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Infants, Toddlers, and Caregivers : A Curriculum of Respectful, Responsive Care and Education w...

ISBN: 9780072878462 | 0072878460
Edition: 6th
Format: Paperback
Publisher: McGraw-Hill Humanities/Social Sciences/Languages
Pub. Date: 7/31/2003

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SummaryTable of Contents
This text is a practical introduction to the principles and practices of caregiving for infants and toddlers. It combines a child- and family-centered philosophy with problem-solving strategies and provides a thorough discussion of gender role stereotyping and multicultural issues in childcare.
... MORE
Prefacexix
Resources for Caregiversxxvii
part 1 Focus on the Caregiver
1(86)
Principles of Caregiving
3(22)
A Three-R Interaction
3(2)
What Was Respectful About This Interaction?
4(1)
Caregiving Routines As Opportunities for Three R-Interactions
5(1)
Ten Principles Based on a Philosophy of Respect
5(16)
Principle 1: Involve Infants and Toddlers in Things That Concern Them
6(1)
Principle 2: Invest in Quality Time
7(2)
Principle 3: Learn Each Child's Unique Ways of Communicating and Teach Yours
9(2)
Principle 4: Invest Time and Energy to Build a Total Person
11(1)
Principle 5: Respect Infants and Toddlers as Worthy People
11(2)
Principle 6: Be Honest About Your Feelings
13(1)
Principle 7: Model the Behavior You Want to Teach
14(1)
Principle 8: Recognize Problems as Learning Opportunities and Let Infants and Toddlers Try to Solve Their Own
15(1)
Principle 9: Build Security by Teaching Trust
16(1)
Principle 10: Be Concerned About the Quality of Development in Each Stage
16(3)
Appropriate Practice
19(1)
The Principles in Action
20(1)
Summary
21(1)
Online Resources
21(1)
Key Terms
22(1)
Thought/Activity Questions
22(1)
For Further Reading
22(3)
Infant-Toddler Education
25(18)
What Infant-Toddler Education Is Not
25(2)
Infant Stimulation
25(1)
Baby-sitting
26(1)
Preschool
27(1)
What Infant-Toddler Education Is
27(1)
Education as Facilitating Problem Solving
28(1)
The Role of the Adult
29(10)
Adult Presence
29(1)
Determining Optimum Stress Levels
30(1)
How to Determine Stress Level
31(1)
Providing Attention
32(1)
How to Give the Right Attention
33(1)
Providing Feedback
34(1)
How Can You Help the Child Get Feedback?
35(1)
Modeling
35(2)
Appropriate Practice
37(1)
The Principles in Action
38(1)
Summary
39(1)
Online Resources
39(1)
Key Terms
39(1)
Thought/Activity Questions
40(1)
For Further Reading
40(3)
Caregiving as Curriculum
43(24)
Thinking About Infant-Toddler Curriculum
43(5)
Planning for Attachment
44(3)
Determining What Children Need
47(1)
Caregiving and Relationships
48(2)
Caregiving Routines
50(12)
Feeding
50(2)
Diapering
52(1)
Toilet Learning
53(1)
Washing, Bathing, and Grooming
54(1)
Differing Needs and Perspectives
55(1)
Dressing
56(1)
Napping
57(3)
Appropriate Practice
60(1)
The Principles in Action
61(1)
Summary
62(1)
Online Resources
62(1)
Key Terms
62(1)
Thought/Activity Questions
62(1)
For Further Reading
63(4)
Play as Curriculum
67(20)
Adult Roles in Play
70(4)
Setting Up Environments for Play
70(1)
Encouraging Interactions and Then Stepping Back
70(1)
Supporting Problem Solving
71(1)
Observing
72(2)
Environmental Factors That Influence Play
74(8)
Group Size and Age Span
74(1)
Setting Up the Environment to Support Play
75(1)
Happenings
