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Infant and Toddler Development and Responsive Program Planning : A Relationship-Based Approach,9780130992413

Infant and Toddler Development and Responsive Program Planning : A Relationship-Based Approach

by ;
Edition:
1st
ISBN13:

9780130992413

ISBN10:
0130992410
Format:
Paperback
Pub. Date:
1/1/2006
Publisher(s):
Pearson College Div
List Price: $75.33

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Summary

This comprehensive introduction to infant and toddler development, responsive program planning, and responsive relationship-based curriculum incorporates all of the themes crucial to providing quality education and care to our youngest, very capable members of society. Woven through this text is the importance of: bull; recognizing the capacities in every child recognizing and respecting individuality and diversity in all children (in every chapter, as well as with in a separate chapter on children with special needs) understanding family culture and ecologyrs"s influence on children understanding and implementing the components of a quality program Students using this book will learn many practical aspects of the relationship-based approach, such as: bull; how to interact with infants and toddlers to promote development how to use a responsive, relationship-based approach and in the daily curriculum daily how to use routines, transitions, and other opportunities to respond and relate to infants and toddlers how to plan for individual children and groups how to set up the environment to promote development how to document observations how to respond to common guidance issues how to be professional and ethical "This book is filled with theory, content and context gems. It will not only benefit students of child development, but parents, child care providers, and early interventionists as well. It clearly and accurately presents how infants and toddlers develop, and how that development is best facilitated." -- J. Ronald Lally, Ed D., Co-Director WestEd, Center for Child & Family Studies, San Francisco, CA "This is a beautifully written book. The writing style is fluent and clear. The writing level is appropriate for undergraduate students. This text is special and stands out because it emphasizes the critical nature of early intimate loving interactions with caregivers in order for a baby to flourish. The key strength is the completeness of coveragehellip;This workrs"s coverage is far broader than that of many other texts currently available." -- Alice S. Honig, Syracuse University "I do not know of other texts that address both comprehensive infant development as well as curriculum development and program planning. I certainly would consider adopting this text in my courses. Child development must be the basis of working with infants, toddlers, and families, and I think this text captures that philosophy." -- Holly Brophy-Herb, Michigan State University

