1. The Creative Curriculum for Infants, Toddlers, & Twos
The Foundation, Volume 1
Hello 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, &
Twos
Creating a
Responsive
Environment
What Children Are Learning
Caring and Teaching
Building Partnerships With Families
Theory
and 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, & Twos
Creating a Responsive Environment
What Children are Learning
Caring and Teaching
Building 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 Development
Physical Development
Language Development
Cognitive Development

6. Chapter 1~ Knowing Infants, Toddlers, & Twos
Understanding Individual Differences, including:
Temperaments
Life Circumstances
Dual-Language Learners
Disabilities

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 Experiences
Designing Spaces for Each Age-Group
Selecting Materials
Displaying Materials
Special Considerations in Setting Up the Physical Environment
Sending Positive Messages

9. Chapter 2~ Creating a Responsive Environment
Creating a Structure for Each Day:
Planning a Daily Schedule
Individualizing the Schedule for Infants
Schedules for Toddlers and Twos
Planning for Transitions
Responsive Planning

10. Chapter 2 Summary
Chapter 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 Learning
Building Language and Literacy Skills, including:
Vocabulary and Language
The Sounds and Rhythms of Language
Enjoying Books and Stories
Exploring Writing
Promoting Language and Literacy Learning

12. Chapter 3~ What Are Children Learning
Discovering Mathematical Relationships:
Number Concepts
Patterns and Relationships
Geometry and Spatial Relationships
Sorting and Classifying
Helping Children Discover Mathematical Relationships

13. Chapter 3~ What Are Children Learning
Exploring Like Scientists:
The Physical World
The Natural World
The Social World
Encouraging Children to Explore Like Scientists

14. Chapter 3 Summary
Chapter 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 Relationships
Helping Children Get Along with Others
Developing a Structure that Supports Relationships
Helping 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- Regulation
Helping Mobile Infants Begin to Control Their Behavior
Promoting the Self-Regulation of Toddlers and Twos
Using Positive Guidance Strategies

17. Chapter 4~ Caring and Teaching
Responding to the following Challenging Behaviors:
Physical Aggression
Temper Tantrums
Biting

18. Chapter 4~ Caring and Teaching
Guiding Children’s Learning by reviewing:
Learning Through Play
Talking With Infants, Toddlers, and Twos
Extending Children’s Knowledge and Skills
Including All Children

19. Chapter 4~ Caring and Teaching
Assessing Children’s Development and Learning
Observing and Collecting Facts
Analyzing and Responding
Evaluating Each Child’s Progress
Summarizing, Planning, and Communicating

20. Chapter 4 Summary
Chapter 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 Infant
Conflicting Feelings About Sharing Care
Wanting to Be Part of Their Child’s Day
Getting to Know the Families:
Appreciating Differences Among Families
Understanding the Influence of Culture

22. Chapter 5~ Building Partnerships With Families
Welcoming Families to Your Program:
Creating a Welcoming Environment
Orienting New Families
Developing an Individual Care Plan for Each Child
Reaching Out to All Family Members

23. Chapter 5~ Building Partnerships With Families
Communicating With Families:
Building Trust Through Daily Interactions
Making the Most of Daily Exchanges
Communicating in More Formal Ways
Holding Conferences and Making Home Visits
Involving Families in the Program:
Offering a Variety of Ways to Be Involved
Participating in the Program

24. Chapter 5~ Building Partnerships With Families
Sharing Information and Parenting Tips
Responding to Challenging Situations:
Resolving Differences
Working Through Conflicts
Supporting Families Who Are Under Stress
Supporting the Families of Children With Disabilities

25. Chapter 5 Summary
Chapter 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.