Responsive Care for Infants and Toddlers PDF

Responsive Care for Infants and ECE 202 Toddlers Tammy Desrosiers February 24- April 30, 2025   Advances in developing brain and early learning research has grown. Infant and toddler brain development occurs...

Responsive Care for Infants and ECE 202 Toddlers Tammy Desrosiers February 24- April 30, 2025   Advances in developing brain and early learning research has grown. Infant and toddler brain development occurs at an amazing rate. This is LO1 Discuss especially true when they have responsive caregiving and engaging learning opportunities. In Research this learning outcome you’ll briefly review theories of child development as well as holistic infant and and Trends toddler development. You’ll explore current research and trends in early childhood education in Infant and relating to infants and toddlers.  Learning Steps Toddler o Understand the importance of relationships and exploration for infant and toddler Developmen development. o Review physical and cognitive/language t development of infants and toddlers. o Review social and emotional development of infants and toddlers. o Explore the influence of attachment and the three As. 1.1 Reading: Regulations and the Developmental Perspective  From the Saskatchewan Child Care Regulations, read Preliminary Matters (focus on studying terminology related to infants and toddlers).  From your textbook, Infants & Toddlers: Caregiving and Responsive Curriculum Development, read, Taking a Developmental Perspective, pages 1 to 22.   Watch the video below as Alison Gopnik, an early childhood psychologist and researcher, identifies 1.2 Video the early years as a foundation for gathering information about the world. Humans have the and longest childhood of any mammal. She argues that a long childhood is the reason humans have Questions: evolved so swiftly and have vast stores of knowledge. Older children and adults take the Amazing information they’ve learned in their very early years and apply it to more complex problems and Minds of situations. Consider the importance of this knowledge in your role as an ECE. Facilitating learning and knowledge in our youngest humans is Very Young the most important role in the world. