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The HighScope
Curriculum for
Infants and Toddlers
Objectives
• Identify guidelines for arranging and
equipping play and care space for
infants and toddlers
• Identify materials that appeal to
sensory-motor learners
• Identify the elements of active
learning daily schedules and
caregiving routines
• Distinguish group times that
incorporate active learning
2
Snapshot #5: Typical Equipment,
Materials and Spaces
1. Turn to Snapshot #5 in your TB.
2. Discuss and record what kinds of
equipment, materials, and space might
you see in a typical infant-toddler
setting?
3. As a whole group discuss snapshot 5.
4. We will now be looking at space and
materials in an active learning infant
and toddler setting.
3
A Desirable Place to Be
• Imagine a pleasant place you would
like to be right now.
• Close These
yourwords
eyes.describe where
we CHOOSE to be.
• How does this place look, feel,
Given a choice, we choose places
smell?
where we can play, learn, eat,
rest, go inside and outside at will,
• What features
it include?
be alone ordoes
with others.
• Who, if anyone is there with you?
4
A Desirable Place to be
for Children
• Find a new partner
• What strikes you about this
• Compile
a list of words and phrases
list?
that• describe
you think
What is thewhere
relationship
infants
and toddlers
most
between
the adult list
and like
the to be.
child’s list?
• How does this help us begin to
think about arranging and
equipping the environment for
infants and toddlers?
5
Guidelines for Arranging
and Equipping the
Infant-Toddler Learning
Environment
Watch the
Learning Environment from
The HighScope Approach
for Under Threes
6
Guideline #1
Build order and flexibility into
the physical environment with:
A. Care and play areas that are distinct
- Food preparation and eating, napping
and sleeping, bodily care.
- Places for social interaction, private
spaces
1. Safe space for non-mobile infants
2. Safe space for mobile infants
3. Toddler play areas (movement,
sand, water, book, art, block, house,
toy)
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Guideline #1 (cont’)
B. An open floor plan
- Fixed specialized areas along
the perimeter
- Middle space left open for
active play
C. Moveable furnishings,
equipment, and storage
containers
D. Easy access to an outdoor play
yard
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Guideline #2
Provide comfort and safety for children
and adults with:
A. Clean, inviting floors, walls, and ceilings
B. Soft places (pillows, couches, easy
chairs, mats
C. Soft and natural lighting
D. Infant and toddler-sized equipment and
furnishings
E. Adult-sized furniture
F. Storage space for caregivers’ personal
belongings, children’s belongings, extra
toys and supplies
- Children’s cubbies
- Child-accessible shelves, containers
- Adult-height shelves, cupboards, hooks
9
Guideline #2 (cont’)
G. Safe, convenient adult
access to appliances and
everyday supplies
H. A welcoming entrance or
reception area
I. Pleasant reminders of home
- Children’s comfort items
- Family photographs
J. Space for children’s creations
K. A floor-level focus
10
Let’s look at these toys…
In groups, examine these toys:
What strikes you about the learning
opportunities with these toys?
Let’s Go Shopping!
• One person from each table group,
take a bag and fill your bag with
different kinds of materials from the
array of materials on front table.
• With group, explore materials using all
your senses.
11
What about these materials?
• What strikes you about the learning
opportunities with these play
materials?
• What distinguishes the 2 groups?
• What does this tell us about the
kinds of materials that we need to
provide for infants and toddlers?
12
Open-Ended Materials
• Will allow more Key
Developmental Indicators
to take place
• Materials
Will allow
canmore
eitherActive
Learningor
todiscourage
take place
encourage
construction of knowledge
• and
This
leads to more Intrinsic
interactions!
Motivation
The more the toy does, the
• less
This
leads
more Brain
the
childto
learns!
Development
13
Guideline #3
A. Materials that appeal to children’s
senses
- Things to smell, hear, touch, taste, see
- Open-ended materials (found/natural as
well as commercial)
- A many textured environment (indoor,
outdoor surfaces; furnishings)
- Interesting vistas (windows, skylight,
aquarium)
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Guideline #3 (Cont’)
B. Space and materials for
children’s movement:
• Variety in scale (equipment,
furnishings, playthings)
• Multiple physical levels
• Places to suit different
activity levels: active play,
quiet, stationary play.
15
Phase 3 Finding: As the number and
variety of materials in settings increased,
children’s age-7 cognitive performance
improved.
HI
Materials
LOW
HI
Cognitive Performance
© 2003 IEA Preprimary Project
Watch
Heuristic Play
With Objects-Focus on
Guideline #3
17
Snapshot #6
1. Turn to Snapshot #6 in your TB.
2. Discuss the kinds of equipment,
materials, and space you might
see in a setting that values active
learning for infants and toddlers.
3. Record this in your snapshot #6
space.
4. As a group, discuss snapshot #5
and how it differs from snapshot
#6.
18
Snapshot #7- Typical
Schedules and Routines
1. Using Snapshot #7:
Discuss the kinds of schedules and
routines in a typical infant-toddler
setting.
2. As a whole group, discuss these
findings.
3. We will be focusing on active
learning daily schedules and
caregiving routines next.
19
What do infants and
toddlers do all day?
• Let’s create a list of all the things
normal
infantsChildren’s
and toddlers
naturally do.
actions and behaviors
are the building blocks
we use to create a
daily schedule!
