1. Infant/Toddler Learning and Development Program Guidelines & Infant/Toddler Learning and Development Foundations
Use Slides 1 – 15 with INTRODUCTION (pages 1-14 of Guidelines)
- overview of the entire ITL&D System.
IT Program Guidelines starts on slide 16

2. A Message from former State Superintendent of Public Instruction, Jack O’Connell:
“No endeavor is as significant as the work of early childhood professionals…. We are seeking to provide leadership to the field and ensure that the impact of infant/ toddler programs is a positive one…. The benefits of starting out life on a path to success will extend to communities and our state, for our children’s future is our future.”
“Let’s look at the reason the State of California has development of this system and is supporting us in taking this journey together”.
Program Guidelines, p. vii

3. Student Learning Outcomes
Participants will:
identify the five components of the California Infant/Toddler Learning and Development System (CA I/TLDS);
incorporate the information in the I/T Program Guidelines and
the I/T Learning and Development Foundations into their work with children, to support partnerships with families, in staff development activities, and/or other programmatic continuous improvement efforts ;
recognize how program guidelines support the developmental needs of infants and toddlers;
discuss the foundations (knowledge/skills) that are developing between birth and 36 months;
These learning outcomes are listed on the:
Course Description and Student Handout - California Infant/Toddler Learning & Development Foundations and Program Guidelines Course
On PQ website, under Course content: CA Infant Toddler Learning & Development

4. Student Learning Outcomes (cont’d)
Participants will be able to:
explain the importance, characteristics, and benefits of high quality infant/toddler care;
identify their child care program’s strengths, identify areas for growth, and create an action plan for continuous improvement.
These learning outcomes are listed on the:
Course Description and Student Handout - California Infant/Toddler Learning & Development Foundations and Program Guidelines Course
On PQ website, under Course content: CA Infant Toddler Learning & Development

5. OPTIONAL ACTIVITY HERE: Looking at the Big Picture: Getting to Know the California Learning and Development System
This activity is should be done before there is any discussion of the 5 components of the system. It is a useful activity to help the Specialist gauge the knowledge level of the participants CDD’s Learning &Development System. Please note: this activity covers the WHOLE CA L&D system, including the Preschool resources available via CDD, not just the infant/toddler resources.
Activity Found on PQ website: go to Course content, then California Infant/Toddler Learning & Development Foundations and Program Guidelines Course
Refer participants to the California’s Learning and Development System Handout for descriptions of each component. (optional to print off for your participants) Tell them that you will be addressing each component briefly and will focus on the Program Guidelines and related Resource Materials—Guidelines Workbook and DVDs in this first part of the ITLDS course.
In the 2nd portion of the ITLDS course, you will focus on the IT Foundations.
PITC/Partners for Quality is one of the training programs that falls in the ‘Professional Development’ component of the system.
IF you do the BIG PICTURE ACTIVITY don’t discuss any information about the 5 components until AFTER you do the activity.

6. Guiding Principles in the Creation of the Infant/Toddler Learning & 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 3 age periods -- birth to 8 months-(security); 8 to 18 months (exploration); and 18 to 36 months (autonomy).
This first principle relates to all components of the system.
Second bullet—infants learn differently than other age groups—they learn in relationships in a holistic manner.
Infancy is a period of rapidly changes; PITC identifies 3 ‘Ages of Infancy” which are listed on the slide. The introduction of Ages of Infancy DVD could be used here.
While the issues of security, exploration and identity are present throughout life; during each of the stages of infancy, one of these issues dominates.

7. Guiding Principles in the Creation of the Infant/ Toddler Learning & 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 in all domains.
Infants and toddlers learn in a holistic way.
The fact that infants are at the same time both competent and vulnerable is a key orientation for developing policies and recommended practice. Infants need both loving and learning.
Research is overwhelming that nurturing relationships are fundamental for optimal development in all domains.

8. California’s Infant/Toddler Learning & Development System
Show the Infant/Toddler Learning & Development Program Guidelines DVD Series –Main Menu, Video Clip Disc 1 under Video clips California Infant/Toddler System 0:00-4:14 (Michael Jett describing the system)
I/T Program Guidelines DVD , Video Clip Disc 1,
California Infant/Toddler System 0:00-4:14

9. Infant/Toddler Learning & Development Foundations
The Foundations are at the center of the chart and influence each of the other elements of the system. The Foundations provide common descriptions of children’s competencies at around 8, 18, and 36 months, along with behaviors leading up to competencies. The Foundations are a guide for teachers, professional development, pre-service and in-service education.
Note that the Foundations are at the center of the System. CDE’s focus is on the child, and the Foundations are about the child. This is one of the required ‘textbooks’ for this course.
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.
Foundations provide descriptions of children’s competencies at about 8, 18 and 36 months.
They also show skills and knowledge leading up to 8, 18, and 36 months.
We will focus on the IT Foundations in the 2nd half of this ITLDS course. We want you to be familiar with this document as we may refer to it occasionally even during the Program Guidelines portion of this course.

