
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What is Infant Curriculum?
“Infants … come to us … with so much they’re
learning … knowledge and skills they’re
programmed to learn …
It’s our job … to get to know their curriculum …
and build on what they’re trying to learn.”
Peter Mangione,
The Infant/Toddler Learning and Development Program Guidelines DVD
Series, Disc. 2, Section 8
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How does your program plan
curriculum?
In dyads or groups of 3,
take a few minutes to
describe your classroom’s
or program’s I/T curriculum
planning process.
• Who participates in
the planning?
• What materials do
you use?
• When do you do the
planning?
• How do you plan?
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The Curriculum Planning Process
New Perspectives on Infant/Toddler Learning, Development, and
Care, Disc 2
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Curriculum Planning Process
Observe
Document
DOCUMENT
OBSERVE
Implement
Implement
Plan
Plan
Reflection
Implement
Plan
PLAN
IMPLEMENT
Observe
Observe
Document
Document
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Reflective Curriculum Planning
Includes:
• Knowledge of how young children develop
and what they are learning;
• Appropriate expectations for different
“ages”;
• Understanding individual children’s interests,
learning styles, and current levels of
development;
• Observation, documentation, reflection and
implementation of plans;
• Responsive, sensitive facilitation in the
moment.
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Questions
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What is Coming?
Before next class read: Respectful
Teaching with Infants and
Toddlers (Mary Jane Maguire
Fong, M.S., Concepts for Care
2006 (pgs 117-122)
Next Topic: Getting to Know You
Through Observation
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