1. WestEd.org The California Infant/Toddler Curriculum Framework: Theory to Practice Overview

2. WestEd.org Opening reflection: How are infants and toddlers different from “preschoolers”?

3. WestEd.org This session includes: What do we know about infants and toddlers? A look at some of the unique aspects of infant/toddler learning and development What is the infant/toddler reflective curriculum planning process? An overview of this framework Where does learning happen? A look at three learning contexts in the child care setting Infant/Toddler Reflective Curriculum Planning Process Overview

4. WestEd.org Learning Objectives Participants will be able to: Identify the ways in which infancy is a unique period of life, and explain the kinds of unique responses needed to support learning and development. Describe the reflective curriculum planning process. Name three contexts in which learning takes place for infants and toddlers.

5. WestEd.org Reflection on expectations: What can we expect from babies?

6. WestEd.org Expect from babies… Amazement Communication Connection Contemplation Curiosity Disorientation Excitement Experimentation Hypothesizing Imitation Invention Observation Persistence Surprise Transformation …and more!

7. WestEd.org “All scholars, researchers, and teachers, in any place, who have set themselves to study children seriously, have ended up discovering not so much the limits and weaknesses of children, but rather their surprising and extraordinary strengths and capabilities linked with a great need for expression.” Loris Malaguzzi Founder of the Reggio Emilia Schools

8. WestEd.org Insights about infants’ and toddlers’ learning and development What should we consider about infants and toddlers before we plan their curriculum? 1. Infants and toddlers learn in the context of relationships. 2. Infants are competent (have an inborn urge to learn). 3. Infants are vulnerable (dependent on adults). 4. Learning is determined by a unique blend of nature (inborn traits) and nurture (experience).

9. WestEd.org How Infants and Toddlers Engage the World (New Perspectives on Infant/Toddler Learning, Development, and Care, California Department of Education, 2006, Disc 1)

10. WestEd.org Protecting vulnerability “When adults or communities expect young children to master skills for which the necessary brain circuits have not yet been formed, they waste time and resources, and may even impair healthy brain development by inducing excessive stress in the child.” CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, p. 13

11. WestEd.org Infancy: A unique period of life that needs a unique response from adults Everything is new to infants and toddlers and their brains are developing rapidly. Low-level brain circuits mature early; high-level circuits mature later. Different kinds of experiences are critical at different ages for optimal brain development. Basic sensory, social and emotional experiences are essential for optimizing the architecture of low-level circuits. At later ages, more sophisticated experiences are critical for shaping higher-level circuits. CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, p. 13

12. WestEd.org Overarching Principles The family is at the core of a young child’s learning and development. Early learning and development are grounded in relationships. Emotions drive early learning and development. Responsiveness to children’s self- initiated exploration fosters learning. CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, pp. 4-9.

13. WestEd.org Overarching Principles (continued) Individualized teaching and care benefit all children. Responsiveness to culture and language supports children’s learning. Intentional teaching and care enrich children’s learning experiences. Time for reflection and planning enhances teaching and care. CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, pp. 4-9.

14. WestEd.org 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)

15. WestEd.org (The Next Step: Including the Infant in the Curriculum, California Department of Education, 2004) The Infant’s Curriculum

16. WestEd.org Effective Infant/Toddler Curriculum supports the development of lower-level brain circuitry … by supporting children as they: Follow their own learning agenda Learn holistically Experience major developmental transitions in their first three years Are in the process of developing their first sense of self (Infant/Toddler Curriculum Framework, p. 13)

17. WestEd.org Infants and toddlers follow their own learning agendas

18. WestEd.org Infants and toddlers learn holistically. They are: Always learning. Infants and toddlers take in information continuously and naturally. Learning from everything. Infants learn from their actions, interactions and observations. Learning in multiple domains simultaneously. One interaction can lead to learning many things. The physical, emotional, intellectual, social and language components of the experience are processed simultaneously. Curriculum plans are best if they reflect the infants’ holistic learning.

19. WestEd.org Understand that Learning and Development are Integrated Across Domains (CA I/T Learning & Development Program Guidelines DVD Series, California Department of Education, 2009, Disc. 2)

20. WestEd.org Infants and toddlers experience major developmental transitions in the first three years Security Exploration Identity

21. WestEd.org Self-Reflection Activity: Identity Write down five words that describe you as a person.

22. WestEd.org Infants and toddlers are in the process of developing their first sense of self

23. WestEd.org Messages we send children about who they are I am listened to or not. What I chose to do is valued or it isn’t. How I express my emotions is accepted or it isn’t. I am allowed to explore or I am not. Mostly, my needs are met or they are not. Source: J. Ronald Lally

24. WestEd.org Developing attitudes about learning What is created during the first two years of life is a brain structure which influences: The courage to engage in the challenge of learning The ability to persist while learning The willingness to imitate adults models of learning The confidence to come to adults for help

25. WestEd.org Universal Design for Learning Recognizes that children learn in different ways Provides for multiple means of: o Representation – Providing information in a variety of ways so the learning needs of all children are met o Expression – Allowing children to use alternative ways to communicate; to demonstrate what they feel or know o Engagement – Providing choices that facilitate learning by building on children’s interest

26. WestEd.org How does your program plan curriculum? In dyads or groups of three, 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? Successes & challenges ?