10. I/T Learning & Development Program Guidelines, Workbook, and DVDs
The Program Guidelines: a family-oriented approach to operating infant/toddler programs The Program Guidelines place an emphasis on creating inclusive programs. The Program Guidelines recommend policies and practices that promote high quality infant/toddler programs The Program Guidelines provide support for program leaders.
This is the resource that the first half of this course will focus on. We have the opportunity to really explore this resource together. This is one of the required ‘textbooks’ for this course.
The IT Program Guidelines was published in late 2006, the Guidelines Work Book and the Guidelines DVD were both published in The Work Book has activities that you can use in training at your program and we will use some of the activities from the Guidelines Work Book in this training/course.
The Guideline’s DVD offers a variety of short video clips that illustrate the content of the Guidelines including video clips that support many of the Workbook activities. We will view some of the clips from this DVD during the course of our training.

11. Guidelines for Early Learning in Child Care Home Settings
This resource provides guidance to help home-based child care providers offer high-quality early care and learning experiences to the children and families they serve. Topics covered include:
the roles and relationships involved in home-based child care
how to create safe, inclusive environments that foster early learning and development
ideas for implementing appropriate curriculum
professional development for home-based providers
things to consider when infants and toddlers receive care in mixed-age group settings.
Highlight this slide if you are leading a Family Child Care group. This book is not required to complete the ITLDS course but is a very good resource for FCC providers. (need a photo of the cover of the publication here)
The FCC Guidelines were published in They are unfortunately NOT translated into Spanish.
Recognizing the importance of home-based child care settings in today's society, this publication provides guidance to help home-based child care providers offer high-quality early care and learning experiences to the children and families they serve. The book covers topics such as the roles and relationships involved in home-based child care; how to create safe, inclusive environments that foster early learning and development; ideas for implementing appropriate curriculum; professional development for home-based providers; and things to consider when infants and toddlers receive care in mixed-age group settings.

12. How do the I/T Program Guidelines relate to the Pre-K Guidelines?
This publication is a companion to the Pre-Kindergarten Learning and Development Guidelines published by the CDE in The Pre-K Guidelines are currently being revised. The I/T Guidelines resemble the format and approach of the Pre-K Guidelines. The I/T Guidelines were developed to align with the Pre-K Guidelines.
CPIN is the main agency that trains the ECE field on all of resources within the Preschool System, with the Pre-K Guidelines being one of the documents that they focus on. We (PQ) work collaboratively with our CPIN ‘sister system’ to provide training to the CA ECE community on these two parallel systems, but we (PQ) focus our training on the Infant/Toddler resources within the system.

13. I/T Curriculum Framework
The I/T Curriculum Framework includes strategies to support teachers in using a reflective curriculum process. In this process, the teacher generates hypotheses about the child’s learning agenda. The curriculum is created daily through observing, reflecting, planning, and implementing strategies to support the child’s meaning-making efforts.
The Infant Toddler Curriculum Framework is the last piece of the system was published and released in The Curriculum Framework includes many strategies that support infant care teachers in the reflective curriculum planning process. There are several additional resources available to support infant/toddler curriculum planning. These include the New Perspectives DVDs which was developed for use during the satellite training offered when the Program Guidelines were released in Chapter 6, Section 8 of the Program Guidelines addresses the reflective curriculum planning process.
PITC/PQ has developed a 1-unit Advanced Course on the Curriculum Planning Process that is now available to programs and providers who have completed our pre-requisite trainings which are the ITL&DS and our 3-unit Group Care course (or the 4-unit full PiP course).
I can share more about this Advanced Course with you at a later time. We won’t go deeply into this portion of the Program Guidelines as you will have the opportunity to have a full 1-unit course on this topic in the future.
As of Spring 2012 we will also be offering a 6-hour Curriculum Frameworks Seminar on this document. Open to the community, no units.
Check the PITC.org website for an upcoming community seminar in your area. Refer participants to their Regional Coordinator as well for more information on the Curriculum Frameworks Seminar.

14. California’s Desired Results System
Components:
Desired Results Developmental Profile – Infant/Toddler (2010)
Desired Results Developmental Profile – Preschool (2010)
Desired Results Developmental Profile – School Age (2010)
Desired Results Developmental Profile - Access
The program’s progress in meeting family goals is assessed through a family interview form.
We are highlighting the IT DRDP here but there are also the other versions of the DRDP: DRDP-Preschool and DRDP Access (for use with children with special needs).
The Desired Results Development Profile - Infant/Toddler© (2010)
has been aligned with the Infant/Toddler Early Learning and Development Foundations.

