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© 2014 Foundations for Success Infant/Toddler Model

Jacksonville Children’s Commission

Teacher Resource Manual


Jacksonville Children’s Commission 2

Acknowledgments

The Jacksonville Children’s Commission would like to acknowledge the staff of the Early Learning Team, without whose hard work and dedication to quality care for

infants and toddlers this curriculum would not have been possible.

To Tris Barber and Mary Nash, who researched and wrote the Foundations for Success: Infant/Toddler Model and who led the team in the efforts to bring quality learning

experiences to infants and toddlers.

To Delores Foster-Young, Tamara Gainous, Tomm Hardee, Lynette Kohn, Chandra Lee, Lissette Maldonado, Matthew Moore, Terri Singletary-Anderson, Sherrill Smith,

Nicole Terry, and Camille Velardo whose contributions have included research, writing, and editing to revise the model to where it is today. The passion they bring to their work

with teachers in infant/toddler classrooms and the resulting insight is what keeps this model current and relevant.



Foundations for Success

Infant/Toddler Model

A Research-Based Approach to Evidence-Based Practices in

Infant and Toddler Care

Copyright 2004

Revised: 2008 & 2012 Jacksonville Children’s Commission

1095 A. Philip Randolph Blvd Jacksonville, FL 32206

(904) 630-3647 www.jaxkids.net



We dedicate this model to all of the hardworking, professional infant and toddler

teachers dedicated to helping each child achieve his or her potential.

“For the hand that rocks the cradle is the hand that rules the world.”

William Ross Wallace



Table of Contents

Model Overview………………………….……….….................. …….... 7 Mission and Goals …………………………………………………. 10 Best Practices in Implementation ………………………………… 11 How to Use This Manual ………………………………………….. 12

How Children Learn ……………………............................................... Brain Basics ………………………………………………………… 15 Florida Early Learning & Developmental Standards …………… 19 Standards to Foundations Correlation Worksheets ……………. 21-28

Relationships Foundation…………………………................................. 29 Information and Research …………………………………………. 30 Strategies for Promoting Relationships ………………………….. 31 Infant Toddler Mental Health……………………………………… . 32 Trust & Attachment………………………………………………..… 33 Temperament……………………………………………………….. 36

Senses and Perception Foundation……………………....................... 39 Information and Research …………………………………………. 40 Strategies to Promote Sensory Learning ……………………….. 41-46 Proprioceptive and Vestibular …………………………………….. 47 Sensory Integration………..……………………………………….. 48

Movement Foundation…………………………………………………..… 49 Information and Research …………………................................. 50 Strategies for Promoting Movement ……………………………… 51 Tummy Time…………………………………………………………. 52 Understanding Movement of Play………………………………… 54 Stages of Play ………………………………………………………. 58

Language Foundation…………………………………………………….. 63 Information and Research………………….................................. 64 Experiences to Promote Langue ………………………………….. 66-69 What is Literacy?…………………………………………………….. 70 Print-Rich Environment…………………………………………….. 72 Nursery Rhymes ………………………………………………….… 74

Lesson Planning ………………………………………………………….. 79 Planning Through Observation and Assessment……………….. 85 Developmental Milestones Checklist …………………………….. 86 Child Observation Record …………………………………………. 87

Appendix………………………………………………………………….... 89 Quality Care ...……………………………………………………..... 91 ITERS Checklist ……….……………………………………………. 93 Everyday Moments and Routines……………………………….... 95 Scaffolding the Play Experience…………………………………… 96 General Adaptations………………………………………………… 97

References……………………………………………………………...…. 99



Foundations for Success Infant/Toddler Model

Introduction

Relationships form the foundation through which every child experiences his or her world. What children experience within these relationships shapes their overall development. Supported by current research, and combined with direct experience in child care settings, the Foundations for Success Infant/Toddler Model provides a positive support structure to implement appropriate learning experiences for infants and toddlers in child care classrooms, thus, raising the quality of the child’s learning experiences. These experiences will enhance the development of children and their ability to learn in the early years of life. The relationships that are established in quality child care classrooms between the teachers and the children, along with experiences in Movement, Senses & Perception, and Language, provide the essential foundation necessary for children to progress developmentally, to enter school ready to learn, and to become successful life-long learners. The Foundations for Success Infant/Toddler Model focuses on four foundational areas necessary for supporting infant and toddler development. Relationships are central to the model as they affect all of the other areas of development, the Senses & Perception, Movement, and Language foundations. In fact, no one area exists in isolation. Infants and toddlers learn by interacting with and acting on their environments. Ideally, each child experiences all four foundations simultaneously, creating a unique and personal learning experience. Responding to these individual needs is the primary role of the teacher and helps to maximize each child’s potential. The Foundations for Success Infant/Toddler Model will provide the teacher with the knowledge and tools to be successful in the classroom.



Overview Evidence Based The Foundations for Success Infant Toddler Model is based on current research in the areas of brain development, early learning, and education. Research shows that children develop through a combination of biological traits (nature) and experiences with their world (nurture). The importance of these experiences is this focus of this model and the related research. Understanding this research is a key component in improving the quality of early childhood education. In 2000, The National Academy of Sciences published a report, From Neurons to Neighborhoods: The Science of Early Childhood Development, which examined research to establish an understanding of early childhood brain development. The National Scientific Council on the Developing Child has provided accurate and applicable information for early childhood policy makers. Both institutions continue to research early childhood development and provide a strong research base for this Model. Additional research and information were gathered from: Zero to Three, National Center for Infants, Toddlers & Families, The Brazelton Touchpoints Institute, The National Association for the Education of Young Children, The Gesell Institute for Human Development, West-Ed Program for Infants & Toddler Care (PITC) and The School for Body-Mind Centering: Infant Developmental Movement Education, (IDME) as well as numerous research books and published articles from accredited sources. Standards Based The information and learning experiences within this Model have also been correlated with The Florida Early Learning and Developmental Standards. This correlation ensures that teachers are not only utilizing the best practices as recommended in this Model, but that they are considering age appropriate development as outlined in the standards. When used together, the Foundations for Success Infant Toddler Model and the Florida Standards will provide a foundation for a quality learning environment. Developmentally Appropriate This model is written for use with children from birth up to the age of 3 years. Research continuously demonstrates that the experiences in the early years are the most crucial in children’s lives. Children’s brains grow more in the first three years of life than at any other time (Brazelton & Sparrow, 2007). A child’s early experiences (beginning in-utero) are responsible for literally wiring the brain for future use, thereby building its basic architecture (National Scientific Council on the Developing Child, 2008). The Foundations for Success Infant Toddler Model provides age appropriate experiences for children that will foster healthy brain development, while accounting for individual flexibility and learning styles.



Relationship-Centered The relationships that are established in quality child care classrooms between the teachers and the children provide the essential foundation necessary for children to create and sustain meaningful relationships, develop toward their potential, enter school ready to learn, and become successful life long learners. From this Model, teachers will learn about the importance of interactions and the messages that these interactions send to our youngest learners. The Model also provides strategies for promoting secure relationships within the classrooms. While the teacher/child dynamic is the focus of the Model, the teacher is only one caregiver in the child’s life. The African Proverb, ‘It Takes a Village to Raise a Child’ is a true statement and one that this model will follow in that it promotes building a support network between the parents, teachers, and other important people in the child’s life. Culturally Appropriate The Foundations for Success Infant Toddler Model has not been developed to be culturally specific to a certain group or area. However, all teachers are encouraged to be culturally sensitive to each individual child and family and to be aware of differences in child rearing practices and beliefs as they relate to culture. With this knowledge, the curriculum can then be flexible to meet the needs of any child/family. In addition, teachers are encouraged to organize the environment with diverse materials and books that are representative of the children and families they serve. For example, books and displays should be realistic and depict people of different ages, ethnicities, cultures, abilities and family configurations. Teachers are encouraged to speak to children in their home language as well as in English. Materials used in the classroom should not only be diverse but also familiar to children and representative of different cultures.



Foundations for Success Infant/Toddler Model

Mission

The Foundations for Success Infant/Toddler Model will create a continuum of excellence in early childhood settings by establishing model infant and toddler classrooms. Through a focus on the Model and an emphasis on relationships,

teachers will provide developmentally appropriate, evidence-based experiences that will encourage and support children in becoming lifelong learners.

Goals

Through the use of the Foundations for Success Infant/Toddler Model, caregivers will:

• Apply current research and quality child care standards to inform planning and routine classroom practices

• Assess classroom needs and those of individual children on an ongoing basis

• Provide responsive caregiving that builds secure relationships with children and families

• Provide individually and developmentally appropriate learning experiences for all children

• Provide experiences in Movement, Senses and Perception, and Language through nurturing interactions

• Provide a safe environment for all children that fosters exploration and learning

• Utilize daily routines as opportunities for learning in everyday moments



Best Practices in Implementation

Comprehensive Curriculum The Foundations for Success Infant/Toddler Model is a comprehensive resource for gaining knowledge, planning, and implementing a quality learning experience for infants and toddlers. The following are included as part of the comprehensive model:

• Research and background knowledge

• Developmental milestones

• Learning experiences for creating lesson plans

• Lesson plan formats

• Resources for quality care and environment planning

• Evaluation components for individual child assessment and teacher self-reflection Professional Development In order to ensure that teachers fully understand the concepts of the Foundations for Success Infant/Toddler Model and the recommendations for appropriate implementation, the authors recommend at least 6 hours of training specific to the Model. Trainers will offer periodic opportunities for teachers to attend trainings, to interact with other professionals, and to practice skills for implementation. Picture & Nursery Rhyme Displays It is recommended that classroom teachers create areas to display realistic photographs, pictures and nursery rhymes at the child’s eye level that are diverse and depict people of different ages, ethnicities, cultures, abilities and family configurations. These displays will create a literacy rich environment that will enhance each child’s opportunity for gaining the pre-literacy skills needed for a foundation of print concepts and language development.

Books, Music and Foundational Learning Experiences Each classroom is recommended to maintain a wide variety of age appropriate books and music for infants and toddlers. Vinyl, cloth, and board books work best for this age group. These books show everyday objects and activities and the people depicted are diverse (e.g., in age, abilities, ethnicity, culture and family configuration. In addition, it is recommended that teachers add books to the classroom library that correspond with the current lesson/theme. The learning experiences accompanying this model provide theme ideas appropriate for infants and toddlers. Reflection and Feedback Best practices dictate that early learning professionals have access to coaching or supervisory support that will provide ample opportunity for reflection and feedback on the use of this model. When available, teachers may utilize outside consultants/coaches as a resource for ongoing professional growth. When this resource is not available, it is recommended that a director/supervisor and teacher form a consistent practice for observations, reflections, and feedback regarding best practices as related to individual children and the use of this Model.



