Infant Toddler Learning Development Program Guidelines
INFANT/TODDLERL,(9505. EVELOPMENTP96.9(4 GUIDELINES
Publishing InformationThe Infant/Toddler Learning and Development Program Guidelines wasdeveloped by the Child Development Division, California Department ofEducation. It was edited by Faye Ong, working in cooperation with MarySmithberger, Consultant, Child Development Division. It was prepared forprinting by the staff of CDE Press: the cover and interior design were createdand prepared by Juan Sanchez; typesetting was done by Jeannette Reyes. Itwas published by the Department, 1430 N Street, Sacramento, CA 958145901. It was distributed under the provisions of the Library Distribution Actand Government Code Section 11096. 2006 by the California Department of EducationAll rights reservedISBN 978-0-8011-1619-3Ordering InformationCopies of this publication are available for 19.95 each, plus shipping andhandling charges. California residents are charged sales tax. Orders mayEH VHQW WR WKH &DOLIRUQLD 'HSDUWPHQW RI (GXFDWLRQ &'( 3UHVV 6DOHV 2IÀFH 1430 N Street, Suite 3207, Sacramento, CA 95814-5901; FAX (916)323-0823. See page 156 for complete information on payment, includingcredit card purchases, and an order blank. Prices on all publications are subject to change.A list of infant/toddler caregiving materials available for purchase may befound on pages 151–156. In addition, an illustrated Educational ResourcesCatalog describing publications, videos, and other instructional media available from the Department can be obtained without charge by writing to theDGGUHVV JLYHQ DERYH RU E\ FDOOLQJ WKH 6DOHV 2IÀFH DW NoticeThe guidance in Infant/Toddler Learning and Development Program Guidelines is not binding on local educational agencies or other entities. Except forthe statutes, regulations, and court decisions that are referenced herein, thedocument is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)ii
ContentsA Message from the State Superintendent of Public Instruction . viiAcknowledgments . viiiPart One: Background .1Introduction .2How great is the need for high-quality care? .2What does quality look like in an infant/toddler program? .3What program policies, practices, and professional development activities lead to high quality?.3What does research say about the components and the importance of quality? .4:KDW DUH WKH ORQJ UDQJH EHQHÀWV RI KLJK TXDOLW\ SURJUDPV" .4Do infants and toddlers need teaching or caring? .5How are the infant/toddler guidelines linked to the CDE’s Desired Results system? .5How do the infant/toddler guidelines relate to the prekindergarten guidelines?.6What do the infant/toddler guidelines offer?.6How is this publication organized? .7Chapter 1. The Development of Programs with Families .9The Central Role of Families .10The Nature of Relationships Between Programs and Families.11The Importance of Establishing Working Relationships.11Cultural Perspectives on Nurturing Young Children.12Conclusion.13Chapter 2. New Insights into Early Learning and Development .15Insight 1: Infants and toddlers learn and develop in the context of important relationships .16Insight 2: Infants and toddlers are competent. .18Insight 3: Infants and toddlers are vulnerable. .20Insight 4: Infants and toddlers are a unique blend of nature and nurture.23Conclusion.25Chapter 3. The Role of the Infant Care Teacher .276HOI ZDUHQHVV DQG 5HÁHFWLRQ.28The Infant Care Teacher’s Role.30Build and Maintain Positive Relationships with Families.30Build and Maintain Positive Relationships with Children.30Prepare the Environment .31Establish Predictable, Consistent Caregiving Routines.33Appreciate Physical Activity as Learning.34Nurture Social–Emotional Growth and Socialization .35Foster Cognitive Development, Language Development, and Communication .36Implement a Curriculum Process.38Conclusion.40iii
Chapter 4. Program Leadership and Administration .41Leadership .42Policies Supportive of Teachers’ Professional Growth .435HÁHFWLYH 6XSHUYLVLRQ.44Program Policies for High-Quality Care and Education .44Relations with the Surrounding Community.48Administration.48Conclusion.50Part Two: The Guidelines .53Chapter 5. Guidelines for Operating Infant/Toddler Programs .551. Providing family-oriented programs.561.1 Programs and teachers support the relationship between the family andthe child as the primary relationship in a child’s life .561.2 Programs and teachers are responsive to cultural and linguistic diversity.571.3 Programs and teachers build relationships with families .592. Providing relationship-based care.612.1 Programs and teachers provide intimate, relationship-based care forinfants and toddlers .612.2 Programs