Infant & Toddler Development

by Unknown

• ISBN13: 9780876592595
• ISBN10: 0876592590
• Edition: 1st
• Format: Trade Paper
• Copyright: 2001-09-01
• Publisher: Wadsworth Publishing
• More Book Details

Summary

The tool every administrator, director, or program manager needs to provide comprehensive training for infant and toddler teachers who are using "The Innovations Series "("Innovations: The Comprehensive Toddler Curriculum "and "Innovations: The Comprehensive Toddler Curriculum"). Designed to be used as a pre-service model, an in-service model, or as an annual training plan to guarantee well-prepared and trained infant and toddler teachers who plan and implement developmentally appropriate infant and toddler curriculum. Dr. Albrecht is widely known as an advocate for high quality care and early education opportunities for all children. Dr. Miller, with over 25 years of direct experience in education, is a national speaker and consultant.

Author Biography

Kay Albrecht, Ph.D. is the senior partner in a consulting firm that specializes in working with businesses interested in family-friendly policies and in supporting early education. Dr. Albrecht is a nationally know speaker, the author of several books, and a contributing editor to Child Care Information Exchange. Linda G. Miller, Ed.D. has been committed to the field of education for more than 25 years -- as a classroom teacher, supervisor, federal projects director, trainer, corporate child care director, and curriculum developer. She is a nationally known speaker and a highly sought-after consultant to early childhood programs throughout the country.

