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Infants, Toddlers, and Caregivers: A Curriculum of Respectful, Responsive, Relationship-Based Care and Education,9780078110344
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Infants, Toddlers, and Caregivers: A Curriculum of Respectful, Responsive, Relationship-Based Care and Education

by ;
Edition:
10th
ISBN13:

9780078110344

ISBN10:
0078110343
Format:
Paperback
Pub. Date:
6/10/2014
Publisher(s):
McGraw-Hill Humanities/Social Sciences/Languages

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Summary

Infants, Toddlers and Caregivers is an ideal introduction to care and education in the first three years of life, featuring a respectful approach inspired by field pioneers Magda Gerber and Dr. Emmi Pikler. The text provides practical information based on theoretical and research foundations that students can implement in a variety of infant and toddler settings. At a time in early childhood education when school readiness and technological devices and screens for the very young are hot topics, this text focuses on the value of free play, the development of self-reliance, and the importance of responsive, respectful interactions.

Table of Contents

Preface

Resources for Caregivers

Part 1 Focus on the Caregiver

Chapter 1Principles, Practice, and Curriculum

What Do You See?

Relationships, Interactions, and the Three Rs

Caregiving Routines as Opportunities for Three-R Interactions

Ten Principles Based on a Philosophy of Respect

Principle 1: Involve Infants and Toddlers in Things That Concern Them
Principle 2: Invest in Quality Time
Principle 3: Learn Each Child’s Unique Ways of Communicating and Teach Yours
VIDEO OBSERVATION 1: Baby Crying
Principle 4: Invest Time and Energy to Build a Total Person
Principle 5: Respect Infants and Toddlers as Worthy People
Principle 6: Be Honest about Your Feelings
Principle 7: Model the Behavior You Want to Teach
Principle 8: Recognize Problems as Learning Opportunities, and Let Infants and Toddlers Try to Solve Their Own
Principle 9: Build Security by Teaching Trust
Principle 10: Be Concerned about the Quality of Development in Each Stage

Curriculum and Developmentally Appropriate Practice

The Principles in Action: Principle 5
Appropriate Practice

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 2Infant-Toddler Education

What Do you see?

What Infant-Toddler Education Is Not

Infant Stimulation
Babysitting
Preschool

What Infant-Toddler Education Is: The Components Curriculum as the Foundation of Infant-Toddler Education

VIDEO OBSERVATION 2: Toddler Playing with a Tube and a Ball
Implementing the Curriculum
Assessing the Effectiveness of the Curriculum: Observing and Recording
Education as Facilitating Problem Solving
The Principles in Action: Principle 8
The Adult Role in Facilitating Problem Solving
Appropriate Practice

Infant-Toddler Education and School Readiness

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 3 Caregiving as Curriculum

What Do You See?

Thinking Again About Infant-Toddler Curriculum

Planning for Attachment
Policies That Support Curriculum as Caregiving
Assessment

Caregiving Routines

Feeding
VIDEO OBSERVATION 3: Children Feeding Themselves Diapering
Toilet Training and Toilet Learning
Washing, Bathing, and Grooming

 Differing Needs and Perspectives

Dressing
Napping
The Principles in Action: Principle 1
Appropriate Practice

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 4Play and Exploration as Curriculum

What Do You See?

Adult Roles in Play

Setting Up Environments for Play
Encouraging Interactions and Then Stepping Back
VIDEO OBSERVATION 4: Toddlers Playing Outside
Supporting Problem Solving
Observing

Environmental Factors That Influence Play

The Principles in Action: Principle 2
Group Size and Age Span
Setting Up the Environment to Support Play
Happenings
Free Choice
The Problem of the Match
Appropriate Practice

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Part 2 Focus on the Child

Chapter 5Attachment

What Do You See?

Brain Research

Brain Building Blocks and Brain Circuitry
Quality Experiences and Stable Neural Pathways
Mirror Neurons: Actions and Observations
The Principles in Action: Principle

Milestones of Attachment

Attachment Behaviors: Birth to Six Months
Attachment Behavior: Seven to Eighteen Months
Supporting Attachment in Quality Programs
VIDEO OBSERVATION 5: Toddler “Checking in” While Playing with Chairs
DEVELOPMENTAL PATHWAYS: Attachment

Measuring Attachment

Early Research and Contemporary Issues

Attachment Issues

Infants with Few Attachment Behaviors
Infants Who Experience Neglect or Indifference
Brain Growth and Attachment-based Programs

Children with Special Needs: The Importance of Early Intervention

What Is Early Intervention?
DEVELOPMENTAL PATHWAYS: Attachment Behaviors

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 6Perception

What Do You See?

Sensory Integration

Hearing

VIDEO OBSERVATION 6: Boy Exploring Toy Car Using Touch and Sound

Smell and Taste

Touch

The Principles in Action: Principle 7

Sight

Multisensory Experiences and the Outdoor Environment

Children with Special Needs: Educating Families about the Individualized Family Service Plan

DEVELOPMENTAL PATHWAYS: Behaviors Showing Development of Perception

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 7Motor Skills

What Do You See?

