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Infant and Toddler Care and Development

Social Sciences

Author: Kim Laplante
Publisher: Northeast Wisconsin Technical College
Source: LibreTexts
Language: EN
Category: Basic Sciences

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Contents· 360 sections

01: Infants and Toddlers An Introduction
1.01: Introduction
1.02: Who are Infants and Toddlers
1.03: What does Care and Education of Infants and Toddlers mean
1.04: Guiding Principles of Infant and Toddler Care and Education
1.05: Why is Care and Education with Infants and Toddlers Important
1.06: Conclusion
1.07: References
02: Conception Heredity and Prenatal Development
2.01: Heredity
2.02: Prenatal Development
2.S: Summary
03: Birth and the Newborn
3.01: Preparing for Childbirth
3.02: Childbirth
3.03: The Newborn
3.S: Summary
04: Overview of Physical Development
4.01: Introduction
4.02: Growth in Body Weight
4.03: Growth in Body Length Height
4.04: Growth in Head Circumference
4.05: Worldwide Variation in Human Growth
4.06: Conclusion
4.07: References
05: Health and Nutrition
5.01: Introduction
5.02: Breast Milk- Composition Benefits and Rates
5.03: Complementary Foods
5.04: Concerns for Underconsumption and Overconsumption
5.05: Beverages
5.06: Healthy Dietary Patterns During a Toddlers Second Year of Life
5.07: Supporting Healthy Eating
5.08: Sleep
5.09: Sudden Unexpected Infant Death (SUID)
5.10: Physical Activity
5.11: Conclusion
5.12: References
06: Overview of Brain Development
6.01: Introduction
6.02: Brain Development- Volume Growth
6.03: Structures of the brain
6.04: Lobes of the Brain
6.05: Other Areas of the Forebrain
6.06: Cerebral Lateralization
6.07: Neurons- Structure and Function
6.08: Development of brain networks
6.09: Growth Patterns of Brain Matter
6.10: Brain Systems Underlying Development
6.11: Conclusion
6.12: References
07: Infant and Toddler Mental Health
7.01: Introduction
7.02: Mental Health in Infancy and Toddlerhood
7.03: Adverse Childhood Experiences
7.04: Adversity and Toxic Stress
7.05: Resilience
7.06: Trauma-informed Care
7.07: Conclusion
7.08: References
08: Motor Development
8.01: Introduction
8.02: Reflexes
8.03: Developing a Sense of Peripersonal Space
8.04: Pikler and Gerber
8.05: Motor Development Trends
8.06: Gross and Fine Motor Development
8.07: Individual Differences- The Role of Cultural Childcare Practices
8.08: Motor Development- Relation with Other Areas of Development
8.09: Conclusion
8.10: References
09: Sensory and Perceptual Development
9.01: Introduction
9.02: What is Perception
9.03: Sensory Development
9.04: Perceptual Development
9.05: Perception and Action
9.06: Studying Sensory Development
9.07: Sensory Processing Differences
9.08: Conclusion
9.09: References
10: Overview of Cognitive Development
10.01: Introduction
10.02: Studying Cognition- Jean Piaget
10.03: How is Infant and Toddler Cognition Studied
10.04: Cognitive Milestones 2-36 months
10.05: Cognitive Development Concerns
10.06: Cognitive Processes
10.6.01: Imitation
10.6.02: Categorization
10.6.03: Numerical Cognition
10.6.04: Executive Functions
10.6.05: Self-Regulation
10.6.06: Persistence
10.6.07: Spatial Skills
10.6.08: Mindset and Praise
10.07: Conclusion
10.08: 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: Cognitive Development- Strategies in Group Care
12.01: Introduction
12.02: Observing Cognition
12.03: The COVID-19 Pandemic- Proof of the Importance of Quality Learning Experiences
12.04: Environments that Support Cognitive Development
12.05: Materials that Support Cognitive Development
12.06: Interactions that Support Cognitive Development
12.07: Experiences that support Cognitive Development
12.08: Conclusion
12.09: References
13: Overview of Language Development
13.01: Introduction
13.02: Communication and Language Milestones in Infancy and Toddlerhood
13.03: Early Communication with Eye Gaze
13.04: Stages of Language Acquisition
13.05: Infant Vocal Development
13.06: Gesture Development
13.07: Statistical Learning
13.08: First Words
13.09: Charting language growth in infants and toddlers
13.10: Native Language Development in Non-English Languages
13.11: Development in Language Processing Efficiency
