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Cerro Coso Community College: Care and Education of Infants and Toddlers

This is a remixed text of Infant and Toddler Care and Development 2e, for use at Cerro Coso Community College for the course CHDV C205: In this course, students learn to apply current theory and research to the care and education of infants and toddlers in group settings. The course examines essential policies, principles, and practices that lead to quality care and developmentally appropriate curriculum for children from birth to 36 months. Students are required to observe infants and/or toddle

Social Sciences

Tác giả: Frank Guevara, Barbara Edwards, Linda Eberhardt & Vivian Baker
Nhà xuất bản: Cerro Corso Community College
Nguồn: LibreTexts
Ngôn ngữ: EN
Danh mục: Khoa học cơ bản

Đọc trực tuyến Tải PDF (nguồn mở)

Mục lục· 324 mục

01: Infants and Toddlers An Introduction
1.01: Introduction
1.02: Who are Infants and Toddlers
1.03: Care and Education of Infants and Toddlers
1.04: Guiding Principles of Infant and Toddler Care and Education
1.05: Helping Parents Understand Childs Developmental Milestones
1.06: Why is Care and Education with Infants and Toddlers Important
1.07: Talking with Parents about Developmental Delays
1.08: Conclusion
1.09: References
02: Guidance and Support in the Infant and Toddler Classroom
2.01: Environmental Impact
2.02: Impact of Development
2.03: The Significance of Relationships
2.3.01: Attachment
2.3.02: Self-regulation
2.04: Applying Theory to Behavior
2.4.01: Bronfenbrenner
2.4.02: Erikson
2.05: Socialization Guidance and Discipline- Defined
2.06: Impact of Personal Guidance Philosophy
2.07: Factors that Create Classroom Concerns
2.7.01: Too High Expectations for Self-Control
2.7.02: Too Little Space or Too Much Space
2.7.03: Too Much Challenge (or not enough)
2.7.04: Too Much Waiting Time
2.7.05: Too Many Transitions
2.7.06: Too Much Inflexibility in Routines Spaces Schedules and People
2.7.07: Too Little Order and Predictability
2.7.08: Too Much Change
2.7.09: Too Much Noise
2.7.10: Too Little Toys or Materials
2.7.11: Too Much Sitting Still
2.7.12: Too Much Looking or Listening Time
2.08: Guiding Childrens Behaviors in a Family Childcare Setting
2.09: Parenting and Praise
2.10: Conclusion
2.11: APPENDIX- Strategies For Support
2.12: References
03: Introduction to Curriculum
3.01: Introduction
3.02: Foundational Concepts of Infant and Toddler Curriculum
3.2.01: Relationships and Curriculum
3.2.02: Temperament and Curriculum
3.2.03: Play and Curriculum
3.2.04: Routines and Curriculum
3.2.05: Curriculum and the Environment
3.2.06: Curriculum as Experiences
3.03: Curriculum for One- Individualizing the Curriculum
3.04: References
04: Creating Curriculum
4.01: Observe and Document
4.02: Reflect Interpret and Plan
4.03: Responsive Curriculum
4.04: Involve Infants and Toddlers in Planning
4.05: Holistic Planning
4.06: Interpretation for Planning
4.07: References
05: Implementing Curriculum
5.01: Putting Plans into Action
5.02: Reflect and Evaluate
5.03: References
06: Introduction to Observation
6.01: Introduction
6.02: Observation
6.03: Guidelines when Observing Children
6.04: Accurate Observations for Accurate Documentation
6.4.01: Objective vs. Subjective
6.4.02: Recognizing and Removing Bias
6.4.03: Labeling vs. Describing Behaviors
6.4.04: Interpreting Mood
6.05: Observation and Documentation Dos and Dont's
6.06: Setting Up Systems for Ongoing Observations
6.07: Family and Observation
6.08: Conclusion
6.09: References
07: Documentation
7.01: Introduction
7.02: Getting Started
7.03: Observation and Documentation While Participating
7.04: Types of Documentation
7.05: Technology for Documentation
7.06: Key Concepts in Creating Documentation
7.07: Storing Documentation
7.08: Documentation and Families
7.09: Reviewing and Reflecting on Documentation
7.10: Documentation as a Tool for Planning
7.11: Documentation for Assessment
7.12: Conclusion
7.13: Reference
08: Assessment
8.01: Introduction
8.02: Purpose of Assessment
8.03: Sources of Information
8.04: Types of Commonly Used Assessments
8.05: Assessment of Dual Language Learners
8.06: Supporting Assessment
8.07: Concerns with Assessment
8.08: Conclusion
8.09: References
09: Influences on Development
