Infants, Toddlers, and Caregivers: A Curriculum of Respectful, Responsive, Relationship-Based Care and Education
by Gonzalez-Mena, Janet; Eyer, Dianne WidmeyerEdition: 10th
Format: Paperback
Pub. Date: 2014-06-10
Publisher(s): McGraw-Hill Education
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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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