and teachers ensure that all children have a sense of belonging.622.3 Programs and teachers personalize care routines for infants and toddlers.643. Ensuring health and safety .653.1 Programs and teachers promote the physical health of all children.663.2 Programs and teachers ensure the safety of all children .673.3 Programs and teachers ensure that children are well nourished and thatmealtimes support relationships .683.4 Programs and teachers promote children’s mental health.693.5 Programs and teachers protect all children from abuse and neglect .714. Creating and maintaining environments for infants and toddlers.724.1 Both indoor and outdoor spaces support the development of a smallcommunity of families, teachers, and infants in which they buildrelationships of care and trust.734.2 The environment is safe and comfortable for all children, teachers, andfamily members.744.3 The environment is arranged and organized to support children’s freemovement .754.4 The environment is organized and prepared to support children’slearning interests and focused exploration .765. Engaging in program development and commitment to continuous improvement .785.1 Programs meet quality standards.785.2 Programs monitor the development of individual infants and toddlers .795.3 Programs engage in systematic self-assessment .805.4 Programs develop and maintain partnerships within their community.816. Helping teachers continue to grow professionally.82 3URJUDPV KLUH ZHOO TXDOLÀHG UHSUHVHQWDWLYH VWDII PHPEHUV .826.2 Programs create working conditions that support quality and job satisfactionto reduce turnover.836.3 Programs foster respectful, collaborative relationships among adults.836.4 Programs support the professional development and ethical conduct ofinfant care teachers and program leaders .85 3URJUDPV XVH UHÁHFWLYH VXSHUYLVLRQ WR VXSSRUW WHDFKHUV.86iv
Chapter 6. Guidelines for Facilitating Learning and Development with Infantsand Toddlers .877. Understanding that learning and development are integrated across domains(physical, social–emotional, language and communication, and cognitive).887.1 Teachers pursue professional development opportunities to better supportthe learning and development of infants and toddlers.887.2 Programs and teachers facilitate learning across domains .897.3 Programs and teachers facilitate physical development and learning.917.4 Programs and teachers facilitate social–emotional development and learning.927.5 Programs and teachers provide guidance for social behavior .937.6 Programs and teachers facilitate language and communication development and learning .947.7 Programs and teachers nurture a love of books and stories .967.8 Programs and teachers facilitate cognitive development .978. Implementing an infant/toddler curriculum process .1008.1 Teachers observe children during personal care routines, interactions, and play .1008.2 Teachers document observations for later use.1028.3 Teachers assess children’s developmental progress .103 7HDFKHUV WDNH WLPH WR UHÁHFW RQ REVHUYDWLRQV GRFXPHQWDWLRQ DQG DVVHVVPHQWV.1058.5 Teachers plan their approaches and the materials they will offer based on theirREVHUYDWLRQV GRFXPHQWDWLRQ DQG UHÁHFWLRQV .1068.6 Teachers implement their plans for facilitating learning.107Part Three: Resources .109Curriculum Resources .110Organizations and Web Sites .113Child Care and Education.113Children with Disabilities or Other Special Needs .115Policy .116Culture and Diversity .117Families .119Teachers and Program Leaders.120Teen Parents.121Health and Safety .122Infant Mental Health .123ERIC Resources .124Appendixes .125A. Summary of Infant/Toddler Learning and Development Guidelines.126B. California’s Early Start Program.128C. Linking the Infant/Toddler Learning and Development Guidelines to the DRDP-R .129D. NAEYC Code of Ethical Conduct and Statement of Commitment .130E. Reasons for Concern That Your Child or a Child in Your Care May Need Special Help.139Works Cited .141Further Reading .146v