How to Use This Manual

The Foundations for Success Infant/Toddler Model is organized to be easy to find necessary resources and plan for your infant or toddler classroom needs. The manual is divided into the following sections. Model Overview How Children Learn Relationships Foundation Senses and Perception Foundation Movement Foundation Language Foundation Lesson Planning Appendix References Model Overview The overview section of this manual includes an introduction, the mission and goals of the curriculum, an overview of curriculum components, and related research. It is important to establish a clear understanding of the philosophy of the curriculum since all program activities should be based on a relationships-centered approach to care. In addition, it is important to note that this model was developed in accordance with current research and best practices in mind and to be familiar with these research points. How Children Learn In this section, information can be found on brain development, how stress impacts a child and age appropriate developmental milestones. These milestones can be found in the form of the Florida Early Learning and Developmental Standards. This section also contains age appropriate reference sheets that cross reference the state standards with the corresponding Foundations. In addition, these standards are cross referenced to a learning experience that illustrates a related learning opportunity. Lastly, each reference sheet can be used as a planning tool for teachers, either as a way to keep track of standards addressed in teachers or as a developmental checklist for individual children. Foundations Each of the four Foundations for Success has a dedicated section that contains background information, research, and additional strategies to promote learning. Additional information related to child development and linkages to the Florida Early Learning and Developmental Standards can also be found woven into these Foundational areas.



How to Use This Manual (Continued)

Lesson Planning Within this section are samples of lesson plan formats appropriate for use with this Model. Also included are a developmental checklist and an individual observation form. It is recommended that in addition to whole group lesson planning, classroom teachers implement an observation and portfolio system to ensure that each child’s individual learning needs are met. These last two items will assist with this process. Appendix The appendix of this manual includes information that can be used as reference and additional tools for teachers and supervisors. Included are information on quality care and environmental considerations, an ITERS-R Materials checklist, a feedback form for use in reflection, supervision, and professional development, and additional experiences for use during routines and transitions.

We hope this manual will illustrate that working within this Model and applying these methods, will not only increase the quality in your classroom but also enhance the natural curiosity and joy for learning that children have when they feel safe and secure as part of a clean, predictable, stimulating, and challenging environment.



Brain Basics

• A child’s brain forms connections between neurons as a direct result of experiences with the environment • In the first years of life, a child’s brain forms 700 connections every second. • During one hour spent interacting with a young

child, he/she will have formed over 2.5 million potential new connections. • The brain’s greatest growth happens between birth

and age three.

“A child’s early experiences are

responsible for literally wiring the brain for future use, thereby building its basic architecture.”

National Scientific Council on the Developing Child



Toxic Stress & Brain Development

Extreme and/or prolonged stress can actually destroy neurons.

Stressful experiences build networks that create

negative patterns of thinking and feeling.

If the stress response is extreme and long-lasting, and buffering relationships are unavailable to the child, the result can be damaged, weakened systems and brain architecture, with lifelong repercussions.

Supportive, responsive relationships with caring adults as early in life as

possible can prevent or reverse the damaging effects of toxic stress response.

Center on the Developing Child



Curriculum for Infants & Toddlers What does it mean?

• Curriculum for infants and toddlers is everything that they experience

throughout the day. • The adult’s role for this age group is not to teach, but to observe and reflect on

what the children are experiencing and then to support the learning process through interactions and the provision of a safe environment for additional experiences to take place.

• Learning areas cannot be separated, but instead are integrated across domains.

• Learning experiences should be individualized and flexible to meet the needs of each child.

• Caring for infants and toddlers requires that the caregiver have a knowledge of age appropriate development in order to identify both how and what the child is learning.



Florida Early Learning

and Developmental Standards

Birth to Four Years

Physical Development gross motor development fine motor development

self-help health

Approaches to Learning eagerness and curiosity

persistence creativity and inventiveness

Social and Emotional Development

trust and emotional security self-regulation self-concept

Language and Communication

listening and understanding communicating and speaking

early reading early writing

Cognitive Development and General Knowledge

exploration and discovery concept development and memory

Problem-solving and creative expression



Florida Early Learning and Developmental StandardsFoundations for

Success

Sample Learning

Experience

Planning

Checklist

Physical Development

A. Gross Motor Development

A1. Shows characteristics of appropriate health and

developmentMovement

Colors on the Move

p.88

A2. Demonstrates beginning signs of balance, control, and

coordinationMovement

If You're Happy &

You Know It p.68

B. Fine Motor Development

B1. Demonstrates visual abilities that support healthy growth

and development

Movement

Senses & Perception

Bubbles, Bubbles,

Bubbles p. 50

B2. Demonstrates beginning signs of strength, control, and eye-

hand coordination

Movement

Senses & Perception

Round & Round

p. 144

C. Self-Help

C1. Demonstrates beginning participation in self-careMovement

Senses & PerceptionCuddle Up p.125

C2. Participates in basic health and safety routinesRelationships

Senses & Perception

Something About

Me p. 178

D. Health

D1. Shows characteristics of good nutritional health Senses & PerceptionLet's Water Our

Plants p.49

D2. Exhibits auditory abilities that support healthy growth and

developmentSenses & Perception

What a Special Star

You Are! p. 6

D3. Shows characteristics of good oral health Senses & Perception

Belly Buttons,

Knees, and Toes

p.180

D4. Shows basic physical needs are met Senses & PerceptionSomething About

Me p. 178

Approaches to Learning

A. Eagerness & Curiosity

A1. Shows awareness of and interest in the environment Senses & PerceptionStars, Stars, Stars

p.7

B. Persistence

B1. Attends to sights, sounds, and people for brief and

increasing periods of time and tries to produce interesting and

pleasurable outcomes

Senses & Perception Shaking Eggs p. 48

C. Creativity & Inventiveness

C1. Notices and shows interest in and excitement with familiar

objects, people, and events

Senses & Perception

RelationshipsWatch the Rain p.49


A. Trust & Emotional Security

A1. Experiences and develops secure relationships Relationships Pat-a-Cake p. 6

A2. Responds to the environmentRelationships

Senses & PerceptionTwinkle, Twinkle p.6

B. Self-Regulation

B1. Develops early emotional regulation Relationships Greeting p.124

B2. Develops early behavioral regulation Relationships Falling Asleep p.66

B3. Develops early social problem-solving Relationships Builds a Car p.142

C. Self-Concept

C1. Forms and maintains mutual relationships with others Relationships Baby's Lullaby p.66

C2. Becomes aware of oneself as a unique individual while still

connected to othersRelationships Toe Game p.8

C3. Demonstrates emerging sense of competence and

confidence in growing abilitiesRelationships

Watering Our Plants

p. 48

Birth to 8 Months




A. Listening & Understanding

A1. Responds to frequently heard sounds and wordsLanguage

RelationshipsActing Out p. 9

B. Communicating & Speaking

B1. Uses a variety of sounds and movements to communicateLanguage

RelationshipsI Love You p. 127

C. Early Reading

C1. Shows enjoyment of the sounds andf rhythms of language Language Magazine Faces

p.69

D. Early Writing

D1. Develops eye-hand coordination and more intentional

hand control

Language

Movement

Color Me Green

p.87

D2. Watches activities of others and imitates sounds, facial

expressions, and actions

Language

RelationshipsBaby Faces p. 163


A. Exploration & Discovery

A1. Responds in simple ways to people and objectsSenses & Perception

RelationshipsColor Fun p. 86

A2. Establishes primary relationships RelationshipsNight, Night Baby

p.67

A3. Begins to actively seek out responsesSenses & Perception

Relationships

Where Are The

Colors? P.86

B. Concept Development & Memory

B1. Responds in simple ways to people and objectsSenses & Perception

Relationships

Recite Pat-a-Cake

p.9

B2. Establishes primary relationships RelationshipsMusic Experience

p.162

B3. Begins to make things happenMovement

Relationships

Animal Sounds

p.109

C. Problem Solving & Creative Expression

C1. Responds in simple ways to people and objectsMovement

RelationshipsBaby Talk p.163

C2. Establishes primary relationships RelationshipsWhat Are You

Wearing? p.163

C3. Begins to make things happenMovement

Relationships

Midline Connection

p.108




Success

Sample Learning

Experience

Planning

Checklist




developmentMovement

Tennis Ball Painting

p.13

A2. Demonstrates increased balance, control, and


Jump, Jump, Jump

p.16



and development

Movement

Senses & Perception

Paint to the Music

p.95

B2. Demonstrates increased strength, control, and eye-hand

coordination

Movement

Senses & PerceptionIn The Kitchen p.12

C. Self-Help

C1. Demonstrates increased participation in self-careMovement

Senses & PerceptionWhere's ---? p.54


Senses & PerceptionI Spy p.166

D. Health

D1. Shows characteristics of good nutritional health Senses & PerceptionUmm, Umm, Good

p.17


developmentSenses & Perception

Popcorn Popper

p.94

D3. Shows characteristics of good oral health Senses & Perception Brush, Brush p.188

D4. Shows basic physical needs are met Senses & PerceptionLabeling Feelings

p.77



A1. Shows awareness of and curiosity as a learnerSenses & Perception

RelationshipsString Painting p.13

B. Persistence

B1. Pays attention briefly and persists in repetitive tasks Senses & PerceptionWonders of Nature

p.55


C1. Approaches and explores new experiences in familiar

settingsSenses & Perception Spray Bottle p.14



A1. Experiences and develops secure relationships Relationships Family Feasts p.72


Senses & Perception

Small Group Story

p.54

B. Self-Regulation

B1. Demonstrates developing emotional regulation Relationships If You're Happy p.76

B2. Demonstrates developing behavioral regulation Relationships Make a Lovey p.130

B3. Demonstrates developing social problem-solving Relationships Transitions p.75

C. Self-Concept

C1. Forms and maintains mutual relationships with others RelationshipsWho's Here Today?

