AS17 ECE 16 INFANT AND TODDLER PROGRAM
Build security by teaching, trust: Be dependable;
3R's of Early Learning
Relationships: Serve-and-return interactions
(0-3 attachment is very strong)
(teach positive ->positive behavior)
Repetition: Making neural connections by
embedding learning in everyday activities and
routines
Routines: Predictable activities in everyday-routines
that engage and motivate.
Ten Principles on the Philosophy of Respect
1. Involve infants and toddlers in things that concern
them: Don't work around them or distract them to
get the job done faster
2. Invest in quality time: when you are totally
available to individual infants and toddlers.
(respect the needs of children and also do active
listening)
Active listening: observing the behavior
3. Learn each child's unique ways of communicating:
(cries, words, movements, gestures, facial
expressions, body positions)
4.Invest time and energy to build a total person:
(concentrate on the whole child)
5. Respect infants and toddlers as worthy people.
6. Be honest about your feelings around infants and
toddlers: Don't pretend to feel something that you
don't or not feel something that you do.
7. Model the behavior you want to teach.
8. Recognize problems as learning opportunities, and
let infants and toddlers try to solve their own: Don't
rescue them protect them from all problems
9.
teaching distrust occurs when you are undependable
or often inconsistent.
10. Be concerned about the quality of development
of each stage: Don’t rush infants and toddlers to
reach development milestones.
HISTORY OF EARLY CHILDHOOD EDUCATION
 The state of Wisconsin created
constitutional amendments to include
committees dedicated to free education of
children aged four to twenty in 1848 and
then later, in 1873 started the first four year
old kindergarten program.
 In 1926, the National Association for the
Education Young Children (NAEYCY was
established dedicated to improving the
well-being of all young children and
focusing on the quality of education and
development of services offered children
from birth to age of eight.
 Head Start, founded in 1965 as a program
through the United States Department of
Health and Human Services, was originally
founded to ready low-income children over
the summer months for upcoming
kindergarten
 Over the years, Head Start has become a
respected preschool aged program found in
many communities working with children of
all backgrounds and abilities.
 The studies conducted by Jean Piaget along
with the work he did with children, paved
the way for educators to create different
styles of teaching to use within programs.
Many of these theories of teaching are used
in preschools around the country, They
include:
The Montessori Method: Play-Based Learning

-Maria Montessori was the first woman in Italy to playing to learn

receive a medical degree with areas of study in
psychiatry, education and anthropology
-Her belief was that every child was born with
potential and that children should be allowed to be
free to explore and play within their environment.
-The main focus is to always be attentive to the child
and follow the child in the direction they chose to go
when learning.
-Bev Bos, both an educator and writer, has been
sharing her ideas and concepts through books and
lectures for over 40 years.
-Her suggestions of teaching with a hand's off style
encourages teachers to let children lead themselves
through problem solving and discovery with minimal
intervention, and to learn through play.

Reggio Emilia Approach

Direct Instruction
-Begun in Italy after World War II in the city of
Reggio Emilia, this preschool teaching style is based -Siegried Engelmann and Wesley Becker coined this
on children's symbolic language and the context of teaching concept in the 1960's
project-oriented curriculum.
-The goal is for children to be directed through their
-With the Reggio Emilia community is a large part of development with teachers leading activities toward
the educational process and with opportunities for specific learning
educational experiences for teachers to maintain
their abilities and to enhance and dedicate
themselves as educators to the development of the
young child.