Table of Contents

A Relationship-Based Model and the Importance of the Infant and Toddler Years
1(22)
A Relationship-Based Model
2(3)
How the Ecology Affects Relationships
3(1)
How Children's Attributes and Capacities Affect Relationships
4(1)
The Importance of the Infancy Period (Prenatal to 3 Years of Age)
5(1)
Recent Understanding of the Importance of the Infant and Toddler Years
6(2)
Research on Brain Development
7(1)
Sensitive Periods and Windows of Opportunity
8(1)
Core Concepts of Prenatal, Infant, and Toddler Development
8(6)
Both Nature and Nurture Affect Children's Development
9(1)
Culture Influences Development and Child-Rearing Beliefs and Practices
9(1)
Self-Regulation Is an Important Indicator of Development
10(1)
Children Contribute to Their Own Development Through Active Exploration
10(1)
Human Relationships, and the Effects of Relationships on Relationships, Are the Building Blocks of Healthy Development
10(1)
There Is a Broad Range of Individual Differences
10(1)
The Development of Children Is Both Continuous and Discontinuous
11(1)
Infants and Toddlers Are Both Vulnerable and Resilient
11(2)
The Timing of Early Experiences Can Matter and Children Are Open to Change
13(1)
Early Intervention Can Make a Difference
13(1)
Conclusion of the 10 Core Concepts
14(1)
Changes in Demographics That Affect Infants and Toddlers and Their Families
14(2)
A Changing Population in the United States
14(1)
Poverty
15(1)
Early Development and Education Programs
16(4)
Child Care
16(2)
Early Intervention Programs for Children at Risk
18(1)
Early Intervention for Children with Disabilities
19(1)
Infants' and Toddlers' Irreducible Needs
20(1)
Summary
20(1)
Key Terms
21(1)
Reflections and Resources for the Reader
21(2)
Infants, Toddlers, and Their Families
23(19)
Biological and Cultural Effects on the Family
24(3)
Our Biology Affects Our Parenting
24(1)
Cultural Effects on Parenting
24(3)
Variations in Parenting
27(6)
Becoming a Mother
28(1)
Becoming a Father
29(2)
The Transition from Partners to Parenthood
31(1)
The Imagined Baby and the Real Baby
32(1)
Parenting Styles
32(1)
Family Structure
33(4)
Divorce
34(1)
Single Parents
35(1)
Same-Sex Parents
35(1)
Grandparents
36(1)
Adoptive Parents
36(1)
Foster Parents
37(1)
Care and Education Programs That Support Families
37(3)
Parent Education
38(1)
Family Support Programs
39(1)
Summary
40(1)
Key Terms
41(1)
Reflections and Resources for the Reader
41(1)
Understanding and Using Theories
42(24)
What Are Theories?
42(1)
Our Theoretical Framework
43(7)
Relationship-Based Theory
44(2)
Transactional Theory
46(2)
Bioecological Systems Theory
48(1)
Summary of the Major Theories
49(1)
Theories of Emotional Development: A Sense of Self and Relationships with Others
50(4)
Theory of Psychosocial Development
50(1)
The Hierarchy of Human Needs
51(1)
Separation and Individuation
51(1)
Attachment Theory
52(2)
Summary of Theories of Emotional Development
54(1)
Theories of Cognitive Development: Learning About the World
54(4)
Constructivist Theory of Learning
55(2)
Sociocultural Theory
57(1)
Summary of Theories of Cognitive Development
58(1)
Applying Theories in Programs
58(5)
Child Development Programs
58(1)
Relationship-Based Programs
59(1)
Montessori Programs
59(1)
Summary of Applying Theories in Programs
60(1)
Observation
60(1)
Documentation
61(2)
Summary
63(1)
Key Terms
64(1)
Reflections and Resources for the Reader
64(2)
Prenatal, Birth, and Brain Development
66(19)
Brain Development: An Overview
67(6)
The Structure of the Brain
67(3)
The Importance of Early Experiences for Brain Development
70(2)
The Effects of Stress and Violence on Brain Development
72(1)
Genetics and Prenatal Development
73(2)
The Fetus
75(1)
The First Trimester
75(1)
The Second Trimester
75(1)
The Third Trimester
75(1)
The Womb as an Environment for Development
76(4)
Nutrition
77(1)
Toxins and Teratogens
78(1)
Structural/Metabolic Birth Defects and Maternal Infections
79(1)
Prenatal Testing
80(1)
The Mother's Experience as an Environment
80(2)
Maternal Stress, Anxiety, and Other Factors
81(1)
The Newborn
82(1)
Summary
82(1)
Key Terms
83(1)
Reflections and Resources for the Reader
83(2)
Attachment and Emotional Relationships
85(26)
The Uniqueness of Each Child
85(7)
Capacities
86(4)
Attributes
90(1)
Unique Beginnings
91(1)
Development and Learning Through Relationships
92(9)
Cultural Differences and Emotional Development
93(1)
Emotional Expression and Understanding
93(3)
The Attachment Relationship
96(4)
Impact of Maternal Depression
100(1)
Programs That Enhance Emotional Development and Learning
101(1)
Infant Mental Health
101(1)
Strategies to Support Emotional Development and Learning
101(7)
Child Care Experiences and Emotional Development
103(5)
Summary
108(1)
Key Terms
109(1)