P.73


connected to othersRelationships

Caves & Tunnels

p.114

C3. Demonstrates increasing sense of competence and

confidence in growing abilitiesRelationships

Animal Search

p.112

8 to 18 Months





A1. Shows an increased understanding of gestures and wordsLanguage

Relationships

What Are You

Wearing p.56


B1. Uses consistent sounds, gestures, and some words to

communicate

Language

Relationships

Animals on the Farm

p.114

C. Early Reading

C1. Builds and uses vocabulary with language, pictures, and

booksLanguage Trees p.58

D. Early Writing

D1. Uses tools and makes scribblesLanguage

MovementBody Print p.68

D2. Repeats actions that symbolize ideasLanguage

Movement

Circles & Square

Pets p.73



A1. Responds in varied ways to people and objectsSenses & Perception

RelationshipsPlayful Pets p.55

A2. Establishes more complex relationships Relationships Wiggle Worm p.56

A3. Initiates more events

Senses & Perception

Relationships

Movement

Colorful Hand p.92


B1. Responds in varied ways to people and objectsSenses & Perception

Relationships Faces p.72

B2. Establishes more complex relationships RelationshipsLonely Bus Driver

p.148

B3. Initiates more eventsMovement

Relationships

Animal Families

p.112


C1. Responds in varied ways to people and objectsMovement

Relationships

Mommy, Daddy, &

Me p.12

C2. Establishes more complex relationships Relationships Valentine's p.131

C3. Initiates more eventsMovement

RelationshipsRrrring p.170




Success

Sample Learning

Experience

Planning

Checklist




developmentMovement

Tennis Ball Painting

p.13

A2. Demonstrates improved signs of balance, control, and


Jump, Jump, Jump

p.16



and development

Movement

Senses & Perception

Paint to the Music

p.95

B2. Demonstrates improved strength, control, and eye-hand

coordination

Movement

Senses & PerceptionIn The Kitchen p.12

C. Self-Help

C1. Demonstrates participation in self-care Movement Where's ---? p.54


Senses & PerceptionI Spy p.166

D. Health

D1. Shows characteristics of good nutritional health Senses & PerceptionUmm, Umm, Good

p.17


development

Language

Senses & Perception

Popcorn Popper

p.94

D3. Shows characteristics of good oral health Senses & Perception Brush, Brush p.188

D4. Shows basic physical needs are met Senses & PerceptionLabeling Feelings

p.77



A1. Shows increased eagerness and curiosity as a learnerSenses & Perception

RelationshipsString Painting p.13

B. Persistence

B1. Pays attention for longer periods of time and persists at

preferred activities

Senses & Perception

Relationships

Wonders of Nature

p.55


C1. Explores the various new properties and uses for familiar

objects and experiencesSenses & Perception Spray Bottle p.14



A1. Forms and maintains secure relationships with others Relationships Family Feasts p.72


Senses & Perception

Small Group Story

p.54

B. Self-Regulation

B1. Demonstrates increasing emotional regulation Relationships If You're Happy p.76

B2. Demonstrates increasing behavioral regulation Relationships Make a Lovey p.130

B3. Demonstrates increasing social problem-solving Relationships Transitions p.75

C. Self-Concept

C1. Forms and maintains mutual relationships with others RelationshipsWho's Here Today?

P.73



Caves & Tunnels

p.114


confidence in growing abilities

Relationships

Language

Movement

Animal Search

p.112

18 to 24 Months





A1. Gains meaning through listeningLanguage

Relationships

What Are You

Wearing p.56


B1. Uses a number of words and uses words together LanguageAnimals on the Farm

p.114

B2. Attends to and tries to take part in conversationsLanguage

RelationshipsSounds p.151

C. Early Reading

C1. Learning that pictures represent real objects, events, and

ideas(stories)Language Trees p.58

C2. Shows motivation to "read" Language Stuff the Bag p.73

D. Early Writing

D1. Makes purposeful marks on paperLanguage

MovementBody Print p.68

D2. Uses beginning representation through play that imitates

familiar routines

Language

Movement

Circles & Square

Pets p.73



A1. Shows more complex responses to people and objectsLanguage

RelationshipsPlayful Pets p.55

A2. Expands relationships Relationships Wiggle Worm p.56

A3. Initiates more complex interactionsRelationships

MovementColorful Hand p.92


B1. Shows more complex responses to people and objectsLanguage

Relationships Faces p.72

B2. Expands relationships RelationshipsLonely Bus Driver

p.148

B3. Initiates more complex interactionsMovement

Relationships

Animal Families

p.112


C1. Shows more complex responses to people and objects RelationshipsMommy, Daddy, &

Me p.12

C2. Expands relationships Relationships Valentine's p.131

C3. Initiates more complex interactionsMovement

RelationshipsRrrring p.170




Success

Sample Learning

Experience

Planning

Checklist




developmentMovement Squares p.22

A2. Demonstrates advancing balance, control, and

coordinationMovement Jump! Jump! P.22


B1. Develops visual abilities to support healthy growth and

development

Movement

Senses & Perception

Tissue Butterflies

p.61

B2. Demonstrates advancing strength, control, and eye-hand

coordination

Movement

Senses & PerceptionIn the Kitchen p.20

C. Self-Help

C1. Demonstrates advancing participation in self-care Movement Let's Get Cooking

p.119


Movement

Let's Get Cooking

p.119

D. Health


development

Language

Senses & PerceptionBeach Senses p.61

D2. Shows characteristics of good oral health Senses & PerceptionRock-A-Bye-Baby

p.136

D3. Shows basic physical needs are metMovement

Senses & PerceptionCarrot Soup p.61



A1. Shows eagerness and curiosity as a learnerSenses & Perception

RelationshipsPine Cone Bird p.60

B. Persistence

B1. Spends more time engaging in child-initiated activities and

seeks and accept help when encountering a problemSenses & Perception Playdough p.81


C1. Explores the environment with purpose and flexibility Senses & Perception Humpty Dumpty p.23



A1. Forms and maintains secure relationships with others RelationshipsMommy & Daddy

Collage p.172


Senses & Perception

Signs of the Season

p.63

B. Self-Regulation

B1. Demonstrates increasing emotional regulation RelationshipsHere We Go Around

the… p.175

B2. Demonstrates increasing behavioral regulation RelationshipsMy Buddy & Me

p.154

B3. Demonstrates increasing social problem-solving Relationships Buddy Art p.81

C. Self-Concept

C1. Forms and maintains mutual relationships with others Relationships Mommy & Me p.136



Five Little Snowmen

p.62


confidence in growing abilities

Relationships

Language

Movement

Seeing New Baby

p.172

Two-Year-Olds





A1. Gains meaning through listeningLanguage

RelationshipsJack & Jill p.23


B1. Speaks clearly enough to be understood by most listeners LanguageMary, Mary, Quite

Contrary p.63

B2. Participates in conversationsLanguage

Relationships

Describing Pictures

p.139

C. Early Reading

C1. Shows growing interest in print and books LanguageOne,Two,Buckle My

Shoe p.23

C2. Shows motivation to "read" Language Little Boy Blue p.23

D. Early Writing

D1. Uses scribbles, marks, and drawings to convey messagesLanguage

Movement

Footprint Butterflies

p.60

D2. Uses more complicated imitative play as symbolic though

processes and mental concepts or poictures are developed

Language

MovementNature Walk p.60



A1. Demonstrates varying responses to people and objectsLanguage

RelationshipsSilly Spiders p.21

A2. Engages in multiple productive relationships RelationshipsLove Your Friends

p.82

A3. Initiates rich and varied eventsSenses & Perception

MovementSnowflakes p.101


B1. Demonstrates varying responses to people and objectsLanguage

Relationships Animal Skins p.119

B2. Engages in multiple productive relationships RelationshipsWe All Live Together

p.118

B3. Initiates rich and varied eventsMovement

Senses & PerceptionOn & Off p.119


C1. Demonstrates discriminating responses to people and

things

Movement

Relationships

Feelings Collage

p.83

C2. Engages in multiple productive relationships Relationships Face to Face p.83

C3. Initiates rich and varied eventsMovement

RelationshipsHappy Cookies p.81



Relationships Foundation

The single most important factor in quality care is the relationship

between the child and the caregiver.

Zeanah, Larrieu, Heller, & Valliere, 2000



Relationships Information & Research

All children develop within the context of the relationships in their lives. It is from the experiences and interactions that their caregivers provide them, that they learn about the world and about themselves. Ron Lally states “Every interaction we have with children is a message about who they are (PITC).” Infant and Toddler caregivers can promote positive learning through relationships by being responsive to each child’s individual needs, by providing a safe environment for learning, and by modeling caring, respectful relationships with others. Children truly do “learn what they live”, illustrating that these relationships are not only key to brain development, but to character development as well. Adults who model positive behaviors set examples that teach children through basic language and actions the core characteristics of such concepts as cooperation, courtesy, diligence, empathy, forgiveness, generosity, helpfulness, honesty, hope, justice, kindness, loyalty, patience, perseverance, respect, responsibility, self-awareness, self-discipline, and tolerance (Early Learning Coalition of Miami-Dade). Additional Research Points:

•Positive relationships formed through warm, sensitive and responsive care help

children feel valued and gain more from their learning experiences (National Association for the Education of Young Children, 2006).

•Human relationships, and the effects of relationships on relationships, are the

building blocks of healthy development . . . intimate and caring relationships that are created in the earliest years . . . are formative and constitute a basic structure within which all meaningful development unfolds (Winnicott, From Neurons to Neighborhoods, 1965).

•Trust and emotional security is developed as a result of relationships formed with

a small number of family members, familiar caregivers, and teachers. These early relationships provide the foundation that supports exploration of the environment, learning, and the development of relationships with others (National Scientific Council on the Developing Child, 2005). The relationships formed with significant primary caregivers become the core context for children’s development—the “nuture” part of the nature/nurture balance ultimately defines whom the child is to become. (National Infant & Toddler Child Care Initiative, 2010).



Strategies to Promote Positive, Healthy Relationships with Infants and Toddlers

• Greet and call every child by name • Make eye contact • Respond to the child’s non-verbal cues by speaking, nodding, smiling,

touching or picking the child up • Smile • Use gentle touch • Hold, cuddle, rock, soothe • Speak to the child positively during routine care times, such as diapering • Hold baby and make eye contact while feeding • Listen and acknowledge • Play with, laugh, and have fun with each child • Sing songs and move in time to the music • Provide a safe environment for the child to explore • Be available, flexible, and responsive to each child’s individual needs • Communicate with and learn about family routines



Infant/Toddler Mental Health

“One day all children will be emotionally healthy, equipped to learn, and nurtured

to develop their full potential.”