Physical Growth and Motor Skills

Brain Growth and Motor Development

Importance of Free Movement, Observation, and Imitation
Reflexes
The Principles in Action: Principle 10

Large Motor Skills and Locomotion

Research from the Pikler Institute
VIDEO OBSERVATION 7: Children Climbing Stairs

Small Motor Skills and Manipulation

Encouraging Self-Help Skills

Fostering Motor Development

Children with Special Needs: Finding Resources

DEVELOPMENTAL PATHWAYS: Behaviors Showing Development of Motor Skills

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 8Cognition

What Do You See?

The Cognitive Experience

Sensorimotor Experience: Piaget

Sociocultural Influences: Vygotsky and Piaget

Self-Regulating Learners
Social Interaction and Cognition
Language and Cognition
Play and Cognition
The Principles in Action: Principle 8

Supporting Cognitive Development

The Importance of Real-Life Experiences

Brain-based Learning

VIDEO OBSERVATION 8: Father Diapering Toddler

Children with Special Needs: Early Childhood Inclusion

DEVELOPMENTAL PATHWAYS: Behaviors Showing Development of Cognition

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 9Language

What Do You See?

The Progression of Language Development

Receptive Language
Expressive Language

What Language Allows a Child to Do: The Cognitive Link

The Brain and Early Language Development

VIDEO OBSERVATION 9: Children Eating at Table with Caregiver
Brain Activity and Language Competency

Fostering Language Development

Early Literacy

The Principles in Action: Principle 3
Early Literacy and School Readiness

Cultural Differences, Bilingualism and Dual Language Learners

Goals of the “Language Relationship”

Children with Special Needs: Supporting Parents and Families

DEVELOPMENTAL PATHWAYS: Behaviors Showing Development of Language

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 10Emotions

What Do You See?

The Development of Emotions and Feelings

Temperament and Resiliency

Resiliency and Healthy Emotional Development

Helping Infants and Toddlers Cope with Fears

Helping Infants and Toddlers Cope with Anger

VIDEO OBSERVATION 10: Child Trying to Get Her Turn in a Swing
The Principles in Action: Principle 6

Self-Calming Techniques

Developing Self-Direction and Self-Regulation

The Emotional Brain

Stress and Early Brain Development
The Impact of Neglect

Children with Special Needs: Challenges and Trends

DEVELOPMENTAL PATHWAYS:Behavior Showing Development of Emotions

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 11Social Skills

What Do You See?

The Principles in Action: Principle 4

Early Social Behaviors

Stages of Psychosocial Development

Trust
Autonomy
Initiative

Guidance and Discipline: Teaching Social Skills

Security and Control for Infants
Limits for Toddlers

Teaching Prosocial Skills

Promoting Healthy Brain Growth

VIDEO OBSERVATION 11: Girls Playing Together

The Special Need of All Children: Self-Esteem

Experiences That Foster Self-Esteem
DEVELOPMENTAL PATHWAYS:Behaviors Showing Development of Social Skills

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Part 3 Focus on the Program

Chapter 12The Physical Environment

What Do You See?

A Safe Environment

Creating a Safe Physical Environment: A Checklist

A Healthful Environment

Creating a Healthful and Sanitary Environment: A Checklist
Nutrition
Feeding Infants
Feeding Toddlers
VIDEO OBSERVATION 12: Feeding Routine

The Learning Environment

Layout
Eating
Sleeping
Diapering
Toileting

Developmental Appropriateness

Appropriate Environments for Infants
Appropriate Environments for Toddlers
Family Child Care and Mixed-Age Groups
The Principles in Action: Principle 8
What Should Be in the Play Environment
Toys and Materials for Inside
Toys and Materials for Outside

Assessing the Quality of an Infant-Toddler Environment

Balancing Soft and Hard
Providing for Intrusion and Seclusion
Encouraging Mobility
The Open-Closed Dimension
The Simple-Complex Dimension
Scale
Aesthetics
Acoustics
Order
Appropriate Practice

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 13The Social Environment

What Do You See?

Focus Questions

Identity Formation

The Principles in Action: Principle 1
Attachment
Self-Image
Cultural Identity
Gender Identity
Self-Concept and Discipline
VIDEO OBSERVATION 13: Child in Sandbox (Redirection)

Modeling Self-Esteem by Taking Care of Yourself

Appropriate Practice

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 14Adult Relations in Infant-Toddler Care and Education Programs

What Do You See?

Parent-Caregiver Relations

Caregiver Stages of Relating to Parents
The Principles in Action: Principle 3
Communication with Parents and/or Family Members
Service Plan: Focus on the Child
Service Plan: Focus on the Family
Communication Blocks
Opening Up Communication
Issues of Parents of Children with Special Needs
Parent Education
Parents of Children with Special Needs
VIDEO OBSERVATION 14: Girl Crawling Through Low Window (Parent Ed Program)
Early Care and Education Professionals
Relating to the Parents of a Child Who Isn’t Doing Well

Caregiver Relations

The Family Child Care Provider
Center Staff

Respect as the Key to Adult Relationships

Appropriate Practice

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading


Appendix AQuality in Infant-Toddler Programs: A Checklist

Appendix BEnvironmental Chart

Notes

Glossary

Credits

Index



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