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Endless opportunities for infant and toddler curriculum : a relationship-based approach

Author: Sandra H Petersen; Donna Sasse Wittmer
Publisher: Boston : Pearson, ©2013.
Edition/Format:   Print book : English : 2nd edView all editions and formats
Summary:
This book helps parents, caregivers, and early interventionists prepare curriculum for our youngest learners. To encourage learning, the authors use a three-step approach - Respect, Reflect, and Relate. It will help those who care for infants and toddlers to translate their knowledge of child development into an effective, individualized curriculum; it will not tell them what to do on Monday, but rather will help  Read more...
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Genre/Form: Handbooks and manuals
Handbooks, manuals, etc
Document Type: Book
All Authors / Contributors: Sandra H Petersen; Donna Sasse Wittmer
ISBN: 9780132613125 0132613123
OCLC Number: 794973741
Description: xxii, 314 pages : illustrations ; 26 cm
Contents: Machine generated contents note: pt. One A Responsive, Relationship-Based Approach --
ch. 1 Relationships as the Basis for Curriculum --
Are Infants and Toddlers Learning? --
How Do Infants and Toddlers Learn? --
What Is Infant/Toddler Curriculum? --
Early Experiences and the Brain --
Adults' Roles in Infant/Toddler Learning --
How Are Relationships Important to Curriculum and Learning? --
Secure Relationships Encourage Learning --
Relationships Matter in Group Care --
Dimensions of Relationships --
Respect, Reflect, and Relate --
The Care Teacher as a Professional --
Summary --
Inventory of Teacher Practices: Relationships as the Basis for Curriculum --
Reflections --
Applications --
Resources --
ch. 2 Opportunities for Engaging Families --
Opportunities for Communication --
Daily Exchanges of Information --
Information About Policies --
Occasional Opportunities for Communication --
Opportunities for Parent Contributions --
Holding an Image of Family Members --
Being Present --
Community Advocates --
Participation in Maintaining Quality --
Opportunities for Reaching Out --
Cultural Differences --
Military Families --
Families of Children with Disabilities --
Families with Mental Illness or Maternal Depression --
Teen Parents --
Same-Sex Couples --
Divorce and Separation --
Engaging Fathers and Other Significant Males --
Summary --
Inventory of Teacher Practices: Engaging Families --
Reflections --
Applications --
Resources --
ch. 3 Responsive, Safe, and Healthy Caregiving Routines --
Relationship-Based Caregiving: Responsive, On-Demand, and Predictable --
Responsive Caregiving --
On-Demand Caregiving --
Predictable Caregiving --
Scrupulous Attention to Safe and Healthy Practices During Routine Care --
Food Handling for Young Infants --
Preventing the Spread of Disease --
Promoting Health and Maintaining a Safe Environment --
Immunizations and Well-Child Care --
Oral Health --
Nutrition and Physical Fitness --
Reducing the Risk of Sudden Unexpected Infant Death Syndrome --
Reducing the Risk of Shaken Baby Syndrome --
Swimming --
Safe Practices --
Reporting Child Abuse and Neglect --
Summary --
Inventory of Teacher Practices: Responsive, Safe, and Healthy Caregiving Routines --
Reflections --
Applications --
Resources --
ch. 4 A Responsive, Relationship-Based Environment --
Dimensions of an Environment --
Materials, Toys, and Equipment in Each Learning Area --
Sleeping Area --
Feeding Area --
Diapering/Toileting Area --
Cozy Corner --
Language and Literacy Area --
Creative Area --
Sensory Area --
Dramatic Play Area --
Manipulative Area --
Construction Space --
Active Area --
Large Motor Activities --
Walls and Bulletin Boards --
Family and Teacher Space --
Adaptive Equipment --
Summary --
Inventory of Teacher Practices: A Responsive, Relationship-Based Environment --
Reflections --
Applications --
Resources --
ch. 5 Endless Opportunities for Guidance and Relationship Realignments --
Guidance as a Relationship-Based, Individualized Process --
The 3 Rs of Guidance: Respect, Reflect, and Relate --
Respect --
Reflect --
Relate --
Relate Guidance Strategies --
"Respect, Reflect, and Relate" Scenario --
Center for the Social-Emotional Foundations of Early Learning (CSFEL) --
When Reflections Are Not Accurate --
Spoiling a Child --
Relationship Realignments --
Separation Anxiety --
Stranger Anxiety --
Tantrums --
Relationship Challenges --
Child Who Bites People --
Child Who Feels Fearful, Cautious, and/or Withdraws from Others --