Table of Contents

Introduction	9	(3)
References	12	(1)
Innovations: Infant and Toddler Development	13	(24)
Introduction	14	(3)
What Is Child Development?	14	(1)
What Is a Theory?	14	(1)
Which Theories Explain Child Growth and Development?	14	(3)
The Innovations: Infant and Toddler Development Approach	17	(1)
Developmental Theory of Infant and Toddler Development	18	(3)
Principles of Development Theory	18	(3)
Interactional Theories of Infant and Toddler Development Principles of Interactional Theory and How Children Learn	21	(1)
Integrating Interactional and Developmental Theories	21	(10)
Tasks	22	(2)
Dealing with Behaviors: The Innovations Model	24	(2)
The Innovations Model---Phase I: Collect Data	26	(1)
The Innovations Model---Phase II: Increase Understanding	26	(1)
The Innovations Model---Phase III: Analyze, Synthesize, and Reflect	27	(2)
The Innovations Model---Phase IV: Plan Curriculum	29	(2)
Myths or Misunderstandings	31	(1)
Summary	31	(2)
Development Theory	31	(1)
Interactional Theory	32	(1)
Tasks	32	(1)
What Is Curriculum?	32	(1)
Innovations Model for Dealing with Behavior	33	(1)
Questions and Activities	33	(1)
References	33	(2)
Glossary	35	(2)
Separating from Parents and Transitioning to School	37	(56)
Introduction	37	(1)
Developmental Tasks: Separating and Transitioning	38	(1)
Separating	38	(1)
Transitioning	38	(1)
Knowledge	39	(14)
Mahler's Theory of Identity Formation---Developing a Sense of Self	39	(2)
Individuation in Infancy	41	(2)
Individuation in Toddlerhood	43	(2)
Implications of Identity Formation for Separating from Home and Transitioning to School	45	(1)
Maslow's Hierarchy of Needs	45	(1)
Implications of Maslow's Hierarchy of Needs for Separating from Home and Transitioning to School	46	(1)
Temperament	47	(2)
Implications of Temperament for Separating from Home and Transitioning to School	49	(1)
Components of Developmental Uniqueness	50	(2)
Exploring Alternate Developmental Pathways	52	(1)
Implications of Developmental Uniqueness and Alternate Developmental Pathways for Separating from Home and Transitioning to School	52	(1)
Best Practices	53	(28)
Conduct Gradual Enrollments	53	(3)
Secondary Benefits of Gradual Enrollment	56	(1)
Create Supportive Environments	56	(5)
Invest in Observation	61	(1)
Observe to Uncover Components of Uniqueness and Alternate Developmental Pathways for Each Child	61	(1)
Observe for Temperamental Differences	61	(1)
Validate What Moms and Dads Know	62	(1)
Actively Facilitate Adjustment	63	(1)
How Long Will Adjustment Take?	63	(2)
Why Does Facilitating Adjustment Matter?	65	(1)
Make a Plan to Facilitate Adjustment	65	(1)
Use Supportive Teaching Behaviors to Facilitate Adjustment	66	(5)
Use a Variety of Teaching Roles	71	(1)
The Teacher as Observer	72	(1)
The Teacher as Facilitator	72	(3)
Identify and Respond to Individual Differences	75	(1)
Individualize Schedules	75	(1)
Maximize Interactions During Basic Care and Routines	76	(2)
Respond Promptly to Crying	78	(3)
Applying Theory and Best Practices	81	(4)
Possibilities from Identity Formation for Crying	82	(1)
Possibilities from Maslow's Hierarchy of Needs for Crying	83	(1)
Possibilities from Temperament for Crying	83	(1)
Possibilities from Developmental Uniqueness for Crying	84	(1)
Integrating Theory and Best Practices into Curriculum	85	(3)
Possibilities Plan for Crying	86	(2)
Summary	88	(1)
Questions and Activities	89	(1)
References	90	(1)
Glossary	91	(2)
Connecting with School and Teacher and Making Friends	93	(52)
Developmental Tasks: Connecting with School and Teacher and Making Friends	94	(1)
Connecting with School and Teacher	94	(1)
Making Friends	94	(1)
Knowledge	95	(15)
Bronfenbrenner's Ecological Systems Theory	95	(3)
Implications of Ecological Systems Theory for Connecting with School and Teacher and Making Friends	98	(1)
Erickson's Stages of Psycho-social Development	98	(3)
Implications of Erickson's Theory of Psycho-social Development for Connecting with School and Teacher and Making Friends	101	(1)
Attachment Relationship	101	(1)
Attachment Theory	102	(1)
Stages of Attachment	102	(4)
Attachment as a Secure Base	106	(1)
Implications of Attachment Theory for Connecting to School and Teacher and Making Friends	107	(1)
Peer Relationships	107	(2)
Implications of Peer Relationships for Connecting to School and Teacher and Making Friends	109	(1)
Best Practices	110	(28)
Invest in Establishing Relationships	110	(1)
Implement Primary Teaching	110	(2)
Components of Primary Teaching	112	(3)
Provide Continuity of Care	115	(1)
Facilitate Attachment within Attachment Networks	116	(1)
Attachment Stage 1---Facilitating Indiscriminate Attachment	117	(1)
Attachment Stage 2---Facilitating Discriminate Attachment	118	(1)
Attachment Stage 3---Facilitating Separation Anxiety	118	(3)