FSU Center for Prevention and Early Intervention, January, 2007

What is infant mental health? Infant Mental Health is the ability of children from birth to age five to grow, develop and learn in a way that enhances their social and emotional health, both as an individual and in relationship with others. Why is infant mental health important? The first years of life provide the basis for children’s mental health and social-emotional development as well as the infants future ability to form other relationships. How does a teacher promote good mental health? When a teacher is responsive to a baby’s needs and provides a nurturing, warm, predictable, safe and secure environment, she is promoting positive mental health. She is giving the child the tools he will need to explore and interact on his environment and form new relation-ships.

Standards Connection Social & Emotional Development Self Regulation Develops early emotional regulation. (i.e. stops crying, often, when they are cuddled and held by parents, caregivers, and teachers)



Trust and Attachment

Attachment theory states that an infant needs to develop a

relationship with at least one primary caregiver for social and

emotional development to occur normally

Signs of a secure attachment:

• Crying, calling, and reaching out to signal needs

• Approaching, seeking, clinging, and grasping the caregiver

• More frequent smiling, calling to, and following of the caregiver than other adults

• Looking to the caregiver for reassurance

• The ability to be soothed by the caregiver and then return to play

Signs of insecure attachment:

• Resists holding

• Clings unceasingly

• Cries uncontrollably for prolonged periods

• Failure to thrive

• Doesn’t explore

• No preferred caregiver Caregiver behaviors that lead to insecure attachments: • Little interest in child • Rare eye contact • Little physical contact • Rarely speaks

• Angry and hostile

• Joyless interactions

• No attempt to comfort or protect child from harm

Standards Connection Social & Emotional Development Trust & Emotional Security Forms and maintains secure relationships with others. (i.e. exhibiting mutual eye gazes during routine caregiving activities)



Bonding and Security

Erikson’s Stages of Psychosocial Development Stage 1 - Trust vs. Mistrust

Florida State University Center for Prevention & Early Intervention Policy (Erikson, 1968)

Standards Connection Social & Emotional Development Self Concept Forms and maintains mutual relationships with Others. (i.e. recognizing The smiles on their parents; caregivers and teachers’ faces)



Holding and soothing distressed babies helps

them become well-adjusted children who are able to soothe

themselves.

Florida State University Center for Prevention & Early Intervention Policy



Temperament and Goodness of Fit

Temperament describes the way in which a person approaches and reacts to the world. Temperament may influence the way a child learns, behaves and interacts with others. Being aware of a child’s temperament can help a caregiver to adapt his/her strategies to best meet the child’s needs.

Types of temperaments:

Flexible biological rhythms are regular good mood adapts to new situations Feisty irregular biological rhythms adapts slowly fussy Fearful shy adapts clingy

Becoming aware of your own personality traits enables you to understand how your expectations and reactions coincide with the temperament of children in your care. Goodness of Fit is when the caregiver’s care for the child is compatible to the child’s temperament.

Standards Connection Social & Emotional Development Trust & Emotional Security Forms and maintains secure relationships with other. (i.e. shows affection, such as hugs and kisses)



Points to Remember….

• Do not use a child’s temperament to label or judge a child.

• Knowing a child’s temperament helps you to understand the child in your care.

• Don’t try to change a child’s temperament, but adapt your approach to accommodate her needs

• Observing a child’s temperament enables you to adapt to the child’s needs and wants.



It is through our senses that we receive

information for our internal environment (ourselves) and the external

environment (others and the world). How we filter, modify, distort, accept, and reject, and use that information is part of

the act of perceiving.

Sensing, Feeling & Action, Bonnie Bainbridge-Cohen, 2003

Senses & Perception Foundation



Senses & Perception Information & Research

Children experience the world through their senses. However, each person perceives sensory input differently. Thus, teachers must not merely provide sensory stimulation in the classroom, but must also be attentive to how each child responds to these experiences. Intentionally providing sensory stimulation while not overwhelming children will build tolerance so that they can appropriately integrate learning experiences throughout their lives.

Senses Vision

Hearing Touch Taste Smell

Proprioceptive & Vestibular Additional Research Points:

• By exposing infants to these experiences, they will begin to become more comfortable with the world around them, which will encourage their own sensory

stimulation and help to develop a connection with their families (Malburg, 2012).

• Stimulating the senses sends signals to children’s brains that help to strengthen neural pathways important for all types of learning (Gainsely, 2011).

• Infants and toddlers naturally initiate discoveries about the world around them, so providing a variety of interesting sensory experiences can pique their curiosity and support their brain development (Gainsely, 2011).

• Studies show that children who don’t have enough sensory play experiences may suffer learning problems (Kaplan, 2012).

• Infants and young children vary greatly in their interest in different sensory areas, in the intensity of their attention to sensory stimuli, and in their sensitivity to feelings of comfort and discomfort, familiarity and strangeness, and the emotional context in which sensory experiences occur (Murphy & Moon, Zero to Three).

• Sensory experiences tell us who we are and where we are. The accumulation of images seen and heard, tasted, touched and smelled build a complex image of his surroundings in a little child's mind (Murphy & Moon, Zero to Three).



Vision

Vision is the least developed sense at birth.

Infants have a preference for looking at human faces and contrasting colors.

• Babies can see best about 12 to 18 inches from their eyes.

Remember that lighting affects alertness and responsiveness. Bright lights keep

infants and toddlers alert; soft lights help infants and toddlers to calm down.

Mobiles should be hung about twelve inches from the infants eyes and could

include bold patterns, faces, or an unbreakable mirror. Other than over cribs,

hang mobiles in other places such as over the changing tables and in other areas

of the room.

Laminate photographs and allow children to hold and explore the pictures. Be

sure to use language when describing pictures to them.

Put photographs on the floor with clear contact paper to allow further exploration.



Hearing

The ability for infants to hear develops before birth.

The sounds that infants hear most often in the first year will be the sounds that they

use in their language.

Babies are sensitive to harsh sounds including loud or angry voices.

Use quiet and soft music to calm infants and toddlers and use rhythmic music to

get them excited about moving.

Include conversation at all times throughout the day.

Talking, reading, singing and humming will vary and enrich the auditory stimulation

of an infant.



Touch

Even before birth, the sense of touch is well-developed in infants.

Touching infants in ways they find pleasurable in response to their specific

behaviors, will promote a child’s attachment to a caregiver, enhance brain

development, encourage positive social emotional behavior, increase motor skills,

and strengthen the immune system.

The skin is the largest sense organ of the body.

Touch is critical for children’s growth, development and health.

Tactile stimulation is one of the most important ways to communicate to an infant.

Playful touching and massage will convey tenderness, security and attention. It will

also help a baby develop a sense of body awareness.

Vestibular (motion) stimulation is comforting to the infants and toddlers. Rocking

and swaying slowly and gently soothes the baby. Fast paced movements or

sudden stops and starts can cause injury or distress to an infant.

Use sand and water tables both indoors and outdoors for children to experience

the textures.

Place toys inside the sand/water to allow children to practice pouring and dumping,

burying, etc.

Experiment with different ways to use the materials. For example, add water to the

sand to create a different texture.



Taste The sense of taste is developed by the time a child is born and he/she will

immediately show preferences for different tastes.

Be aware of children’s reaction to food and formula.

Babies have twice as many receptors for sweet at the back of the mouth as do

adults. The fact that mother’s milk is very sweet is probably not a fluke.

Use mealtimes to talk about the variety of tastes.

As children develop, encourage them to try new foods.

Describe the foods and drinks to the children. Words can include: juicy, crunchy,

sweet, sour, tangy, mushy, gritty, chewy, smooth, creamy, cold, hot, wet and slimy.

Use books with themes and pictures of foods. Compare the pictures to the objects

at mealtime and talk about the tastes.

Offer a variety of textures for the child to experience.



Smell At birth, babies can distinguish, and have a preference for, their mother’s scent.

Be aware of children’s reaction to smells and which smells help calm and which

smells irritate them.

Babies quickly learn the scents associated with his or her family.

Infants respond positively to sweet smells such as vanilla and bananas. They react

negatively to bitter smells such as fish.

Describe the foods and drinks that you cook and serve to your infants and toddlers.

Use lunchtime to talk about the smells of different foods.

Incorporate nature into the day by letting children smell the flowers, fresh grass,

leaves and rocks.

Encourage toddlers to identify the common, everyday smells that exist in their

classroom when using play dough, markers, crayons, construction paper, plants,

fish tanks.

Create “smelling bottles” by filling film canisters with a variety of different smelling

items: onions, vanilla extract, vinegar, cinnamon, rubbing alcohol, coffee grounds,

perfume, peanut butter, banana, lemon oil, peppermint extract, lavender oil.



Additional Strategies to Promote Sensory Learning

Talk to children about experiences throughout the day, about what they see, hear,

smell, taste, feel and touch. Use lunch and snack time as a time to talk about the textures of foods and how

they smell and taste. Incorporate nature into the day by letting children feel grass, leaves and rocks.

Bring in flowers for children to smell. During routines times such as diapering, napping, or feeding, have sensory

experiences available. For example, provide visual stimulation such as a mobile or other display for children to look at while they are being diapered or play music

during nap time. Play music during the day; dance and sing with children. Use quiet and soft music

to calm infants and toddlers and rhythmic music to get them excited about moving. Use black and white graphics for stimulating infants’ visual sense. Laminate graphics and allow children to explore or hang above infant sleeping areas. Talking, reading, singing and humming will vary and enrich the auditory stimulation

of an infant. During active alert periods, use touches that the baby finds pleasurable such as

gentle strokes or soft pats. Let children get messy. Find a time and a place where the children are encouraged

to explore something messy that fits with your current theme. Let the parents know ahead of time so they can “dress for success in the mess.”

Note

Infants and toddlers enjoy it when you combine sensory stimulation while interacting with them. For example, dancing and singing at the same time will often elicit smiles

from a child. However, be careful not to combine too many sensory stimulation activities at the same time. This may cause a child to become

overstimulated and shut down.



Proprioceptive & Vestibular

The Sixth and Seventh Senses

Proprioceptive and vestibular senses work together. Proprioception is the sense of where our body is in space and the relationship of the body parts to each other. It tells our brain how our muscles and joints are moving and contributes to our developing body image. It is the perception of movement. Our vestibular sense is our relation to gravity, allowing us to maintain balance. It defines our movements.

