Infant/Toddler Reflective Curriculum Planning Process Overview of California’s Infant/Toddler Learning and Development System & Infant/Toddler Reflective Curriculum Planning Process

Learning Objectives Participants will be able to: Describe the four insights as to how infants and toddlers engage the world Recognize that infant and toddlers require both teaching and caring Describe the relationship between the Infant/Toddler Foundations, and the Desired Results Developmental Profile – Infant/Toddler © (2010) support Reflective Curriculum Planning Go through learning objectives if applicable.

Insights about infants’ and toddlers’ learning What are 4 things that we should consider about infants and toddlers before we plan their curriculum? 1. 2. 3. 4. Give participants a couple of minutes to come up with their thoughts..ask them to call out their thoughts (and jot down their thoughts on easel paper – if applicable)

4 Insights into Infant/Toddler Learning Infants and toddlers learn in the context of relationships. Infants are competent (have inborn urge to learn). Infants are vulnerable (dependent on adults). Learning is determined by a unique blend of nature (inborn traits) and nurture (experience).

How Infants and Toddlers Engage the World Show New Perspectives DVD Disc 1– video clip – How Infants and Toddlers Engage the World (6.41 min.) Before going into the CA I/TLD Foundations, DRDP 2010 , the Curriculum Frameworks or the Curriculum Planning Process, we are going to look at a DVD clip that discusses: the Four Insights into How Infants and Toddlers Engage the World. Show the New Perspectives DVD Video Clip: How Infants and Toddlers Engage the World New Perspectives on Infant/Toddler Learning, Development, and Care, Disc 1

Roles of the Infant Care Teacher 1. With a partner, list the various roles of an infant care teacher. 2. Is the teacher caring or teaching? Take about 5 minutes and have the participants work in dyads to list the various roles of an infant care/teacher. Have the dyads share one unduplicated role until all roles have been identified. Then ask the questions-is teacher more caring or more teaching? Then start the video clip. Teaching and Caring

Teaching and Caring Show the New Perspective Disc 1 - DVD clip - Teaching and Caring 00:00 to 03:01 New Perspectives on Infant/Toddler Learning, Development, and Care, Disc 1

Now let’s look at California’s Learning and Development System for children birth to 5. Point out that the center or heart of the system is the Learning and Development Foundations which provide specific examples of skills and knowledge that is typical and the 8, 18, and 36 month developmental points. The Foundations are research based and have been aligned with the Desired Results Assessment system which is used to assess the developmental progress of individual children and how both of these tools along with the program guidelines and Resources as well as the training they are receiving at this moment and the Curriculum Framework support the use of the Reflective Curriculum Planning process.

California Infant/Toddler Learning & Development System Show the Infant/Toddler Learning & Development Program Guidelines DVD Series –Main Menu, Program Guidelines Video Clip Disc 1 under Video clips California Infant/Toddler System 0:00-4:14 (Michael Jett describing the system) The Infant/Toddler Learning and Development Program Guidelines DVD Series, Disc 1

I/T Learning & Development Foundations The Foundations are at the center of the chart and influence each of the other elements of the system. Provide common descriptions of children’s competencies at around 8, 18, and 36 months, along with behaviors leading up to competencies. Are a guide for teachers, professional development, pre-service and in-service education. CDE’s focus is on the child, and the Foundations are about the child—Foundations are the competencies—knowledge and skills—that we would expect to see in the typically developing child in a high quality infant/toddler care setting.

Domains Covered by I/T Foundations Social-Emotional Development Cognitive Development Language Development Perceptual and Motor Development These are the 4 learning domains and 28 foundations for infants and toddlers. Social-Emotional (NOT social/emotion) domain has 11 foundations Cognitive domain has 10 foundations Language domain has 4 foundations and Perceptual and Motor has 3 foundations.

Foundation Age-level Description Examples Domain Research basis for including example Point out the different elements of the Foundations Document using this slide. Discuss that the examples are indicators of development of typical developing children given adequate support at 8 months, 18 months and 36 months. Point out the research citation for items included. Note especially that the examples are not a full list but just a few examples. Behaviors leading up to the Age-level Description

Desired Results Developmental Profile – Infant/Toddler© (2010) Reliable, strength-based tool teachers use to observe and document children’s learning and development, birth to 36 months of age. Points out observable aspects of development. Provides means to document actual progress a child is making in her learning and development. The Foundations are the competencies—knowledge and skills that we would expect to see in the typically developing child in an appropriate quality infant/toddler care setting at around 8, 18 and 36 months of age. The DRDP-I/T© (2010) is an observation tool used to assess individual children’s learning. The DRDP-I/T© (2010) has been aligned with the Foundations through a matching study.

Specialist will discuss how to use observation to support the completion of the The DRDP-I/T© (2010)

Comparison: Foundations and the DRDP-IT(2010) Descriptions of competencies at around 8, 18, and 36 months. A guide for teachers, professional development, and pre-service education. Developmental continuum. An observational assessment tool for individual children. Has been aligned to the Foundations.

Universal Design for Learning Children with disabilities and special needs may reveal their developmental progress in alternative ways. The universal design for learning is based on the realization that children learn in different ways. Developed by the Center for Applied Special Technology (CAST) universal design refers to providing multiple approaches to teaching in order to meet the needs of diverse learners.

Understanding That Learning and Development Are Integrated Across Domains Program Guideline Disc 2 Section 7—00:00-04:14—Ron and Peter talking about Infant Learning The Infant/Toddler Learning and Development Program Guidelines DVD Series, Disc. 2

Quick Brainstorm Think about an infant you have known either personally or through your work. What kinds of things did she/he seem most driven to do? Which of these things did you have to teach her/him? ?

What is Infant Curriculum? “Infants … come to us … with so much they’re learning … knowledge and skills they’re programmed to learn … It’s our job … to get to know their curriculum … and build on what they’re trying to learn.” Peter Mangione, The Infant/Toddler Learning and Development Program Guidelines DVD Series, Disc. 2, Section 8

How does your program plan curriculum? In dyads or groups of 3, take a few minutes to describe your classroom’s or program’s I/T curriculum planning process. Who participates in the planning? What materials do you use? When do you do the planning? How do you plan? Trainer should have participants share some of their responses under “who, what, when and how.” It will be interesting to see what they are doing now and to what extent there is consistency across classrooms or family child care programs.

The Curriculum Planning Process New Perspectives on Infant/Toddler Learning, Development, and Care, Disc 2 1. Play New Perspective Disc 2, Video Clips The Curriculum Planning Process (3:03)

Curriculum Planning Process DOCUMENT Observe Document OBSERVE Implement Plan Implement Plan Reflection PLAN IMPLEMENT Implement Plan Observe Document Observe Document

Reflective Curriculum Planning Includes: Knowledge of how young children develop and what they are learning; Appropriate expectations for different “ages”; Understanding individual children’s interests, learning styles, and current levels of development; Observation, documentation, reflection and implementation of plans; Responsive, sensitive facilitation in the moment.

Questions Closing Wrap Up Talk about the next session opportunity to work on planning and implementing Curriculum using Observations and Documentation

What is Coming? Before next class read: Respectful Teaching with Infants and Toddlers (Mary Jane Maguire Fong, M.S., Concepts for Care 2006 (pgs 117-122) Next Topic: Getting to Know You Through Observation Summarize this slide and discuss how the group will be looking at Observation next and then documentation, reflection and implementation.