Part 1 Focus on the Caregiver

Chapter 1Principles, Practice, and Curriculum

What Do You See?

Relationships, Interactions, and the Three Rs

Caregiving Routines as Opportunities for Three-R Interactions

Ten Principles Based on a Philosophy of Respect

Principle 1: Involve Infants and Toddlers in Things That Concern Them

Principle 2: Invest in Quality Time

Principle 3: Learn Each Child’s Unique Ways of Communicating and Teach Yours

VIDEO OBSERVATION 1: Baby Crying

Principle 4: Invest Time and Energy to Build a Total Person

Principle 5: Respect Infants and Toddlers as Worthy People

Principle 6: Be Honest about Your Feelings

Principle 7: Model the Behavior You Want to Teach

Principle 8: Recognize Problems as Learning Opportunities, and Let Infants and Toddlers Try to Solve Their Own

Principle 9: Build Security by Teaching Trust

Principle 10: Be Concerned about the Quality of Development in Each Stage

Curriculum and Developmentally Appropriate Practice

The Principles in Action: Principle 5

Appropriate Practice

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 2Infant-Toddler Education

What Do you see?

What Infant-Toddler Education Is Not

Infant Stimulation

Babysitting

Preschool

What Infant-Toddler Education Is: The Components Curriculum as the Foundation of Infant-Toddler Education

VIDEO OBSERVATION 2: Toddler Playing with a Tube and a Ball

Implementing the Curriculum

Assessing the Effectiveness of the Curriculum: Observing and Recording

Education as Facilitating Problem Solving

The Principles in Action: Principle 8

The Adult Role in Facilitating Problem Solving

Appropriate Practice

Infant-Toddler Education and School Readiness

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 3 Caregiving as Curriculum

What Do You See?

Thinking Again About Infant-Toddler Curriculum

Planning for Attachment

Policies That Support Curriculum as Caregiving

Assessment

Caregiving Routines

Feeding

VIDEO OBSERVATION 3: Children Feeding Themselves Diapering

Toilet Training and Toilet Learning

Washing, Bathing, and Grooming

 Differing Needs and Perspectives

Dressing

Napping

The Principles in Action: Principle 1

Appropriate Practice

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 4Play and Exploration as Curriculum

What Do You See?

Adult Roles in Play

Setting Up Environments for Play

Encouraging Interactions and Then Stepping Back

VIDEO OBSERVATION 4: Toddlers Playing Outside

Supporting Problem Solving

Observing

Environmental Factors That Influence Play

The Principles in Action: Principle 2

Group Size and Age Span

Setting Up the Environment to Support Play

Happenings

Free Choice

The Problem of the Match

Appropriate Practice

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Part 2 Focus on the Child

Chapter 5Attachment

What Do You See?

Brain Research

Brain Building Blocks and Brain Circuitry

Quality Experiences and Stable Neural Pathways

Mirror Neurons: Actions and Observations

The Principles in Action: Principle

Milestones of Attachment

Attachment Behaviors: Birth to Six Months

Attachment Behavior: Seven to Eighteen Months

Supporting Attachment in Quality Programs

VIDEO OBSERVATION 5: Toddler “Checking in” While Playing with Chairs

DEVELOPMENTAL PATHWAYS: Attachment

Measuring Attachment

Early Research and Contemporary Issues

Attachment Issues

Infants with Few Attachment Behaviors

Infants Who Experience Neglect or Indifference

Brain Growth and Attachment-based Programs

Children with Special Needs: The Importance of Early Intervention

What Is Early Intervention?

DEVELOPMENTAL PATHWAYS: Attachment Behaviors

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 6Perception

What Do You See?

Sensory Integration

Hearing

VIDEO OBSERVATION 6: Boy Exploring Toy Car Using Touch and Sound

Smell and Taste

Touch

The Principles in Action: Principle 7

Sight

Multisensory Experiences and the Outdoor Environment

Children with Special Needs: Educating Families about the Individualized Family Service Plan

DEVELOPMENTAL PATHWAYS: Behaviors Showing Development of Perception

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 7Motor Skills

What Do You See?

Physical Growth and Motor Skills

Brain Growth and Motor Development

Importance of Free Movement, Observation, and Imitation

Reflexes

The Principles in Action: Principle 10

Large Motor Skills and Locomotion

Research from the Pikler Institute

VIDEO OBSERVATION 7: Children Climbing Stairs

Small Motor Skills and Manipulation

Encouraging Self-Help Skills

Fostering Motor Development

Children with Special Needs: Finding Resources

DEVELOPMENTAL PATHWAYS: Behaviors Showing Development of Motor Skills

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 8Cognition

What Do You See?