27. WestEd.org The Curriculum Planning Process (CA I/T Learning & Development Program Guidelines DVD Series, California Department of Education, 2009, Disc. 2)

28. WestEd.org IMPLEMENTDOCUMENT OBSERVE PLAN Document ImplementPlan ImplementPlan Implement Plan Observe Document Observe Document Reflection Curriculum Planning Process

29. WestEd.org Reflective Curriculum Planning includes: Knowledge of how young children develop and what they are learning Appropriate expectations for different “ages” of infancy Understanding individual children ’s interests, learning styles, and current levels of development Ongoing observation, documentation, reflection and implementation of curriculum plans Responsive, sensitive facilitation in the moment

30. WestEd.org Activity: “Yes, and…” This is a playful exercise in responsive, in- the-moment thinking. Please stand in a circle and await further instructions.

31. WestEd.org Self-Reflection Activity Think about the information you have received on reflective curriculum planning. Respond to the following: 1.What questions or concerns do you have about responsive facilitation in the moment? 2.What do you think you might enjoy in this process? 3.If you could be granted one wish related to planning and implementing responsive curriculum, what would it be?

32. WestEd.org In developing curriculum for infants and toddlers, teachers need to plan for 3 learning contexts : Play environment as curriculum; Intentional interactions and conversations as curriculum; and Caregiving routines as curriculum. Infant/Toddler Curriculum Framework Where does learning happen?

33. WestEd.org What is the role of the teacher? Reflect on the 8 roles identified in California’s Infant/Toddler Program Guidelines. 1.How do you feel about these roles? 2.How are you doing with them? 3.Are there any roles you would add?

34. WestEd.org (CA I/T Learning & Development Program Guidelines DVD Series, California Department of Education, 2009, Disc 1, Feeling the Presence of the Family) Exploring learning contexts and teacher roles: What do you notice?

35. WestEd.org Photo Reflections: What do you see? 1.Look closely at the photo. 2.Consider: How does the routine, environment, or possible interactions seem to support learning and development? What kind of investigating, exploring, experimenting, learning or development could it invite/support? 3. Record your responses on the easel page. 4. In your small group, move to another photo. Read what is already written & add your group’s reflections.

36. WestEd.org

44. The Play Environment as Curriculum Intentionally designed play spaces for children are like a studio for an artist or a laboratory for a scientist. Children encounter places where they can Investigate, invent, and experiment, exploring what things are like and how they work.

45. WestEd.org To support self-initiated play & holistic learning, teachers: Create a network of interest areas, each with a distinct focus. Provide materials that extend children’s active search for knowledge and support the practice of emerging skills. Consider adaptations to provide greater access for children with disabilities or other special needs. Support uninterrupted time for exploration and play: Infants and toddlers thrive when they can explore and manipulate materials in ways of their own choosing, without interruption.

46. WestEd.org Uninterrupted play & the teacher’s role Moments of active infant play and exploration allow teachers to: Observe children’s play and discover what engages them Note individual children’s developmental progress Reflection: 1.How can this help you with your work? 2.How could it be used to make your job more fun?

47. WestEd.org Interactions and Conversation as Curriculum Learning begins in relationships, is informed by relationships, and is stimulated by relationships Infants and toddlers learn best through imitation and exploration in small groups, in the context of secure, limited stress relationships.

48. WestEd.org Meaningful Interactions: Important Considerations From birth, infants initiate interactions with the adults who nurture them. Through verbal and non verbal interactions, teachers act as guides, listeners and “problem- posers” for young children. Observe children’s responses in the moment & listen for their ideas (body movements, facial expressions, sounds, or words) Responsively engage in interaction.

49. WestEd.org Routines as Curriculum Daily routines provide important opportunities for one-to- one interaction between the caregiver and the child during which learning and the deepening of emotional bonds can take place.

50. WestEd.org Approaching Routines as Curriculum Plan for intentional interactions during care routines to enhance learning opportunities for child. Routines are carried out at the child’s pace, is responsive to the child’s needs and preferences, and allows the child to participate fully and make choices. Care is consistent with family and cultural practices, to the extent possible. This is an important for supporting individual development and identity development.

51. WestEd.org Scenario: Teacher Sylvia and young toddlers Children are offered serving utensil and pitchers at meal times. They struggle, but are genuinely interested in using these tools. (CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, p. 29) To support this interest: What might you plan in your environment? How might you think about possible interactions?

52. WestEd.org Learning Objectives Review Participants will be able to: Identify the ways in which infancy is a unique period of life and the kinds of unique responses needed to support learning and development. Name the contexts in which learning takes place for infants and toddlers. Describe the reflective curriculum planning process.

53. WestEd.org Wrap-up Questions? Assignment Reading Next Session