Proprioceptive Sense

• Provides our brains with subconscious

information from our muscles and joints

• Allows for appropriate judgment of force

• Contributes to the development of body

awareness and body scheme

• Contributes to the planning and organizing of

movements

• Contributes to the learning and memory of

movements

Vestibular Sense

• Located within the inner ear

• Regulation of muscle tone, postural control,

balance and equilibrium

• Coordination

• Visual tracking

• Bilateral coordination

• Connects people to gravity – physical world

Standards Connection Physical Health Gross Motor Development Demonstrates beginning signs of strength, control and eye-hand coordination. (i.e. turning her head from Side to side, walking without help)



Sensory Integration

Your senses integrate to form a complete understanding of who you are, where you are, and what is happening around you. Sensory integration refers to how people use the information provided by all the sensations coming from within the body and from the external environment (Family Education).

Sensory integration is important because it provides a crucial foundation for later, more complex learning and behavior. By paying attention to children’s reactions to sensory stimuli, caregivers can identify potential problems with sensory integration, including:

• Over-sensitivity to touch, movement, sights or sounds

• Under-sensitivity to touch, movement, sights or sounds

• Unusually high or unusually low activity level

• Difficulty with transitions

Standards Connection Social & Emotional Development Trust & Emotional Security Responds to the environment (i.e. becomes more comfortable when entering new environments, or actually ventures to interact with present environment)



Movement Foundation

Movement and dance activities such as crawling, creeping, rolling, turning,

walking, skipping, reading, and swinging are essential for baby’s brain

development.

Gilbert, 2001



Movement Information & Research

Infants and toddlers are making huge gains in physical milestones. This can be seen in how they spend their days. Their play is all about movement and practicing these new skills. By understanding and appreciating the need for movement, caregivers can provide the experiences needed for development in this foundational area. Additional Research Points:

• This early learning often masquerades as “simply” play but, indeed, play is

learning for infants and toddlers. (Creating a System of High-Quality Child Care for Babies and Toddlers: Linking to Good Start, Grow Smart)

• Movement is an essential means of communication and is one of the earliest ways

in which children express their thoughts and feelings (Zero to Three, 2004).

• Movement and exploration enable us to give and receive affection, regulate (calm

self, delay gratification, tolerate change, attend and focus), develop independence and mastery (Zero to Three, 2004).

• Children gain knowledge, strength, and skills through using their bodies. Physical

accomplishments increase self-awareness and self-confidence (Zero to Three, 2004).

• The vestibular system (part of the ear is related to balance and movement) must

be activated for learning to take place (Harman, 2000).

• Exercise actually causes the parts of the brain that control movement to develop

more neuron connections. Leaving a child in a playpen all day slows his motor development (University of Georgia College of Family and Consumer Sciences, 2006).

• Touch and movement are the earliest ways in which the child comes to know itself

and its world. They form the base for more complex learning processes. They are the first modalities of learning and form the foundation for bonding, relationships, perception, learning, emotional well-being, physical agility, cognitive functioning and the general ease with which a child can grow and develop (Bonnie Bainbridge-Cohen, 2006).



Strategies to Promote Movement Play music and encourage your children to dance. Provide musical

instruments and scarves for added movement and fun. Set up your classroom to allow space for children to practice gross

motor skills, such as walking and jumping. Lay your infant on his/her back, hold a cookie sheet by the baby’s feet

and encourage him/her to kick it. The cool feel and the sound of the sheet will foster continued movement.

Form different kinds of bridges and tunnels, allowing children to use

their motor skills to go over and under. Provide opportunities for children to scribble and draw. Use finger plays to promote find motor skills. Play follow the leader and encourage new skills such as galloping,

jumping, and walking on tip toes. Provide blocks for children to practice building and balancing. Play bean bag toss to develop throwing skills. Go on nature walks with children. Provide push and pull toys for children to use in the classroom. Allow opportunities for children to use riding toys on the playground.



It is crucial for babies to spend time on the floor.

Back to Sleep, Tummy to Play!

Babies will develop muscles, eye-hand coordination and language skills

as their movements connect in their brain.

Foundations for Success, 2004

Tummy Time



Tummy Time

Babies need to be on their tummies in order to go through the fundamental patterns that wire the brain and lay the foundation for reading, writing, socialization, and healthy behavior

(Gilbert, 2001).

Tummy time can begin as early as the first day home from the hospital (Healthy Child Care America Back to Sleep Campaign).

Why Tummy Time?

Stronger babies – Babies who spend time playing on their tummies become stronger in their neck and arms at an earlier age. Neck strength is needed for head control to progress to eating solid foods.

Crawling, scooting, hand use – By spending time on their tummies, babies learn to move from side to side, which helps them to reach and crawl. It also helps develop and refine their sense of touch.

Balance and coordination – Tummy time helps develop balance and coordination, which are the foundations for all motor skills.

Eye-hand coordination – Vision and eye-hand coordination are enhanced due to easy access of the hands to face and mouth.

Calming – Nestling into a tummy lying position can be comforting and calming to a fussy baby.

Confidence and independence – Babies are motivated to explore their world as they find they can control their mobility.

Healthy Child Care America

Back to Sleep Campaign

Standards Connection Approaches to Learning Eagerness & Curiosity Shows awareness of and interest in the environment. (i.e. extending their arms to lift their heads and chest up to see further and turns in the direction of the source of familiar voices and sounds)



Understanding the Movement of Play

A lot of learning is happening during playtime. Play is the work of childhood. Lifting, dropping, looking, pouring, bouncing, hiding, building and knocking down are just a few activities that children enjoy. Children are busy when they are playing. But more importantly they are learning.

Children between the ages of 14 and 36 months are often referred to as “practicing toddlers.” They spend a great deal of time trying out their new-found motor skills and have very short attention spans. The figure on the next page depicts seven clocked minutes of play for children at different ages. Notice the movement patterns of the 18-month-old as compared to that of the 4-year-old.

Standards Connection Physical Health Gross Motor Development Demonstrates increased balance, control, and coordination. (i.e. walking unaided to reach destination)



The Movement of Play



Play!

Through play, children learn about cultural norms and expectations, discover the

workings of the world, and negotiate their way through their surroundings.

Play teaches children about themselves, others, rules, consequences, and how things

go together or come apart.

Klein, Wirth, & Linas, 2003



Learning through Play

Children at different ages do not play the

same way. Each stage is important to the development of another.

Children discover and learn about the world

when they play. Play develops imagination and creativity and

gives children practice in the social skills they need in our world.

Children do not play for reward or because

someone told them that it is good to do. They play because they like it.

Children learn the skills of socializing with

one another in social play. By playing with one another, children learn social rules such as waiting, taking turns, cooperation and sharing things.

Children go through different stages of play

in all developmental domains.

Standards Connection Physical Health Gross Motor Development Shows characteristics of appropriate health and development (i.e. shows interest in people and objects in their environment)



Parallel Play (2 1/2—3 yrs)

Children are playing the same game or activity. They

are playing next to each other, but they are not talking or otherwise

interacting.

Stages of Play

Solitary Play (0-2 yrs)

A child is in a room full of other children, but he/she is playing alone and not paying attention

to anyone.

Onlooker Play (2-2 1/2 yrs)

A child does not physically engage in play with other children, but prefers to sit and watch them play

instead.



Associative Play (3-4 yrs)

Children play together in a

similar activity with little organization or responsibility.

Cooperative Play (4-6+ yrs)

Children are playing an organized game with group goals. There is at least one

leader.

Stages of Play



Play and Developmental Stages (Birth-18 Months)

Play is important during the first twelve months of life for the development of the visual cortex and the frontal lobes of the brain, both of which have the most rapid rate of growth during this time. This part of brain development is directly connected to the nervous system, therefore making it important to stimulate and activate the senses of an infant during this time. Throughout the first year of life, play also strongly contributes to the development of sensorimotor skills. Babies learn through the senses of sight, sound, touch, taste, smell and movement. Therefore, young infant toys are usually brightly colored and produce sounds, such as a rattle or a musical instrument. As an infants’ senses become more developed, toys with different textures that allow a child to grasp, hold, let go and reach will capture their attention. Mobiles, especially ones that produce music, and mirrors will stimulate the senses of an older infant. Babies first learn to sit up, then to crawl, next to stand, and finally they learn to walk. Activities that will help to develop the gross motor skills necessary for an infant to learn to walk include: materials that the child can pull themselves up on, grasp on to, and give them support to try to walk on their own. Those that are already walking will express interest in push-pull toys. The development of fine motor skills are also important during this time. Infants will express interest in toys that develop fine motor skills such as: stacking rings, large blocks and shape sorters. Basic language skills, such as communication and vocabulary development, can be introduced during this period of development through the use of books and meaningful experiences with familiar pictures and objects. Children develop language and learn to communicate through their interactions with adults, and as an infant and toddler teacher, it is important to be aware of the role you play in early childhood education and child development.

*Don’t forget tummy-time!



Play and Developmental Stages (18 months – 3 years)

At the age of eighteen months through three years, the toddler’s brain is more active than an average adult’s brain. Running, jumping, climbing, riding toys, and sand and water play are important activities for the development of motor skills. Other domains of the brain that are sensitive and developing rapidly during this time are the areas of language and social-emotional responses. During this developmental stage, toddlers are becoming very curious about their environment. Toys that encourage the development of hand-eye coordination demonstrate to the child how the toy functions, and toys that develop spatial skills should be available for the children during free choice time, as well as for planned experiences. These toys would include ones that can be taken apart, pop-up toys, simple puzzles, and a good set of blocks. Rotating the selection of toys available will keep the children engaged in their learning process, stimulate brain development, and maintain their natural curiosity. Having musical instruments, art materials, such as play dough experiences available during free choice time will support brain development, as well as promote creativity.



Language Foundation

Children learn new words through

conversations and experiences with adults and children their own age.

Words are also learned by listening to stories, songs, finger plays, and

rhymes.

Heroman, 2002-2005



Language Information & Research

Language skills are critical for a child’s success in school. The importance of this foundation is why language sits at the top of the Foundations for Success pyramid model. During the infant and toddler years, we are setting the foundation for learning and allowing children to build the necessary language skills they need for pre-k, kindergarten and beyond. Additional Research Points:

• Reading aloud gives children background knowledge, which helps them make

sense of what they see, hear, and read. The more adults read aloud to children, the larger their vocabulary will grow and the more they will know about the world and their place in it (Koralek).

• One of the features that distinguish higher quality from lower quality care with

regard to early cognition and language is the amount of language stimulation that child care teachers provide (Shonkoff, 2000).

• Reading aloud lets parents and teachers be role models for reading. When children

see adults excited about reading, they will catch their enthusiasm (Koralek).

