course study guide distance learning the ma early learning guidelines for infants and toddlers in...

Incorporating the MA Early Learning Guidelines for Infants and Toddlers in

Your Program

Course Study Guide

Distance Learning

Designed by:

The Institute for Education

and Professional Development

2 Incorporating the MA ELG for Infants and Toddlers in Your Program, 2011- Distance Learning

Table of Contents

Topic Page Number(s)

Course Outline 3-7 Module 1 8 Pre-Assessment 9 Session 1 10 Session 2 13 Post-Assessment 21 Module 2 22 Pre-Assessment 23 Session 1 24 Session 2 29 Post-Assessment 35 Module 3 36 Pre-Assessment 37 Session 1 39 Session 2 41 Post-Assessment 44 Final Project 45 Course Implementation Action Plan 46 Course Evaluation 47 Resources/Bibliography 48


Welcome to the 15 hours course, Incorporating the MA Early Learning Guidelines for Infants and Toddlers in Your Program.

Brief Description of the course: The first three years of life area a time of rapid brain development and learning. This time is critically important for infants and toddlers as they develop foundations for learning. The purpose of the Early Learning Guidelines (ELG) for Infants and Toddlers is to provide a comprehensive view of the development of infants and toddlers while documenting experiences that support this development. The Guidelines focus on the relationship between the child and all significant adults in the child’s world. This course will provide direction on using these Guidelines to support your work with infants and toddlers. Course Formats: This is a 15 hour course Continuing Education Units: Distance learning (DVD will be provided). Completed assignments are emailed to instructor by due date. Satisfactory completion results in 1.5 CEUs.

The course will include the following modules: This 15 hour course is divided into 3 modules which are 5 hours in length. Each module consists of two, 2.5 hour sessions. The content of each module is based upon the understanding that each child is an individual with diverse needs. The course articulates a responsive and intentional teaching approach to caring for and educating infants and toddlers. Respecting various family compositions, their cultural backgrounds and languages, as well as learning styles and temperaments, rates of learning, and special needs or delays a child may experience are the foundation of this course. There are two sessions within each module. Each session will provide an overview of development, alignment with the Guidelines, and learning tasks designed to support developing knowledge and skills. Learning tasks include; reflection, self-assessment of current perceptions and practices, reading, research, observation of children in care, implementing learning tasks, and collaboration with others (peers, families, community members). The evaluation methods are listed in this guide and include pre and post assessment designed to measure an increase and change in knowledge and skills. 1. Module 1: 5 hours - .5 CEUs

Session 1: Exploring the ELG for Infants and Toddlers Students will explore the Early Learning Guidelines for Infants and Toddlers including the format and structure, Guiding Principles, and use of the Guidelines in various settings. Students will reflect upon and build expertise in identifying and implementing


the elements of a strength-based approach to caring for and supporting and promoting infant and toddler learning.

Session 2: Social and Emotional Development Healthy Social and Emotional development refers to a child’s developing capacity to experience, regulate, and express a full range of positive and negative emotions in socially and culturally appropriate ways. Content in this session includes an overview of the significance of individual differences, supporting children with special needs, and the influence of culture on children’s social and emotional development.

2. Module 2: 5 hours - .5 CEUs Session 1: Cognitive Development Students will explore cognitive development incorporating research on brain development. The value of responsive interactions and rich learning experiences will be an important element in this session.

Session 2: Language and Communication Development Session 2: Learning to communicate is the result of cumulative experiences from birth on. This session will cover receptive and expressive language development along with strategies to support dual language learners and their families.

3. Module 3: 5 hours - .5 CEUs Session 1: Physical Health and Well-Being Students will explore the developmental domains of physical health and well-being of the Guidelines. This session will provide information on supporting children’s health through physical activity and nutritional practices. The correlation between children’s physical wellbeing, health and motor development and school readiness will be discussed along with strategies to promote obesity prevention.

Session 2: Beyond the Basics: Best Practices and conclusion Students will review and strategize the use of the section of the Guidelines: Beyond the Basics: Best Practices. Students will review this section and select one final assignment rated for CEUs based upon primary caregivers and continuity of care, interactions, progress reports, supporting language development, behavior guidance, physical activity and obesity prevention, partnerships with families, or meeting the needs of diverse learners. The course will conclude with a final project (see Module 3, Session 2).

Achievement Based Learning Outcomes: In this course, students will:

1. Analyze current perceptions and practices and areas of growth regarding infant and toddler care and education.

2. Describe and discuss the content and format of the Early Learning Guidelines for Infants and Toddlers.

3. Identify children’s learning and interactions styles through observation and recording. 4. Interpret data collected through child observations to determine learning experiences

which support children’s unique strengths and characteristics including children with special needs, children with developmental delays, and dual language learners.


5. Assess and articulate how the adult’s cultural competence impacts children’s development and learning.

6. Describe the influence of experience and interactions on brain development. 7. Examine the importance of family engagement in the program and the impact on

children’s development and learning. 8. Examine and articulate the influence of language and culture on development and

learning. 9. Plan activities that support the physical development of all children including those

with special needs, physical limitations, or developmental delays. 10. Analyze current nutritional practices and identify activities to promote healthy eating

while supporting children with special needs, delays, or dietary needs. 11. Identify and share community resources with peers and families. 12. Integrate the ELG for Infants and Toddlers and child observation to design an action

plan to support physical health and well-being of the children and families in the program.

13. Utilize knowledge learned to improve education and care offered to Infants and Toddlers.

14. Apply new knowledge into work with infants, toddlers, peers, and families. 15. Assess professional development needs and conduct research to increase

knowledge. 16. Create a continuum of learning that links early education and care to later success in

school and in life by aligning the Early Learning Guidelines for Infants and Toddlers, Guidelines for Preschool Learning Experiences, and the Kindergarten Frameworks.

Assessment Activities: 1. Modules 1-3:

a. Students will complete and submit a pre-assessment at the beginning of each module and a post assessment at the conclusion of each module. This form is designed to assess current knowledge at the onset of the module and any increase knowledge at the conclusion of the module.

b. Students will complete a “One Step at a Time” Planning Template at the conclusion of Modules 1 and 2. Students will complete the “Implementation Action Plan” at the conclusion of Module 3. These templates are designed to facilitate application of new knowledge to practice.

2. Module 1: a. Students will reflect on current practice. b. Students will review the ELG for Infants and Toddlers and complete a Format

Matching Game in Module 1. c. Students will select an area of the ELG to share with a peer d. Students will complete a Child Observation e. Students will offer a Supportive Learning Experience

3. Module 2:

a. Students will research brain development and complete the Baby Brain Map Activity.


b. Students will complete the Family Engagement Inventory and offer one activity to families in the program.

c. Students will complete the Language and Culture Questionnaire and articulate strengths, challenges, and strategies to overcome those challenges.

d. Students will complete a Child Observation e. Students will offer a Supportive Learning Experience

4. Module 3:

a. Students will select and offer a physical learning activity with children. b. Students will select and offer a nutrition learning activity with children. c. Students will complete a Child Observation d. Students will offer a Supportive Learning Experience e. Students will identify two community resources

5. Culminating Activities: a. Students will complete the Implementation Action Plan. b. Students will select and complete a Final Project.