-Along with Piaget's constructivist thought, the

Reggio Emilia Approach, the community as well as
teachers believe the child to be interested in
learning and experimenting through inner
motivation, promoting educated and productive
future adults.
REPORTS
GR1: Play and Exploration as Curriculum
-Young children experience learning through play
and exploration in a variety of settings including the
home, child care, pre-kindergarten, preschool and
other early childhood programs.
-High quality programs engage children and their
families in the planning and delivery of a healthy,
safe, culturally sensitive and stimulating program
that promotes children's abilities and interests.
Self-Regulation
-The ability that develops in order to allow moving
from having automatic responses to one involving
choices that promote babies' intentions.
Development Of Self-Regulation
-Involves children in open-ended exploration and are
not confined by rules, procedures, or outcomes.
Free Play
-The name given to undirected but monitored play
when children have choices to pursue their special
interests without continual adult control or expected
outcomes.
Exploration
-The act of discovering and examining one's
environment, people, objects, and properties of
objects through touching, mouthing, smelling,
seeing, and hearing.
Play And Exploration Support Factor 1
- Being an active participant in their routines.
Play And Exploration Support Factor 2
-Adults' sensitive observations and understanding
what the baby needs.
Play And Exploration Support Factor 3
- Consistency, including clearly defined limits.
Play And Exploration Support Factor 5
-Safe, cognitively challenging, and emotionally
nurturing environments.
Play And Exploration Support Factor 6
-Uninterrupted play when babies can play on their
own at their own pace.
Play And Exploration Support Factor 4
-Basic trust in the baby as an initiator, explorer, and
self-learner.
Play And Exploration Support Factor 7
-Freedom to explore and interact with objects and
other babies.
Safety
-Involves setting up a healthful environment free
from hazards, then carefully monitoring what goes
on in it.
Selective Intervention
-Interrupting children who need help to stay safe or
interact positively. This can also take advantage of
teachable moments.
The Key to Scaffolding Effectively
-It's not that caregivers have to "motivate" children,
but rather to assist the children in order to support
them.
Adult Roles in Play
Setting up the environment for play
- Caregivers must pay attention to safety issues.
-Safety is the key to exploration.
Encouraging interactions and then stepping back
-Children learn from their peers.
-Adults should encourage child-child interactions,
then step back.
-Adults can be involved in play, but:
-Resist the urge to set up goals
-Try to step back from play and observe children
instead
Scaffold problem solving by:
-Providing assistance that allows children to gain a
sense of satisfaction
-Allowing children to learn on their own, without
interference
-Encouraging children to tell you when they need
help
Observing
-Observing involves focusing attention.
-Observation allows the caregiver to better structure
the play environment to support individual children's
needs and interests.
Three stages of adult support of play:
1. Planning for play -Adults have ultimate control
over a child’s environment.
-Paying attention to environment and structure:
When you structure an environment (either indoors
or outdoors) based on a child’s strengths, abilities
and needs, you can enhance their normal play and
help them be successful and independent.
-Providing choices: Giving children the freedom to
make their own choices is not only empowering, but
helps them to lead their own learning experiences
based on their interests and abilities.
2. Supporting play- In order to help a child learn and
know, you need to learn to know the child, which
you can do by supporting their play.
-Talking about play: Adults can extend and support a
child’s play simply by engaging with children during
play.
3. Reviewing play -Reviewing a child’s play can help
collect information about the child and help you to
extend upon their current activities and learning.
-Checking in: By observing, talking and listening to
your child, you can learn about the purpose,
effectiveness and enjoyment of a child’s play
experiences.
-Observing the space: By thinking about how the
space impacted your child’s play, you can think of
ways to make it even better.
Environmental Factors that influence play
How the Environment Influences the Way Kids Play
Play is the catalyst for kids to practice every skill
they’ll need to grow into independent, fully
functioning individuals.
The features of the environment can even determine
the way kids will play. Some of the most important
environmental considerations include: the size of the
play space, social aspects, sensory features,
familiarity of space and materials, and complexity
and variety of materials.
The Size of the Play Space
Wide Open Space
-The greater the size of the play space, the more
physical activity play we see in kids.
-Chances are, most of us have a similar image in our
heads…kids running all over the place, yelling,
jumping, chasing – loud, wonderful active play!
Smaller Play Space
-Kids prefer to engage in dramatic play scenarios in
smaller, more enclosed spaces
-We can facilitate the development of gross motor
skills by moving play-based treatment sessions to
the playground or gym. We can encourage social
skills and imaginative play by incorporating
opportunities for kids to interact in smaller play
spaces.
The Social Environment
-Making sure a child feels safe and secure is
important because it encourages them to freely
explore and interact with the objects and people
around them.
- The number of people present in the play space
also has an influence on children’s play.
There are many aspects of the Social Environment
to consider;
-Does the child feel safe and secure in the play
space?
- Are the people familiar?
-How crowded is the play space?
The Sensory Features of the Environment
-It's important to assess children’s sensory needs
and preferences through an assessment of the
sensory features of the environment when looking at
the way kids play.
There are so many ways to introduce sensory-based
features to the environment to promote
exploration and interaction:
-Color Mixing is an amazing option for visual play.
-Instruments or Boom Whackers are perfect
catalysts for auditory exploration.
-A sensory table can be filled with water, sand, or
other materials to encourage tactile play.
Familiarity or Novelty of Space and Materials
-Novel play items can add to the sophistication and
complexity of dramatic play
-Novelty of play spaces and materials is definitely an
important consideration, kids also need time to
become familiar and comfortable with using toys
and play items in order to elicit engaged and
developmentally beneficial play.
Complexity and Variety of Space Materials
-It’s important to consider the level of complexity
and variety in the play space. Research has found
that simple
-Less-detailed, and more open-ended play materials.
-Adding moveable gross motor manipulatives to
open spaces, such as balls, beanbags, streamers,
hula hoops, and stepping stones creates more
flexible and varied movement-based play and
promotes more physical activity overall than
anchored play equipment.
GR2: Attachment and Perception Importance of Brain-based Learning