15. Desired Results Developmental Profile - 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 a 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 the developmental points of 8, 18 and 36 months of age.
The DRDP-2010 is an observation tool used to assess individual children’s learning.
The DRDP (2010) is a reliable, strength-based tool teachers use to observe and document children’s learning and development, from birth through preschool.
This tool points out observable aspects of development and provides a means to document actual progress a child is making in her learning and development.
The assessment results are intended to be used by the teacher to plan curriculum for individual children and groups of children to guide continuous improvement.

16. Infant/Toddler Learning and Development Program Guidelines

17. Assessing Program Quality
Depending on the type of setting, a program may use the I/T Environment Rating Scale (ITERS-R), the Early Childhood Environment Rating Scale (ECERS-R), or the Family Child Care Rating Scale (FCCRS-R) to assess its quality.
Assessing Program Quality
Mention that CA state-funded programs (Title V Programs) are required to complete a full ITERS/ECERS/FCCRS each year. Our training can support programs to increase their program quality in tandem with these program quality assessment tools.

18. Professional Development
“The Program for Infant/Toddler Care (PITC) is a comprehensive approach to professional development that provides infant/toddler professionals with opportunities to become informed about various components of California’s Infant/Toddler Learning and Development System.”
Refer back to the lower left hand corner of the ITLDS Chart for the Professional Development Component of the System.
Again, in this course, Partners for Quality is the delivery ‘system’ or network for training on this material.
Talk about how the California Preschool Instructional Network (CPIN) administered by County Superintendents of Schools is the Professional Development Component for Pre-K.
In addition, CA Community Colleges and CSUs are the ‘providers’ of academic ECE coursework.
CA Infant/Toddler Learning & Development Foundations, pg. xv

19. California’s Infant/Toddler Program Guidelines Video Clip: Guiding the Way
Show the Infant/Toddler Learning & Development Program Guidelines DVD Series –Disc 1 Video clip Guiding the Way 0:00-10:56 . This Video Clip shows an overview of the content of the Program Guidelines.

20. Cost, Quality and Child Outcome Study 1995
Found that …
Almost 50% of center-based infant care was of poor quality; family child care quality was similar.
40% of infant/toddler rooms endangered health & safety.
Only 8.3% of rooms (1 in 12) had developmentally appropriate care.
Unfortunately, the level of quality in most programs has not improved significantly since this landmark study.
Program Guidelines, p. 2

21. The long-range benefits of high-quality programs?
“Learning starts in infancy, long before formal education begins, and continues throughout life….
Early learning begets later learning and early success breeds later success, just as early failure breeds later failure....
When one considers the long-term economic benefits of having a society of self-confident, motivated learners, no other period in life is more important.”
Program Guidelines, p. 4
Highlight monetary savings when we invest in high quality infant/toddler care and services: save $7 for
every $1 we spend on infant/toddler support services and quality early education services (James Heckmann: economist)
- James J. Heckman, Nobel laureate

22. Activity: Program Guidelines Treasure Hunt
Activity can be done individually or in pairs. Using the treasure hunt activity sheet and your Infant/Toddler Learning and Development Guidelines book, find and write the answers to as many of the questions as time allows. Don’t worry if you don’t get all the way through.
Optional Activity: to get participants into the Guidelines book
This activity requires that participants have Guideline Books or at least the table of contents of the Guidelines Book.
Distribute Guidelines Treasure Hunt Activity Sheet at beginning of activity.
Point out that answers to questions 1 – 12 can be found by using the Table of Contents. (pp iii – v). For question 12- participants will need to turn to Guideline 7.8 (on pg. 97).
3. Let participants know they have 10 minutes to complete.
4. As participants begin to finish this activity, distribute answer key.
5. Once answers are checked, collect answer keys to be used again in future trainings.

23. Rationale for the broad recommendation (usually a paragraph or two)
PAGE WALK
Rationale for the broad recommendation (usually a paragraph or two)
Action points for programs and for teachers. Sometimes additional categories are included, such as communication, reflective practice, child, environment, group context, etc.
How is the Guidelines book laid out?
Point out that there are three main parts to the book with color coded pages to help you navigate the book:
Part One: Background (orange pages 1- 51) This course is designed to walk you through the 4 Chapters in Part One.
Page Walk: Have participants turn to page 92 in the Guidelines book
Point out:
Each Guideline contains:
A rationale for the broad recommendation (usually a paragraph or two).
Action points for programs and for teachers. Sometimes additional categories are included such as communication, reflective practice, child, environment, group context, etc.
- “Yellow box”: ‘Yellow boxes’ are scattered throughout the book with quotes, scenarios, or examples related to specific concepts and recommendations.
Examples of ‘Yellow Boxes’:
Teaching Toddlers, D. Greenwald (p. 90)
Observing & Listening, L. Gandini & J. Goldhaber (p. 102)
Example of handling a guidance situation in a way that still respected the children’s interest and motivation (p.93 )
A Professional Code of Ethics- NAEYC (p.85)
Reasons for Concern (p.79)
The Importance of Play (p. 76)
Curriculum Process In Action – sample adaptation based on children’s interests (p.39).
Part Two: The Guidelines (blue pages )
Part Three: Resources (purple pages 109 – 149) which includes:
Resources (pgs )
Appendixes (pgs. 125 – 140)
Works Cited (pgs. 140 – 145)
Further Reading (pgs. 146 – 149)
PITC Price List and Order Form (pages 151 – 156) *Most current price list is on CDE website.
Yellow Box: These are scattered throughout the book with quotes, scenarios, or examples related to specific concepts and recommendations.