Evaluation CEU credit Students will be rated based upon submitted work. A rating scale of satisfactory or requires revision will be used. The rating is based upon whether the participant completed the work as specified and demonstrates a knowledge and skill level required for that assignment. If students receive a “requires revision” rating, s/he must redo the work to receive credit for the module. All work must be resubmitted within 14 days of receiving this rating. Students may not move on to the next module until an “achieved” rating is received by the instructor. Revisions will include recommendations by the instructor with a due date for revisions.

o Completion of reading assignments and learning activities is estimated at 15 hours.

o All learning activities must include the learner’s name and the date completed. Instructor Support for the CEU Your Instructor will identify office hours for immediate support via email, Skype or phone.


Course Schedule

Course start date: ________________ Course end date: _______________

Module Start Date All assignments due by:

Module 1

Module 2

Module 3

The course must be completed by _________ to receive CEUs Course Policies:

Completion of reading assignments and learning activities for each Module is estimated at 5 hours. All learning activities must include your name and the date completed.

Submit assignments to your instructor by the due date. Either type or print clearly. You will receive the next module once all assignments for the module are received.

E-mail or mail all assignments so your instructor RECEIVES them by the due date.

Late assignments may be accepted up to five days after the due date with a training credit deduction.

Failure to complete course by course completion date will not result in training credit.


Module 1

Introduction to the ELG for Infants and Toddlers and

Social and Emotional Development

Description: Session 1: Students will explore the Early Learning Guidelines for Infants and Toddlers including the format and structure, Guiding Principles, and use of the Guidelines in various settings. Students will reflect upon and build expertise in identifying and implementing the elements of a strength-based approach to caring for and supporting and promoting infant and toddler learning. Session 2: Healthy social and emotional development refers to a child’s developing capacity to experience, regulate, and express a full range of positive and negative emotions in socially and culturally appropriate ways. Content in this session includes an overview of the significance of individual differences, supporting children with special needs, and the influence of culture on children’s social and emotional development. Achievement Based Outcomes During Module 1, students will: 1. Analyze current perceptions and practices and articulate areas of growth regarding

infant and toddler care and education. 2. Describe and discuss the content and format of the ELG for Infants and Toddlers. 3. Identify children’s learning and interaction styles through observation and recording. 4. Interpret data collected through child observations to determine learning experience

which support each child’s unique strengths and characteristics including children with special needs, developmental delays and dual language learners.

5. Assess and articulate how the adult’s cultural competence affects children’s development and learning.


Pre-Assessment – Module 1 Name: ____________________________ Date: ______________________ Please complete this before beginning your work on Module 1.

1. Please describe your understanding of the purpose of the Early Learning Guidelines for Infants and Toddlers:

2. How do you think you will use the ELG for Infants and Toddlers in your program?

3. Do you use the ELG for Preschool in your program? How are they used? (You can ask preschool teachers or your Director if you are in a center based program).

4. Please describe quality infant and toddler education and care? What’s important?

5. Please describe what you do with infants and toddlers in your program that you think are important in promoting quality.


Module 1: Session 1

Introduction to the Early Learning Guidelines for Infants and Toddlers

Achievement Based Outcomes

Reading

Learning Tasks

1 Describe and discuss the content and format of the ELG for Infants and Toddlers.

Read Pages 6-16 and review format of the guidelines. (.25)

1. Complete pre-assessment (.25)

2. Complete reflection sheet on current practice and strategies for improvement after reading the guidelines (pgs. 6-16) (.5)

3. Complete the Format Matching Game (.25)

4. Select one area of the Guidelines to share with a colleague or peer (.75)

5. Explore the Zero to Three website –www.zerotothree.org and provide a summary of available resources for parents (.5)

2 Analyze current perceptions and practices and articulate areas of growth regarding infant and toddler care and education.

Refer to reading above

Resources: Zero to Three. (2010). Supporting your baby’s thinking skills. Retrieved January 7, 2011, from http://main.zerotothree.org/site/PageServer?pagename=ter_par_012_think_what&JServSessionIda004=oryll90ij1.app33c

Zero to Three. (2010). School readiness: 0-3 – Self-confidence. Retrieved January 7, 2011, from http://main.zerotothree.org/site/PageServer?pagename=ter_par_012_selfconfidence_what&JServSessionIda004=oryll90ij1.app33c

Zero to Three. (2010). School readiness: 0-3 – Self-control. Retrieved January 7, 2011, from http://main.zerotothree.org/site/PageServer?pagename=ter_par_012_selfcontrol_what&JServSessionIda004=oryll90ij1.app33c

Zero to Three. (2010). Tips for promoting social and emotional development. Retrieved January 7, 2011, from http://www.zerotothree.org/child-development/social-emotional-development/tips-and-tools-on-promoting-social.html Zero to Three. (2010). Temperament and behavior. Retrieved January 7, 2011, from http://www.zerotothree.org/child-development/temperament-behavior/

http://main.zerotothree.org/site/PageServer?pagename=ter_par_012_think_what&JServSessionIda004=oryll90ij1.app33c

http://main.zerotothree.org/site/PageServer?pagename=ter_par_012_think_what&JServSessionIda004=oryll90ij1.app33c

http://main.zerotothree.org/site/PageServer?pagename=ter_par_012_selfconfidence_what&JServSessionIda004=oryll90ij1.app33c

http://main.zerotothree.org/site/PageServer?pagename=ter_par_012_selfconfidence_what&JServSessionIda004=oryll90ij1.app33c

http://main.zerotothree.org/site/PageServer?pagename=ter_par_012_selfcontrol_what&JServSessionIda004=oryll90ij1.app33c

http://main.zerotothree.org/site/PageServer?pagename=ter_par_012_selfcontrol_what&JServSessionIda004=oryll90ij1.app33c

http://www.zerotothree.org/child-development/social-emotional-development/tips-and-tools-on-promoting-social.html


http://www.zerotothree.org/child-development/temperament-behavior/


Reflection Sheet – Module 1, Session 1

Name: ____________________________ Date: ______________________

What I do now What I would like to do differently

Strategies for change

Describe how you plan for infants and toddlers? (curriculum, environment, learning materials and activities)

Description:

Ideas for change: How I could accomplish this:

Refer to the Guidelines and describe what you do now to plan for individual children (as opposed to the group)

Description:

Ideas for change: How I could accomplish this:

Describe how your currently involve families in the education and care of children in your program

Description: Ideas for change: How I could accomplish this:


Format Matching Game – Module 1, Session 1 Name: ____________________________ Date: ______________________

Format Matching Game Write the letter of the correct answer on the line

____Title of the document for this course _____Age ranges for infants _____Age ranges for toddlers _____Developmental domains covered _____Number of Guiding Principles _____Purpose of the Guidelines _____The Structure of the Guidelines _____Alignment with Preschool Early Learning Experiences _____Use of Beyond the Basics: Best Practices

A. Social-Emotional, Language and

Communication, Cognitive, Physical Health and Well-Being, and Approaches to Learning.