13.12: Conclusion
13.13: References
14: Theories of Language Acquisition
14.01: Introduction
14.02: Behaviorism
14.03: Nativism
14.04: Cognitive Theory
14.05: Interactionist Social Theory
14.06: Statistical Learning
14.07: Native Language Magnet Theory Expanded (NLM-e)
14.08: Conclusion
14.09: References
15: Supporting Language in Group Care
15.01: Introduction
15.02: Language Growth and Individual Differences
15.03: Strategies that Support Language Development
15.3.01: Strategies that Support Language Development-Responsiveness and Sensitivity
15.3.02: Strategies that Support Language Development-Turn-taking
15.3.03: Strategies that Support Language Development- Protoconversations
15.3.04: Strategies that Support Language Development-Infant-Directed Speech
15.3.05: Strategies that Support Language Development-Singing
15.3.06: Strategies that Support Language Development-Joint Attention
15.3.07: Strategies that Support Language Development-Baby Signs and Sign Language
15.3.08: Strategies that Support Language Development-Shared Reading
15.3.09: Strategies that Support Language Development-Dialogic Reading
15.04: Conclusion
15.05: References
16: Multilingualism
16.01: Introduction
16.02: Defining Multilingualism
16.03: Demographics of Multilingual Children
16.04: Multilingualism- Beliefs and Misconceptions
16.05: How Multilingualism is Different
16.06: The Science of Multilingualism Development
16.07: Effects of Multilingualism on Development
16.08: Strategies for Caregivers Working with Multilingual Infants and Toddlers
16.09: Conclusion
16.10: References
17: Emotional Development
17.01: Introduction
17.02: Theories of Emotion
17.03: The Biology of Emotions
17.04: Emotional Beginnings
17.05: Emotion and Self- Regulation
17.06: Caregiver Role in Emotional Regulation
17.07: Emotional Competencies
17.08: Development of Sense of Self
17.09: Empathy
17.10: Emotions and Cognition
17.11: The Role of Language in Emotion
17.12: Knowing What They Can Do
17.13: Impulse Control
17.14: Expression of Emotion
17.15: Social Understanding and Self-Awareness
17.16: Facial Expression and Recognition of Emotions
17.17: Pulling the Pieces Together
17.18: Cultural Elements of Emotional Development
17.19: Emotional Competence and Self-Regulation- A Strategy to Support Emotional Development
17.20: Conclusion
17.21: References
18: Social Development
18.01: Introduction
18.02: What is Social Development
18.03: Theories of Social Development
18.04: Overview of Social Cognitive Learning Theory
18.05: The Early Months of Social Development
18.06: Relationships
18.07: Social Development Through Play
18.08: Conclusion
18.09: References
19: Supporting Social and Emotional Development in Group Care
19.01: Introduction
19.02: Overall Influence of Care on Development
19.03: Practices Supporting Social-Emotional Development
19.04: Physical Environments Supporting Social-Emotional Development
19.05: Conclusion
19.06: References
20: Attachment and Reciprocal Relationships
20.01: Introduction
20.02: Attachment Theory
20.03: Attachment Behavior vs. Attachment Bond
20.04: Ainsworth Strange Situation
20.05: Contact Comfort
20.06: Internal Working Models of Attachment
20.07: Support for Caregivers
20.08: Attachment and Culture
20.09: Attachment and Separation Anxiety
20.10: Attachment Disorder
20.11: References
21: Temperament
21.01: Introduction
21.02: Overview of Temperament
21.03: Temperament Dimensions
21.04: Temperament Styles
21.05: Goodness of Fit
21.06: Temperament Culture and Environment
21.07: Temperament and Language Development
21.08: Temperament and Later Personality
21.09: Conclusion
21.10: References
22: Influences on Development
22.01: Introduction
22.02: Socialization and Enculturation Agents
22.2.01: Agents of Socialization and Enculturation
22.2.1.01: Parents and Families
22.2.1.1.01: Parenting Theories
22.2.1.02: Families with Less Economic Support or Resources
22.2.1.03: Infants in Kinship or Foster Care
22.03: Providing and Supporting Culturally Sensitive Care
22.04: Influences of Language Culture and Caregiving
22.05: Creating Positive Caregiver Parenting Relationships
22.06: Conclusion
22.07: References
23: Caregiving Practices- Primary Care
23.01: Introduction
