Presentation on theme: "The Creative Curriculum for Infants, Toddlers, & Twos"— Presentation transcript:
1 The Creative Curriculum for Infants, Toddlers, & Twos The Foundation, Volume 1Hello and welcome to The Creative Curriculum for Infants, Toddlers, and Twos Overview and Implementation Course. In this course we will review Volume 1: The Foundation. You will need to refer to your curriculum books so please have them handy throughout this video. You will become familiar with it’s contents and learn how it can be referred to
2 Creative Curriculum: The Foundation Knowing Infants,Toddlers, &TwosCreating aResponsiveEnvironmentWhat Children Are LearningCaring and TeachingBuilding Partnerships With FamiliesTheoryand Research
3 Let’s take a closer look at The Creative Curriculum for Infants, Toddlers, & Twos Volume 1
4 The Foundation~ 5 Sections Knowing Infants, Toddlers, & TwosCreating a Responsive EnvironmentWhat Children are LearningCaring and TeachingBuilding Partnerships with Families
5 Chapter 1~ Knowing Infants, Toddlers, & Twos Reviews the developmentally appropriate expectations for young children while reviewing the Teaching Strategies GOLD Objectives and Continuum in the following areas:Social-Emotional DevelopmentPhysical DevelopmentLanguage DevelopmentCognitive Development
7 Chapter 1 Summary“Knowing how infants, toddlers, and twos develop is the starting point for planning your program, selecting materials, and guiding children’s development and learning. In addition to knowing how children typically develop, teachers must also learn about the unique characteristics of each child.”
8 Chapter 2~ Creating a Responsive Environment Setting up the Physical Environment:Creating Places for Routines and ExperiencesDesigning Spaces for Each Age-GroupSelecting MaterialsDisplaying MaterialsSpecial Considerations in Setting Up the Physical EnvironmentSending Positive Messages
9 Chapter 2~ Creating a Responsive Environment Creating a Structure for Each Day:Planning a Daily ScheduleIndividualizing the Schedule for InfantsSchedules for Toddlers and TwosPlanning for TransitionsResponsive Planning
10 Chapter 2 SummaryChapter two helps teachers understand the physical environment; how the environment promotes the developing abilities and interests of infants, toddlers, and twos; how the environment supports responsive relationships; and how to plan a structured routine that also allows flexibility.
11 Chapter 3~ What Are Children Learning The foundation for ALL LearningBuilding Language and Literacy Skills, including:Vocabulary and LanguageThe Sounds and Rhythms of LanguageEnjoying Books and StoriesExploring WritingPromoting Language and Literacy Learning
12 Chapter 3~ What Are Children Learning Discovering Mathematical Relationships:Number ConceptsPatterns and RelationshipsGeometry and Spatial RelationshipsSorting and ClassifyingHelping Children Discover Mathematical Relationships
13 Chapter 3~ What Are Children Learning Exploring Like Scientists:The Physical WorldThe Natural WorldThe Social WorldEncouraging Children to Explore Like Scientists
14 Chapter 3 SummaryChapter three “Explains how the experiences you provide for infants, toddlers, and twos support learning in language and literacy, math, and science and prepare children for success in school and in life.”
15 Chapter 4~ Caring and Teaching Building Relationships- explains how to use your knowledge of child development and individual children’s strengths and needs to build trusting, responsive relationships with and among children. Focuses on:Strategies for Building Trusting RelationshipsHelping Children Get Along with OthersDeveloping a Structure that Supports RelationshipsHelping Children Transition to a New Group or Preschool
16 Chapter 4~ Caring and Teaching Promoting Children’s Self-Regulation, including:Setting the Foundation for Young Infant’s Self- RegulationHelping Mobile Infants Begin to Control Their BehaviorPromoting the Self-Regulation of Toddlers and TwosUsing Positive Guidance Strategies
17 Chapter 4~ Caring and Teaching Responding to the following Challenging Behaviors:Physical AggressionTemper TantrumsBiting
18 Chapter 4~ Caring and Teaching Guiding Children’s Learning by reviewing:Learning Through PlayTalking With Infants, Toddlers, and TwosExtending Children’s Knowledge and SkillsIncluding All Children
19 Chapter 4~ Caring and Teaching Assessing Children’s Development and LearningObserving and Collecting FactsAnalyzing and RespondingEvaluating Each Child’s ProgressSummarizing, Planning, and Communicating
20 Chapter 4 SummaryChapter four reminds us that “As you observe and get to know each child, you reflect and respond to his strengths, needs, and interests; purposefully guide his behavior, support his learning, and use ongoing assessment to document his progress and to plan.”
21 Chapter 5~ Building Partnerships With Families Special Concerns of Families with Children Under Age 3:The Stress of Parenting an InfantConflicting Feelings About Sharing CareWanting to Be Part of Their Child’s DayGetting to Know the Families:Appreciating Differences Among FamiliesUnderstanding the Influence of Culture
22 Chapter 5~ Building Partnerships With Families Welcoming Families to Your Program:Creating a Welcoming EnvironmentOrienting New FamiliesDeveloping an Individual Care Plan for Each ChildReaching Out to All Family Members
23 Chapter 5~ Building Partnerships With Families Communicating With Families:Building Trust Through Daily InteractionsMaking the Most of Daily ExchangesCommunicating in More Formal WaysHolding Conferences and Making Home VisitsInvolving Families in the Program:Offering a Variety of Ways to Be InvolvedParticipating in the Program
24 Chapter 5~ Building Partnerships With Families Sharing Information and Parenting TipsResponding to Challenging Situations:Resolving DifferencesWorking Through ConflictsSupporting Families Who Are Under StressSupporting the Families of Children With Disabilities
25 Chapter 5 SummaryChapter five teaches us that when you support parents as partners in the care of their child, families are more likely to feel as though they are an important part of your program and to offer their support.
26 Scavenger Hunt!Use The Creative Curriculum for Infants, Toddlers, & Twos Volume 1, The Foundation to answer the following questions. Use the included handout to record your answers.
27 Scavenger Hunt!What term does Lev Vygotsky use to describe, “The range of a child’s learning about a particular experience?”Chapter 1 covers how to adapt to individual differences in Infants, Toddlers, and Twos, define/describe the meaning of “Biological Rhythms” and “Sensory Threshold.”
28 Scavenger Hunt!What are the Seven Social-Emotional Characteristics that are essential for school- readiness as identified by the National Center for Infants, Toddlers, and Twos found in Chapter 3?”Find one reason why children sometimes bite and briefly describe a strategy that could be used to prevent it.
29 Scavenger Hunt!Describe how the Internet can be used as a formal communication with families.
30 Congratulations!!!You have successfully completed training for Creative Curriculum Volume 1, The Foundation. Please complete the Volume 1 Scavenger Hunt form and continue on to Volume 2 Routines and Experiences training.