B. Massachusetts Early Learning Guidelines for Infants and Toddlers

C. Divided into four main sections: Early Learning Guidelines for Infants, Early Learning Guidelines for Toddlers, Identification of specific EEC regulations and technical assistance, and glossary and bibliography/resource list.

D. Birth to fifteen months E. …to provide a comprehensive view

of the development of infants and toddlers while documenting the experiences that support this development.

F. This section examines regulations and the rationale behind the regulations. These meet or exceed regulations and are research based demonstrating practices to support growth and development.

G. Eight H. The ELG for Infants and Toddlers

are the foundation for all guidelines and these align with the Preschool Guidelines showing the continuum of development. Both help educators and parents understand and track children’s progress.

I. Twelve to 33/36 months


Module 1: Session 2

Infant and Toddler Social and Emotional Development


Reading

Learning Tasks

1 Identify children’s learning and interactions styles through observation and recording.

Read pages 19-33 and pages 90-105 ELG (.25)

1. Observe one child and select a Supportive Learning Experience, in the area of Social/Emotional Development, which meets his/her, needs. Offer that activity and complete the response sheet. (.1)

2. Complete Cultural Competence Self-Assessment Checklist (.5)

3. Complete “One Step at a Time” Goal Sheet and Post Assessment (.5)

2 Interpret data collected through child observations to determine learning experience which support each child’s unique strengths and characteristics including children with special needs, developmental delays and dual language learners.

Read pages 168-199 ELG (.25)

3 Assess and articulate how the adult’s culture competence affects children’s development and learning.

Review Cultural Competence self-assessment (see next column, #2)

Resources: 1. Center for Social Emotional Development on Early Learning: http://csefel.vanderbilt.edu/ 2.DEC. (2010, September). Responsiveness to ALL children, families, and professionals: Integrating cultural and linguistic diversity into policy and practice. Retrieved January 7, 2011, from http://www.dec-

sped.org/uploads/docs/about_dec/position_concept_papers/Position%20Statement_Cultural%20and%20Linguistic

%20Diversity_Exec%20Summary_updated_sept2010.pdf

3. DEC and NAEYC. (2009, April). Early childhood inclusion: Retrieved January 11, 2011, from

http://www.dec-

sped.org/uploads/docs/about_dec/position_concept_papers/PositionStatement_Inclusion_Joint_update

d_May2009.pdf

4. Zero to Three. Early Experience Matters: http://www.zerotothree.org/child-development/early-

development/

5. Zero to Three: Promoting Social and Emotional Development: http://www.zerotothree.org/child-

development/social-emotional-development/

http://www.zerotothree.org/child-development/early-%09development/

http://www.zerotothree.org/child-development/early-%09development/

http://www.zerotothree.org/child-development/social-emotional-development/



Child Observation – Module 1, Session 2 Name: ____________________________ Date: ______________________ Select an infant or toddler to observe for 10 minutes. Write down what you see and what the child babbles or says. Complete the information below.

Child’s Age: ________________________ Is the child male or female (circle) Child’s Ethnicity: ___________________ Home Language: ______________

Observation Notes

Observe with all of your senses when possible: What do you see, smell, feel, and hear? Do not interact with the child, sit to the side and observe. Write the facts (what you see, hear, smell, and feel physically); do not write your interpretation at this point.

Response to the Observation: Please type out this section with your name and the date on the top of the page – attach to the observation sheet above when submitting to your instructor 1. What was the child doing?

2. What or who was the child playing with?

3. Did you perceive the child was enjoying the activity? How do you know?

Based upon the child’s interactions and play, review pages 19-30 (infants) or 90-100 (toddlers) and complete the Learning Activity Planning Template


Module 1, Session 2

Learning Activity Planning Template: Social and Emotional Development

Select and offer one Supportive Learning Experience on Social and Emotional Development (refer to this section in the ELG).

Your name: ____________________________ Date: ______________________

1. Outcome: What do you hope children will learn from this activity? Refer to the indicators in the ELG for Infants and Toddlers:

2. List the Suggested Supportive Learning Experiences you will offer:

3. List your ideas for additional learning experiences that will support the outcome you listed in #1:

4. Offer the activity and respond: a. How did the children react to the activity (observe, ask)

b. What changes would you make to improve this learning experience?

c. How could you adapt this experience to support a child with special needs

(such as a child with a visual impairment)?

5. What activities will you offer to support learning in this area?

6. Additional Comments:


Cultural Competence Self-Assessment Checklist

Module 1, Session 2 Name: ____________________________ Date: ______________________

MY VALUES AND ATTITUDES

DIRECTIONS Please select A, B, or C for each of the items presented in this checklist. Describe strategies for your individual growth and improvement in the right hand column.

My Response

My plan to improve my cultural competence in

this area

1 I try to understand another person’s point of view when in conflict with my own.

2 I avoid imposing insisting on my own way of doing things when these may be in conflict or be inconsistent with those of cultures or ethnic groups other than my own.

3 I learn about other cultures by reading, observing and asking about what makes people feel comfortable as well as what they want for their children to build my own awareness about perspectives and beliefs different from my own.

4 As children are learning about differences, we read books about diverse families, individuals, cultures, and other areas that support honoring differences.

5 If a child uses a racial and ethnic slur, I help them to understand that certain words can hurt others. I reinforce the value of differences.

6 I intervene in an appropriate manner when I observe individuals engaging in behaviors that show cultural insensitivity, bias or prejudice.

7 I recognize and accept that individuals from culturally diverse backgrounds may desire varying degrees of acculturation into the dominant culture.

A = Things I do frequently B = Things I do occasionally C = Things I do rarely or

never


A = Things I do frequently B = Things I do occasionally C = Things I do rarely or never

My Response My Plan - To increase my cultural competence

8 I understand and accept that family is defined differently by different cultures (e.g., extended family members, fictive kin, and godparents).

9 I accept and respect that among different cultural groups male-female roles in families may vary significantly (e.g., who makes major decisions for the family, play and social interactions expected of male and female children).

10 I understand that age and life cycle factors must be considered in interactions with families (e.g., high value placed on the decisions or childrearing practices of elders or the role of the eldest female in the family).