Child Who Hurts Adults, Other Children, or Materials in the Environment --
Child Who Feels Rejected --
Child Who Experienced Trauma, Child Abuse, or Child Neglect --
A Collaborative Approach to Supporting Children Who Feel Challenged --
Summary --
Inventory of Teacher Practices: Guidance --
Reflections --
Applications --
Resources --
ch. 6 Using Observation and Documentation for Responsive Planning and Ongoing Assessment --
Observation --
Observation Is More Than Watching --
Observation Builds Relationships --
Guiding Observation with Questions --
Documentation: Recording Observations --
Recording Observations --
Planning for Infants and Toddlers --
Early Learning Guidelines --
Planning Forms --
Ongoing Assessment --
What Is Assessment? --
How Is Assessment Helpful to Infant/Toddler Programs? --
What Are Some Commonly Used Assessments? --
Summary --
Inventory of Teacher Practices: Observation, Documentation, Planning, and Assessment --
Reflections --
Applications --
Resources --
pt. Two Opportunities for Relationships and Learning --
ch. 7 Opportunities for Attachment and Emotional Development and Learning --
Respect Attachment and Emotional Development --
Self-Regulation --
Attachment --
Emotional Expression --
Sense of Self or Identity --
Sense of Self with Others --
Temperament --
Respect: Theories of Attachment and Emotional Development --
Regulation --
Attachment --
Emotional Expression --
Sense of Self and Sense of Self with Others --
Temperament --
Respect Signs of Concern in Attachment and Emotional Development --
Relate to Attachment and Emotional Development --
The Young Infant: Birth to 9 Months --
A Glimpse of the Young Infant's Attachment and Emotional Development --
The Young Infant Care Teacher's Decisions --
Opportunities for Young Infants' Attachment and Emotional Development --
Planning for Young Infants' Attachment and Emotional Development --
The Mobile Infant: 8-18 Months --
A Glimpse of the Mobile Infant in Attachment and Emotional Development --
The Mobile Infant Care Teacher's Decisions --
Opportunities for Mobile Infants' Attachment and Emotional Development --
Planning for Mobile Infants' Attachment and Emotional Development --
Toddlers and Twos: 16-36 Months --
A Glimpse of Toddlers' and Twos' Attachment and Emotional Development --
The Toddler Care Teacher's Decisions --
Opportunities for Toddlers' and Twos' Attachment and Emotional Development --
Planning for Toddlers' and Twos' Attachment and Emotional Development --
Summary --
Inventory of Teacher Practices: Emotional Development --
Reflections --
Applications --
Resources --
ch. 8 Opportunities for Social Development and Learning with Peers --
Respect Social Development --
Interest and Enjoyment of Peers and Play Skills with Peers --
Prosocial Attitudes and Skills --
Conflict Negotiation and Management of Aggressive Feelings --
Respect Theories Concerning Social Development and Learning --
Respect Developmental Possibilities in Social Development with Peers --
Respect Signs of Concern in Social Development with Peers --
Reflect on Children's Development and Learning --
Relate to Social Development with Peers --
The Young Infant: Birth to 9 Months --
A Glimpse of the Young Infant's Social Development with Peers --
The Young Infant Care Teacher's Decisions --
Opportunities for Young Infants' Social Development with Peers --
Planning for Young Infants' Social Development with Peers --
The Mobile Infant: 8-18 Months --
A Glimpse of the Mobile Infant's Social Development with Peers --
The Mobile Infant Care Teacher's Decisions --
Opportunities for Mobile Infants' Social Development with Peers --
Planning for Mobile Infants' Social Development --
Social Development of Toddlers and Twos --
A Glimpse of Toddlers' and Twos' Social Development --
The Toddler Care Teacher's Decisions --
Opportunities for Toddlers' and Twos' Social Development --
Planning for Toddlers' and Twos' Social Development with Peers --
Summary --
Inventory of Teacher Practices: Social Development with Peers --
Reflections --
Applications --
Resources --
ch. 9 Opportunities for Learning and Thinking --
Respect Learning and Thinking --
The Foundations of Learning --
What Infants and Toddlers Learn --
Respect Theories of Learning and Thinking --
Developmental Possibilities in Learning and Thinking --
Respect Signs of Concern in Learning and Thinking --
Reflect on Learning and Thinking --
Relate to Learning and Thinking --
The Young Infant: Birth to 9 Months --