20
The Emerging
Daily Schedule
• Let’s look at our list and circle the
actions that are associated with
the following times of day:
- Arrival time
- Nap time
- Feeding/Meal times
- Bodily Care
- Choice Time
- Outside Time
- Large Group Times
- Small Group Times
- Departure
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What you Already Know About
the Elements of the Day
1. With your group, come up
with examples of what might
happen during each part of
the day using Routine Cards.
2. If you were caring for infants,
toddlers or both, how might
you arrange these cards to
create a schedule?
22
Elements of the HighScope
Infant-Toddler Day
Daily Events
• Arrival and departure
• Choice Time
• Outside Time
• Group Time
Caregiving Routines
• Feeding and mealtime
• Bodily care routines
• Nap time
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The Infant-Toddler daily
routine is organized
around the needs,
strengths, and interests of
sensory-motor learners.
24
The Infant-Toddler daily
schedule is organized to fit
the children. The children
are not expected to fit into a
pre-set schedule that does
not take into account their
particular eating and
sleeping patterns.
25
Plan-Do-Review with ITs?
• Why do we ask preschoolers
to plan and recall?
• What is the purpose?
• What reasons apply to ITs or
sensory-motor learners?
26
Experiencing routines…
1. Tell your partner about the
grocery store where you like to
shop.
2. Take out a piece of paper and
draw a map of how you are
going to get back to your hotel
room or home.
3. Tell your partner where you
were born, date of birth and
what you did on your last
birthday.
27
Experiencing routines (2)…
1.• Find
twoare
other
people
to form a
What
your
feelings
group of three and greet each
about
each
routine
you
other.
experienced?
2. Share stories about when you
infant
orrelate
toddler
• were
Howandoes
this
to(Ex.
what
you looked daily
like, where you
Infant-Toddler
lived, what you liked to do).
schedules?
3. Sing a favorite children’s song
together.
28
Benefits of a Predictable
Schedule
1. Children learn to trust their teachers
who: listen, acknowledge needs, pace
and way of doing things.
2. Children trust themselves and their
own abilities to predict, anticipate and
influence what will happen next.
3. Children gain a sense of ease and
comfort when the schedule is suited to
their learning abilities.
4. Teachers enjoy the day more because
children are happier and less irritable.
29
Consistency
1. Through repetition of the same
daily sequence of events, even
very young children learn to
predict and anticipate what
comes next.
2. Photo/picture sequences of
daily events for older toddlers
which are concrete
representations and help them
see and talk about themselves
involved in their day.
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Guideline 1
Create an overall daily schedule that is
predictable yet flexible.
• Organize the day around regular daily
events and caregiving routines.
• Follow the overall daily schedule
consistently.
• Accommodate children’s natural
rhythms and temperaments.
• Slow down to their pace!
• Provide a smooth flow from one
interesting experience to the next.
31
Guideline 2
Incorporate active learning, including adult
support into each event and caregiving
routine.
• Be patient with children’s intense.
• Value children’s need for sensory-motor
exploration.
• Share control of the day by giving choices.
• Be alert to children’s communication and
talk throughout the day.
• Work as a team to provide ongoing support.
• Look at children’s actions and
communications through the lens of the
KDIs.
32
*Approaches to
Learning
*Social and
Emotional
Development
Looking at Caregiving
Routines Through the
Lens of the KDIs
1. Turn to page 37-38 in your TB.
*Physical
Development and
Health
*Communication,
Language, and
Literacy
*Cognitive
Development
*Creative Arts
2. With a partner, identify KDI(s)
for each of the anecdotes
observed during caregiving
routines.
3. Use page 3 to help.
4. Discuss as a whole group.
33
*Approaches to
Learning
Learning Occurs in
Caregiving Routines
*Social and
Emotional
Development
• Patient adult support allows learning to
occur during caregiving routines.
*Physical
Development and
Health
• Building relationships and looking for ways
to support key learning experiences is the
drive to working with infants and toddlers.
*Communication,
Language, and
Literacy
• Looking for the KDIs helps caregivers slow
themselves down and begin to see from the
child’s point of view.
*Cognitive
Development
*Creative Arts
• Caregiving routines provide intimate, oneto-one opportunities to see how children
are learning and growing across the
developmental spectrum.
34
A Toddler Group Time
Experience
• Get into groups of 5-6
• Choose a leader
• Meet with Trainer to get
instructions
• Take a card
• DO NOT SHOW YOUR CARD!
• Leader carries out group time
• Discuss your feelings
35
Flexible and Responsive
Group Times
• Stop or change the activity if virtually no
one is participating.
• Attend to children’s cues, leads, and
communications
• Include choices for children (item for
each child)
• Schedule group times when children
may be most inclined to do something.
• Anticipate that children will come and
go from the group so have alternate
activities.
36
Let’s View a Group Time
• Focus on what children and adults
are doing.
• What materials are being used?
• What choices/options are
available?
• Discuss results as whole group.
37
Snapshot #8 – Child-Centered
Schedules and Routines
1. Using Snapshot #8:
Discuss the kinds of daily routines you
might see in a setting that values active
learning for infants and toddlers.
2. Record this in your snapshot #8
space.
3. As a group, discuss snapshot #7
and how it differs from snapshot
#8.
38
Let’s look at the HighScope InfantToddler “Wheel of Learning”
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Implementation Plans
Turn to page 47 in TB and
record your thoughts about
these 2-days of training and
how you want to begin
implementing what you have
learned.
40