76(1)
Free Choice
77(1)
The Problem of the Match
78(3)
Appropriate Practice
81(1)
The Principles in Action
82(1)
Summary
82(1)
Online Resources
83(1)
Key Terms
83(1)
Thought/Activity Questions
83(1)
For Further Reading
83(4)
part 2 Focus on the Child
87(150)
Attachment
89(18)
Brain Research
89(3)
Milestones of Attachment
92(4)
Developmental Pathways: Attachment
96(1)
Attachment Issues
96(7)
Children with Special Needs: Infants Affected by Drugs and Alcohol
98(3)
Developmental Pathways: Attachment Behaviors
101(1)
The Principles in Action
102(1)
Summary
103(1)
Online Resources
103(1)
Key Terms
103(1)
Thought/Activity Questions
103(1)
For Further Reading
104(3)
Perception
107(16)
Hearing
110(1)
Smell and Taste
111(1)
Touch
112(2)
Sight
114(6)
Children with Special Needs: Sensory Impairments
115(3)
Developmental Pathways: Behaviors Showing Development of Perception
118(1)
The Principles in Action
119(1)
Summary
120(1)
Online Resources
120(1)
Key Terms
120(1)
Thought/Activity Questions
120(1)
For Further Reading
121(2)
Motor Skills
123(20)
The Progression of Gross Motor Development
123(4)
Reflexive Movements
123(1)
Reflexes Present at Birth
124(2)
Reflexes That Appear After Birth
126(1)
Voluntary Movements
126(1)
Brain Growth and Motor Development
127(2)
Fostering Motor Development
129(3)
The Progression of Fine Motor Development
132(8)
Children with Special Needs: Developmental Delays
135(3)
Developmental Pathways: Behaviors Showing Development of Motor Skills
138(1)
The Principles in Action
139(1)
Summary
140(1)
Online Resources
140(1)
Key Terms
141(1)
Thought/Activity Questions
141(1)
For Further Reading
141(2)
Cognition
143(24)
The Progression of Cognitive Development
144(10)
The Sensorimotor Experience of Knowing
144(2)
Cognition and Language: Sociocultural Influences
146(8)
Promoting Cognitive Development in Infants and Toddlers
154(3)
Brain-Based Learning
157(5)
Children with Special Needs: Retardation
158(2)
Developmental Pathways: Behaviors Showing Development of Cognition
160(2)
The Principles in Action
162(1)
Summary
162(1)
Online Resources
163(1)
Key Terms
163(1)
Thought/Activity Questions
163(1)
For Further Reading
163(4)
Language
167(22)
The Progression of Language Development
167(4)
Receptive Language
168(2)
Expressive Language
170(1)
What Language Allows a Child to Do: The Cognitive Link
171(1)
The Brain and Early Language Development
172(1)
Fostering Language Development
173(3)
Early Literacy
176(9)
Cultural Differences and Bilingualism
177(3)
Children with Special Needs: Communication Disorders
180(3)
Developmental Pathways: Behaviors Showing Development of Language
183(2)
The Principles in Action
185(1)
Summary
185(1)
Online Resources
186(1)
Key Terms
186(1)
Thought/Activity Questions
186(1)
For Further Reading
187(2)
Emotions
189(26)
The Progression of the Development of Emotions and Feelings
190(1)
Temperament and Resiliency
191(3)
Helping Infants and Toddlers Cope with Fears
194(3)
Helping Infants and Toddlers Cope with Anger
197(3)
Self-Calming Techniques
200(1)
Developing Self-Direction
201(3)
The Emotional Brain
204(6)
Children with Special Needs: Emotional Disorders
205(3)
Developmental Pathways: Behaviors Showing Development of Emotions
208(2)
The Principles in Action
210(1)
Summary
210(1)
Online Resources
211(1)
Key Terms
211(1)
Thought/Activity Questions
211(1)
For Further Reading
211(4)