9.01: Introduction
9.02: Socialization and Enculturation Agents
9.2.01: Agents of Socialization and Enculturation
9.2.1.01: Parents and Families
9.2.1.1.01: Parenting Theories
9.2.1.1.02: Parenting Styles for Parents
9.2.1.1.03: Influences on Fathers Engagement
9.2.1.02: Families with Less Economic Support or Resources
9.2.1.03: Infants in Kinship or Foster Care
9.2.1.04: Parents and television viewing for young children
9.03: Providing and Supporting Culturally Sensitive Care
9.04: Influences of Language Culture and Caregiving
9.05: Creating Positive Caregiver Parenting Relationships
9.5.01: Talking Through Developmental Delays with Parents in a Family Childcare
9.06: Conclusion
9.07: References
10: Health and Nutrition
10.01: Introduction
10.02: Breast Milk- Composition Benefits and Rates
10.03: Complementary Foods
10.04: Concerns for Underconsumption and Overconsumption
10.05: Parent and Family Influences on Infants and Toddlers food.
10.06: Beverages
10.07: Healthy Dietary Patterns During a Toddlers Second Year of Life
10.08: Supporting Healthy Eating
10.09: Sleep
10.10: Sudden Unexpected Infant Death (SUID)
10.11: Physical Activity
10.12: Conclusion
10.13: References
11: Theories of Cognitive development
11.01: Introduction
11.02: Jean Piaget
11.03: Applying Piagets Sensorimotor Stage
11.04: Vygotskys Sociocultural Theory of Cognitive Development
11.05: Theory of Core Knowledge
11.06: Information Processing
11.07: Conclusion
11.08: References
12: Supporting Brain Development in Group Care
12.01: Introduction
12.02: Experience-expectant plasticity
12.03: Experience-dependent plasticity
12.04: Early Experience Shapes Brain Development- The Case of Relationships
12.05: Interbrain Neural Synchrony
12.06: Relationship Deprivation
12.07: Attachment
12.7.01: Sensitive caregiving
12.7.02: Early Experience Shapes Brain Development- The Case of Language Input
12.7.03: Prenatal Stress and the Developing Brain
12.08: Conclusion
12.09: References
13: Emotional Development
13.01: Introduction
13.02: Theories of Emotion
13.03: The Biology of Emotions
13.04: Emotional Beginnings
13.05: Emotion and Self- Regulation
13.06: Caregiver Role in Emotional Regulation
13.6.01: Mind-Mindedness
13.07: Emotional Competencies
13.08: Development of Sense of Self
13.09: Empathy
13.10: Emotions and Cognition
13.11: The Role of Language in Emotion
13.12: Knowing What They Can Do
13.13: Impulse Control
13.14: Expression of Emotion
13.15: Social Understanding and Self-Awareness
13.16: Facial Expression and Recognition of Emotions
13.17: Pulling the Pieces Together
13.18: Cultural Elements of Emotional Development
13.19: Emotional Competence and Self-Regulation- A Strategy to Support Emotional Development
13.20: Conclusion
13.21: References
14: Social Development
14.01: Introduction
14.02: What is Social Development
14.03: Theories of Social Development
14.04: Overview of Social Cognitive Learning Theory
14.05: The Early Months of Social Development
14.06: Relationships
14.07: Social Development Through Play
14.08: Conclusion
14.09: References
15: Supporting Social and Emotional Development in Group Care
15.01: Introduction
15.02: Overall Influence of Care on Development
15.03: Practices Supporting Social-Emotional Development
15.04: Physical Environments Supporting Social-Emotional Development
15.05: Social-Emotional Milestones
15.06: Conclusion
15.07: References
16: Attachment and Reciprocal Relationships
16.01: Introduction
16.02: Attachment Theory
16.03: Attachment Behavior vs. Attachment Bond
16.04: Ainsworth Strange Situation
16.05: Contact Comfort
16.06: Internal Working Models of Attachment
16.07: Support for Caregivers
16.08: Attachment and Culture
16.09: Attachment and Separation Anxiety
16.10: Attachment Disorder
16.11: References
17: Temperament
17.01: Introduction
17.02: Overview of Temperament
17.03: Temperament Dimensions
17.04: Temperament Styles
17.05: Goodness of Fit
17.06: Temperament Culture and Environment
17.07: Temperament and Language Development
17.08: Temperament and Later Personality
17.09: Family Childcare and a Child's Temperament
17.10: Parenting and Temperament
17.11: Conclusion
17.12: References
18: Supporting Language in Group Care
18.01: Introduction
18.02: Language Growth and Individual Differences