24. Guidelines for Operating I/T Programs (Part Two: Chapter 5)
Section 1.-Providing family-oriented programs Section 2.-Providing relationship-based care Section 3.-Ensuring health and safety Section 4.-Creating and maintaining environments for infants and toddlers Section 5.-Engaging in program development and commitment to continuous improvement Section 6.-Helping teachers continue to grow professionally
All of these specific Guidelines are included in Chapter 5. You will cover each of these Guidelines in their related Chapters in Part One of the book.

25. What program policies and practices lead to high quality?
Overview of the Six Essential Policies (from New Perspectives DVD)
Show Video Clip: overview of Six Essential Policies from New Perspectives DVD, DISC # 2. (00:00-03:35)
In our Group Care (3 unit course) we explore each of the six essential policies on a much deeper level.

26. Program Policies that Support Relationship-Based Care & Education
Primary Care
Small Group Size
Individualized or Personalized Care
Culturally Sensitive Care & Education
Inclusion of All Children & Families
Continuity of Care
These are the 6 Essential Policies of PITC. Point out that the Introduction to the Guidelines is all about these 6 essential polices of high quality care.

27. Guidelines Workbook Activity 2
Guidelines Workbook Activity 2.2A Support optimal participation for children with disabilities or other special needs
Step 1. Reflect on your program’s support for families with children who have disabilities or other special needs. Step 2. In small groups or pairs, brainstorm strategies that have worked for your program.
OPTIONAL ACTIVITY: to build on ‘Inclusion of All Children and Families’

28. Activity: Beliefs About Infants
Complete the statements in Activity 1.3D (Guidelines Workbook)
Discuss your responses with a partner.
OPTIONAL ACTIVITY: The important element of this activity is for participants to get in touch with some of their own beliefs. Ask participants to chose 1 age group to focus their responses on.
Ask for one example of what participants wrote for each question:
Infants are:
Infants need:
Infants are capable of:
Infants cannot:
Infants learn about things by:
Adults who care for infants should make sure to:
Adults who care for infants should not expect them to:
Adults can help infants learn by:
Our values and beliefs shape our programs and drive our practices and policies.

29. Survey Responses
Infants are: Infants need: Infants are capable of: Infants cannot: Infants learn about things by: Adults who care for infants should make sure to: Adults who care for infants should not expect them to: Adults can help infants learn by:
Ask for some of the participant’s responses for each

30. Do infants and toddlers need teaching or caring?
“New Perspectives on Infant/Toddler Learning, Development, and Care”
OPTIONAL DVD CLIP: use this clip for Chapter 2—New insights into early learning and development.
As part of making underlying beliefs transparent, Part I: Introduction (Pg. 5) asks this question.
Play DVD # 1, Video Clips, “Teaching and Caring”, (0:00) to end of chapter (3:01)

31. Websites California Department of Education website
- I/T Guidelines, I/T DRDP-R, and more on-line
CDE Press, Sales Unit
1430 N Street, Suite 3207, Sacramento, CA 95814
PITC website: – a wide variety of resources including information on PITC demonstration sites, PITC services, and information on infant/toddler development, learning, and care
Show as part of Getting Acquainted: to inform participants about how to get the Guidelines books. If you have wi-fi where you are training, you can go to the CDE website and show them how to download the various publications for free that are available there.

32. Break
Break slide represents a natural place to stop a training session. This signifies the end of the INTRODUCTION portion of the Guidelines training.

33. Chapter 1: The Development of Programs with Families
The first academic assignment is related to this chapter: Providing Family-Oriented Programs
See assignment sheet for details on this assignment. Upon completion of this portion of the Guidelines (Chapter 1), you should assign the first academic assignment: Providing Family-Oriented Programs (worth 10 pts.)
*Please do not do Guidelines Workbook Activity 1.1B as an in-class activity as it is duplicative of their first academic assignment in this course.

34. The Nature of Relationships Between Programs and Families
“An I/T program is a system of relationships.” (Rinaldi 2003) Within this system, the relationship between the family and the program is key to the program’s relationship with the child. A family’s beliefs about what is right for their child reflect both their culturally-based expectations and their unique relationship with the child.