The Cognitive Experience

Sensorimotor Experience: Piaget

Sociocultural Influences: Vygotsky and Piaget

Self-Regulating Learners

Social Interaction and Cognition

Language and Cognition

Play and Cognition

The Principles in Action: Principle 8

Supporting Cognitive Development

The Importance of Real-Life Experiences

Brain-based Learning

VIDEO OBSERVATION 8: Father Diapering Toddler

Children with Special Needs: Early Childhood Inclusion

DEVELOPMENTAL PATHWAYS: Behaviors Showing Development of Cognition

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 9Language

What Do You See?

The Progression of Language Development

Receptive Language

Expressive Language

What Language Allows a Child to Do: The Cognitive Link

The Brain and Early Language Development

VIDEO OBSERVATION 9: Children Eating at Table with Caregiver

Brain Activity and Language Competency

Fostering Language Development

Early Literacy

The Principles in Action: Principle 3

Early Literacy and School Readiness

Cultural Differences, Bilingualism and Dual Language Learners

Goals of the “Language Relationship”

Children with Special Needs: Supporting Parents and Families

DEVELOPMENTAL PATHWAYS: Behaviors Showing Development of Language

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 10Emotions

What Do You See?

The Development of Emotions and Feelings

Temperament and Resiliency

Resiliency and Healthy Emotional Development

Helping Infants and Toddlers Cope with Fears

Helping Infants and Toddlers Cope with Anger

VIDEO OBSERVATION 10: Child Trying to Get Her Turn in a Swing

The Principles in Action: Principle 6

Self-Calming Techniques

Developing Self-Direction and Self-Regulation

The Emotional Brain

Stress and Early Brain Development

The Impact of Neglect

Children with Special Needs: Challenges and Trends

DEVELOPMENTAL PATHWAYS:Behavior Showing Development of Emotions

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 11Social Skills

What Do You See?

The Principles in Action: Principle 4

Early Social Behaviors

Stages of Psychosocial Development

Trust

Autonomy

Initiative

Guidance and Discipline: Teaching Social Skills

Security and Control for Infants

Limits for Toddlers

Teaching Prosocial Skills

Promoting Healthy Brain Growth

VIDEO OBSERVATION 11: Girls Playing Together

The Special Need of All Children: Self-Esteem

Experiences That Foster Self-Esteem

DEVELOPMENTAL PATHWAYS:Behaviors Showing Development of Social Skills

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Part 3 Focus on the Program

Chapter 12The Physical Environment

What Do You See?

A Safe Environment

Creating a Safe Physical Environment: A Checklist

A Healthful Environment

Creating a Healthful and Sanitary Environment: A Checklist

Nutrition

Feeding Infants

Feeding Toddlers

VIDEO OBSERVATION 12: Feeding Routine

The Learning Environment

Layout

Eating

Sleeping

Diapering

Toileting

Developmental Appropriateness

Appropriate Environments for Infants

Appropriate Environments for Toddlers

Family Child Care and Mixed-Age Groups

The Principles in Action: Principle 8

What Should Be in the Play Environment

Toys and Materials for Inside

Toys and Materials for Outside

Assessing the Quality of an Infant-Toddler Environment

Balancing Soft and Hard

Providing for Intrusion and Seclusion

Encouraging Mobility

The Open-Closed Dimension

The Simple-Complex Dimension

Scale

Aesthetics

Acoustics

Order

Appropriate Practice

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 13The Social Environment

What Do You See?

Focus Questions

Identity Formation

The Principles in Action: Principle 1

Attachment

Self-Image

Cultural Identity

Gender Identity

Self-Concept and Discipline

VIDEO OBSERVATION 13: Child in Sandbox (Redirection)

Modeling Self-Esteem by Taking Care of Yourself

Appropriate Practice

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Chapter 14Adult Relations in Infant-Toddler Care and Education Programs

What Do You See?

Parent-Caregiver Relations

Caregiver Stages of Relating to Parents

The Principles in Action: Principle 3

Communication with Parents and/or Family Members

Service Plan: Focus on the Child

Service Plan: Focus on the Family

Communication Blocks

Opening Up Communication

Issues of Parents of Children with Special Needs

Parent Education

Parents of Children with Special Needs

VIDEO OBSERVATION 14: Girl Crawling Through Low Window (Parent Ed Program)

Early Care and Education Professionals

Relating to the Parents of a Child Who Isn’t Doing Well

Caregiver Relations

The Family Child Care Provider

Center Staff

Respect as the Key to Adult Relationships

Appropriate Practice

Summary

Online Resources

Key Terms

Thought/Activity Questions

For Further Reading

Appendix AQuality in Infant-Toddler Programs: A Checklist

Appendix BEnvironmental Chart

Notes

Glossary

Credits

Index

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.