18.03: Strategies that Support Language Development
18.3.01: Strategies that Support Language Development-Responsiveness and Sensitivity
18.3.02: Strategies that Support Language Development-Turn-taking
18.3.03: Strategies that Support Language Development- Protoconversations
18.3.04: Strategies that Support Language Development-Infant-Directed Speech
18.3.05: Strategies that Support Language Development-Singing
18.3.06: Strategies that Support Language Development-Joint Attention
18.3.07: Strategies that Support Language Development-Baby Signs and Sign Language
18.3.08: Strategies that Support Language Development-Shared Reading
18.3.09: Strategies that Support Language Development-Dialogic Reading
18.3.9.01: Parenting Strategy- Dialogic Reading
18.04: Conclusion
18.05: References
19: Multilingualism
19.01: Introduction
19.02: Defining Multilingualism
19.03: Demographics of Multilingual Children
19.04: Multilingualism- Beliefs and Misconceptions
19.05: How Multilingualism is Different
19.06: The Science of Multilingualism Development
19.07: Effects of Multilingualism on Development
19.08: Strategies for Caregivers Working with Multilingual Infants and Toddlers
19.09: Conclusion
19.10: References
20: Caregiving Practices- Primary Care
20.01: Introduction
20.02: Attachment and Primary Caregiving
20.03: Conclusion
20.04: References
21: Caregiving Practices- Small Group Size and Low Ratios
21.01: Introduction
21.02: Small Groups
21.03: Low Ratios
21.04: Benefits of Small Groups and Low Ratios
21.05: Conclusion
21.06: References
22: Caregiving Practices- Continuity of Care
22.01: Introduction
22.02: Continuity of Care as a Caregiving Practice
22.03: Conclusion
22.04: References
23: Caregiving Practices- Routines
23.01: Introduction
23.02: Care Routines
23.03: The Daily Schedule
23.04: Tips for Creating Developmentally Appropriate Daily Schedules
23.05: References
24: Inclusive Caregiving
24.01: Introduction
24.02: Overview
24.03: What Programs Can Do To Be Inclusive of All Children
24.04: Learning about Individual Children
24.05: Promoting Inclusive Practices
24.06: Successful Inclusion of Children with Special Needs
24.07: How to Make Adaptions to Materials to Meet the Needs of an Infant or Toddler
24.08: Collaborating for Inclusion
24.09: Inclusive Play
24.10: Specific Considerations
24.11: Conclusion
24.12: Additional Resources
24.13: References
25: Indoor Environment
25.01: Introduction
25.02: The Impact of Our Environment
25.03: Key Environment Elements
25.04: Key Environment Elements
25.05: Key Environment Elements- Health
25.06: Key Environment Elements- Lighting and Comfort
25.07: Key Environment Elements- Convenience
25.08: Key Environmental Elements- Meeting Individual Needs- Child Size and Flexibility
25.09: Key Environmental Elements- Movement And Choice
25.10: Key Environmental Elements- Engagement
25.11: Key Environmental Elements- Welcoming Families
25.12: Supporting Development
25.13: Division and Definition of Space
25.14: Supporting Special Needs Children
25.15: Conclusion
25.16: References
26: Outdoor Environment
26.01: Introduction
26.02: Benefits of Outdoor Play and Exploration
26.03: Considerations for Creating Safe and Stimulating Outdoor Play Spaces
26.04: When Availability of Outdoor Play Space Is an Issue
26.05: Strategies for Maximizing Outdoor Learning Opportunities for Infants and Toddlers
26.06: Create a Program Culture that Supports Outdoor Play and Exploration
26.07: Conclusion
26.08: References
27: Licensing and Regulations
27.01: Introduction
27.02: Understanding Licensed Care and License Exempt Care
27.03: Requirements And Qualifications Of Staff Section 101152
27.04: Teacher to Child Ratios in Child Care Centers Section 101216.3
27.05: Supervising Children in Child Care Centers Section 101216.3
27.06: Children's Personal Rights Section 101223
27.07: Health And Safety Regulations Section 1596.866
27.08: Locks and Inaccessibility Requirements in Child Care Section 101238
27.09: Bodies of Water Requirements in Child Care Section 101238
27.10: Infant Care Transportation Summary Section 101425
27.11: Disaster Planning and Fire Safety Section 101174
27.12: Food Service Requirements for Child Care Centers Section 101227
27.13: Additional Infant Specific Regulations
27.14: References