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

by Wittmer, Donna S.; Petersen, Sandra H.

• ISBN13: 9780130992413
• ISBN10: 0130992410
• Edition: 1st
• Format: Paperback
• Copyright: 2006-01-01
• Publisher: Pearson College Div

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