35. Providing Family-Oriented Programs
Guideline 1.1: Programs and teachers support the relationship between family and child as the primary relationship in the child’s life.
Ask participants to look in the table of contents at the list of guidelines for Section 1. Point out we will be looking specifically at Guidelines 1.1, 1.2 & 1.3 for their first academic assignment focusing on ‘Providing Family-Oriented Programs.’
*Please do not do Activity 1.1B as an in-class activity as it is duplicative of their first academic assignment.
The Infant/Toddler Learning & Development Program Guidelines DVD , Disc 1, Chapters/Section 1 (00:00-20:22)

36. Guidelines Workbook Activity 1.1A
Guidelines Workbook Activity 1.1A
Create a (or review your existing) written philosophy statement about the central role of the family in your program.
OPTIONAL ACTIVITY: From Guidelines Workbook; pages 1-4

37. Guidelines Workbook Activity 1.1C
Get to know each family through effective daily communication
Step 1: Discuss, in small groups or pairs, the current ways in which information is acquired about families.
In what ways, and how often, do infant care teachers, program leaders, and families communicate and exchange information?
This is a good point to introduce the first academic assignment: Providing Family-Oriented Programs. This discussion will get participants thinking about their responses to the questions in the assignment.

38. Providing Relationship-Based Care
Guideline 1.3: Programs and teachers build relationships with families
This DVD clip is excellent to use when discussing Inclusion as well.
The Infant/Toddler Learning & Development Program Guidelines DVD, Disc 1, Section 2

39. The Importance of Establishing Working Relationships
Both families and teachers feel strong protective urges for infants and toddlers in their care. When differing views about care arise, positive, 2-way communication is critical in resolving these differences. In a relationship-based program, teachers seek and value the family as a source of information about the child.

40. Guidelines Workbook Activity 1.3B
Involve families in making decisions about the program and its policies Step 1. Individually reflect--think of an example where family members initiated a change in program practice or policy. Step 2: Discuss different ways for families to communicate their concerns or ideas.
OPTIONAL ACTIVITY: will also support their responses to the academic assignment: Providing Family-Oriented Programs.
Allow approximately 10 minutes for Step 1 and 10 minutes for Step 2 for 20 minutes total.

41. Cultural Perspectives on Nurturing Young Children
Through their culture, children gain a sense of identity, a feeling of belonging, and beliefs about what is important, what is right or wrong, how to care for themselves and others, and what to celebrate, eat and wear. Learning these important lessons becomes more complex when a child is cared for by people who don’t necessarily share the same family and community values.

42. Guidelines Assignment #1: Providing Family-Oriented Programs
Guidelines Assignment #1 Provide Family-Oriented Programs (10 pts)

43. Break
Break slide represents a natural place to stop a training session. This signifies the end of Chapter 1 of Guidelines training.
Be sure to assign the Academic assignment: Providing Family-Oriented Programs at this time.

44. Early Learning and Development
Chapter 2:
New Insights into
Early Learning and Development
By the end of this training session, you should assign the 2nd Guidelines academic assignment: “If I were an infant, would I like to be here?” Refer to page 63 (Yellow Box) of Chapter 5 of Guidelines.

45. Insight 1: Infants and Toddlers learn and develop in the context of important relationships
Relationships, while important throughout life, play an especially crucial role in the early years. Relationships support all learning domains. Self-regulation develops in the context of relationships.
A nurturing relationships with at least 1 loving, responsive adult is essential for a child to develop trust and a health sense of self. Within the child’s first relationship he learns about himself, establishes a base to explore the world, and discovers how to engage adults to meet his needs.
When a child feels safe, she can focus her attention on exploring and learning about her world. When a five month old learns that by moving her arms, legs and body (motor development) and by making sounds (expressive language development) and smiling (social development) she can communicate that she wants to play peek-a-boo (cognitive development-object permanence) again.
Learning to self-regulate—gaining control over physical and emotional responses is one of most important developments in the first 3 years. At adults respond predictably and positively, infants learn that after communicating a need it will be met promptly.

46. Insight 2: Infants and toddlers are competent
All infants and toddlers, including those with disabilities or other special needs are curious, active, self-motivated learners. Infants and toddlers teach themselves when they are free to move on their own. Communication and language begin developing early.
Infants come into the world ready to love and eager to form social bonds. The way they are responded to provides their first information about their new world. The baby in the photo is 7 hours old and exploring her new world.
When free to do so infants and toddlers move all the time. They gain information about the world through their large and small-muscle movements. When infants and toddlers reach, crawl, climb, push heavy objects, fall, get up and move on, they make new discoveries about the world around them and the capabilities of their bodies.

47. Insight 3: Infants and toddlers are vulnerable
Infants orient to adults for protection and learning. Nurturance from adults affects the developing brain. All infants and toddlers are well equipped by nature to seek out close, caring relationships that give them the security they need to grow and learn. Infants rely on consistent, predictable and positive experiences with adults to become secure.

