1. California's Early Learning and Development System Overview

3. Guiding Principles in the Creation of the Early Learning and Development System
The family (including the family’s culture and language) plays a central role in early learning and development.
Infancy is a unique stage of life that is important in its own right.
Development in infancy can be described by three age periods—birth to eight months, eight months to 18 months, and 18 months to 36 months.

4. Guiding Principles in the Creation of the Early Learning and Development System
Infants and toddlers are competent, yet vulnerable, at every stage of development.
Nurturing relationships provide the foundation for emotional security and for optimal learning and development.

5. Guiding Principles in the Creation of the Early Learning and Development System
Infants and toddlers learn in a holistic way rather than one domain at a time.
Early development can be characterized by both quantitative and qualitative change.
Early development reflects an interplay of differentiation and integration.

6. Introduction to the I/T Learning and Development Program Guidelines

7. What Are Infant & Toddler Program Guidelines?
Broad recommendations for program quality based on research, theory, and practice.
Available for voluntary participation of programs seeking a higher quality of care and education for children from birth to 36 months.
Related to other quality improvement efforts.

8. Program Guidelines Are Not:
Early Learning Guidelines or Standards or Foundations
Regulations
Child Assessments
Program Assessments
Quality Rating Systems
Tied to Funding

9. Program Guidelines Resources
Infant/Toddler Learning & Development Program Guidelines
Infant/Toddler Learning & Development Program Guidelines Workbook
Infant/Toddler Learning & Development Program Guidelines DVD Series

10. Introduction to the I/T Learning and Development Foundations

11. Domains Covered by Infant/Toddler Learning and Development Foundations
Social-Emotional Development
Cognitive Development
Language Development
Perceptual and Motor Development

12. Purposes of the Infant/Toddler Learning and Development Foundations
To provide research-based and evidence- based descriptions of the way most infants and toddlers typically make developmental progress.
To augment infant care teachers’ understanding of early development.
To inform the curriculum planning process and assessment of children’s development progress.

13. Domain
Foundation
Age-level description
Examples
Behaviors leading up to the foundation

14. Foundations Resources
California Infant/Toddler Learning & Development Foundations
California Infant/Toddler Learning & Development Foundations DVD series
A website on the foundations for families with young children: allaboutyoungchildren.org

15. The Desired Results Developmental Profile - DRDP (2015) Developmental Continuum from Early Infancy to Kindergarten Entry

16. California’s Approach to Early Childhood Assessment: Desired Results Developmental Profile (DRDP)
Serves as a framework for documenting developmental progress of individual children
Provides teachers with concrete information to plan and modify curriculum for children
Documents how children are benefiting from programs
Targets technical assistance needs for ongoing program quality improvement

18. What is the DRDP? Individual child assessment
Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©)
What is the DRDP?
Individual child assessment
Observation-based assessment tool
Based on developmental theory and research
Includes developmental sequences of behaviors
Completed by adults (often teachers) who know the child best
Based on ongoing activities and routines in the early care and education setting with familiar adults
WestEd Center for Child & Family Studies

19. Guiding Principles for DRDP Assessment Approach
Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©)
Guiding Principles for DRDP Assessment Approach
Provide a general orientation to facilitating development and learning in key domains
Focus on qualitative differences in development in key developmental domains
Focus on the child’s current level of developmental mastery (positive orientation)
Monitor the developmental progress of individual children
WestEd Center for Child & Family Studies

20. Guiding Principles for DRDP Assessment Approach
Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©)
Guiding Principles for DRDP Assessment Approach
Inclusive of children with disabilities or other special needs (universal design and use of adaptations)
Responsive to cultural and linguistic diversity (cultural competence)
Completed by familiar adult
Focus on naturally-occurring, observable behaviors
WestEd Center for Child & Family Studies

22. Aligned to California’s Early Learning and Development Foundations
Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©)
Aligned to California’s Early Learning and Development Foundations
A minimum of four DRDP measures per domain address:
Breadth of content represented within the domain of the foundations
Most salient constructs represented within the domain of the foundations
Behaviors that are observable in early care and education settings
WestEd Center for Child & Family Studies

23. Aligned to California’s Early Learning and Development Foundations
The Four Major Domains of the Infant/Toddler Learning and Development Foundations
Social-Emotional Development
Corresponding DRDP Domain: Social and Emotional Development
Partially Corresponding DRDP Domain: Approaches to Learning – Self Regulation
Language Development Domain
Corresponding DRDP Domain: Language and Literacy Development
Cognitive Development Domain
Corresponding DRDP Domain: Cognition, including Math and Science
Perceptual and Motor Development
Partially Corresponding DRDP Domain: Physical Development – Health

24. Introduction to the Curriculum Framework

25. What Is the Infant/Toddler Curriculum Framework?
A document that presents principles, a planning process, and strategies to assist infant care teachers in their efforts to support children’s learning and development from birth to 3.
The curriculum framework presents general guidance on planning learning environments and experiences for infants and toddlers.

26. How is the Infant & Toddler Curriculum Framework to be Used?
The curriculum framework provides a structure that infant care teachers can use to make informed decisions about curriculum practices.
Infant care teachers can follow the curriculum planning process presented in the framework to support learning and development in ways that are responsive to infants’ interests, inclinations, and needs.
Infant care teachers can turn to the framework for specific ideas (strategies) to support early learning and development.

27. The Reflective Curriculum Planning Process

28. Curriculum Framework Resources
California Infant/Toddler Curriculum Framework
Program for Infant/Toddler Care (PITC) print materials and DVDs that provide guidance on facilitating infants’ learning in all developmental domains
New Perspectives on Infant/Toddler Learning, Development, and Care (DVD)
Best Practices for Planning Curriculum for Young Children: Family Partnerships and Culture
Best Practices for Planning Curriculum for Young Children: The Integrated Nature of Learning

29. Introduction to the California Early Childhood Educator (ECE) Competencies

30. ECE Competencies
Knowledge, skills, and dispositions that early educators need to have in order to provide high-quality early care and education to children birth to 5 and their families

31. 12 ECE Competency Areas Child Development and Learning
Culture, Diversity, and Equity
Relationships, Interactions, and Guidance
Family and Community Engagement
Dual-Language Development
Observation, Screening, Assessment, and Documentation
Special Needs and Inclusion
Learning Environments and Curriculum
Health, Safety, and Nutrition
Leadership in Early Childhood Education
Professionalism
Administration and Supervision

32. 4 Competency Contexts Supporting Early Learning and Development
Planning and Guiding Early Learning and Development
Creating and Maintaining Program Policies and Practices
Advancing the Early Childhood Profession

33. ECE Competencies Resources
California Early Childhood Educator Competencies
Website: ececompsat.org, Professional development tools for early childhood educators
ECE Competencies videos (available on ececompsat.org)