Attachment -Increases brain capacity

- is the emotional bond of infant to parent or -Improves retention and academic performance
caregiver.
-Promotes social- emotional skills
- It is described as a pattern of emotional and
-Improves overall health
behavioral interaction that develops over time,
especially in contexts where infants express a need Brain-based Learning Strategies
for attention, comfort, support or security.
-Create a positive and safe environment
Parental sensitivity
-Break down content into small chunks
-defined as the ability to perceive, interpret and
react promptly and appropriately to their infant’s -Incorporate physical activity
signals and needs, influences the quality of the
attachment relationship. -Establish a "turn and talk" routine

How important is it? -Use appropriate timing

-According to Bowlby’s attachment theory, the Brain-based learning Activities

relationship developed with primary caregivers is the
-Storytelling
most influential in children’s lives.
-Relaxation and Music
-A secure relationship not only fosters positive
developmental outcomes over time, but also -Creating Art
influences the quality of future relationships with
peers and partners. -Using Technology

Perception -Active Learning Activities

- is the process by which the brain interprets and Attachment Issues in Children
organizes sensory information from the environment
Attachment problems can affect your child’s
to produce a meaningful experience of the world.
development, relationships, and overall well-being.
Brain-based research
Attachment issues develop in young children when
-has provided educators with effective strategies to the attachment bond—the emotional relationship
help their children learn and retain information. that develops between an infant and their primary
These learning strategies can have a positive impact caretaker—is disrupted or not developed securely.
on children's development, improving academic
Causes of Attachment Issues
progress and supporting social-emotional growth.
Attachment difficulties occur when a child has been
Brain-based learning
unable to consistently connect with a parent or
- is a comprehensive instructional approach based primary caregiver.
on how the brain works. It uses the latest scientific
research on how the brain learns to inform school
programs, lesson designs, and teaching methods.
This can happen for many reasons: 7 senses

-A baby cries and no one responds or offers comfort. -Sight

-A baby is hungry or wet, and they aren't attended to -Hear

for hours.
-Smell
-No one looks at, talks to, or smiles at the baby, so
the baby feels alone. -Taste

-A young child gets attention only by acting out or -Touch

displaying other extreme behaviors.
-Movement (Vestibular)
-An infant or young child is mistreated, traumatized,
-Body Position (Proprioception)
or abused.
Vestibular (Movement)
-Sometimes a child's needs are met, and sometimes
they aren't. The child never knows what to expect. -the movement and balance sense, which gives us
information about where our head and body are in
-An infant or young child is hospitalized or separated
space. Helps us stay upright when we sit, stand, and
from their parents.
walk.
-A baby or youngster is moved from one caregiver to
Proprioception (Body Position)
another (the result of adoption, foster care, or the
loss of a parent, for example). -the body awareness sense, which tells us where our
body parts are relative to each other.
-The parent is emotionally unavailable because of
depression, illness, or substance abuse. Sensory Milestone
-Treatment for attachment issues and disorders 0-3 Months
usually involves a combination of therapy,
counseling, and parenting education. These are -While lying on back, attempts to reach for a toy held
designed to ensure that your child has a safe living above their chest
environment, improves their peer relationships, and
develops positive interactions with you, their parent -While lying on back, visually tracks a moving toy
or caregiver. from side to side

-Raising a child with attachment issues can be a -While lying on back, keeps head centered to watch
challenging yet rewarding experience. As you faces or toys
provide them with consistent love and mindful care,
-Able to calm with rocking, touching, and gentle
you'll watch them grow into secure, confident
sounds
individuals.

Sensory Integration

-is the process by which we receive information

through our senses, organize this information, and
use it to participate in everyday activities.
4-6 Months Types of Sensory Processing Disorder

-Uses both hands to explore toys -Sensory modulation disorder

-Generally happy when not hungry or tired -Sensory-based motor disorder

-Brings hands and objects to mouth -Sensory discrimination disorder

-Able to calm with rocking, touching, and gentle -difficulty in understanding the characteristics of
sounds environments, objects or people.