48. Insight 3: Infants and toddlers are vulnerable (continued)
Infants’ physical health and safety are in the hands of those who care for them. Infants with disabilities, and other special needs, or vulnerabilities benefit from early intervention. Infants and toddlers, like all children, are vulnerable to abuse and neglect.

49. Insight 4: Infants and toddlers are a unique blend of nature and nurture
Each child is born with his own unique biological inheritance, learning style, abilities, rate of development, and ways of relating to others. The child’s uniqueness reflects his experiences in relationships, genetic predisposition, and cultural experiences.
Mention here that one of the academic assignments in the Foundations portion of this course will be
focusing on learning styles.

50. Reflection Activity Reflect on & discuss the following:
Which insight most engages your heart and mind? Why?
When you think about the insight you chose in relation to children with special needs, what else does it say to you?
OPTIONAL ACTIVITY: This activity relates to the 4 Insights of Infant Learning. These reflection questions could also be used with some word changes for other topics.
Four insights covered in pages 15 – 25 in Chapter 2.

51. How Infants and Toddlers Engage the World
New Perspectives on Infant/Toddler Learning, Development, and Care DVD #1
Play DVD # 1, Video Clips, “How Infants and Toddlers Engage the World”, from beginning of clip to end of segment (≃ 6:45)

52. “Infants … come to us … with 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, Guidelines DVD, Disc 2, Section 8
“One of the greatest rewards and challenges of teaching is finding the approach that best facilitates each child’s unique path of learning and development.”
Program Guidelines, p. 25

53. Ensuring Health & Safety
Table of Contents for Guidelines 3.1 – 3.5
See Yellow Box
Program Guidelines pages 67 & 73
In Chapter 3: use to extend discussion on health & safety.
This topic is placed here as an extension of the discussion around ‘If I were an infant would I want to be here?’ While these Guidelines around Health & Safety also go well with Chapter 3, we put this topic here in the Chapter 2 session so that you would have time to address issues of Health & Safety with the participants. There is a lot of content in Chapter 3 and less in Chapter 2, so this topic can be addressed here instead.
Link the discussion of Health & Safety to the infant’s experience of feeling ‘safe’ and well cared for.

54. Ensuring Health and Safety
Guideline 3.1: Programs and teachers ensure the health and safety of all children.
I/T Learning and Development Guidelines DVD, Disc 1, Video Clip: “White Glove Test”
DVD CLIP TO SHOW (3.18 minutes long)
Relates to Program Guidelines Workbook activity 3.1A ‘Try the infant/toddler white glove test’ (optional activity)

55. Guidelines Workbook Activity 3.2B
Anticipate safety issues through skilled supervision
Step 1. Think of a recent incident in which an accident or undesirable incident was averted. For example acting in time to catch a child before a bad fall or preventing a bite from happening.
Step 2. Which factors helped you prevent this mishap?
Step 3. What steps can your program take to prevent future incidents?
OPTIONAL ACTIVITY to explore Health & Safety issues

56. Guidelines Assignment #2:
“If I were an infant, would I like to be here?”
See Yellow Box
Program Guidelines page 63
Guidelines Assignment #2: If I Were an Infant, Would I Like to Be Here?
Review Assignment here.

57. Break
This slide represents a natural break in the training. You should have now completed Chapter 2 and assigned the 2nd Guidelines assignment: “If I were an infant, would I like to be here?”

58. The Role of the Infant Care Teacher
Chapter 3:
The Role of the Infant Care Teacher
“The teacher is all at once a nurturer, a guide, a supporter, an encourager, an observer, a planner, a provider of new experiences, a safe lap, and a listener.”
Program Guidelines, p. 27
The 3rd Guidelines academic assignment relates directly to Chapter 3 in the Guidelines. Thoroughly cover this section of the guidelines before assigning the assignment: The Role of the Infant/Toddler Care Teacher: Self-Assessment

59. Activity In small groups or pairs, discuss and list your responses to this question: “What are the roles of the infant care teacher?”
After the group/pair discussion, show the next slide.
This discussion leads into: Guidelines Assignment #3: The Role of the Infant/Toddler Care Teacher: Self-Assessment

