1. CHAPTER 12: Creating a Relationship-Based Curriculum
Infant and Toddler Development and Responsive Program Planning: A Relationship-Based Approach
Third Edition
Donna S. Wittmer
Sandy Petersen
© 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved

2. Component 1: The Foundation A Way of Thinking about Infants and Toddlers
Beliefs and Assumptions
Do babies have rights?
Are babies capable learners?
Needs of Infants and Toddlers
Security
Responsive, interested adults
Food, warmth, diapering, rest
Protection
Safe environments
Healthy routines
Intimacy

3. Component 1: The Foundation A Way of Thinking about Infants and Toddlers
What infants and toddlers learn:
Learning domains
Emotional
Social
Language
Cognitive
Motor
Readiness for change and flexibility with decisions,
Ability to get along,
Competence with language and use of words and logic instead of aggression
A belief they can make a difference in their own lives and those around them
A profound sense of the importance of equal opportunity and the rights of each individual
Ability to be gifted parents
(Szanton, 2001)

4. Component 1: The Foundation A Way of Thinking about Infants and Toddlers
How do infants and toddlers learn?
Integrated
Learning happens across domains, in an inter-related way
Developmental
Young infants, mobile infants, toddlers are distinct age ranges with unique needs and interests
Play
Active exploration of the environment
Increases in complexity of materials and interactions
Acting on a world that responds to those actions (contingent)
Long amounts of time; real choices

5. Component 2: The Infant-Toddler Professional’s Role Creating a Relationship-based Program
1. Develop foundation of relationship-based community 2. Structure: primary care, continuity of care 3. Build caring, responsive relationships with families, diverse cultures, community
4. Responsive planning process 5. Flexible schedule with responsive routines 6. Environment 7. Toys, opportunities – individually, culturally, age-appropriate 8. Relationship-based approach to guidance

6. Creating a Relationship-based community
Component 2: The infant-toddler professional’s role Creating a relationship-based program
Creating a Relationship-based community
Home-like environments that “Connect and nurture people”
Homebases
Attachment groups

7. Component 2: The infant-toddler professional’s role Creating a relationship-based program
Keep children safe and healthy
Develop strong, positive relationships
Be attuned to children’s cues
Follow the child’s lead in interactions
Be available, both emotionally and physically

8. Component 2: The infant-toddler professional’s role Creating a relationship-based program
Maintain a pleasant emotional tone
Respond to children’s distress in a calm, comforting way
Encourage developing skills
Appreciate developmental differences
Scaffold learning in all domains of development
Support the relationship between the child and family
Make family members feel welcome
Involve families in program
Exchange information
Provide opportunities to express differences, beliefs, values, concerns

9. Component 3: Relationships with Families and Culturally Sensitive Care
Support the relationship between the child and family
Make family members feel welcome
Involve families in program
Exchange information
Provide opportunities to express differences, beliefs, values, concerns
Reflect on your cultural beliefs about child rearing
Dialogue with others about differing cultural beliefs

10. Component 3: Relationships with Families and Culturally Sensitive Care
“no matter what culture a person comes from, the goal should be to develop a person-to-person relationship”
(Gonzalez-Mena, 2001)

11. Component 4: Responsive, relationship-based planning
Respect, Reflect, Relate as the basis of planning

12. Component 4: Responsive, relationship-based planning
Respect: Child’s emotions, efforts, goals, learning, relationships
Write an observation or use a photograph or other documentation
Reflect
What am I doing?
How am I feeling?
What am I learning?
Relate
What will you do to support my development?
Responsive interactions
Environment, Toys, Materials, and Experiences