| Acknowledgments |
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xiii | |
| Foreword |
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xv | |
| Introduction |
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xvii | |
| PART 1 The Context of Good Care: Good Organizations for Infant and Toddler Care |
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1 | (32) |
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Child Care in the Real World |
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3 | (12) |
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3 | (1) |
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3 | (1) |
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Infant/Toddler Care in Centers Is Now Mainstream |
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3 | (1) |
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A Note about Family Child Care |
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4 | (1) |
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4 | (1) |
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Sketches from the Real World |
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5 | (4) |
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``How Can You Make Money off of Children?'' |
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8 | (1) |
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9 | (2) |
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9 | (2) |
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A Final Word: Quality Child Care Requires Financial Support |
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11 | (4) |
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12 | (3) |
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Understanding How Child Care Centers Work: The Center as an Organization |
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15 | (8) |
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15 | (1) |
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15 | (1) |
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Is It Really This Simple? |
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16 | (1) |
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The Elements of an Organization |
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16 | (3) |
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``I Thought It Would Always Be Fun!'' |
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18 | (1) |
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Some Dimensions of Organizational Culture |
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18 | (1) |
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19 | (1) |
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A Final Word: Staying Good |
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20 | (3) |
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21 | (2) |
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Goals, Characteristics, and Assumptions in a Quality Program |
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23 | (10) |
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23 | (1) |
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23 | (1) |
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Where Does the Vision of Quality Come From? |
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24 | (2) |
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26 | (1) |
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Characteristics of a High-Quality Center |
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26 | (4) |
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A Final Word: Quality Comes from a Comprehensive Vision |
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30 | (1) |
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The Logic of an Environmentally Based Program |
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30 | (3) |
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31 | (2) |
| Part 2 Organizing The Program |
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33 | (50) |
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Understanding Infants and Toddlers |
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35 | (16) |
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35 | (1) |
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35 | (1) |
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Getting to Know Infants and Toddlers |
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35 | (4) |
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Development Is Not a Race |
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36 | (3) |
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Expectations and Responses |
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39 | (6) |
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Infants and Toddlers with Special Needs |
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45 | (3) |
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A Final Word: Appreciate Them for Who They Are |
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48 | (3) |
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48 | (1) |
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48 | (3) |
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Grouping Infants and Toddlers |
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51 | (12) |
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51 | (1) |
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51 | (1) |
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What Is an Infant? What Is a Toddler? |
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51 | (1) |
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Determining Groups: Who Goes with Whom? |
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52 | (3) |
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Organizing for Quality: Staffing and Group Size |
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55 | (5) |
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58 | (2) |
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Moving Children (and Parents) to the Next Age Group |
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60 | (1) |
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``We Care for Infants, Not Toddlers---Get Those Old Guys Out of Here!'' |
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A Final Word: Circumstances Change---There May Always Be a Better Way |
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61 | (2) |
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Structuring Time and Space for Quality Care |
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63 | (20) |
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63 | (1) |
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Structuring Time: Balancing Flexibility and Order |
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63 | (2) |
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65 | (11) |
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Supervision Is Not Simply Surveillance |
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70 | (6) |
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Furnishing the Environment |
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76 | (4) |
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A Quick and Simple Evaluation |
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80 | (1) |
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80 | (1) |
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A Final Word: Preventing Overstimulation |
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81 | (2) |
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81 | (1) |
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81 | (2) |
| PART 3 Quality Caregiving |
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83 | (108) |
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Good Care for Infants and Toddlers |
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85 | (22) |
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85 | (1) |
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85 | (1) |
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Essential Qualities of the Child's Experience |
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85 | (4) |
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``It Isn't What You Give, It's What They Get'' |
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86 | (3) |
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Guidelines for Quality Interactions |
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89 | (2) |
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Infants and Toddlers in Distress |
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91 | (11) |
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Kids Move in Mysterious Ways |
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93 | (5) |
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98 | (1) |
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Primary Caregiver's Basic Responsibilities |
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99 | (3) |
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Caring Well for Children with Special Needs |