A Glimpse of the Young Infant's Learning and Thinking --
The Young Infant Care Teacher's Decisions --
Opportunities for Young Infants' Learning and Thinking --
Planning for Young Infants' Learning and Thinking --
The Mobile Infant: 8-18 Months --
A Glimpse of the Mobile Infant's Learning and Thinking --
The Mobile Infant Care Teacher's Decisions --
Opportunities for Mobile Infants' Learning and Thinking --
Planning for Mobile Infants' Learning and Thinking --
Toddlers and Twos: 16-36 Months --
A Glimpse of Toddlers' and Twos' Learning and Thinking --
The Toddler Care Teacher's Decisions --
Opportunities for Toddlers' and Twos' Learning and Thinking --
Planning for Toddlers' and Twos' Learning and Thinking --
Summary --
Inventory of Teacher Practices: Learning and Thinking --
Reflections --
Applications --
Resources --
ch. 10 Opportunities for Language, Literacy, and Music Learning and Development --
Respect Language, Literacy, and Music Learning and Development --
Aspects of Language, Literacy, and Music Development --
Respect Theories of Language, Literacy, and Music Development --
Developmental Possibilities in Language, Literacy, and Music --
Respect Concerns about Language, Literacy, and Music learning and Development --
Reflect on Children's Language, Literacy, Learning and Music Development --
Relate to Language, Literacy, and Music Learning and Development --
The Young Infant: Birth to 9 Months --
A Glimpse of the Young Infant's Language, Literacy, and Music Development Note continued: The Young Infant Care Teacher's Decisions --
Opportunities for Young Infants' Language, Literacy, and Music Development --
Planning for Young Infants' Language, Literacy, and Music Development --
The Mobile Infant: 8-18 Months --
A Glimpse of the Mobile Infant's Language, Literacy, and Music Development --
The Mobile Infant Care Teacher's Decisions --
Opportunities for Mobile Infants' Language, Literacy, and Music Development --
Planning for Mobile Infants' Language, Literacy, and Music Development --
Toddlers and Twos --
A Glimpse of Toddlers' and Twos' Language, Literacy, and Music Development --
The Toddler Care Teacher's Decisions --
Opportunities for Toddlers' and Twos' Language, Literacy, and Music Development --
Planning for Toddlers' and Twos' Language, Literacy, and Music Development --
Summary --
Inventory of Teacher Practices: Language, Literacy, and Music Development --
Reflections --
Applications --
Resources --
ch. 11 Opportunities for Movement and Motor Development and Learning --
Respect Movement and Motor Development and Learning --
Balance --
Flexibility --
Posture --
Reaching and Kicking --
Increased Functionality --
Mobility --
Respect Theories of Movement and Motor Development and Learning --
Respect Signs of Concern in Movement and Motor Development and Learning --
Reflect on Movement and Motor Development and Learning --
Relate to Movement and Motor Development --
The Young Infant: Birth to 9 Months --
A Glimpse of the Young Infant's Movement and Motor Development and Learning --
The Young Infant Care Teacher's Decisions --
Opportunities for Young Infants' Movement and Motor Development --
Planning for Young Infants' Movement and Motor Ability --
The Mobile Infant: 8-18 Months --
A Glimpse of the Mobile Infant's Moving and Developing Motor Skills --
The Mobile Infant Care Teacher's Decisions --
Opportunities for Mobile Infants' Moving and Motor Development --
Planning for Mobile Infants' Movement and Motor Development --
Toddlers and Twos: 16-36 Months --
A Glimpse of Toddlers' and Twos' Movement and Motor Development --
The Toddler Care Teacher's Decisions --
Opportunities for Toddlers' and Twos' Movement and Motor Development --
Planning Guide for Toddlers' and Twos' Movement and Motor Development --
Summary --
Inventory of Teacher Practices: Movement and Motor Development --
Reflections --
Applications --
Resources --
ch. 12 Opportunities for Fine Motor Development and Learning --
Respect Fine Motor Development --
Reaching, Grasping, and Manipulating Objects --
Bilateral Coordination --
Self-Help Skills --
Respect Theories of Fine Motor Development --
Respect Signs of Concern in Fine Motor Development --
Reflect on Fine Motor Development and Learning --
Relate to Fine Motor Development --
The Young Infant: Birth to 9 Months --
A Glimpse of the Young Infant's Fine Motor Development --
The Young Infant Care Teacher's Decisions --
Opportunities for Young Infants' Fine Motor Development --
Planning for Young Infants' Fine Motor Development --