11 Even though my professional or moral viewpoints may differ, I accept the family/parents as the ultimate decision makers for services and supports for their children.

12 I accept that religion, spirituality, and other beliefs may influence how families respond to illness, disease, and death.

13 I understand that the health care practices of families served may be rooted in cultural traditions.

14 I recognize and understand that beliefs and concepts of mental health or emotional well-being, particularly for infants and young children, vary significantly from culture to culture.

15 I recognize and accept that familial folklore, religious, or spiritual beliefs may influence a family's reaction and approach to a child born with a disability or later diagnosed with a disability or special health care need.


A = Things I do frequently B = Things I do occasionally C = Things I do rarely or never

My Response My Plan - To increase my cultural competence

16 I understand that beliefs about mental illness and emotional disability are culturally-based.

17 I accept that culture has a great influence on how parents, families and communities respond to these conditions and related treatment/interventions.

18 I recognize that the meaning or value of early learning, early childhood education, early intervention, and/or school readiness may vary greatly among cultures.

19 I understand that traditional approaches to disciplining children are influenced by culture.

20 I understand that families from different cultural backgrounds will have different expectations of their children for acquiring toileting, dressing, feeding, and other self-help skills.

21 I accept and respect that customs and beliefs about food, its value, preparation, and use are different from culture to culture.

22 I seek information on acceptable behaviors, courtesies, customs, and expectations that are unique to families of specific cultural groups served in my early childhood program or setting.

23 I review my programs or agency’s mission statement, goals, policies, and procedures to ensure that they include principles and practices that promote cultural diversity, cultural competence and linguistic competence.

24 I seek information from family members or other key community informants that will assist me to respond effectively to the needs and preferences of culturally and linguistically diverse children and families served in my program.


Adapted from: Goode, T.D. (2001). Promoting cultural & linguistic competency checklist for

personnel providing services and supports in early intervention and early childhood settings. Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development, University Center for Excellence in Developmental Disabilities Education, Research & Service.

Continue to Next Page


One Step at a Time Goal Sheet – Module 1 Name: ____________________________ Date: ______________________ Please select one goal that you will implement within the next week after your review of the Guidelines:

By ____________, I will do the following: Signature: __________________________ Date: _________________

Self-evaluation

1. Was the above goal achieved? Yes No

2. Why or why not:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Date it was completed: _____________________ 4. Notes:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Post-Assessment – Module 1 Name: ____________________________ Date: ______________________ Please complete this after you finish your work on Module 1.

1. Describe how your understanding of the purpose of the Early Learning Guidelines for Infants and Toddlers has changed:

2. After reviewing the ELG for Infants and Toddlers, how do you think they can be used in

your program and/or work with infants and toddlers? 3. Describe how you can link your use of the ELG for Infants and Toddlers with the ELG for

Preschool? (the next step for toddlers is moving onto preschool – how can you link your work with what happens “next?”)

4. Has your view of quality infant and toddler education and care changed after reading

these guidelines? What’s different? 5. Please describe what you would change in your work with infants and toddlers after

reviewing the Guidelines.


Module 2

Cognitive and Language and Communication Development

Description: Session 1: Students will explore cognitive development incorporating research on brain

development. The value of responsive interactions and rich learning experiences will be an

important element in this session.

Session 2: Learning to communicate is the result of cumulative experiences beginning at birth and throughout life. This session will cover receptive and expressive language development along with strategies to support dual language learners and their families. Achievement Based Outcomes During Module 2, students will:

1. Analyze current perceptions and practices and areas of growth regarding infant and toddler care and education.

2. Describe and discuss the content and format of the Early Learning Guidelines for Infants and Toddlers.

3. Recognize the individuality of each child and his/her needs learning and interaction styles.

4. Interpret data collected through child observations to determine learning experiences which support children’s unique strengths and characteristics including children with special needs, children with developmental delays, and dual language learners.

5. Describe the influence of experience and interactions on brain development. 6. Examine the importance of family engagement in the program and the impact on

children’s development and learning. 7. Examine and articulate the influence of language and culture on development and

learning.


Pre-Assessment – Module 2 Name: ____________________________ Date: ______________________ Please complete this before beginning your work on Module 2.

1) When does brain development begin?

2) Please describe your view of which plays a more important role in brain development, nature (genes) or nurture (environment)?

3) Does experience change the actual structure of the brain? Please support your answer.

4) What is your understanding of cross-cultural engagement?

5) When communicating and supporting parents from different cultural backgrounds, what steps would you take to stimulate and increase communication?


Module 2: Session 1

Infant and Toddler Cognitive Development


Reading

Learning Tasks

Describe the influence of experience and interactions on brain development. (see Baby Brain Map link in resources).

Read pages 50-68 and pages 124-147 (.5)

1. Complete Pre-Assessment (.25)

2. Complete Baby Brain

Map activity on the Zero to Three Website and complete response sheet – select cognition and language (.5)

3. Offer one Supportive

Learning Experience to children, observe response and scaffold that activity to another activity. (.75)

4. Complete the Family

Engagement Inventory on your own or with a peer (see #2 in resources) (.5)

Recognize the individuality of each child and his/her needs learning and interaction styles.

Interpret data collected through child observations to determine learning experiences which support children’s unique strengths and characteristics including children with special needs, children with developmental delays, and dual language learners.

Examine the importance of family engagement in the program and the impact on children’s development and learning.

Resources: 1. NAEYC. (2010). Engaging diverse families. Retrieved January 6, 2011, from

http://www.naeyc.org/ecp/trainings/edf 2. The Center for Social and Emotional Foundations for Early Learning. (2006).Working with families inventory.

Nashville, TN: Vanderbilt University. Retrieved January 9, 2011 from, http://csefel.vanderbilt.edu/resources/trainings/1.11.pdf

3. Zero to Three. (2010). Everyday ways to support your baby’s and toddler’s everyday learning. Retrieved January 7, 2011, from http://main.zerotothree.org/site/DocServer/early_learning_handout.pdf?docID=3081&AddInterest=1153&JServSessionIda004=oryll90ij1.app33c Available in English or Spanish.