60. The Role of the Infant Care Teacher
Build and maintain positive relationships with families
Build and maintain positive relationships with children
Prepare the environment
Establish predictable, consistent routines
Appreciate physical activity as learning
Nurture social-emotional growth and development
Foster cognitive and language development & communication
Implement a curriculum process
Program Guidelines, p. 30
Ask the participants to compare their lists with this list from page 30 of the Guidelines.
Each of these infant care teacher’s roles are explored in depth in Chapter 3 and in Part II of the Guidelines:
Build and maintain positive relationships with families: Positive relations with families foster 2-way communication. This 2-way sharing of information allows teachers to interact with infants and toddlers in familiar ways and builds connections between home and program.
Build and maintain positive relationships with children: Teachers build meaningful relationships with children during ordinary, everyday interactions. Teachers who are responsive have a compassionate interest in each child, uses careful observation, and a thoughtful approach to support development and learning.
Prepare the environment: The physical environment communicates powerful messages to infants and toddlers. The design of children’s environments is crucial because it affects children in many ways, including their physical and emotional safety and learning experiences.
Establish predictable, consistent routines: The heart of the infant/toddler curriculum lies in the daily caregiving routines. Daily routines—diapering, dressing, feeding, and napping offer rich opportunities or engaging the child’s attention and cooperation, for learning and for deepening relationships. Through their participation in everyday activities, children begin to develop ideas about past and future, beginning, middle and end, space and time, cause and effect, patterns and meaning, self and others..
Appreciate physical activity as learning: Because infants and continually learning with their bodies, teachers need to attend to motor development and learning ins daily interactions.
Nurture social-emotional growth and development: Early social-emotional development has a major impact on all domains of learning and development.
Foster cognitive and language development & communication: Infants develop intellectually and learn to communicate through relationships and exploration of the environment. By being responsive to the children’s efforts to communicate and using language regularly with them, adults foster language development.
Implement a curriculum process: Teachers facilitate learning by observing the child, they document (record) their observations, reflect on the observations and develop ideas based on the observations and plan changes in the environment or routines or materials based on the observations.

61. New Insights on Infant/Toddler Learning, Development and Care
The Infant Care Teacher
New Perspectives DVD, Disc One
Play DVD # 1, Video Clips, “the Infant Care Teacher”, from beginning of clip to end of segment ( )

62. Well-Designed Environment
Well-designed and appropriately equipped facilities foster the well-being of children and teachers.(p. 49)
We design our environments and then, are forever influenced by them.

63. Guidelines that relate to well-designed environments and learning
4.1 – Build relationships of care and trust
7.4 Social Emotional Development
4.2 – Safe and comfortable
4.3 – Support free movement
7.3 Physical Development 7.5 Behavior
4.4 – Support interests and exploration
7.2 Learning across domains
In Guidelines: Table of Contents - there are 4 guidelines that deal with environments
4.1: Relationships also impact social emotional development
4.2. Adult and child comfort impacts mental health and behavior
4.3 Free movement affects physical development and behavior.
4.4 There is a direct link between environmental design and learning. This is particularly significant with infants and toddlers.

64. I/T Learning and Development Guidelines DVD, Disc 1
Creating and Maintaining Environments for Infants and Toddlers: Guideline 4
I/T Learning and Development Guidelines DVD, Disc 1
(13: )
Play DVD clip: Guidelines Disc 1: Video Clip: Entry Area
Note to specialist: Section 4: Creating and Maintaining Environments in the Guidelines Workbook includes activities to expand on the topic of Environments

65. Guidelines Related to Routines
Programs and teachers: 2.1 …provide intimate, relationship-based care… 2.3 …personalize care routines… 3.3 …ensure that children are well-nourished and that mealtimes support relationships.
Have participants look at these in the Guidelines table of contents
Chapters 5 & 6 contain suggestions related to all 8 roles of the teacher covered in Chapter 3.

66. Establish Predictable, Consistent Caregiving Routines
Activity - Discuss in pairs or as a group:
Why is it important to personalize care routines?
How is the ordinary “extraordinary” to young children?
Why are repetition and the child’s participation important?
OPTIONAL ACTIVITY: chapter 3 (pg. 33)

67. Guidelines Assignment #3:
The Role of the Infant/Toddler Care Teacher:
Self-Assessment
Guidelines Assignment #3: The Role of the Infant/Toddler Care Teacher: Self-Assessment
Review Assignment here. Worth: 30 points

68. Break
This slide represents a natural break in the training. You should have now completed Chapter 3 and assigned the 3rd Guidelines assignment: The Role of the Infant/Toddler Care Teacher: Self-Assessment

69. Chapter 4: Program Leadership
And Administration
No academic assignment related to this Chapter.
Reminder: Only about a half hour is allotted to cover this material.
10/1/12: NOTE to SPECIALIST: Based on feedback we have received from numerous Specialists, we have narrowed down the focus for this Chapter. Please focus on ‘Relations with the Surrounding Community’ during your half hour of time on this Chapter.
We (PQ) intend to create a full course/training plan that will focus on Program Leadership and Administration in the future.
“Early care and education programs are important parts of communities. The programs play an essential role that is more than providing child care.”
Program Guidelines, p. 48

70. Chapter 4 Table of Contents
Leadership Policies supportive of professional growth Reflective supervision Policies for high-quality care & education Relations with surrounding community Administration Conclusion
You only have a half hour to touch on this chapter. We have narrowed down the focus of Chapter 4 to the topic of ‘Relations with the surrounding community.’ Focus on page 48 in Chapter 4 & Guidelines 5.4 Programs develop and maintain partnerships within their community (pg. 81 of Chapter 5) during your brief time on this content.