Reflections and Resources for the Reader
109(2)
Social Development and Learning with Peers
111(27)
The Uniqueness of Each Child
112(6)
Capacities
112(1)
Attributes
113(3)
Unique Beginnings
116(2)
Development and Learning Through Relationships
118(12)
Culture and Peer Relationships
118(1)
Social Development with Peers
118(11)
Learning Through Relationships
129(1)
Strategies to Support Social Development and Learning
130(1)
Programs That Enhance Social Development and Learning
130(6)
Quality Child Development and Education Programs
130(1)
Continuity of Peer Groups
131(1)
Ratios, Number of Adults, and Group Size
131(1)
Relationship with the Infant-Toddler Teacher
131(1)
Socialization Strategies of the Teacher
131(5)
Summary
136(1)
Key Terms
136(1)
Reflections and Resources for the Reader
136(2)
Cognitive Development and Learning
138(27)
The Uniqueness of Each Child
138(11)
Capacities
139(3)
Sensory Perceptions
142(5)
Attributes
147(1)
Unique Beginnings
148(1)
Development and Learning Through Relationships
149(8)
Culture and Relationships
149(1)
Tools of Learning
150(3)
Learning Through Relationships
153(2)
Concepts Infants and Toddlers Learn
155(2)
Programs That Enhance Cognitive Development and Learning
157(1)
Child Care: Rich Environments and Responsive Relationships
157(1)
Strategies to Support Cognitive Development and Learning
158(4)
Programs for Infants and Toddlers at Risk
159(1)
Early Intervention
159(3)
Summary
162(1)
Key Terms
163(1)
Reflections and Resources for the Reader
163(2)
Language Development and Learning
165(31)
The Uniqueness of Each Child
165(5)
Overview of Language Capacities
166(2)
Attributes
168(1)
Unique Beginnings
169(1)
Development and Learning Through Relationships
170(18)
Culture and Language
170(3)
Bilingual and Bidialectical Children and Families
173(4)
Language Development in Relationships
177(6)
Strategies to Encourage Language Learning
183(5)
Programs That Enhance Language Development and Learning
188(1)
Child Care: Relationships and Responsive Interactions
188(1)
Early Intervention Programs
188(1)
Strategies to Support Language Development and Learning
189(5)
Summary
194(1)
Key Terms
194(1)
Reflections and Resources for the Reader
194(2)
Motor Development and Learning
196(23)
The Uniqueness of Each Child
196(5)
Capacities
197(1)
Attributes
198(2)
Unique Beginnings
200(1)
Development and Learning Through Relationships
201(9)
Culture and Motor Development
201(1)
Motor Development Through Relationships
202(1)
Movement
203(4)
Using Tools
207(2)
Perceptual-Motor Coordination
209(1)
Strategies to Support Motor Development and Learning
210(1)
Programs That Enhance Motor Development and Learning
211(5)
Child Development and Education Programs
211(1)
Physical and Occupational Therapy
212(1)
Movement Psychotherapy
213(3)
Summary
216(2)
Key Terms
218(1)
Reflections and Resources for the Reader
218(1)
Responsive Programs: Quality, Health, Safety, and Nutrition
219(23)
What Is Quality . . . and Why Does It Matter?
220(6)
Structural Variables of Quality
221(3)
Process Variables of Quality
224(2)
An Emphasis on Health and Safety
226(5)
Sanitation and Preventing the Spread of Disease
226(4)
Promoting Safety and Preventing Injuries
230(1)
Policies That Promote and Protect Health
231(1)
The Importance of Good Nutrition
232(4)
Nutritional Needs of Infants and Toddlers
233(2)
Child Development and Education Programs Supporting Safe and Healthy Nutrition
235(1)
Evaluating Quality in Child Care Programs
236(2)
Infant-Toddler Environmental Rating Scale (ITERS)
237(1)
Observational Record of the Caregiving Environment (ORCE)
237(1)
Teacher Interaction Scale
237(1)
Program Review Instrument for Systems Monitoring (PRISM)
237(1)
Policies, Laws, and Systems That Support Quality Programs
238(2)
Child Care Development Fund (CCDF)
238(1)
Licensing
238(1)
Quality Rating Systems and Tiered Reimbursement
239(1)
Accreditation
239(1)
Summary
240(1)
Key Terms
240(1)
Reflections and Resources for the Reader
240(2)
Creating a Relationship-Based Curriculum
242(32)
Component 1: The Foundation---A Way of Thinking About Infants and Toddlers
244(8)
What Are the Beliefs and Assumptions About the Nature of Infants and Toddlers?
244(1)
What Are the Needs of Infants and Toddlers?
245(1)
What Is Important for Infants and Toddlers to Learn?
246(2)
How Do Children Develop and Learn?
248(4)
Component 2: The Infant-Toddler Professional's Role---Creating a Relationship-Based Program
252(9)
A Special Kind of Person
252(1)
Creating a Relationship-Based Community
253(1)
Adult-Child Interactions and Relationships in a Relationship-Based Program
254(7)
Component 3: Relationships with Families and Culturally Sensitive Care
261(4)
Strategies for Developing Relationships with Families
261(1)
Strategies for Developing Relationships with Families from Diverse Cultures