4. Zero to Three (2010). Early Literacy. Retrieved January 7, 2011, from http://main.zerotothree.org/site/DocServer/earlyliteracy2pagehandout.pdf?docID=2681&AddInterest=1145&JServSessionIda004=oryll90ij1.app33c

5. Zero to Three. (2010). Language and literacy - School readiness 0-3. Retrieved January 7, 2011, from

http://main.zerotothree.org/site/PageServer?pagename=ter_par_012_langwhat&JServSessionIda004=oryll90ij1.app33c

6. Zero to Three. Tips and tools on brain development. Retrieved January 7, 2011, from http://www.zerotothree.org/child-development/brain-development/brain-development-tips-and-tools.html

http://main.zerotothree.org/site/DocServer/early_learning_handout.pdf?docID=3081&AddInterest=1153&JServSessionIda004=oryll90ij1.app33c

http://main.zerotothree.org/site/DocServer/early_learning_handout.pdf?docID=3081&AddInterest=1153&JServSessionIda004=oryll90ij1.app33c

http://main.zerotothree.org/site/DocServer/earlyliteracy2pagehandout.pdf?docID=2681&AddInterest=1145&JServSessionIda004=oryll90ij1.app33c





Brain Map Response Sheet

Module 2, Session 1

Name: ____________________________ Date: ______________________ Instructions:

Access the baby brain map activity from the Zero to Three website: Cut and paste into your browser: http://www.zerotothree.org/child-development/brain-development/baby-brain-map.html

Select an age range for your review

Select cognition and learning on the picture of the brain.

Read the question and click on it – the answer will appear

Review “what you can do”

Select an activity or interaction to offer to the children in your group.

1) List two things that you learned from this activity about brain development: a. b.

2) What surprised you?

3) What do you want to know more about?

4) Describe the activity your offered?

5) What was the child(ren)’s reaction?

http://www.zerotothree.org/child-development/brain-development/baby-brain-map.html


Module 2, Session 1

Learning Activity Planning Template: Cognitive Development Instructions: Select and offer one Cognitive Supportive Learning Experience (complete Learning Activity

Planning Template) to children (pages 51-65 for infants and 125-143 for toddlers), observe response and complete Activity Observation on next page. Your name: ____________________________ Date: ______________________ 1. Outcome: What do you hope children will learn from this activity? Refer to the

indicators in the ELG for Infants and Toddlers: 2. List the Suggested Supportive Learning Experiences you will offer:

3. Offer the activity and respond

a. What changes would you make to improve this learning experience?

b. What additional activities will you offer to support learning in this area?

c. Describe how you would adapt this activity for a child who has cognitive limitations or delays?



Observation Observation Tips: Observe with all of your senses when possible: What do you see, smell, feel, and hear? Do not interact with the child, sit to the side and observe. Write the facts (what you see, hear, smell, and feel physically); do not write your interpretation at this point.

Your name: ____________________________ Date: ______________________

Supportive Learning Experience

Describe what happened during this activity

Additional activity you plan to offer

Comments/Questions: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Family Engagement Sheet

Module 2, Session 1

Name: ____________________________ Date: ______________________

Refer to the Working with Families Inventory

1) List the ways you currently support families. List additional strategies to support family engagement:

2) Offer and describe at least one activity you offered to families after you completed the Working with Families Inventory:

3) How did the families respond?

4) Describe how would you adapt this activity to engage families for whom English is a second language or for families who do not speak English:

5) List at least 2 additional goals to you have to further engage families in your program and build relationships:


Module 2: Session 2

Infant and Toddler Language and Communication Development Achievement Based Outcomes

Reading Learning Tasks

Recognize the individuality of each child and his/her needs learning and interaction styles.

Interpret data collected through child observations to determine learning experiences which support children’s unique strengths and characteristics including children with special needs, children with developmental delays, and dual language learners.

Read pages 34-49 and 106-

123. (.25)

1. Conduct an observation of a group of infants or toddlers using the ELB for infants (p.34-49) or toddlers (p.106-123) and offer one supportive learning experience (1)

2. Complete the Language and Culture Questionnaire and the response sheet (.5)

3. Complete “One Step at a Time” Goal Sheet (include how you will engage families) (.25)

4. Complete Post-Assessment (.25)

Examine and articulate the influence of language and culture on development. Focus on dual language learners.

Retrieve and read article. One Language, Two Languages, Three Languages . . . More? See #2 in Resources (below) (.25) Read about areas you would like to know more about using Resource #5.

Resources: 1. Boyd –Batstone, P. (2006). Differentiated early literacy for English language learners: Practical

strategies. CA: California State University. 2. California Department of Education. Language development domain. Retrieved January 12,

2011, from http://www.cde.ca.gov/sp/cd/re/itf09langdev.asp 3. Department of Health and Human Services: Center for Disease Control and Prevention. Child

development. Retrieved January 12, 2011, from http://www.cdc.gov/ncbddd/child/infants.htm Resources in English and Spanish, by age and domain.

4. Prieto, Victoria. 2009. One language, two languages, three languages . . . More? Young Children. http://journal.naeyc.org/btj/200901/pdf/BTJRockingRolling.pdf

5. Stechuk, R.A., Burns, M.S., & Yandian, S.E. (2006, June). Bilingual infant and toddler environments. The Center for Early Care and Education. http://www.aed.org/Publications/upload/BITE_web1106.pdf

6. Zero to Three. (2010). Tips and tools for brain development. http://www.zerotothree.org/child-development/brain-development/brain-development-tips-and-tools.html

http://www.cde.ca.gov/sp/cd/re/itf09langdev.asp

http://www.cdc.gov/ncbddd/child/infants.htm

http://journal.naeyc.org/btj/200901/pdf/BTJRockingRolling.pdf

http://www.aed.org/Publications/upload/BITE_web1106.pdf

ttp://www.zerotothree.org/child-development/brain-development/brain-development-t

ttp://www.zerotothree.org/child-development/brain-development/brain-development-t


Child Observation – Module 2, Session 2 Name:____________________________ Date: ______________________ Select a group of infants or toddlers to observe for 10 minutes. Write down what you see and what the children do and babble/say. Complete the information below.

Children’s Ages:_______________________ Are the children male or female (circle)

Children’s Ethnicities: __________________ Home Languages: _______________

Observation Notes

Observe with all of your senses when possible: What do you see, smell, feel, hear? Do not interact with the child, sit to the side and observe. Write the facts (what you see, hear, smell, feel physically), do not write your interpretation at this point.

Response to the Observation: Please type out this section with your name and the date on

the top of the page – attach to the observation sheet above when submitting to your

instructor.

1) What were the children doing?

2) What or who was the children playing with?

3) Did you perceive the children were enjoying the activity? How do you know?

Based upon the child’s interactions and play, review pages 36 - 46 for infants, or 107 - 119 for toddlers and complete the Learning Activity Planning Template


Module 2, Session 2

Learning Activity Planning Template: Language and

Communication Development

Select and offer one Supportive Learning Experience on Language and Communication Development (refer to this section in the ELG). Your name:____________________________ Date: ______________________

1. Outcome: What do you hope children will learn from this activity? Refer to the indicators in the ELG for Infants and Toddlers:

2. List the Suggested Supportive Learning Experiences you will offer:




c. How would you adapt this activity for a child who does not speak English or who does not understand the language in which you offered the learning experience?