Attachment Stage 4---Facilitating Stranger Anxiety	121	(1)
Create Home-school Partnerships	121	(1)
Establish Two-way Communication with Parents	122	(2)
Employ Family-centered Practices	124	(1)
Use a Variety of Teaching Roles	125	(1)
The Teacher as Initiator	125	(2)
The Teacher as Investor	127	(2)
The Teacher as Partner	129	(1)
Facilitate Interactions Between Children	129	(1)
Help Children Make Friends	130	(1)
Create Appropriate Environments	130	(1)
Create Environments that Welcome Families	130	(1)
Applying Theory and Best Practices	131	(1)
Possibilities from Bronfenbrenner's Ecological Systems Theory for Adjustment Difficulty	131	(1)
Possibilities from Erickson's Stages of Psychosocial Development for Adjustment Difficulty	132	(1)
Possibilities from Attachment Relationships for Adjustment Difficulty	133	(1)
Possibilities from Peer Relationships for Adjustment Difficulty	133	(2)
Integrating Theory and Best Practices into Curriculum	135	(1)
Possibilities Plan for Adjustment Difficulty	136	(2)
Summary	138	(2)
Questions and Activities	140	(1)
References	140	(2)
Glossary	142	(3)
Relating to Self and Others and Exploring Roles	145	(50)
Developmental Tasks: Relating to Self and Others and Exploring Roles	146	(1)
Relating to Self and Others	146	(1)
Exploring Roles	146	(1)
Knowledge	147	(16)
The Importance of Cultural Context	147	(1)
Implications of Cultural Context for Relating to Self and Others and Exploring Roles	148	(1)
Social Development	148	(1)
How Do Children Learn Social Skills?	149	(1)
Theories of Play	149	(2)
Piaget and Play	151	(1)
Parten and Play	151	(1)
Vygotsky and Play	152	(1)
Implications of Social Development and Play for Relating to Self and Others and Exploring Roles	153	(1)
The Development of Positive Self-concept	154	(2)
Enhancing Self-esteem through Encouragement	156	(2)
Implications for Self-concept for Relating to Self and Others and Exploring Roles	158	(1)
Handling Biting in the Classroom	159	(1)
Three Types of Biting	159	(4)
Best Practices	163	(20)
Teach Children to Use Pro-social Behaviors	163	(2)
Teach Social Problem-solving	165	(5)
Provide a Wealth of Appropriate Play Materials	170	(1)
Provide Opportunities for Side-by-side Play	171	(2)
Use a Variety of Play Cues and Play Props	173	(2)
Add Mirrors to the Environemnt	175	(1)
Use a Variety of Teaching Roles	176	(1)
The Teacher as Play Partner	176	(1)
The Teacher as Model	176	(3)
The Teacher as Director	179	(1)
Create Opportunities to Explore Roles	179	(1)
Support Children's Role Exploration	180	(1)
Observe to Support Exploring Roles	180	(3)
Applying Theory and Best Practices	183	(4)
Possibilities from Understanding Cultural Context for Biting	183	(1)
Possibilities from Social Development and Play for Biting	184	(1)
Possibilities from Theories of Self-concept for Biting	184	(3)
Integrating Theory and Best Practices into Curriculum	187	(3)
Possibilities Plan for Biting	188	(2)
Summary	190	(1)
Questions and Activities	191	(1)
References	192	(1)
Glossary	193	(2)
Communicating with Parents, Teachers, and Friends	195	(54)
Developmental Tasks: Communicating with Parents, Teachers, and Friends	196	(1)
Infants	196	(1)
Toddlers	197	(1)
Knowledge	197	(24)
Theories of Language Development	197	(5)
Expressive and Receptive Language	202	(1)
Implications of Language Theories for Communicating with Parents, Teachers, and Friends	202	(1)
Intellectual Development	203	(1)
Piaget's Cognitive-development Theory	203	(3)
Implications of Piaget's Theory for Communicating with Parents, Teachers, and Friends	206	(1)
Vygotsky's Socio-cultural theory	206	(1)
Implications of Vygotsky's Theory for Communicating with Parents, Teachers, and Friends	207	(1)
Gardner's Theory of Multiple Intelligences	208	(5)
Implications of Gardners's Theory for Communicating with Parents, Teachers, and Friends	213	(1)
Literacy Development	213	(1)
The Development of Literacy	213	(2)
Reading in the First Three Years	215	(1)
Writing in the First Three Years	216	(3)
Getting Ready to Spell	219	(1)
Implications of Literacy Development for Communicating with Parents, Teachers, and Friends	220	(1)
Best Practices	221	(13)
Talk to Children Often Using Language Stimulation Techniques	221	(1)
Build Vocabulary	222	(1)
Support Linguistic and Cultural Diversity	223	(2)
Provide Cognitively Stimulating Environments	225	(1)
Create Environments that Value Multiple Intelligences	226	(1)
Support Emerging Literacy	227	(2)
Use Multi-age Grouping	229	(1)
Use a Variety of Teaching Roles	229	(1)
The Teacher as Instructor	229	(1)
The Teacher as Documenter	230	(3)
Identify Developmental Challenges	233	(1)
Applying Theory and Best Practices	234	(5)
Possibilities from Theories of Language Development for a Child Who Is Not Talking	234	(1)
Possibilities from Piaget's Cognitive-development Theory for a Child Who Is Not Talking	235	(1)