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( 4LZZHNL MYVT [OL :[H[L :\WLYPU[LUKLU[ VM 7\ISPJ 0UZ[Y\J[PVU One of the most important ways we can support families of infants and toddlers is toprovide high-quality child care and development programs that foster their children’sRSWLPDO GHYHORSPHQW 7KH ÀUVW WKUHH \HDUV LV D FUXFLDO WLPH RI OLIH 7R SURPRWH WKHkind of experiences young children need to prosper, the California Department of Education hascreated Infant/Toddler Learning and Development Program Guidelines.Young children turn to adults for emotional security and for opportunities to learn. Infants andtoddlers need care and education and close, nurturing relationships that provide them with a secure base for exploration, learning, and discovery. We know that the experiences we offer infantsand toddlers have a lasting impact on their future success.Research on brain development indicates that the brains of infants and toddlers are twice asactive as those of adults. By the time children reach the age of three, they have become competentin at least one language, formed a sense of self, and learned about basic concepts such as causeand-effect and quantity. Exploring books, being read to, listening to stories, and learning songsand rhymes set children on a path for literacy.More than half of California’s infants and toddlers receive care in child care centers, in familychild care homes, and with relatives or neighbors outside the home. Research shows that goodcare and education contribute to children’s social–emotional, intellectual, language, and motor development. High-quality programs work closely with family members and provide their childrenwith environments, materials, and relationships that enrich learning and development. This docuPHQW SUHVHQWV D FRPSUHKHQVLYH VHW RI JXLGHOLQHV IRU FDUH DQG HGXFDWLRQ GXULQJ WKH ÀUVW WKUHH \HDUVRI D FKLOG·V OLIH ,W DOVR LGHQWLÀHV VSHFLÀF SROLFLHV DQG SUDFWLFHV IRU HDUO\ FKLOGKRRG SURIHVVLRQDOVto follow as they seek to create high-quality programs for infants and toddlers.This document, Infant/Toddler Learning and Development Program Guidelines, complementsCalifornia’s Prekindergarten Learning and Development Guidelines. Together, these documentsRIIHU D FRKHUHQW IUDPHZRUN IRU H[WHQGLQJ WKH EHQHÀWV RI KLJK TXDOLW\ FDUH DQG HGXFDWLRQ WR DOOyoung children.1R HQGHDYRU LV DV VLJQLÀFDQW DV WKH ZRUN RI HDUO\ FKLOGKRRG SURIHVVLRQDOV 7KH\ KDYH D GLUHFWand lasting impact on the lives of young children and families. With this document, we are seekLQJ WR SURYLGH OHDGHUVKLS WR WKH ÀHOG DQG HQVXUH WKDW WKH LPSDFW RI LQIDQW WRGGOHU SURJUDPV LV Dpositive one. I hope that the Infant/Toddler Learning and Development Program Guidelines willKHOS HYHU\RQH WR SURYLGH WKH YHU\ EHVW FDUH DQG HGXFDWLRQ IRU RXU \RXQJ FKLOGUHQ 7KH EHQHÀWV RIstarting out life on a path to success will extend to communities and our state, for our children’sfuture is our future.JACK O’CONNELLState Superintendent of Public Instructionvii
(JRUV SLKNTLU[ZThe creation of this guide involved many people. They included (1) a national panel ofexperts in early childhood development and early care and education; (2) a writing anddevelopment team from WestEd’s Center for Child and Family Studies in Sausalito, California; (3) staff from the California Department of Education/Child Development Division; and(4) specialized groups of reviewers who provided feedback on important topics.The expert panel members represent both academic and practical perspectives on all subjectsaddressed in the Infant/Toddler Learning and Development Program Guidelines. The guidelinesand rationales in this guide were generated by the expert panel during three meetings from SepWHPEHU WKURXJK 0D\ (DFK SDQHO PHPEHU DQG KLV RU KHU DIÀOLDWLRQ DUH OLVWHG EHORZCarol Brunson Day, President/CEOCouncil for Professional RecognitionWashington, D.C.Richard M. Clifford, Senior ScientistFPG Child Development InstituteUniversity of North Carolina at Chapel HillChapel Hill, North CarolinaRenatta Cooper, DirectorJones/Prescott InstituteHixon Center for Early Childhood EducaWLRQ DW 3DFLÀF 2DNV &ROOHJHPasadena, CaliforniaAmy Laura Dombro, Author/ConsultantNew York City, New YorkSenta Greene, CEO and Lead ConsultantFull Circle: A Professional ConsultingAgencyStevenson Ranch, CaliforniaStanley Greenspan, Clinical ProfessorPsychiatry, Behavioral Sciences, andPediatricsGeorge Washington University MedicalSchoolWashington, D.C.Janet Gonzalez-Mena, Early ChildhoodConsultantWestEd FacultyProgram for Infant/Toddler Caregivers)DLUÀHOG &DOLIRUQLDviiiClaire Lerner, Codirector of ParentEducationZero to ThreeWashington, D.C.Alicia F. Lieberman, ProfessorDepartment of PsychiatryUniversity of California, San FranciscoDirector, Child Trauma Research ProjectSan Francisco General HospitalMary Jane Maguire Fong, ProfessorEarly Childhood EducationAmerican River CollegeSacramento, CaliforniaOletha Murry, CoordinatorCommunity Child DevelopmentFamily Resource and ReferralStockton, CaliforniaAlice Nakahata, InstructorCity College of San FranciscoChild Development & Family StudiesDepartmentSan Francisco, CaliforniaDolores Norton, Samuel Deutsch ProfessorSchool of Social Service AdministrationUniversity of ChicagoChicago, IllinoisNote: 7KH WLWOHV DQG DIÀOLDWLRQV RI DOO LQGLYLGXDOV RQ WKLV OLVWwere current at the time the guidelines were developed.