LANGUAGE AND CULTURE QUESTIONNAIRE

Module 2, Session 2 Name:_______________________________________ Date: ____________________

In this questionnaire, the term bilingual means “a child who is being exposed to at least two languages on a daily basis.” Read each statement carefully and then circle the one response that most closely fits your level of agreement with the statement. Instructor will respond with suggestions of resources to learn more about different areas.

1. It is easy for children to learn a second language.

strongly disagree disagree agree strongly agree

2. The most appropriate educational program for all children is one that is based

entirely on American values and ways of doing this.


3. It is important that all educational personnel know how children learn a new

language. strongly disagree disagree agree strongly agree

4. The same educational program will work for all children, bilingual or not.


5. English should be the only language spoken during school-sponsored activities.


6. Parent whose first language is not English should speak English at home to help

their

children learn it as quickly as possible.


7. It takes a long time for young children to become proficient in a second language.


8. Educational personnel can help children from other cultures become bicultural by

respecting their home culture and introducing aspects of American culture.



9. It is important for teachers to share information about home languages with all of the

children in the classroom.


10. There’s no point in educational personnel trying to communicate with parents who

speak a different language.


11. Parent should continue to speak their home language with their children.


12. The process of learning English is remarkably similar for all children no matter what

other language they speak.


13. All children should be exposed to materials from other languages and cultures.


14. The more bilingual children there are in an educational program, the more need

there will be for special education services.


Adapted from: Tabors, P.O. (2008). 2

nd Ed. One child, two languages: A guide for earl childhood

educators of children learning English as a second language. Paul H. Brookes Publishing Co. Suggested reading and sections for review: http://www.aed.org/Publications/upload/BITE_web1106.pdf Page 25: Communication (what you can do) Page 34: Socio-Linguistic Environments Page 41: Planning a parent agenda

Instructor Feedback

Question # Ideas for further reading/research Comments



One Step at a Time Goal Sheet – Module 2

Name:____________________________ Date: ______________________ Please select one goal that you will implement within the next week after your review of the Guidelines:

By ____________, I will do the following: Signature:__________________________ Date:_________________

Self-evaluation

1) Was the above goal achieved? Yes No

2) Why or why not: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3) Date it was completed: _____________________

4) Notes: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Post-Assessment – Module 2 Name:____________________________ Date: ______________________

Please complete this after you finish your work on Module 2.

1) When does brain development begin?

2) Please describe your view of which plays a more important role in brain

development, nature (genes) or nurture (environment)?

3) Does experience change the actual structure of the brain? Please support your

answer.

4) Describe your experiences with cross cultural encounters. Do you have feelings or

ideas about those experiences?

5) When communicating and supporting parents from different cultural backgrounds,

what steps would you take to open up communication between the two of you?


Module 3

Physical Health and Well-being and

Beyond the Basics – Best Practices

Description: Session 1: Students will explore the developmental domains of physical health and well-being of the Guidelines. This session will provide information on supporting children’s health through physical activity and nutritional practices. The correlation between children’s physical wellbeing, health and motor development and school readiness will be discussed along with strategies to promote obesity prevention. Session 2: Students will review and strategize the use of the section of the Guidelines: Beyond the Basics: Best Practices. Students will review this section and select one final assignment (rated for CEUs) based upon primary caregivers and continuity of care, interactions, progress reports, supporting language development, behavior guidance, physical activity and obesity prevention, partnerships with families, or meeting the needs of diverse learners. The course will conclude with a final project (see Module 3, Session 2).

Achievement Based Outcomes: During Module 3, students will: 1. Analyze current perceptions and practices and areas of growth regarding infant and

toddler care and education. 2. Integrate new knowledge into work with infants, toddlers, peers, and families. 3. Select learning experiences which support children’s unique strengths and

characteristics including children with special needs, children with developmental delays, and dual language learners.

4. Plan activities that support the physical development of all children including those with special needs, physical limitations, or developmental delays.

5. Analyze current nutritional practices and identify activities to promote healthy eating while supporting children with special needs, delays, or dietary needs.

6. Identify and share community resources with peers and families. 7. Articulate the continuum of learning that links early education and care to later success

in school and in life by aligning the Early Learning Guidelines for Infants and Toddlers, Guidelines for Preschool Learning Experiences, and the Kindergarten Frameworks.

Course Completion & Culminating Activity: 1. Apply new knowledge learned to work with infants, toddlers, peers, and families. 2. Assess professional development needs and conduct research to increase knowledge.


Pre-Assessment – Module 3 Name:____________________________ Date: ______________________ Please complete this before beginning your work on Module 3.

1. Reflect on your own health and activity status. How do you build on and use your strengths and interests regarding physical development and health with children?

2. How do you overcome your own challenges regarding physical development and health to ensure children receive a balanced and well-rounded experience in your program?

3. Given that you are a role model for children about health and well-being, what are children learning from you about physical development, health and healthy habits?

4. Why is it important to provide your infant with the least restrictive space to develop his gross motor skills?

5. List a physical activities which would support learning and growth for a young infant, a mobile infant, and a toddler: Young infant

Mobile infant

Young Toddler

Older Toddler


6. Do basic movement skills such as running, jumping, throwing and kicking, emerge from an interaction between hereditary potential and movement experience? Please support your answer.

7. Think about how your own culture affects how you approach feeding the children in your program.


Module 3: Session 1

Infant and Toddler Physical Health and Well-Being Develop a collaborative relationship with the community.

Content Reading

Learning Tasks

Analyze current perceptions and practices and areas of growth regarding infant and toddler care and education.

Read pages 69-81 and 148-161 (.5)

1. Complete pre-assessment (.25)

2. Select either a physical

activity or nutrition activity to offer in your program and provide summary. (.75)

3. Obtain at least 2

community resources on children’s physical health and well-being you can share with colleagues and families. (.5) Submit to instructor

Recognize the importance of physical activity on children’s health and determine strategies to involve all children in physical activities including children with special needs or physical limitations.

Analyze current nutritional practices and identify activities to promote healthy eating while supporting children with special needs, delays, or dietary needs.

Develop a collaborative relationship with the community.

Resources: 1) Center for Chronic Disease Prevention and Health Promotion (CDC). Healthy Youth:

http://www.cdc.gov/healthyyouth/obesity/

2) Healthy Children. (2011). Eating for good health. Retrieved January 23, 2011, from http://www.healthychildren.org/english/healthy-living/nutrition/pages/Eating-for-Good-Health.aspx

3) Zero to Three. (2010). Most popular resources on health and nutrition. Retrieved

January 7, 2011, from http://www.zerotothree.org/child-development/social-emotional-development/tips-and-tools-on-promoting-social.html Resources available in English and Spanish.

