1. Planning Learning Experiences for Infants & Toddlers

2. Curriculum for Infants & Toddlers Everything an infant or toddler does during the day is curriculum. Curriculum is the content of what we teach. Practices are the methods we use to teach the content.

3. Curriculum for Infants & Toddlers The process of educaring with infants & toddlers looks like this:

4. Curriculum for Infants & Toddlers Typically, parent-teacher communication influences all aspects of planning, implementation, and assessment in significant ways.

5. Curriculum for Infants & Toddlers Effective curriculum implementation is… –Responsive and individualized Adults continuously adjust to meet learning needs of small groups and individuals. –minutes, –hours, –days, –and weeks.

6. Curriculum for Infants & Toddlers –Environmentally-based The environment is rich with opportunities to explore & enjoy.

7. Curriculum for Infants & Toddlers –Flexible and open-ended Planning quickly changes as needs change. Materials allow for choices & unique learning experiences.

8. Curriculum for Infants & Toddlers –Relationship-based The learning is only as good as the relationship between adult and child. Utilizes primary care, small groups, and continuity of care to maintain relationships.

9. Planning Simple Learning Activities Based on Characteristics Identify a characteristic or emerging interest of the child. –The newborn is adjusting to life outside of the womb. Think about the general needs of the child related to this characteristic. –warmth (unable to adequately regulate own body temperature) –love and nurturing (trust vs. mistrust)

10. Planning Simple Learning Activities Based on Characteristics Brainstorm some general activities that you can do with the child. –Wrap Baby warmly –Hold closely –Handle slowly –Snuggle with Baby

11. Planning Simple Learning Activities Based on Characteristics Brainstorm some general activities. Decide on a specific activity. Plan it. –Swaddle the Baby –In a group setting you would develop an activity plan. Reflect on how the activity went. –Were Baby's needs met by my activity? –What might I do differently next time?

12. Assessment of Learning in Infant & Toddler Programs The plan-do-review cycle quickly breaks down when adults ignore the importance of assessment. –Activities become less relevant and more and more inappropriate to the individual children. –Sometimes, if an adult uses quality resources the activities are age-appropriate but not individually-appropriate.

13. Assessment of Learning in Infant & Toddler Programs There are three types of assessment. –Assessment of individual activities & learning –Assessment of children and their development –Assessment of curriculum or program effectiveness

14. Assessment of Individual Activities & Learning Adults determine if their goals for learning were accomplished at the end of an activity. –Adults adjust future activities. –Adults can also determine the emerging interests of the children. A typical tool is anecdotal observations.

15. Assessment of Children & their Development Monitoring development… –helps determine whether intervention is needed –helps the adult in planning appropriate activities and experiences –Typical tools include: developmental checklists informal & formal discussions with others who know child observations.

16. Assessment of Curriculum or Program Effectiveness Does the curriculum do what it is intended to do? –Programs should be formally evaluated annually Outside professionals Formal assessment tools