Jeree Pawl, Director/Clinical Professor(Retired)Infant-Parent ProgramUniversity of California, San FranciscoMargie Perez-Sesser, InstructorChild DevelopmentModesto Junior CollegeModesto, CaliforniaNorma Quan Ong, Early ChildhoodEducatorSan Francisco, CaliforniaIntisar Shareef, Department ChairpersonEarly Childhood EducationContra Costa CollegeRichmond, CaliforniaLouis Torelli, Infant/Toddler SpecialistCofounderSpaces for ChildrenBerkeley, CaliforniaWestEd FacultyProgram for Infant/Toddler CaregiversSausalito, CaliforniaYolanda Torres, WestEd Faculty (Retired)Program for Infant and Toddler CaregiversPasadena, CaliforniaNorman Yee, CommissionerSan Francisco First Five CommissionSan Francisco, CaliforniaEdward Zigler, Sterling Professor ofPsychology (Emeritus)Yale University Center in Child Development and Social PolicyNew Haven, ConnecticutWestEd, Center for Child and Family Studiesstaff writers:Peter Mangione, Program CodirectorRon Lally, Program CodirectorDeborah Greenwald, Project DirectorSara Webb, Program AssociateCalifornia Department of EducationSue Stickel, Deputy SuperintendentCurriculum and Instruction BranchMichael Jett, Director, Child DevelopmentDivisionGwen Stephens, Assistant Director, ChildDevelopment DivisionMary Smithberger, Child DevelopmentConsultant, Child Development DivisionJuanita Weber, Child DevelopmentConsultant, California School Age Families Education Program (Cal-SAFE )Additional Contributors:Joan Weaver, Editing ConsultantRima Shore, ConsultantCalifornia Institute on Human Services, Sonoma State UniversityAnne Kuschner, Project DirectorLinda Brault, Project Director, BeginningTogetherJoanne Knapp-Philo, Project Director,StoryQUESTLara Jolin, Technical Assistance SpecialistDiane Harkins, Program DirectorFamily Child Care at Its Best, University ofCalifornia Davis ExtensionSusan Muenchow, Senior Research ScientistAmerican Institutes for ResearchWe thank the following programs for permitting photographs to be taken of the staff,children, and families:5th Avenue Early Head StartSan Rafael, CaliforniaAndrea Schieb’s Family Child CareLivermore, CaliforniaThe Associated Students Early ChildhoodEducation Center at San Francisco StateUniversitySan Francisco, CaliforniaCabrillo College Children’s CenterAptos, CaliforniaCitrus Community CollegeGlendora, CaliforniaDiablo Valley Montessori SchoolLafayette, CaliforniaFernald Child Study Center, University ofCalifornia, Los AngelesLos Angeles, CaliforniaLana Carter’s Family Child CareSanta Rosa, Californiaix
Megan E. Daly Infant Development Program,University of California, Los AngelesLos Angeles, CaliforniaOlga King’s Family Child CareSanta Rosa, California3DFLÀF 2DNV ,QIDQW 7RGGOHU 3DUHQW 3URJUDPPasadena, CaliforniaPasadena City College Child DevelopmentCenterPasadena, CaliforniaxPG&E Children’s CenterSan Francisco, CaliforniaPilgrim Hill Early Head StartSan Rafael, CaliforniaPhotography:Keith GaudetSheila SignerSara Webb
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0U[YVK\J[PVUThis publication, Infant/Toddler Learningand Development Program Guidelines,presents information about how toprovide high-quality early care and education,including recommendations for program policies and day-to-day practices that will improveprogram services to all1 infants and toddlers(children from birth to thirty-six months ofage). It contains vitally important informationabout early learning and development. Withthis publication the California Department ofEducation intends to provide a starting pointfor strengthening all programs that educateand care for infants and toddlers, includingcenters, family child care homes, and kith andNLQ FDUH 7KH JXLGHOLQHV VSHFLÀFDOO\ DGGUHVV the concerns of program leaders, teachers, andfamily members. They also inform communityorganizations, policy-makers, business leaders,1Whenever infants, toddlers, or children are mentioned inthis publication, the intention is to refer to all children. In someplaces the word all is used to emphasize the inclusive perspective presented in this publication.2and others interested in improving the care andeducation of California’s youngest children.The guidelines pay particular attentionto the role of the family in early care andeducation, to the inclusion of children withdisabilities or other special needs, and to collaboration between programs and families.Because high-quality programming cannot beattained without attention to these topics inall components of care, the topics are woventhroughout the publication rather than treatedseparately. In addition, family child care andcare by relatives are included in the main bodyof the guidelines and, when necessary for