• The development of early language and literacy during the first three years is

linked to a child’s early experiences with books and social literacy experiences with adults (Zero to Three, 2003).

The teacher’s role is to model language in a classroom environment that is safe

and secure so that children will be encouraged to use new language skills (Aldridge, 2005).

• Children with mothers that use complex sentences (those with nouns, verbs, and

clauses) improve children’s language skills (Gold, 2003). Research does not suggest drilling children in alphabet songs from different

languages or using flash cards to promote rote memorization of letters and numbers. Children learn any language best in the context of meaningful, day-to-day interaction with adults or other children who speak the language (University of Maine Cooperative Extension, 2006).



Language Statistics

Research is taken from Start Early, Finish Strong: How to Help Every Child Become a Reader, July 1999.

2,150 1,250 620

High Income Middle Income Low Income

Number of words heard by hour for 1 and 2 year olds:

Number of words heard by age 3:

30 million 20 million 10 million

High Income Middle Income Low Income

• Children in low income families hear one half to one third less words than higher

income families.

• A child in a low income family will know about 3,000 words, while a child from a

high income family will know 20,000 words by the age of six.

• Only 39% of parents surveyed said they read with their infant on a daily basis, 16%

said they do not read with their child at all.



Experiences to Promote Listening and Understanding

Hold an infant so that he or she can see your face.

Hold your face 10 to 12 inches away, smile, and say the child’s name. Make different facial expressions for baby to see and move your face slowly from side to side for baby to follow.

• Hold an infant in a position or place yourself in a

position so that you are beside, but out of sight of the child. Call the child’s name in a clear tone. Continue to say the child’s name until he/she turns toward you. When the child turns, cheer and smile at the accomplishment.

• Point to interesting things in the classroom or

outside and say, “Look at that.” When the child’s attention is focused, use clear language to describe what the child sees.

• When reading, point to pictures in the book and

label the picture. For older toddlers, use the name of the picture and ask them to point. For example, say, “Where is the dog?”

• Ask the child to point to body parts, such as,

“Where is your nose?” If the child points to the correct body part, cheer and smile. If not, point and say, “I see your nose, it is right here.”

• Give children simple directions during the day

such as, “Go find your shoes” or “Put the toys back on the shelf.” Since children learn through repetition and modeling, repeat the direction and model the action. Smile and cheer at any effort the child makes.

• Sing songs, do finger plays, and/or chant nursery

rhymes throughout the day.

Standards Connection Approaches to Learning Persistence Attends briefly and persists in repetitive tasks (i.e. Wanting to hear the same song or the same book read over and over again)



Experiences to Promote Communicating and Speaking

Take turns making sounds with infants. For

example, when a child coos, repeat the sound back to him. Then, wait for the child to make another sound and do the same.

• Play peek-a-boo with children.

• Blow bubbles with children and encourage children to try and blow bubbles as well.

• Respond to ALL children’s attempts to communicate, including when children cry.

• When a child waves, points to something, or uses other hand gestures to communicate, respond by adding words for the child. For ex-ample, if a child points to her milk, say, “Yes, that is your milk. Do you want some?”

• Sing simple songs and use finger plays with children. Repeat the songs often to help the children learn the tune and the song.

• Point to pictures in books and encourage children to name the picture.

• When children use one or two words to communicate, respond by expanding on the language used by the child. For example, if a child says “ball”, you can say, “Yes, that is a blue, round, ball.”

• Use toy telephones to encourage language use by children by modeling and encouraging conversation.

Standards Connection Approaches to Learning Eagerness & Curiosity Shows eagerness and curiosity as a learner (i.e. vocalizing and smiling to show pleasure and to encourage continued interaction when they are being read to)



Experiences to Promote Early Reading

• Allow children to explore books by shaking,

banging, turning pages, and opening and closing the books. For young children who are exploring through chewing, use vinyl books when possible to avoid the spread of germs.

• Hold books with black and white images and/or

bright colors so that infants can focus on the images.

• Reread stories to children multiple times so

that they become familiar with the story and can begin to predict what is next.

• Let children help turn the pages of books while

you are reading.

• Allow children to pick out the books that they

want you to read.

• Encourage children to follow a moving object

with their eyes.

• For older toddlers, point to words as you read

so that children can follow words from left to right.

Standards Connection Language & Communication Early Reading Builds and uses vocabulary through direct experiences and involvement with pictures and books (i.e. exploring a variety of books, including paper, cardboard, vinyl, and cloth)



Experiences to Promote Early Writing

• Provide the opportunity for children to reach

for, grasp, and put objects in their mouths.

• Hold objects above infants, encouraging them

to bring their hands together at the middle of their bodies.

• Let children hold crayons and scribble or

make marks on paper.

• Provide supervised opportunities for children

to pick up objects using finger and thumb grasp (may be done during snack).

• Provide toddlers with a variety of writing in-

struments to use, such as crayons, markers, and paintbrushes.

• Encourage children to use a flashlight to make

shapes on the wall with the light and/or to fo-cus on specific items with the light.

• Use finger plays with children, such as Where

is Thumbkin? and Five Little Monkeys.

Standards Connection Language & Communication Early Writing Uses tools to make scribbles (i.e. imitating writing by scribbling without regard to direction or location)



What is Literacy?

Literacy is the developmental growth of communication, the formation of vocabulary, and the increasing awareness of reading. For infants, literacy is the development of speech and speech

patterns in the form of cooing or babbling and responding to sounds or voices. This includes the

awareness of words and that words convey meaning. For older children, it involves continued talking, growth of vocabulary, scribbling, turning

pages in a book and generally exploring the environment.

www.jaxkids.net



Typical Emergent Language and Literacy Behaviors

Birth to 3 months • Expresses demands with cries and/or other sounds • Responds to the sound of a rattle, sound of voice 3 to 6 months • Babbles, combines vowels and consonant sounds 6 to 9 months • Starts imitating sounds • Vocalizes to self when alone 9 to 12 months • Shakes head “no-no”; waves “bye-bye” • Says “ma-ma”, “da-da” 12 to 24 months • Follows simple one step directions such as “Give me the cup,

please.” • Has and uses about 50 words at 18 months and around 200-

300 words by the time they are 24 months 24 to 36 months • Receptive language more developed than expressive language • Speech is as much as 65-75% intelligible • Follows multiple step directions such as, “Please pick up the

block and put it on the shelf.”



Print Rich Environment for Infants and Toddlers

• Classrooms filled with print, language and

literacy play, story book reading, and writing allow children to experience the joy and power associated with reading and writing while mastering basic concepts about print that research has shown are strong predictors of achievement (Kuby, Goodstadt-Killoran, Aldridge, & Kirkland, 1999).

• However, educators need to be cautious about

maintaining an environment that is age appropriate as well as print rich. The environment should not be so littered with print as to be overwhelming to infants and toddlers (Rosenkoetter, Notari-Syverson, & Knapp-Philo, 2004).

How to Provide a Print Rich Environment

• Keep books on low shelves and in baskets.

• Create cozy comfortable spaces where

children can sit and read by themselves or with a friend.

• Display books on shelves with the covers

visible.

• Provide literacy-related props in the dramatic

play area.

• Rotate literacy materials regularly.

• Write children’s names on artwork and

display at the children’s eye level.

Standards Connection Language & Communication Early Reading Shows growing interest in print and books. (i.e. asking that their favorite books be read over and over)



Ways to Share Books with Infants & Toddlers

Have Fun Children can learn from you that books are

fun, which is an important ingredient in learning to read.

It is OK to Read Part of a Story Young children can only sit for a few minutes

for a story. Talk or Sing About the Pictures You don’t have to read the words to tell a story. Let Children Turn the Pages Babies can help turn pages. It’s okay to skip

pages! Show Children the Words Run your finger from left to right along the

words. Make the Story Come Alive Be dramatic with your voice and body

expressions. Ask Questions and Allow Children to Ask Questions. Use the story to engage in conversation.

Zero to Three, 2004

Standards Connection Approaches to Learning Persistence Attends briefly and persists in repetitive tasks ( i.e. wanting to hear the same song or be read the same book over and over again)



Nursery Rhymes

The Foundations for Success Infant/Toddler Model promote the use of nursery rhymes in all infant and toddler classrooms.

Mary Had a Little Lamb, Hey Diddle Diddle, and Jack and Jill, were once popular nursery rhymes that most children knew. Unfortunately, many of today’s children have had little exposure to nursery rhymes. While nursery rhymes may seem like simple songs and phrases, they are very important in helping to build literacy skills. Nursery rhymes are valuable for several reasons; they help with memorization, phonemic awareness, and building vocabulary. Children easily remember nursery rhymes because they are usually short, have rhyming words, and are sung in repetition most of the time. Therefore, exposure to nursery rhymes helps to lay the foundation for developing memorization skills later on in life. Phonemic awareness is defined as the realization that sounds make up words. The sounds heard in nursery rhymes are often fun for children to repeat. You may hear them repeating the nursery rhyme in your classroom throughout the day. This play with words and sounds is actually laying a foundation that will help children to become well skilled readers later in life. Vocabulary skills are built not only through the repetition of nursery rhymes, but having an experience with the nursery rhyme. The use of props while telling a nursery rhyme can help a child increase the number of words in his/her vocabulary. For example, using props such as a rolling pin, a chef’s hat, a bowl and a spoon, while reciting Pat-A-Cake, gives a child the opportunity to make a real life connection between words, sounds, and objects. Furthermore, if the child is able to hold, use, and play with the props, these words are reinforced in the child’s vocabulary. These experiences with words, sounds and objects will benefit the child’s future development of literacy skills. Nursery rhymes have become almost like a lost art form. Introducing rhymes to your class is an easy way to entertain and engage children in the learning process, while teaching valuable skills children will need for literacy development and reading skills. So why wait? Start using nursery rhymes today! The following pages include some popular nursery rhymes. See the reference section for additional resources.



Teddy Bear, Teddy Bear

Teddy bear, teddy bear, turn around. Teddy bear, teddy bear, touch the ground. Teddy bear, teddy bear, show your shoe.

Teddy bear, teddy bear, I love you. Teddy bear, teddy bear, run upstairs.

Teddy bear, teddy bear, say your prayers. Teddy bear, teddy bear, turn out the lights.

Teddy bear, teddy bear, say good night.

Clean-up Song

Clean up, clean up Everybody everywhere.

Clean up, clean up Everybody do your share.

Good-Bye

It’s time to say good-bye. It’s time to say good-bye.

I wave my hand and give a great big smile. It’s time to say good-bye.