Possibilities from Vygotskys's Socio-cultural Theory for a Child Who Is Not Talking	235	(1)
Possibilities from Gardner's Theory of Multiple Intelligences for a Child Who Is Not Talking	236	(1)
Possibilities from Literacy Development for a Child Who Is Not Talking	237	(2)
Integrating Theory and Best Practices into Curriculum	239	(3)
Possibilities Plan for Not Talking	240	(2)
Summary	242	(1)
Questions and Activities	243	(1)
References	244	(2)
Glossary	246	(3)
Moving Around and Problemsolving	249	(56)
Developmental Tasks: Moving Around and Problem-solving	250	(2)
Moving Around	250	(1)
Problem-solving	251	(1)
Knowledge	252	(25)
Brain Development	252	(1)
How Does the Brain Grow?	252	(1)
What Affects Brain Growth?	253	(5)
What Does Brain-Based Care and Early Education Look Like in the Classroom?	258	(1)
Implications of Brain Development for Moving Around and Problem-solving	259	(1)
Physical Development	260	(1)
Cephalacaudal/proximodistal Trend	260	(1)
Gross and Fine Motor Development	261	(1)
Toilet Training---Process, Not Magic	261	(5)
Implications of Physical Development for Moving Around and Problem-solving	266	(1)
Self-regulation and the Internalization of Self-control	267	(2)
The Internalization of Self-control	269	(1)
Precursor Skills Support the Internalization of Self-control	269	(2)
Implications of Self-regulation and the Internalization of Self-control for Moving Around and Problem-solving	271	(1)
Guidance and Discipline in Infancy and Toddlerhood	272	(1)
What are Guidance and Discipline?	272	(1)
Positive Discipline	273	(4)
Implications of Guidance and Discipline for Moving Around and Problem-solving	277	(1)
Best Practices	277	(17)
Support Physical Development	277	(1)
Provide Opportunities to Go Outdoors	277	(2)
Bring Indoor Materials Outside	279	(1)
Support Health and Wellness	280	(1)
Healthy Babies Should Sleep on Their Backs	280	(1)
Never Shake a Baby	280	(1)
Support Self-regulation and Control	281	(1)
Manage Oppositional Behavior	282	(3)
Handle Temper Tantrums	285	(4)
Guide Children to Behave Appropriately	289	(1)
Room Arrangement Guides Behavior	289	(1)
Establish a Few Clear Limits and Enforce Them	289	(1)
Respond Consistently to Individual Limit Testing	290	(1)
Invest in a Variety of Teaching Roles	290	(1)
The Teacher as Supporter	290	(2)
The Teacher as Guide and Limit Setter	292	(1)
Protect Children from Abuse and Neglect	293	(1)
Child Abuse Prevention	293	(1)
Child Abuse Reporting	293	(1)
Documentation of Suspected Abuse	294	(1)
Applying Theory and Best Practices	294	(3)
Possibilities from Brain Development for Learning to Toilet	295	(1)
Possibilities from Physical Development for Learning to Toilet	295	(1)
Possibilities from Self-regulation and Self-control for Learning to Toilet	296	(1)
Possibilities from Guidance and Discipline for Learning to Toilet	296	(1)
Integrating Theory and Best Practices into Curriculum	297	(3)
Possibilities Plan for Toileting	298	(2)
Summary	300	(1)
Questions and Activities	301	(1)
References	302	(1)
Glossary	303	(2)
Expressing Feelings with Parents, Teachers, and Friends	305	(38)
Developmental Tasks: Expressing Feelings with Parents, Teachers, and Friends	306	(1)
Knowledge	307	(15)
Emotional Development	307	(1)
Relationships and Emotional Development	307	(3)
Stages of Emotional Development	310	(3)
Other Ideas about Emotional Development	313	(1)
Implications of Emotional Development for Expressing Feeling with Parents, Teachers, and Friends	314	(1)
Aggression	314	(1)
Kinds of Aggression	315	(1)
How Aggression Develops	316	(1)
Aggression Is Normal	317	(3)
Managing Normal Aggression	320	(1)
Implications of Aggression for Expressing Feelings with Parents, Teachers, and Friends	321	(1)
Best Practices	322	(10)
Invest in Relationships	322	(1)
Help Children ``Feel Felt''	322	(3)
Practice Floor Time	325	(1)
Provide Experiences that Facilitate Emotional Development	326	(3)
Use a Variety of Teaching Roles	329	(1)
The Teacher as Problem-solver	329	(2)
The Teacher as an Emotions' Validator	331	(1)
Create Environments that Support Emotional Development	331	(1)
Applying Theory and Best Practices	332	(3)
Possibilities from Investing in Relationships for Managing Aggression	333	(1)
Possibilities from Theories of Aggression for Managing Aggression	333	(2)
Integrating Theory and Best Practices into Curriculum	335	(3)
Possibilities Plan for Managing Aggression	336	(2)
Summary	338	(1)
Questions and Activities	339	(1)
References	340	(1)
Glossary	341	(2)
Appendix	343	(18)
Master List of Best Practices	344	(1)
Parent Communication	345	(10)
Parent Postcards	346	(9)
Communication Sheet	355	(1)
Accident/Incident Report	356	(1)
Resource Contact Information	357	(2)
The Innovations Model (blank)	359	(1)
Possibilities Plan (blank)	360	(1)
References	361	(6)
Index	367