The Mobile Infant: 8-18 Months --
A Glimpse of the Mobile Infant's Fine Motor Development --
The Mobile Infant Care Teacher's Decisions --
Opportunities for Mobile Infants' Fine Motor and Manipulative Development --
Planning for Mobile Infants' Fine Motor Development --
Toddlers and Twos: 16-36 Months --
A Glimpse of Toddlers' and Twos' Fine Motor Development --
The Toddler and Twos Care Teacher's Decisions --
Opportunities for Toddlers' and Twos' Fine Motor Development --
Planning for Toddlers' and Twos' Fine Motor Development --
Summary --
Inventory of Teacher Practices: Fine Motor Development --
Reflections --
Applications --
Resources --
ch. 13 Opportunities for Creative, Symbolic/Dramatic Play, and Sensory Development and Learning --
Respect Creativity, Symbolic/Dramatic Play, and Sensory Development and Learning --
Creativity --
Symbolic and Dramatic Play --
Sensory Development --
Respect Theories Concerning Creativity, Symbolic/Dramatic Play, and Sensory Development and Learning --
Respect Developmental and Learning Possibilities in Creative, Symbolic/Dramatic, and Sensory Development --
Respect Signs of Concern in Creative, Symbolic/Dramatic, and Sensory Development and Learning --
Reflect on Creativity, Symbolic/Dramatic Play, and Sensory Development --
Relate to Creative, Symbolic/Dramatic, and Sensory Development and Learning --
The Young Infant: Birth to 9 Months --
A Glimpse of the Young Infant's Creative, Symbolic/Dramatic, and Sensory Development --
The Young Infant Care Teacher's Decisions --
Opportunities for Young Infants' Creativity, Symbolic/Dramatic Play, and Sensory Development --
Planning for Young Infants' Creative, Sensory and Symbolic/Dramatic Play Development --
The Mobile Infant: 8-18 Months --
A Glimpse of the Mobile Infant's Creative, Symbolic/Dramatic, and Sensory Development --
The Mobile Infant Care Teacher's Decisions --
Opportunities for Mobile Infants' Creative, Symbolic/Dramatic, and Sensory Development --
Planning for Mobile Infants' Creative, Symbolic/Dramatic Play, and Sensory Development --
Toddlers and Twos: 16-36 Months --
A Glimpse of the Toddler in Creative, Symbolic/Dramatic Play, and Sensory Development --
The Toddler Care Teacher's Decisions --
Opportunities for Toddlers' and Twos' Creative, Symbolic/Dramatic, and Sensory Development --
Planning for Toddlers' and Twos' Creative, Symbolic/Dramatic, and Sensory Development --
Summary --
Inventory of Teacher Practices: Creative, Symbolic/Dramatic Play and Sensory Development --
Reflections --
Applications --
Resources --
ch. 14 Opportunities for Learning About the Outdoors --
Respect Learning About Nature and the Outdoors --
Children Learn About Nature --
Reflect on Learning About Nature and the Outdoors --
Relate to Learning About the Outdoors --
The Young Infant: Birth to 9 Months --
A Glimpse of the Young Infant's Nature Learning --
The Young Infant Care Teacher's Decisions --
Opportunities for Young Infants' Outdoor Learning --
Planning for Young Infants' Outdoor Learning --
The Mobile Infant: 8-18 Months --
A Glimpse of the Mobile Infant's Learning About the Outdoors --
The Mobile Infant Care Teacher's Decisions --
Opportunities for Mobile Infants' Outdoor Learning --
Planning for Mobile Infants' Outdoor Learning --
Toddlers and Twos: 16-36 Months --
A Glimpse of Toddlers' and Twos' Learning About the Outdoors --
The Toddler Care Teacher's Decisions --
Opportunities for Toddlers' and Twos' Learning About the Outdoors --
Planning for Toddlers' and Twos' Outdoor Learning --
Summary --
Inventory of Teacher Practices: Nature and the Outdoors --
Reflections --
Applications --
Resources.
Responsibility: Sandra H. Petersen, Donna S. Wittmer.

Abstract:

This book helps parents, caregivers, and early interventionists prepare curriculum for our youngest learners. To encourage learning, the authors use a three-step approach - Respect, Reflect, and Relate. It will help those who care for infants and toddlers to translate their knowledge of child development into an effective, individualized curriculum; it will not tell them what to do on Monday, but rather will help them to ask: "How will I make decisions on Monday that truly come from the child's interests?" Through observation, they will choose a response that supports learning and relationships, and will therefore achieve the primary goal of an infant/toddler care teacher- to support the parent-child relationship.

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