4) Zero to Three. (2010). Healthy from the start. Retrieved January 7, 2011, from http://main.zerotothree.org/site/DocServer/Healthy_eating_parent_handout--eng.pdf?docID=4181&JServSessionIda004=oryll90ij1.app33c




http://main.zerotothree.org/site/DocServer/Healthy_eating_parent_handout--eng.pdf?docID=4181&JServSessionIda004=oryll90ij1.app33c



Module 3, Session 1

Learning Activity Planning Template: Physical Health OR Nutrition

Select and offer one activity on physical health and one on nutrition to the children in your group. Refer to pages 71-79 and 149-157 to design the activity.

Your name:____________________________ Date: _________________

1. Outcome: What do you hope children will learn from this activity? Refer to the

indicators in the ELG for Infants and Toddlers: 2. List the Suggested Supportive Learning Experiences you will offer:




c. How would you adapt this activity for a child who is not yet walking or has motor challenges?


6. Additional Comments


Module 3: Session 2

Beyond the Basics: Best Practices


Reading

Learning Tasks

Utilize intentional and responsive teaching practices by observing and integrating knowledge about Approaches to Learning in practice.

Read pages 82-87 and 162-167. (.25)

1. Offer a Supportive Learning Experience to a child in your group. Observe and describe approaches to learning that you observe. (.5)

2. Complete the Action Plan template describing how you will use what you have learned. (.5)

3. Summarize the continuum of learning. (.25)

4. Complete post-assessment (.25)

Articulate the continuum of learning that links early education and care to later success in school and in life by aligning the Early Learning Guidelines for Infants and Toddlers, Guidelines for Preschool Learning Experiences, and the Kindergarten Frameworks.

Review the Guidelines for PS Learning Experiences and the Kindergarten Frameworks. Summarize the continuum of learning using these resources.(.5) (Module 3)

Integrate new knowledge into work with infants, toddlers, peers, and families.

Read pages 169-199. (.5)

Resources: Caulfield, R.A. (2001). Infants & Toddlers. Upper Saddle River, NJ: Prentice Hall. Gonzalez-Mena, J., & Eyer, D.W. (2009). Infants, toddlers, & caregivers. (2007). (7

th Ed.) Boston, MA:

McGraw-Hill. MU Center for Family Policy and Research. (2009, July). Missouri Infant/Toddler Responsive Caregiving Checklist. Retrieved from, https://www.openinitiative.org/content/pdfs/MoNotes/IT_Checklist_Notes.pdf Interesting resource on the components of responsive caregiving. NCCIC. Current curricula/teaching approaches for infant and toddler care and education. (2010, June). Retrieved January 13, 2011, from http://nccic.acf.hhs.gov/poptopics/itcurricula.html Zero to Three. (2010). Early Experiences Matter. Retrieved January 15, 2011, from http://main.zerotothree.org/site/Search?query=best+practice&inc=10

https://www.openinitiative.org/content/pdfs/MoNotes/IT_Checklist_Notes.pdf

http://main.zerotothree.org/site/Search?query=best+practice&inc=10


Learning Activity Planning Template: Approaches to Learning

Module 3, Session 2

Your name:____________________________ Date: _________________ 1. Describe the

a. Indicator:

b. Suggested Supportive Learning Experience:

2. Write down the child’s reaction to the activity:

3. What does this begin to tell you about this child’s approach to learning? 4. Describe the next steps you would take if you had concerns with a child’s

development/approach to learning? Such as lack of interest, attending, etc.

5. List ideas for additional learning experiences that will support this child’s approaches

to learning as you practice responsive and intentional teaching practices: 6. Additional Comments:


Summarize the Continuum of Development

Module 3, Session 2

Your name:____________________________ Date: ______________________

After reviewing the Guidelines for Preschool Learning Experiences and the Kindergarten Frameworks, answer the following:

How does this inform your work with infants

and toddlers?

What questions remain on linking the ELG for Infants and Toddlers with the tools for

preschool and kindergarten?


Post-Assessment – Module 3 Name:____________________________ Date: ______________________ Please complete this after you complete your work on Module 3. 1) Reflect on your own health and activity status. What have you learned in this module

and what changes do you plan to make to build on and use your strengths and interests regarding physical development and health with children?

2) What have you accomplished in overcoming your own challenges regarding physical

development and health to ensure children receive a balanced and well-rounded experience in your program?

3) Describe any changes have you made in your own health habits to enable you to

serve as a better role model for children: 4) List the improvements you made to the program learning environment to provide the

least restrictive space for the development of children’s gross motor skills: 5) List physical activities you have done with the infants or toddlers in your age group

during this module:

6) What are the three most important things you learned in this module? How will you

use this knowledge in your work with infants/toddlers?

7) What changes did you make in your own perceptions about eating and the

differences you might see in the children and families in your program?


Final Project Select one of the final projects and submit your work to your instructor. Achievement Based Objective: Assess professional development needs and conduct research to increase knowledge

Responsive Caregiving: Research responsive caregiving and write a one page summary of this approach for families. Implement one of the examples of responsive caregiving in your program and provide a summary of what you did and the response from children, peers, and families.

Children with Special Needs: Based upon your interests and the needs of the children in your program, identify a special need that you will research and write a 2-3 page paper summarizing the disability and how you can support this child in your program by offering (and list) Supportive Learning Experiences.

Professional Development: Design a training for fellow professionals on using the Infant and Toddler ELG in programs. Provide your instructor with an outline of your training.

Dual Language Learners: Research dual language learners and design an action plan (with a visual web and writing down) including steps you will take to enrich your environment, inform and collaborate with parents on the value of dual language learners, and strategies on educating others to support dual language learners.


Course Implementation Action Plan Name:____________________________ Date: ______________________ Please list the steps you will take to implement what you have learned in this course in your work with children and families. This can be a summary of the One Step at a Time sheets with perhaps an additional step or two.

Action Step How I will do this By what date…

Signature: _______________________________________ Date: _________________


Course Evaluation Name (optional):___________________________ Date: _____________ Based upon the course objectives, please rate the following:

Objective Achieved Partially Achieved

Not Achieved

1 I have a better understanding of using a strength based approach of intentional and responsive teaching practices.

2 In this course, I participated in reading and activities that helped me to learn about how infants and toddlers develop and learn.

3 I used the knowledge gained in #2 to plan appropriate Supportive Learning Experiences for infants and toddlers.

3 I used reflection and reading in this course to help me to identify the characteristics of high quality infant and toddler interactions, environments, and learning experiences.

4 I have a greater ability to plan developmentally appropriate learning experiences as informed by the child’s age and individual needs.

5 I am able to select developmentally appropriate learning experiences based upon child observation.

6 I have an increased knowledge of the continuum or link between the ELG for Infants and Toddlers and the ELG for


Preschool.

Bibliography for Infants and Toddlers Course

Boyd –Batstone, P. (2006). Differentiated early literacy for English language learners:

Practical strategies. CA: California State University.DEC. (2010, September).