clarity, are addressed individually./V NYLH[ PZ [OL ULLK MVY OPNO X\HSP[ JHYL& Large numbers of infants all over the nation are spending long hours in early care andeducation settings, many of which are of poorTXDOLW\ &DOLIRUQLD UHÁHFWV D QDWLRQDO WUHQG suffering from a scarcity of both the quantityand the quality of infant/toddler programs.Over half (58 percent) of California’s infantsand toddlers spend time in nonparental care.A quarter of them (26 percent) are in full-timeFDUH GHÀQHG DV RU PRUH KRXUV SHU ZHHN(Snyder and Adams 2001). The demand forhigh-quality care overwhelms supply. Thisneed is especially pronounced in low-incomecommunities (Fuller and Holloway 2001),where few high-quality settings can be found.Statewide, only an estimated 5 percent ofavailable spaces in licensed centers are forinfant care (California Child Care Portfolio2001).The guidelines aim to increase the qualityof programs that currently exist and providea framework for the development of newhigh-quality programs. Increasing the numberof high-quality settings will lead to a wide
UDQJH RI EHQHÀWV LQFOXGLQJ HQKDQFLQJ VFKRROreadiness, offering safe havens from abuse andneglect, and providing appropriate servicesfor children with disabilities or other specialneeds. OH[ KVLZ X\HSP[ SVVR SPRL PU HU PU MHU[ [VKKSLY WYVNYHT& Infants and toddlers thrive in places wherethey can feel secure, express their drive tolearn, and build their competence. They relyon adults for nurturance and guidance as theylearn. When infants and toddlers receive carein a relationship that consistently meets theirphysical and emotional needs, that relationshipbecomes a base for exploration and discovery.They learn from being in close relationshipsLQ PDQ\ GLIIHUHQW ZD\V GXULQJ WKH ÀUVW WKUHH years of life. For example: A three-month-old infant who is hungry ortired counts on a caring adult to read hercues and meet her needs. WHDFKHU UHSHDWV D VRQJ RU ÀQJHU SOD\ DIter a six-month-old looks into her eyes andcoos, as if asking her to keep the e
The Infant/Toddler Learning and Development Program Guidelines was developed by the Child Development Division, California Department of . New Insights into Early Learning and Development . starting out life on a path to success will extend to commu
3. Room arrangement Developmentally Appropriate Practice (DAP): An Introduction Expand Learning with Mixed-Age Groups Infant-Toddler Care: Healthy Spaces Infant-Toddler Care: Learning through Play Infant-Toddler Care: Physica
This resource provides information on infant and toddler feeding from birth through twenty-three months of age, including information on feeding, infant formula, the introduction of solid foods and infant safety while eating. Keep in mind that every infant is different, and their diets may vary depending
Jan 24, 2020 · The DRDP(2015) represents a full continuum of development from early infancy up to kindergarten entry. The Infant/Toddler Views are for use with children in infant/ toddler programs, and the Preschool Views, for children in preschool programs The DRDP (2015) is designed for use with all children from early infancy up to
ams) 6" " Human Services, and the Minnesota Department of Health) reviewed the document, as well as infant-toddler and mental health experts at CEED and elsewhere. On May 29, 2012, Dr. Harper-Browne and Dr. Raikes presented the Ten Essential Elements of Quality Infant-Toddler Programs at an .
The Infant/Toddler Sensory Profile (ITSP) (Dunn, 2002) is a questionnaire that is completed by an infant's or toddler's primary caregiver in order to gather information about the child's sensory processing abilities.
your Infant Car Seat, as described in the instruction manual provided by the Infant Car Seat manufacturer. † WHEN USING ONLY ONE INFANT CAR SEAT ADAPTER OR TWO FOR TWINS, THE FOLLOWING INFANT CAR SEATS CAN BE USED: † If your Infant Car Seat is not one of the models listed above, DO NOT use your infant car seat with this car seat adapter.
Curriculum & Instruction 405A Infant and Toddler Development Amanda Heniff, M.S.ED aheniff@siu.edu 618.453.4227 Quigley 116E Office Hours: MTRF 3:15-4:15 Please schedule an appointment Class Meetings: Wednesday 4-6:50pm Wham 302 Texts: Fogel, A. (2015). Infant Development: A Topical Approach.
The colonial response to these acts is really the start of the American Revolution. First Massachusetts passed a set of resolutions calling for colonists to: one, disobey the Intolerable Acts, two, stop paying taxes, and three, prepare for war. And in September 1774, a group of delegates from twelve of the thirteen colonies - Georgia! - met in Philadelphia to coordinate the resistance of the .