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102 | (3) |
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The Importance of Beauty and the Child with Special Needs |
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105 | (1) |
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A Final Word: The Challenge of Good Care for Every Child, Every Day |
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105 | (2) |
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105 | (1) |
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105 | (2) |
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Prime Times: Caring Routines |
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107 | (30) |
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107 | (1) |
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Prime Times and Caregivers |
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107 | (1) |
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108 | (1) |
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109 | (7) |
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110 | (2) |
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112 | (1) |
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113 | (3) |
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Bottles, Meals, and Snacks |
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116 | (8) |
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Competing Priorities: Individualized versus Group Times? |
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120 | (4) |
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Diapering, Toileting, and Washing Up |
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124 | (5) |
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Moving Into and Out of the Homebase |
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129 | (3) |
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Transitioning Children (and Parents) to the Next Age Group |
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132 | (2) |
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134 | (1) |
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A Final Word: Thoughtful Routines---Every Child, Every Day |
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134 | (3) |
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135 | (1) |
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135 | (2) |
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Guiding the Behavior of Infants and Toddlers |
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137 | (30) |
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137 | (1) |
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137 | (1) |
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138 | (1) |
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138 | (1) |
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What Creates Discipline Problems? |
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139 | (4) |
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140 | (1) |
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141 | (2) |
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143 | (2) |
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Good Caregivers Pick Their Battles |
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145 | (1) |
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Children with Special Needs |
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146 | (1) |
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Principles for Effective Guidance and Discipline |
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147 | (4) |
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Cool-down Time (formerly Time-Outs for Older Toddlers) |
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151 | (1) |
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When a Child Is Struggling |
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152 | (2) |
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154 | (8) |
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Biting: A Crisis for Parents |
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156 | (2) |
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158 | (3) |
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``I Dreaded Going to Work'' |
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161 | (1) |
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162 | (1) |
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A Final Word: Life in Group Care Is No Picnic |
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163 | (4) |
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163 | (1) |
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163 | (1) |
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A Note to Parents on Children Biting |
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164 | (3) |
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Safe and Healthy Environments for Infants and Toddlers |
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167 | (24) |
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167 | (1) |
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167 | (1) |
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Health Policies and Practices |
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168 | (6) |
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``That Child Does Not Belong Here!'' |
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169 | (5) |
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Sanitation Policies and Practices |
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174 | (4) |
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175 | (1) |
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176 | (2) |
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178 | (1) |
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``No Sweets at Birthday Parties?'' |
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178 | (1) |
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179 | (1) |
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180 | (2) |
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Providing a Safe Experience |
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182 | (4) |
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185 | (1) |
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A Final Word: Health and Safety---A Work in Progress |
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186 | (5) |
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186 | (1) |
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186 | (1) |
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Site Safety Self-Inspection Checklist |
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187 | (4) |
| PART 4 Quality Learning |
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191 | (64) |
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193 | (30) |
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193 | (1) |
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193 | |
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The Infant-Toddler Curriculum |
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184 | (28) |
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Purchasing with a Child's Sense and Sensibility |
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208 | (4) |
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Planning the Child Care Center Learning Environment |
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212 | (4) |
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Infant/Toddler Equipment for Learning |
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215 | (1) |
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The Power of Small Changes |
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216 | (1) |
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Alike and Different: Valuing Diversity through Children's Literature |
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216 | (1) |
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A Final Word: Between Order and Chaos |
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217 | (6) |
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217 | (1) |
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217 | (1) |
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217 | (2) |
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Infant/Toddler Weekly Planning Form |
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219 | (1) |
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A Quick Evaluation of an Infant or Toddler Learning Environment |
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220 | (3) |
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Infants and Toddlers Outdoors |
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223 | (14) |
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223 | (1) |
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Designing Infant and Toddler Outdoor Areas |
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224 | (3) |
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227 | (6) |
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Wonderful Wheelbarrows and Wagons |
