WestEd.org The Theory Underlying the California Infant/Toddler Curriculum Framework J. Ronald Lally, Co-Director WestEd Center for Child & Family Studies May 17, 2016, WebEx

WestEd.org Curriculum Starts with your Image of a Child The answer to the question “How do infants learn and develop?” always influences the answer to the question “How is learning and development best facilitated by adults?”

WestEd.org The Image of the Child: Competent Curious, motivated, self starting An imitator, interpreter, integrator An explorer, inventor A communication initiator A meaning seeker A relationship builder

WestEd.org What Teachers Should Expect From Babies Amazement Marvel Excitement Invention Transformation Disorientation Reflection Imitation Surprise Observation Hypothesizing Communication Contemplation Connection

WestEd.org "All scholars, researchers and teachers, in any place, who have set themselves to study children seriously, have ended up discovering not so much the limits and weaknesses of children, but rather their surprising and extraordinary strengths and capabilities linked with a great need for expression." Loris Malaguzzi, Reggio Emilia Schools

WestEd.org The Image of the Child - Vulnerability The young child is dependent on adults for: physical survival, emotional security, safe base for learning, regulating, modeling and mentoring social behavior, information and exchanges about the workings of the world and rules for living.

WestEd.org Attend to Competence and Vulnerability Simultaneously Give simultaneous attention to the vulnerable and competent sides of the young child. It encompasses the new “three Rs” of childrearing: Responsiveness Relationship Respect

WestEd.org Babies Need Both Predictability and Novelty The young child is wired emotionally to expect that they will have their needs met by those who care for them and that their signals will be understood and addressed. At the same time, the child is wired intellectually to respond to experiences that violate their expectations. The new, the novel, the surprising grabs their attention. Both parts of the child need to be addressed.

WestEd.org Both are making sense of things as yet unknown. Both investigate, with focused attention, the world around them. Both rely on a supportive place to study and work. Both use their senses to understand their world. The Scientist & The Infant

WestEd.org Quick Write How might the information so far presented influence the practice of those you coach?

WestEd.org Engage In Reflective Practice The art of stepping back to consider what one is observing or doing... To think about… To examine… To question...

WestEd.org A Shift in the View of Professional Role Work done from the point of view of “not knowing” and trying to find out. Work done as scientists generating hypotheses about what might work with the child and family.

WestEd.org A Shift in the View of Professional Role Focus on helping the infants learn their curriculum rather than imposing your own. Plan learning opportunities rather than develop lessons. Plan environments to maximize opportunities to learn through discovery. Select, place, and rotate materials based on observation of children.

WestEd.org Focus on Daily Interaction Early development is directly influenced by the tenor of babies interactions with their caregivers. The quality of what happens to babies during day-to-day care is of prime importance to future functioning.

WestEd.org Remember that Learning… begins in relationships, is informed by relationships, and is stimulated by relationships.

WestEd.org Reflective Curriculum Planning IMPLEMENTDOCUMENTOBSERVE ANALYZE & PLAN REFLECT

WestEd.org Act as a Researcher O Observe and listen to children’s ideas and actions. Document and reflect on what you see and make visible the children’s interests. Create learning encounters that will build on the children’s interests & your observations.

WestEd.org “Curriculum needs to be well planned, yet remain dynamic enough to move and flow with changing infant interests. It needs to anticipate developmental stages, but it also needs to allow for individual variations in learning style. It must be broad enough in scope to respond to all developmental domains simultaneously.” J. Ronald Lally, Curriculum and Lesson Planning: A Responsive Approach (1997, p. 26).

WestEd.org "In a curriculum that is not set in advance, we can use documentation to construct our understanding of the children’s actions and thoughts. Documentation, interpreted and reinterpreted with other educators and children, gives the option of drafting scripts for action that are not arbitrary but instead respectful of all involved." Lella Gandini

WestEd.org Coaching Goals 1.All staff share a vision of the young child as simultaneously competent and vulnerable, with both attributes needing adult respect and attention. 2.All staff have been trained in reflective practice with variations in the training related to work assignments, but with a consistency in approach that uses reflection as the avenue for continuous improvement.

WestEd.org Coaching Goals 3.All staff utilize a relationship-based responsive approach to services: child care, staff development, families and community members. 4.All staff endorse a dynamic curriculum planning process that originates from the children’s interests and capabilities, involves families and evolves through daily adaptations based on continuous observation and reflection.

WestEd.org Coaching Goals 5.Time set aside each week for staff to meet with other staff to discuss what is going on with the children and families, and plan next steps. 6.Have curriculum seen by all attached to the program – staff, families, funders – as a dynamic and ever-changing process, not a concrete plan to be followed.

WestEd.org Quick Write: Application of Concept How might you use this knowledge of how infant learning is best facilitated to transform your coaching?

WestEd.org What do you think your biggest problem will be in implementing this type of teaching? Quick Write: Challenges

WestEd.org Benefits of this Process Allows for individualized care. Creates an environment where respect for culture is a “felt” aspect of how services are rendered. Supports staff in their ability to understand the meaning of behavior. Creates an environment where ongoing learning is the rule rather than the exception. Impacts the overall quality of the child’s experience.