-Is not upset by everyday sounds
-Enjoys a variety of movements
7-9 Months
-Explores and examines an object using both hands
and mouth
-Focuses on objects near and far
-Investigates shapes, sizes, and textures of toys and
surroundings
10-12 months
-Enjoys listening to songs
-Explores toys with fingers and mouth
Multisensory learning allows kids to use a variety of
senses to explore each new topic. It is a way for
children to learn through multiple senses, such as
utilizing vision, taste, and kinesthetic-tactile learning.
Montessori Method focuses heavily on the concept
of “multisensory learning” - that is, learning that
engages at least two or more senses.
Different Kinds of Sensory Learning
Visual - learning through watching and seeing
Auditory - learning through listening and hearing
sounds
Kinesthetic - learning through physical activity or
body movement

-Crawls to or away from objects baby sees in the Tactile - learning through using the sense to touch
distance
Olfactory and Gustatory - learning through smell
13-18 Months and taste.

-Helps with getting dressed/undressed

-Has a regular sleep schedule

-Eats an increasing variety of foods

19-24 Months

-Flips switches on and off

-Uses crayons, pens, or markers to make marks on

paper

-Sort shapes and colors

GR3: Infant Toddler and Development
Physical and Motor Skills Development
Physical Development
-refers to a child's rate of growth and control over
muscles, Coordination and ability to sit, stand, walk
and run.
Motor Development
-is part of physical development refers to the growth
in the ability of children to use their bodies and
physical skills.
Gross Motor Skills
-refers to ability to control larger parts of the body.
Fine Motor Skills
-Refers to the ability to manipulate smaller body
parts.
Physical Development for Various Age Groups
0-3 Months:
-The growth in neck musles lets the baby hold the
head up when lying flat on the tummy.
-At the age of three month he is flexible enough to
bring hands to the mouth.
4-6 Months:
-Grasp a small toy with both hands
- Develops raker grasp. ability to use all the fingers
at the same time to maintain grip.
7-9 Months:
-The baby now crawls
-Stronger grip and shakes toys like rattles.
-Develops pincer grasp
10-12 Months:
-The baby crawls faster and quickly Switches
between crawling to sitting.
-The baby can release an object from his hand gently
instead of dropping them.
13-15 Months:
-Toddlerhood, can stand longer than before • Feed
himself with finger foods.
16-18 Months:
-Toddler can pedal a tricycle and can walk without
support for longer distances.
-Toddler can now start drinking from an open cup
and eat with a spoon.
22-24 Months:
-Greater agility of muscles than before • Can now
kick a ball, throw it overhand.
25-29 Months:
-Loves playing outdoor games that help strengthen
the muscles
-Can dress up himself
30-36 Months:
-His muscles are capable of doing a variety of actions
like jumping and Climbing up the stairs
-Can swing a bat or throw a ball Straight into the air.
Socio-emotional Development and Interaction
-means how children start to understand (who they
are, what they are, Feeling and what to expect when
interacting with others.
COMPONENTS THAT CONTRIBUTE TO A CHILD'S -Answering your child's "why" questions.
SOCIAL AND EMOTIONAL DEVELOPMENT.
-You should allow your child to explore different
•Emotional Awareness ways of solving problems.

•Social Interaction -Allow your child some time to figure out things like
a new puzzle.
•Self-regulation
*This may require some patience on your part, but it
SOCIAL AND EMOTIONAL DEVELOPMENT TO: will ultimately help him/her to learn.

Infant Language Development

-includes an emerging awareness of self and others. -The process through which children acquire the
ability to process speech and communicate.
-demonstrate this foundation in several ways.
Stages of Language Development
Toddler and Preschooler
1. Pre-Linguistic Stage (0-6 months)
-learn to explore and express feelings, engaged with
others, and become more independent when it -They communicate with sounds.
comes to getting their needs met
2. Babbling Stage (6-9 months)
Cognitive Development Learning
-Children to begin babble, making noises, and
-means how children think, explore and figure things syllables that aren't yet words.
out. It is the development of knowledge, skills,
problem solving and dispositionBrain development is 3. Holophrastic Stage (9-18 months)
part of cognitive development.
Increased enough for them to saySingle word.
-as a parent, it is important to foster your child's object/basic needs)
cognitive development as soon as he/she is born
because doing so provides the foundation for your 4. Two-word Stage (18-24 months)
childs success in school and later in life.
-Can speak two-word sentences that have some
-to promote your child's cognitive development. It is meaning
important that you actively engage in quality
5. Telegraphic Stage (24-30 months)
interactions on a daily basis.
- Can speak phrases, have more than
Examples:
6. Multi-word Stage (Beyond 30 months)
-Talking with your baby and naming Commonly used
objects. -They build increasingly complex sentences that
allow them to better communicate their ideas.
-Letting your baby explore toys andmove about.