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232 | (1) |
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Balancing Health and Safety with Play |
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232 | (1) |
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Being Outside with Infants and Toddlers: The Caregiver's Role |
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233 | (2) |
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What Should Caregivers Not Do Outside? |
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233 | (2) |
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A Final Word: Go Outside! |
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235 | (2) |
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235 | (1) |
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235 | (2) |
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Interactions with Infants and Toddlers: The Caregiver as Teacher |
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237 | (18) |
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237 | (1) |
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237 | (2) |
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Daily Life Is Filled with Education |
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239 | (1) |
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Guidelines for Quality Interactions |
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239 | (4) |
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The Importance of Language |
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243 | (4) |
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``The Frequency of Communication in Infancy Matters---Forever!'' |
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244 | (3) |
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247 | (7) |
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A Final Word: Joyous Child Care |
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254 | (1) |
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254 | (1) |
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254 | (1) |
| PART 5 Good Places for Adults |
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255 | (76) |
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Partnerships with Parents |
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257 | (42) |
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257 | (1) |
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The Program Serves Families |
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257 | (1) |
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Parents Are People as Well as Parents |
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257 | (1) |
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258 | (8) |
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First Steps: Milestones for Whom? |
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259 | (2) |
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The Kindness of Strangers? |
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261 | (1) |
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261 | (2) |
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``They Don't Tell Us What Is Happening at Home'' |
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263 | (2) |
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265 | (1) |
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All of the Above Is True for Parents of Children with Special Needs, Only More So |
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265 | (1) |
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266 | (7) |
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267 | (2) |
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``They Won't Leave Us Alone'' |
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269 | (1) |
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270 | (1) |
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271 | (2) |
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273 | (1) |
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Establishing Relationships with New Parents |
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273 | (19) |
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274 | (2) |
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Sample Parent Handbook Statement on Parents' Roles, Rights, and Obligations |
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276 | (1) |
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Infant Toddler Needs and Services Plan |
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277 | (1) |
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Sample Parent Handbook Table of Contents |
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278 | (2) |
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280 | (1) |
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281 | (3) |
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284 | (2) |
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Sample Homebase Newsletter |
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286 | (4) |
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Parent/Staff Conference Report Form |
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290 | (2) |
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Transitioning Children (and Parents) to the Next Age Group |
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292 | (5) |
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A Final Word: Common Sense and Respect |
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297 | (2) |
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297 | (1) |
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297 | (2) |
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299 | (32) |
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299 | (1) |
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299 | (1) |
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Good People for Infants and Toddlers: Staffing the Program |
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299 | (2) |
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Roles and Responsibilities |
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301 | (2) |
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Recruiting and Selecting Good Staff |
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303 | (4) |
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304 | (3) |
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307 | (9) |
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A Note to Parents and Staff: Living with Diversity |
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309 | (1) |
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Sample New Staff Orientation |
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310 | (1) |
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311 | (5) |
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316 | (1) |
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``Why Did You Stay?---Creating Stayers Who Perform |
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317 | (1) |
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A Final Word: Change Takes Time |
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317 | (14) |
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318 | (1) |
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318 | (1) |
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318 | (1) |
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Employee Counseling Procedure |
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319 | (3) |
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Resignation/Termination of Employment Checklist |
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322 | (1) |
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323 | (8) |
| PART 6 Staying Good: Evaluation and Quality Control |
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331 | (10) |
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Ongoing Program Evaluation and Change |
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333 | (8) |
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333 | (1) |
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334 | (1) |
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A Culture of Responsibility, not Blame |
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334 | (4) |
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The Two-Minute Poll of the Week |
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338 | (1) |
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338 | (2) |
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``Accreditation Is Like Flossing---A Bother, but Worth It. You Clear Out Some Stuff Didn't Realize Was There.'' |
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339 | (1) |
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A Final Word: Quality Takes Commitment and Time |
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340 | (1) |
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340 | (1) |
| PART 7 Resource List |
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341 | |
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