261(4)
Component 4: Responsive, Relationship-Based Planning
265(4)
Summary
269(3)
Key Terms
272(1)
Reflections and Resources for the Reader
272(2)
Routines, Environments, and Opportunities: Day to Day the Relationship Way
274(33)
Component 5: Transitions and Routines---A Time for Relationships
275(3)
Transition of Entering a New Child Care Education Program
276(1)
Transitions During the Day
276(1)
Responsive Routines
277(1)
Component 6: Creating Responsive, Relationship-Based Environments
278(2)
A Quality Environment for Centers and Child Care Homes
278(2)
Cozy Spaces and Special Places
280(1)
Component 7: Responsive Opportunities
280(22)
Planning Opportunities
286(2)
Quiet and Calm Opportunities
288(1)
Nurturing Opportunities
288(1)
Social Opportunities
288(2)
Language Opportunities
290(1)
Cognitive Opportunities
290(1)
Delighting-the-Senses Experiences
291(1)
Creative Opportunities
292(1)
Writing and Drawing Opportunities
293(1)
Opportunities with Blocks
294(2)
Music, Song, and Creative Movement Opportunities
296(1)
Literacy Opportunities
297(2)
Math, Space, and Shape Opportunities
299(1)
Opportunities for Active Play and Motor Development
300(2)
Curriculum Approaches
302(4)
The Program for Infant-Toddler Caregivers (PITC)
304(1)
High/Scope
304(1)
The Creative Curriculum for Infants and Toddlers
304(1)
Reggio Emilia
304(2)
Summary
306(1)
Key Terms
306(1)
Reflections and Resources for the Reader
306(1)
Respect, Reflect, and Relate: The 3 R Approach to Guidance
307(28)
The Difference Between Guidance and Discipline
308(1)
Component 8: A Relationship-Based Approach to Guidance
308(11)
Respect
308(2)
Reflect
310(2)
Relate
312(7)
Relationship Realignments
319(8)
Separation Anxiety
319(1)
Toddler Resistance
320(1)
Tantrums
320(2)
Children Who Bite
322(4)
Toilet Learning
326(1)
Challenging Behavior and Mental Health Issues
327(6)
Anxious, Fearful, Vigilant
328(1)
Angry and Defiant
328(1)
Children Who Behave Aggressively
329(1)
Posttraumatic Stress Disorder
330(1)
What Philosophy Will You Use?
331(2)
Summary
333(1)
Key Terms
333(1)
Reflections and Resources for the Reader
333(2)
Including Infants and Toddlers with Disabilities in Child Development and Education Programs
335(16)
What Disabilities Do We See in Infants and Toddlers?
336(4)
Groups of Disabilities
336(1)
Chromosomal Abnormalities and Genetic Syndromes
337(1)
Sensory Impairments
338(1)
Metabolic Disorders
338(1)
Central Nervous System Disorders
339(1)
Cogenital Infections
339(1)
Disorders Secondary to Exposure to Toxic Substances
339(1)
Chronic Illness
340(1)
Conditions of Risk for Poor Development
340(1)
Early Intervention: Part C of IDEA
340(6)
Eligibility
341(1)
Individualized Family Service Plan (IFSP)
341(1)
Early Intervention Services
342(1)
Making Referrals
343(1)
Children Who Are Not Eligible for Part C
344(1)
Child Development and Education as a Natural Environment
344(2)
Teacher Attitudes and Strategies in the Child Development and Education Program
346(3)
Maintain a Positive Attitude
346(1)
Ask for Information Sharing
346(1)
Document Children's Competence
346(1)
Adapt Materials and Activities
347(1)
Arrange the Environment
348(1)
Use Group Affection Activities
348(1)
Meet Therapeutic Goals
348(1)
Summary
349(1)
Key Terms
349(1)
Reflections and Resources for the Reader
350(1)
The Infant-Toddler Professional: Identity, Relationships, and Resources
351(21)
The Infant and Toddler Profession
351(5)
Professional Identity
352(1)
Professional Standards
353(3)
The Professional's Experience
356(2)
What's Different About Being an Infant and Toddler Professional?
356(1)
Infant and Toddler Professionals Must Know Themselves Well
357(1)
Professional Development: Visions, Values, and Philosophy
358(2)
Your Vision
358(1)
A Professional Philosophy Statement
359(1)
Developing and Using a Code of Ethics
359(1)
Organizational Structure, Programs, and Policies
360(3)
The Organization of a Program: Are You Treated Like a Professional?
361(1)
Shared Decision Making
361(2)
Developing Relationships and Community Within the Program for Professional Development
363(5)
Developing a Professional Relationship-Based Community
363(3)
A Reflective Practice Model
366(1)
Reflective Supervision
366(1)
Mentoring and Being Mentored
367(1)
Becoming an Advocate
368(1)
Summary
369(1)
Key Terms
370(1)
Reflections and Resources for the Reader
370(2)
Appendix A The Rights of the Child 372(1)
Appendix B Planning Guides 373(5)
Appendix C Phasing Your Toddler into the Program 378(2)
Appendix D Indoor Opportunities for Different Ages and Stages 380(2)
Appendix E The New York State Infant Toddler Care and Education Competencies 382(7)
References 389(24)
Name Index 413(8)
Subject Index 421


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