-Singing and reading to your baby

-Exposing your toddler to books and puzzle.

Why is language development important?
-Promote social interaction
-Improve cognitive development
-Aid self-expression
-Enhance literacy Improve self-esteem
Tips for improving language development
-Read books aloud
-Converse Regularly
- Give adequate support and encouragement
- Limit screen time
- Give children control
Implications of Development
• Developmental milestones offer important clues
about a child's developmental health Reaching
milestones at the typical ages shows a child is
developing as expected. Reaching milestones much
earlier means a child may be advanced compared
with his/ her peers of the same age.
Physical and Motor Skills Development
Physical Development
-The growth and development of the body and brain
of the child.
Gross Motor Skills
-The development of the large muscles 0 in the
arms, legs and torso.
Fine Motor Skills
- It involves the small muscles such as the hands and
fingers
Physical Development for Various Age Groups
0-3: improved muscle strength and flexibility
4-6: baby can grasp. reach and maintain its grip
7-9: baby can support its weight of its body and can
hold a toy properly
10-12: baby can shift or controls the balance Of its
body
13-15: the child now can stand alone with itself
16-18: the child can walk without the assistance of
its parent or guardian
19-21: the child gaining its height
22-24: the child can manipulate things like kicking a
ball and throw a ball
25-29: the child loves to play outdoor games
30-36: the child can do a variety of actions like
jumping and climbing
Socio-emotional Development and Interaction
-It is how the children can manage their emotions,
expressions and what they will feel and expect when
interacting with Others.
Cognitive Development Learning
-how children think, explore and figure things out.
Language Development
- A process through which Children require the
ability to process speech and Communication with
others.
GR4: DAP in curriculum for Infants and Toddler
CURRICULUM APPROACHES
A. Desired goals that are important for young children's
development and learning in general and culturally and
linguistically responsive to children in particular have been
identified and clearly articulated.
B. The program has a comprehensive, effective curriculum
that targets the identified goals across all domains of
development and subject areas.
C. Educators use the curriculum framework in their
planning to make sure there is ample attention to
important learning goals and to enhance the coherence of
the overall experience for children.
D. Educators make meaningful connections a priority in
the learning experiences they provide each child.
E. Educators collaborate with those teaching in the
preceding and subsequent age groups or grade levels,
sharing information about children and working to
increase continuity and coherence across ages and grades.
F. Although it will vary across the age span, a planned and
written curriculum is in place for all age groups
PRINCIPLES AND GUIDELINES IN CURRICULUM PLANNING
USING DAP:
-Consideration of children's developmental stages
- The curriculum should be child centered
-Learning should be hands-on and experiential
-Assessment should be ongoing and authentic
-Collaboration with families and communities
-Curriculum should be flexible and adaptable
-Curriculum should promote social- emotional
development
Curriculum should be inclusive
ADULT INTERACTIONS WITH INFANTS AND TODDLERS:
-It provide opportunities for children provide opportunities
for children to build trust, to develop an understanding of
self and others, and to encourage respect for the feelings
and rights of others.
-All interactions between children and adults will be
respectful and supportive of each child's gender, culture,
language, ethnicity and family composition.
Appropriate Touch with Children
-Positive touch is an important part of healthy brain
development in young children.
-Appropriate touch is defined as non-intrusive and causing
no feelings of discomfort or confusion for children.
Relationship with Family
-Each person defines family in his or her way.
-Family is the most important person in child's and it
impact how toddlers and infant learn and develop.
-Family is typically consistent in the infant and toddlers life
and can be one of the most important source of
information about the child.
-Family members have critical roles that significantly affect
infant and toddlers well-being.
-Infants and toddlers learn new words, ways of interacting
with others, how to communicate, self- help skills and to
play through the culture of the family.
-Infants and toddlers are also influenced by the
interactions they observe between people around them
-Infants and toddlers can sense positive, supportive adult
interactions as well as when there is tension between
adults, which may make them feel anxious or
uncomfortable.
-Young children feel secure, supported, and happy when
they see the important adults in their lives connecting with
each other in positive ways.