Clean Hands (Sung to the tune of “Row, Row, Row, Your Boat”)

Wet, wet, wet your hands Get them really clean

Soap them and rub them and rinse them off Now you’re really clean.

Good Morning Songs

(Sung to the tune of “Happy Birthday”)

Good morning to you, Good morning to you,

Good morning, good morning, Good morning to you.

Good morning, good morning, good morning to you. Good morning, good morning, good morning to you.

Our day is beginning, there’s so much to do. So, good morning, good morning, good morning to you.

Good morning, good morning, how are you? I’m fine, I’m fine, and I hope that you are, too!

If you’re happy to be with us clap your hands. If you’re happy to be with us clap your hands.

We start each day with a smile, Then we sing and talk awhile.

If you’re happy to be with us, clap your hands.



Old McDonald Had a Band (can be used for music/ movement time)

Old McDonald had a band, EIEIO.

And in his band he had a drum, EIEIO.

With a rat-a-tat here, and a rat-a-tat there, Here a rat-a-tat, there a rat-a-tat,

everywhere a rat-a-tat. Old McDonald had a band,

EIEIO. Additional verses: (2) bells-ding, ding,

(3) tambourines-clang, clang

Open Shut Them

Open shut them, open shut them, give a little clap. Open shut them, open shut them, put them in your lap.

Creep them, creep them, creep them right up to your chin. Open wide your little mouth, but do not let them in.



Jump Up and Down (can be used for music/ movement)

(child’s name), (child’s name), jump up and down, Jump up and down, jump up and down.

(child’s name), (child’s name), jump up and down. Then sit right down.

Time to Clean (tune of Where is Thumbkin?)

It is time, it is time, to clean our room, to clean our room.

We all got to play today. Now we put our toys away. It is time to clean our room.



Lesson Planning



Lesson Planning

Learning for infants and toddlers occurs through relationships and responsive caregiving. When you as a caregiver pay attention to the

individual needs of children, actively engage in experiences with them, and provide positive reinforcement, you are creating a positive

environment for learning to occur. While these spontaneous interactions are critical for learning, as an early childhood caregiver, it is also important

to be intentional in the planning of experiences for your classroom. Some best practices in lesson planning include:

Intentionality: Follow a process of observation, reflection, and planning to ensure lesson plans/experiences that are appropriate for both the developmental needs and interests of your group. Using the Florida Early Learning and Development Standards as a framework for these experiences demonstrates that you are intentional in what you want your children to learn. Individualization: Maintain a portfolio system with individual child observations and assessments throughout the year. Include these individual and whole group observations in the process of lesson planning. In addition, use individual goals stated in each child’s portfolio to inform the experiences for which you plan. Flexibility: While it is important to have a written plan, infants and toddlers operate on their own unique schedules and may not be ready to engage in active play when you are ready to present an experience. Thus, it is important to be flexible in how and when you engage children in play to meet their needs.

Choosing a lesson plan format:

This model contains lesson plan templates that are set up for monthly, weekly, or daily lesson planning. Choosing the template for which to use

should be based on the needs of your class. Children, especially younger children, learn through repetition. Thus, it may be more appropriate to use

a monthly or weekly format with infants or young one-year-olds. As children grow and develop into older toddlers, it is important to use a more

structured plan in order to prepare them for learning in the pre-k years.



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Planning Through

Observation and Assessment

The Foundations for Success curriculum recommends that all teachers adopt a system of observation and assessment in order to plan for and respond to each child’s learning needs. The following two pages include a developmental checklist and an observation form. By using these two tools or other appropriate observation and assessment tools, teachers should observe, document, and reflect on each child’s needs and progress throughout the year. Effective observation should follow the following steps:

Observe Watch and listen to children during learning experiences and document

skills, abilities, and interests

Reflect Using the Florida Early Learning and Developmental Standards and/or the

developmental checklist on the next page, consider what skills the child has mastered and what is the next stage for development

Respond Plan learning experiences where the child can practice skills and develop

into the next skill level for each domain of development



Developmental Milestones Checklist Child’s Name: ______________________________ DOB: ____________

* If N then this is an indicator for concern, may need further referral for testing Sources: American Academy of Pediatrics, NAEYC, Zero to Three, Early Steps- Florida’s Early Intervention System, Talaris Research Institute

Completed by: ___________ Date: _____

Completed by: ___________ Date:______ Completed by: __________ Date:_______

AGE: ___________ Mos./ Yrs. AGE: ___________ Mos./ Yrs. AGE: ___________ Mos./ Yrs

Infants (2 mos. to 11 mos.) Toddler 1 (12mos. to 23 mos.) Toddler 2 (24 mos. to 36 mos.) Milestones Y N Milestones Y N Milestones Y N

2 Months 12 Months- 1 Year Old 24 Months- 2 Years Old

* Startles to loud noises Pulls self up and stands on own Throws and kicks a ball

Smiles, Coos and gurgles * Says “Mama,” “Dada” or “Baba” or other single words Washes and dries hands by self

* Watches moving objects Presses buttons on toys with index finger * Does not walk on toes most of

the time

* Focus both eyes on face, object or bright toy and follow them

Begins to follow simple directions (come here, drink your juice, wave bye-bye)

* Engages in pretend play like feeding the doll and then putting it to sleep

Calms when being held Enjoys being read to Jumps in place Enjoys being propped upright to see what is happening around them

* Enjoys playing peek-a-boo, patty cake, or other social games

Uses 2 or 3 words together with-out imitating or repeating

4 Months 15 months Says “mine” * Rolls over from stomach to back

Says at least 4 to 5 words * Can hold large size crayon with-out difficulty, scribbles

* Turn head toward voice or sound

Understand words and phrases Points to familiar objects and pictures in books

Laughs and gets excited * Points to objects/ people * Follows simple directions * Holds head up and steady when being held upright

* Stands, takes a few steps or walks without help

Points to at least 4 body parts (eyes, ears, nose, and mouth)

Looks at an object /toy and try to reach for it

* Holds own cup and can drink from sippy cup

Use and understand at least 50 words

Looking and touching own hands Curious and will explore on own Helps with simple household task,

like cleaning up

6 Months 18 months 36 Months – 3 years old

* Roll over back to stomach , scooting around on stomach

* Walks well, runs a little * Says many words which can be understood by others

Bounces when held up on feet Plays along side other children (parallel play) * Interested in other children

Reach for objects and holds them

Prefers to feed self Can answer “what,” “where,” and “who” questions easily

Bring feet to mouth Scribbles with a crayon Completes 3-4 piece puzzle

Turn to voice when called Knows names of things and peo-ple

* Good balance, does not fall a lot

9 Months * Says at least 15 words Walks up steps by self Looks for hidden toys Squats to pick up object/ toy Feeds self with a spoon * Sits up alone Beginning pretend play Can take turns during play * crawls or scoots around * Feeds self with a spoon Shows interest in potty training

Pulls self up while holding on to furniture and starts to walk around it

Knows the names of familiar peo-ple or body parts by pointing to or looking at them when they are named ( at least 3)

Responds to feelings of others (pats one on back when they are crying to comfort them)

Feeds self finger foods such as cereal- Cheerios, puffs Imitates behavior of others, espe-

cially adults and other kids Can tell you about two things that happened to them

Waves bye-bye * Knows "big" and "little" * Babbles, Imitates sounds like “ooh” & “oh” & “aaa” * No difficulty separating from

primary care giver



Appendix



Quality Care

People (especially parents and

caregivers) are the essence of the infant’s environment, their protection, and

stimulation which shapes early and healthy brain development.

Ross, The Future of Children



Quality Child Care Environments Research Points

• While hours of care, stability of care, and type of care are sometimes associated

with developmental outcomes, it is the quality of care and, in particular, the quality of the daily transactions between child care providers and the children for whom they are responsible, that carry the weight of the influence of child care on chil-dren’s development (Shonkoff, 2000).

• Young children who receive high-quality early education do better in school

academically, are better behaved in classes, and are more likely to stay in school and graduate (Shonkoff, 2000).

• One of the most crucial components of high-quality care and early education for

infants and toddlers is the interactive environment (Albrecht and Miller).

• Research on child care tells us that low income children in high-quality early care

and learning settings are significantly better off, cognitively and emotionally than similar children in poor-quality settings (Knitzer, 2003).

• Research has shown that the following conditions are necessary for quality child

care: small group numbers, a primary caregiver, low staff turnover, active parent participation, and training (Bower, 2004).

• Researchers offer strong evidence that children exposed to high-quality child care

experiences appear happier, display significantly better cognitive abilities, increased language proficiencies, improved social-emotional competencies, and higher levels of school readiness as compared to their peers not in high quality child care settings (Florida Children’s Forum).



Using books: At least 12 books, in good repair and in area that is easy to reach, including books about:

people of varying races, ages, and abilities

animals

familiar objects

familiar routines

Fine motor: Enough to rotate and for children to use without excessive competition as well as varied colors and skills such as: For infants:

grasping toys

busy boxes

nested cups

textured toys

containers to fill

and dump

cradle gyms

For toddlers:

shape sorting games

large stringing beads

big pegs with peg boards

simple puzzles

pop beads

stacking rings

nesting toys

medium or large interlocking blocks

crayons

Active physical play: Ample materials and equipment so that children do not have to wait including: For infants:

outdoor pad or blanket

crib gym

small push toys

balls

sturdy things to pull up on

ramps for crawling

For toddlers:

riding toys without pedals

large push-pull wheel toys

balls and bean bags

age-appropriate climbing equipment

slide

balance board

cushions or rugs for tumbling

tunnels

large cardboard boxes

Art: Some of each of the following: (does not apply to children under 12 months)

drawing materials such as paper, crayons,

brushes, nontoxic markers

brush & finger paints

play dough

collage materials

Note: edible materials should NOT be used! (No macaroni, beans, rice, etc.)