California Department of Education. Language development domain. Retrieved January

12, 2011, from http://www.cde.ca.gov/sp/cd/re/itf09langdev.asp

Caulfield, R.A. (2001). Infants & Toddlers. Upper Saddle River, NJ: Prentice Hall.

Center for Chronic Disease Prevention and Health Promotion (CDC). Healthy Youth.


DEC and NAEYC. (2009, April). Early childhood inclusion. Retrieved January 11, 2011,

from http://www.dec-

sped.org/uploads/docs/about_dec/position_concept_papers/PositionStatement_Inclusion

_Joint_updated_May2009.pdf\

DEC. (2010, September). Responsiveness to all children, families, and professionals:

Integrating cultural and linguistic diversity into policy and practice. Retrieved January 7,

2011, from http://www.dec-

sped.org/uploads/docs/about_dec/position_concept_papers/Position%20Statement_Cult

ural%20and%20Linguistic%20Diversity_Exec%20Summary_updated_sept2010.pdf

Department of Health and Human Services: Center for Disease Control and Prevention.

Child development. Retrieved January 12, 2011, from

http://www.cdc.gov/ncbddd/child/infants.htm Resources in English and Spanish, by age

and domain.

http://www.cde.ca.gov/sp/cd/re/itf09langdev.asp


http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/PositionStatement_Inclusion_Joint_updated_May2009.pdf/



http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/Position%20Statement_Cultural%20and%20Linguistic%20Diversity_Exec%20Summary_updated_sept2010.pdf




Gonzalez-Mena, J., & Eyer, D.W. (2009). Infants, toddlers, & caregivers. (2007). (7th Ed.)

Boston, MA: McGraw-Hill.

Goode, T.D. (2001). Promoting cultural & linguistic competency checklist for personnel

providing services and supports in early intervention and early childhood settings.

Washington, DC: National Center for Cultural Competence, Georgetown University

Center for Child and Human Development, University Center for Excellence in

Developmental Disabilities Education, Research & Service.

Healthy Children. (2011). Eating for good health. Retrieved January 23, 2011, from

http://www.healthychildren.org/english/healthy-living/nutrition/pages/Eating-for-Good-

Health.aspx

MA Department of Early Education and Care. Early learning guidelines for infants and

toddlers. (2011). Boston, MA. Retrieved January, 2, 2011, from

http://www.eec.state.ma.us/docs1/Workforce_Dev/Layout.pdf

Massachusetts Department of Education. (2003, April). Guidelines for preschool learning

experiences. Boston, MA: Massachusetts Department of Education.

Massachusetts Department of Elementary and Secondary Education. (1999-2006).

Curriculum frameworks. Boston, MA. Retrieved January 24, 2011, from

http://www.doe.mass.edu/frameworks/current.html

MU Center for Family Policy and Research. (2009, July). Missouri Infant/Toddler

Responsive Caregiving Checklist. Retrieved from,

https://www.openinitiative.org/content/pdfs/MoNotes/IT_Checklist_Notes.pdf

NAEYC. (2010). Engaging diverse families. Retrieved January 6, 2011, from

http://www.naeyc.org/ecp/trainings/edf

http://www.healthychildren.org/english/healthy-living/nutrition/pages/Eating-for-Good-Health.aspx

http://www.healthychildren.org/english/healthy-living/nutrition/pages/Eating-for-Good-Health.aspx

http://www.naeyc.org/ecp/trainings/edf


NCCIC. Current curricula/teaching approaches for infant and toddler care and education.

(2010, June). Retrieved January 13, 2011, from

http://nccic.acf.hhs.gov/poptopics/itcurricula.html

Prieto, Victoria. 2009. One language, two languages, three languages . . . More? Young

Children. http://journal.naeyc.org/btj/200901/pdf/BTJRockingRolling.pdf

Stechuk, R.A., Burns, M.S., & Yandian, S.E. (2006, June). Bilingual infant and toddler

environments. The Center for Early Care and Education.


Tabors, P.O. (2008). 2nd Ed. One child, two languages: A guide for early

childhood educators of children learning English as a second language. Paul H. Brookes

Publishing Co. The Center for Social and Emotional Foundations for Early Learning.

(2006).Working with families inventory. Nashville, TN: Vanderbilt University. Retrieved

January 9, 2011 from, http://csefel.vanderbilt.edu/resources/trainings/1.11.pdf

Zero to Three. Early Experience Matters. http://www.zerotothree.org/child-

development/early-development/

Zero to Three (2010). Early Literacy. Retrieved January 7, 2011, from

http://main.zerotothree.org/site/DocServer/earlyliteracy2pagehandout.pdf?docID=2681&

AddInterest=1145&JServSessionIda004=oryll90ij1.app33c

Zero to Three. (2010). Everyday ways to support your baby’s and toddler’s everyday

learning. Retrieved January 7, 2011, from

http://main.zerotothree.org/site/DocServer/early_learning_handout.pdf?docID=3081&Add

Interest=1153&JServSessionIda004=oryll90ij1.app33c Available in English or Spanish.

http://journal.naeyc.org/btj/200901/pdf/BTJRockingRolling.pdf


http://csefel.vanderbilt.edu/resources/trainings/1.11.pdf

http://www.zerotothree.org/child-development/early-development/

http://www.zerotothree.org/child-development/early-development/




Zero to Three. (2010). Healthy from the start. Retrieved January 7, 2011, from

http://main.zerotothree.org/site/DocServer/Healthy_eating_parent_handout--

eng.pdf?docID=4181&JServSessionIda004=oryll90ij1.app33c

Zero to Three. (2010). Language and literacy - School readiness 0-3. Retrieved January 7,

2011, from

http://main.zerotothree.org/site/PageServer?pagename=ter_par_012_langwhat&JServSe

ssionIda004=oryll90ij1.app33c

Zero to Three. (2010). Most popular resources on health and nutrition. Retrieved January

7, 2011, from http://www.zerotothree.org/child-development/social-emotional-

development/tips-and-tools-on-promoting-social.html Resources available in English and

Spanish.

Zero to Three: Promoting Social and Emotional Development.


Zero to Three. (2010). Supporting your baby’s thinking skills. Retrieved January 7, 2011,

from

http://main.zerotothree.org/site/PageServer?pagename=ter_par_012_think_what&JServ

SessionIda004=oryll90ij1.app33c

Zero to Three. (2010). Temperament and behavior. Retrieved January 7, 2011, from

http://www.zerotothree.org/child-development/temperament-behavior/

Zero to Three. Tips and tools on brain development. Retrieved January 7, 2011, from

http://www.zerotothree.org/child-development/brain-development/brain-development-tips-

and-too 1.






course study guide distance learning the ma early learning guidelines for infants and toddlers in...

Documents