Social Skills
215(22)
Early Social Behaviors
216(1)
Stages of Psychosocial Development
217(5)
Trust
217(4)
Autonomy
221(1)
Initiative
222(1)
Guidance and Discipline
222(1)
Limits for Toddlers
223(2)
Biting
223(2)
Negativism
225(1)
Teaching Prosocial Behavior
225(2)
Promoting Healthy Brain Growth
227(6)
The Special Need of All Children: Self-Esteem
228(3)
Developmental Pathways: Behaviors Showing Development of Social Skills
231(2)
The Principles in Action
233(1)
Summary
233(1)
Online Resources
234(1)
Key Terms
234(1)
Thought/Activity Questions
234(1)
For Further Reading
235(2)
part 3 Focus on the Program
237(72)
The Physical Environment
239(28)
A Safe Environment
240(1)
Creating a Safe Physical Environment: A Checklist
240(1)
A Healthful Environment
241(3)
Creating a Healthful and Sanitary Environment: A Checklist
241(1)
Nutrition
242(1)
Feeding Infants
243(1)
Feeding Toddlers
244(1)
The Learning Environment
244(1)
Layout
245(4)
Eating
245(4)
Sleeping
249(1)
Diapering
249(1)
Toileting
249(1)
Developmental Appropriateness
249(6)
Appropriate Environments for Infants
250(1)
Appropriate Environments for Toddlers
250(1)
Family Child Care and Mixed-Age Groups
251(2)
What Should Be in the Play Environment
253(1)
Toys and Materials for Inside
254(1)
Toys and Materials for Outside
254(1)
Assessing the Quality of an Infant-Toddler Environment
255(7)
Balancing Soft and Hard
255(1)
Providing for Intrusion and Seclusion
256(1)
Encouraging Mobility
256(1)
The Open-Closed Dimension
257(1)
The Simple-Complex Dimension
257(1)
Scale
257(1)
Aesthetics
258(1)
Acoustics
258(1)
Order
258(1)
Appropriate Practice
259(2)
The Principles in Action
261(1)
Summary
262(1)
Online Resources
263(1)
Key Terms
263(1)
Thought/Activity Questions
263(1)
For Further Reading
263(4)
The Social Environment
267(22)
Identity Formation
268(11)
Attachment
269(2)
Self-Image
271(1)
Cultural Identity
272(2)
Gender Identity
274(1)
Self-Concept and Discipline
275(4)
Modeling Self-Esteem by Taking Care of Yourself
279(4)
Appropriate Practice
281(1)
The Principles in Action
282(1)
Summary
283(1)
Online Resources
283(1)
Key Terms
283(1)
Thought/Activity Questions
284(1)
For Further Reading
284(5)
Adult Relations: Parent and Staff
289(20)
Parent-Caregiver Relations
289(9)
Communication with Parents
290(1)
Service Plan: Focus on the Child
291(1)
Service Plan: Focus on the Family
292(1)
Communication Blocks
292(1)
Opening Up Communication
293(2)
Issues of Parents of Children with Special Needs
295(3)
Parent Education
298(2)
Parents of Children with Special Needs
298(1)
Relating to the Parents of a Child Who Isn't Doing Well
299(1)
Caregiver Relations
300(4)
The Family Child-Care Provider
300(1)
Center Staff
301(1)
Appropriate Practice
302(2)
The Principles in Action
304(1)
Summary
304(1)
Online Resources
305(1)
Key Terms
305(1)
Thought/Activity Questions
305(1)
For Further Reading
306(3)
Conclusion
309(1)
Unresolved Issues in the Field
309(1)
Working for Improvement
310(1)
Magda Gerber's Philosophy of Respect
311(1)
Ten Principles Based on a Philosophy of Respect
311(2)
The Future of Infant-Toddler Care
313
Appendix A Quality in Infant-Toddler Programs: A Checklist1(2)
Appendix B Environmental Chart3(12)
Appendix C Guiding Principles of the Parent Services Project15
Notes1(1)
References1(1)
Glossary1(1)
Credits1(1)
Index1

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