71. Relations with Surrounding Community
How does your program impact the community?
Early care and education programs can increase community awareness and appreciation of children.
How might this be beneficial?
Point out:
Increasing community awareness of the important role that I/T early care and education programs provide and the accomplishments of the children has the potential to increase public understanding of the importance of high quality I/T care and increase support.
Now we will look at an example from the Guidelines DVD, Disc 2-Nevada County Fair shows an example of one public awareness activity that was done in Nevada County
The Guidelines Workbook Activity 5.4C Increase the Awareness of the importance of Infant/Toddler Care in the Community is an activity to support planning on this topic.

72. How does your program engage your local community?
Guidelines DVDs, Disc 2, Video Clip: Nevada County Fair
DVD CLIP: Guidelines DVD: Disc 2, Video Clip: Nevada County Fair (4:25 long)
Direct the participants to think about their own community as they view the video clip about the Nevada County Fair.

73. Guidelines Workbook Activity 5.4C
Increase awareness of the importance of the infant/toddler program in the community Discuss “Step 2: Brainstorm Possibilities”.
Activity for Chapter 4 - Program Leadership and Administration (focus on Guidelines 5.4)
After watching the video clip have the participants brainstorm ways to increase awareness of the importance of their infant/toddler program in the community. This Guidelines Workbook Activity has 3 Steps but you will most likely only have enough time to focus on and discuss Step 2: Brainstorm possibilities. For additional direction on this activity: review it in the Guidelines Workbook, pages 201 – 203.

74. Break
Natural place to have a break in training sessions. You have completed Chapter 4, a brief ‘visit’ with this Chapter is all you had time for.

75. Section 8 - Implementing an infant/toddler curriculum process
Chapter 6: Guidelines for Facilitating Learning and Development with Infants & Toddlers
Section 8 - Implementing an infant/toddler curriculum process
Do not go too deeply into the Curriculum Planning Process in this course. A 1-unit course (Advanced Course) has been developed on the Curriculum Planning Process which is now available to programs (as of Oct. 2012). Touch lightly and briefly on this topic.

76. Implementing an infant/toddler curriculum planning process
8.1 – Teachers observe children during personal care routines, interactions, and play
8.2 – Teachers document observations for later use
Teachers assess children’s developmental progress
Teachers take time to reflect on observations,
documentation, and assessments
Teachers plan their approaches and the materials they will offer based on their observations, documentation and reflections
Teachers implement their plans for facilitating learning
This is a list of the table of contents, Chapter 6, Section 8

77. Section 8: Implementing an Infant/Toddler Curriculum Planning Process
Infant/Toddler Program Guidelines DVD, Disc 2
Show: Guidelines DVD, Disc 2: Video Clips –Curriculum Planning Process (00:00-03:03)

78. Observing While Participating See Yellow Box on Guidelines page 101
Guideline 8.1: Teachers observe children during personal care routines, interactions and play. “Use observation to learn children’s interests, abilities, and needs. Observing…helps the teacher make decisions about how to support learning.”
OPTIONAL ACTIVITY: Allow participants a couple of minutes to read the information in the yellow box on p. 101 or have a participant read the paragraph out loud.
This focus on Observation will be repeated in the Foundations Academic assignment on ‘Observing for the Foundations’ in the 2nd portion of this course.
Observing While Participating See Yellow Box on Guidelines page 101

79. Guideline 8.2: Teachers document observations for later use
Care for Children First While Observing and Documenting: Two Examples See Yellow Box on Guidelines page 103
OPTIONAL ACTIVITY: Allow participants a couple of minutes to read the information in the yellow box on p. 103 or have a participant read the paragraph out loud.

80. Ways Programs Can Support Documentation
Obtain written permission from families to allow taking photographs, videotaping and other forms of recording children’s learning
Provide documentation tools
Provide time and space for documentation
Provide training and guidance on documentation for teachers

81. Teacher’s Role in Documentation
Use a variety of methods and tools to record observations of each child’s social-emotional physical, cognitive, language and perceptual/motor development Develop an effective record keeping system that can be used for curriculum planning and to assess the child’s development over time.

82. Guideline 8.4: Teachers take time to reflect on observations, documentation, and assessments. Guideline 8.5: Teachers plan their approaches and the materials they will offer based on their observations, documentation and reflections.
“Make plans that relate to what children actually do rather than to preconceived ideas about what children should or might do.”
Program Guidelines, p. 106

83. Chapter 6, Section 8 Implementing an Infant/Toddler Curriculum Process
OBSERVE
DOCUMENT & ASSESS
IMPLEMENT
REFLECT & PLAN

84. Guidelines Part Three: Resources
Curriculum Resources Organizations and Web-sites Appendixes Work Cited Further Reading
Optional slide: reviews Part 3: Resources (purple pages in Guidelines book)

85. Break
Use this slide as you like to delineate the end of a training session or as a place holder for your next training session so you know where to start up again.