ITERS-R Materials Checklist



Music/movement: Some of each:

tape/cd player

music boxes

musical toys & instruments

safe, home-made instruments such as

shakers

Variety of tapes/cds including:

classical

popular

cultural

different languages

Blocks: At least 3 sets of blocks (10 or more per set) of different types as well as variety of accessories including:

soft blocks

light-weight blocks of various sizes, shapes, colors

large cardboard blocks

toy people, animals, vehicles

containers to fill & dump

Dramatic play: Enough materials to rotate and some of each of the follow-ing:

For infants:

dolls of human form

soft realistic animals

pots & pans

toy telephones

For toddlers:

dress-up clothes

child-sized house furniture

cooking/eating equipment

play foods

dolls of 3 different skin tones

doll furniture- bed, high chair, stroller, etc.

soft realistic animals

small play buildings with accessories

toy telephones

Sand/Water: Sand AND water, both indoors AND outdoors, Variety of toys such as: (does not apply to children under 18 months)

kitchen utensils

shovels & buckets

small cars and trucks

floating toys

plastic containers

Nature/science: At least some items in each of the following categories:

living things such as house plants,

aquariums, classroom pets

nature/science books that represent nature real-

istically

nature/science toys that represent nature

realistically

(Kaplan website 2007)

ITERS-R Materials Checklist



Learning In Everyday Moments Rituals & Routines

Routines such as arrival and departure, feeding, meals and snacks, toileting or diapering and napping provide a framework for the infant/toddler day and are a major part of the curriculum. Establishing routines for infants and toddlers accomplishes two important functions: Over time, routines offer predictability and

security to the infant and affects his/her willingness to explore and engage with his/her world.

Routines can offer a venue for establishing continuity across the two major care settings of home and child care.

Communication with families can provide information about how routines are handled at home and can be used in lesson planning to maximize familiarity of the experience for the child. Not only do routines establish a framework for the day and across settings, they are also prime opportunities for teachers to embed planned activities. For example, diapering is not merely a caregiving routine. It can also be an ideal time for one-on-one interactions to support a wide range of development, including self-help skills, language, knowledge of body parts, reinforcing teacher-child relationships and playing peek-a-boo. In one caregiving routine the teacher can address all five domains of the Early Learning and Developmental Standards.

Standards Connection Approaches to Learning Persistence Attends briefly and persists in repetitive tasks ( i.e. wanting to hear the same song or be read the same book over and over again)



Scaffolding the Play Experience

Definition: A changing quality of support over a teaching session, in which a more skilled partner adjusts the assistance he or she provides to fit the child’s current level of performance. More support is offered when a task is new; less is provided as the child's competence increases, thereby fostering the child’s autonomy and independent mastery. -Laura E. Berk and Adam Winsler, 1995, Scaffolding Children’s Learning: Vygotsky and Early Childhood Education Environmental: Pre-organize the play with enough materials Have a variety of materials to support play Have a variety of literacy experiences Arrange play opportunities that support positive social interactions Pre-play experience: Read a book about related experiences Use new vocabulary and demonstrate concepts that support the Early Learning

and Developmental Standards Give ideas on how to use the materials Tell children the rules and expectations for the experience Organize the children for successful interactions Design and implement and orderly transition to play Individualization: Give children time to organize and elaborate their play experience Model appropriate communication Enhance and extend language Support peer interactions Observe and document children’s play development and progress Post-play experience: Recall and Review the play experience, by talking about the experience or allowing

children to share their accomplishments.



General Adaptations

Children grow and develop in a somewhat predictable manner across all domains of development. However, each child develops at their own unique pace. Growth in one domain can affect growth in other domains. Development is shaped by many factors such as genetics, the environment, temperament, health, and cultural background. When observing children’s skills and abilities, you may notice individual challenges that children may have in accomplishing a particular skill. You can individualize children’s experiences by using the adaptations, such as:

• Fine Motor—Use tape, foam or other adaptive materials to make writing/drawing tools, spoons, paint brushes, etc. easier to grasp for children with fine motor challenges.

• Communication—Use picture charts to explain directions to experiences.

• Cognitive—Have multiple materials for differing developmental levels.

• Social/Emotional—Ensure all children have opportunities to participate regardless of their developmental level.

• Cognitive/Language—Introduce songs and finger plays at a slower tempo than normal.

• Language—Model communication orally or using signs.

• Gross Motor—Arrange furniture for easier movement. It is important to know if an infant or toddler has a diagnosed special need and is eligible for the State’s Part C/Early Intervention program. Part C of the Individuals with Disabilities Education Act (IDEA) is the federal law that governs the delivery of early intervention services to infants and toddlers with disabilities. Being aware of children receiving Part C services allows teachers to be available to partner with early intervention consultants, specialists, and families in order to ensure integration of all aspects of an individualized curriculum. Children receiving Part C services have an Individualized Family Service Plan which provides strategies designed to support the child’s development. This includes goals, objectives, and suggestions for adaptations to settings and activities to support the desired outcomes. For more information on Part C services visit: http://www.floridahealth.gov/alternatesites/cms-kids/families/early_steps/early_steps.html.



Ainsworth, M.D.S. (1973). The Development of infant-mother attachment. In B. Caldwell & H. Ricciuti, (EDS). (2001). Review of child development research, 3, 1-94. Chicago: University of Chicago Press. Aldridge, Jerry. (2003). The Importance of Oral Language. Childhood Education American Psychological Association. (2002) Family Routines and Rituals May Im-prove Family Relationships and Health, According to 50-Year Research Review. Retrieved June 9, 2005 from http://www.apa.org/releases/rituals2.html Ayers, Mary Jo, Finger Plays, Retrieved from www.naturallearning.com/fingerplays Bainbridge-Cohen, Bonnie (1993, 2003). Sensing, Feeling and Action, Northampton, Mass.: Contact Editions Publishing. Blank Children’s Hospital. Tummy Time with Your Baby. [Brochure]. Des Moines. Retrieved on July 19, 2007, from www.blankchildrens.org. Brazelton, T. B., Lunt, T.A. (2004). Summary of research, evaluation and other related findings supporting the efficacy and impact of the Brazelton Touchpoints Approach. 2. Brazelton Touchpoints Center. Boston, MA. Champagne, F.A., Francis, D.D., Mar, A., & Meaney, M.J. (2003). Variations in maternal care in the rat as a mediating influence for the effects of environment on development. Physiology & Behavior, 79(3), 359-371.

Cleary, S. (2002). Dance Movement Therapy and Sensory Integration: An Integrated Approach to Working With Children (Doctoral dissertation, Naropa University, 2002). Retrieved on July 25, 2007, from http://dobbse.net/sarah/thesis/pdf. The Cost, Quality and Child care outcomes Study Team, 1995; National Center for Early Development and Learning, 1999 DiNatale, L. (2002). Developing High-Quality Family Involvement Programs in Early Childhood Settings. Young Children 57 (5): 90-95. Early Childhood Development and Learning. II .Early Childhood Development and Learning: Ten Key Lessons. Retrieved June 9, 2005 from http://www.ed.gov/pubs/How_Children/IIEarlychildhood.html

References



Gilbert, A. G. (2001). Brain Dance for Babies. New Beginnings 18 (2): 44—46. Retreived on July 10, 2006, from www.lalecheleague.org. Gold, Sunny. (2003)Cut the baby talk: Little ears don’t need little sentences. Psychology Today. Harman, Maryann. (n.d.) Music and Movement Healthy Child Care America Back to Sleep Campaign. Back to Sleep, Tummy to Play. [Brochure]. Retrieved on July 19, 2007, from www.healthychildcare.org. Heroman, Cate. (2005) Language and Literacy in the Early Years. (On-line). www.teachingstrategies.com. Idaho State Library. Brain Development. Retrieved on July 13, 2006, from www.lili.org/read/readtome/braindevelopment.htm#brfacts

Jones, M. T. (2004). Supine and Prone Infant Positioning: A Winning Combination [Electronic version]. The Journal of Perinatal Education, 13(1), 10-20. Klein, T., Wirth, D., & Linas, K. (2003). PLAY: Children’s Context for Development. Young Children 58 (3): 38-45 Knitzer, J. (2003). Social and Emotional Development Development in Young Low-Income Children: What Research Tells Us and Why It Matters for Early School Success. National Center for Children in Poverty. Koralek, D. Reading Aloud with Children of all Ages. Reading is Fundamental. www.rig.org. A.L.Mailman Family Foundation. Infant/Toddler Care. Retrieved June 10, 2005, http://www.mailman.org/hot/infant.htm A.L.Mailman Family Foundation. Infant/Toddler Care. Retrieved June 10, 2005, http://www.mailman.org/hot/infant.htm National Association for the Education of Young Children (2006). Quality Programs Nurture Relationships to Enhance Young Children’s Learning. (On-line). www.naeyc.org.

References (cont.)



References (cont.)

National Scientific Council on the Developing Child. Young Children Develop In An Environment of Relationship. Waltham, MA. www.developingchild.net University of Georgia College of Family and Consumer Sciences. Building Baby’s Brain: What Child Care Can Do. Retrieved on July 13, 2006, from www.fcs.uga.edu/pubs/current/FACS01-5.HTM University of Maine Cooperative Extension. Family Issues Facts: Brain Develop-ment. Retrieved on July 13, 2006, from www.umext.maine.edu/onlinepubs/htmpubs/4356.htm National Scientific Council on the Developing Child. (2005). Young Children Develop In An Environment of Relationships. Retrieved June 9, 2005, from www.developingchild.net. Owen, M.T., Ware, A.M., & Barefoot, B. (2000). Caregiver-mother partnership behav-ior and the quality of caregiver-child and mother-child interactions. Early Childhood Research Quarterly, 15(3), 413-428. Parlakian, R. (2003). Before the ABC’s: Promoting School Readiness in Infants and Toddlers. Washington: Zero to Three Parklakian, R. (2004). Creating a System of High-quality Child Care for Babies and Toddlers: Linking to Good Start, Grow Smart. National Infant & Toddler Child Care Initiative. www.nccic.org/itcc Promoting FIRST Relationships. (2005). History/Research Retrieved June 9, 2005 from http://www.son.washington.edu/centers/prf/history.html Sensory Integration International. Retrieved on July 25, 2007, from www.sensoryint.com. Shonkoff, J. & Phillips, D. (2000). From Neurons to Neighborhoods. Washington, D.C.: National Academy Press.

University of Washington School of Nursing. (2005). Promoting First Relationships. Retrieved June 6, 2005, from www.son.washington.edu/centers/pfr/



References (cont.) Zero to Three (2003). Early Literacy. (On-line) www.zerotothree.org/BrainWonders Zero to Three (2004) (2004). On the Move: The Power of Movement in Your Child’s First Three Years. (On-line). www.zerotothree.org. Other: Rhymes – www.preschoolrainbow.org/rhymes - Gayle’s Preschool Rainbow www.childdevelopmentinfo.com http://www.toys4growth.com/pl2.htm http://learningladder.org/fccp/mod2/part2.htm http://www.naeyc.org/ece/2003/03.asp http://www.zerotothree.org/site)

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