23.02: Attachment and Primary Caregiving
23.03: Conclusion
23.04: References
24: Caregiving Practices- Small Group Size and Low Ratios
24.01: Introduction
24.02: Small Groups
24.03: Low Ratios
24.04: Benefits of Small Groups and Low Ratios
24.05: Conclusion
24.06: References
25: Caregiving Practices- Continuity of Care
25.01: Introduction
25.02: Continuity of Care as a Caregiving Practice
25.03: Conclusion
25.04: References
26: Caregiving Practices- Routines
26.01: Introduction
26.02: Care Routines
26.03: The Daily Schedule
26.04: Tips for Creating Developmentally Appropriate Daily Schedules
26.05: References
27: Inclusive Caregiving
27.01: Introduction
27.02: Overview
27.03: What Programs Can Do To Be Inclusive of All Children
27.04: Learning about Individual Children
27.05: Promoting Inclusive Practices
27.06: Successful Inclusion of Children with Special Needs
27.07: How to Make Adaptions to Materials to Meet the Needs of an Infant or Toddler
27.08: Collaborating for Inclusion
27.09: Inclusive Play
27.10: Specific Considerations
27.11: Conclusion
27.12: Additional Resources
27.13: References
28: Indoor Environment
28.01: Introduction
28.02: The Impact of Our Environment
28.03: Key Environment Elements
28.04: Key Environment Elements
28.05: Key Environment Elements- Health
28.06: Key Environment Elements- Lighting and Comfort
28.07: Key Environment Elements- Convenience
28.08: Key Environmental Elements- Meeting Individual Needs- Child Size and Flexibility
28.09: Key Environmental Elements- Movement And Choice
28.10: Key Environmental Elements- Engagement
28.11: Key Environmental Elements- Welcoming Families
28.12: Supporting Development
28.13: Division and Definition of Space
28.14: Supporting Special Needs Children
28.15: Conclusion
28.16: References
29: Outdoor Environment
29.01: Introduction
29.02: Benefits of Outdoor Play and Exploration
29.03: Considerations for Creating Safe and Stimulating Outdoor Play Spaces
29.04: When Availability of Outdoor Play Space Is an Issue
29.05: Strategies for Maximizing Outdoor Learning Opportunities for Infants and Toddlers
29.06: Create a Program Culture that Supports Outdoor Play and Exploration
29.07: Conclusion
29.08: References
30: Observation and Documentation - The Key to Intentional Teaching
30.01: The Role of Observation
30.02: Becoming a Skilled Observer
30.03: Observations can be Spontaneous or Planned
30.04: Questions you may want to ask yourself as you plan your next observation
30.05: The Role of Documentation
30.06: Objective versus Subjective Observation Evidence
30.07: Recognizing Your Biases
30.08: Ethical Guidelines when Observing Children
30.09: Observation and Documentation Dos and Donts
30.10: Conclusion and References
31: Quality Counts
31.01: Closing the Achievement Gap
31.02: Not all Preschool Programs are Alike
31.03: Process Quality and Structural Quality
31.04: A Look at Standard Industry Practices
31.05: The Role of the Teacher in High-Quality Practices
31.06: A Look at High-Quality Practices
31.07: Measuring High-Quality in Early Care and Education Classrooms
31.08: Conclusion and References
32: Documentation
32.01: Introduction
32.02: Getting Started
32.03: Observation and Documentation While Participating
32.04: Types of Documentation
32.05: Technology for Documentation
32.06: Key Concepts in Creating Documentation
32.07: Storing Documentation
32.08: Documentation and Families
32.09: Reviewing and Reflecting on Documentation
32.10: Documentation as a Tool for Planning
32.11: Documentation for Assessment
32.12: Conclusion
32.13: Reference
33: Assessment
33.01: Introduction
33.02: Purpose of Assessment
33.03: Sources of Information
33.04: Types of Commonly Used Assessments
33.05: Assessment of Dual Language Learners
33.06: Supporting Assessment
33.07: Concerns with Assessment
33.08: Conclusion
33.09: References
34: Introduction to Curriculum
34.01: Introduction
34.02: Foundational Concepts of Infant and Toddler Curriculum
34.2.01: Relationships and Curriculum
34.2.02: Temperament and Curriculum
34.2.03: Play and Curriculum
34.2.04: Routines and Curriculum
34.2.05: Curriculum and the Environment
34.2.06: Curriculum as Experiences
34.03: Curriculum for One- Individualizing the Curriculum
34.04: References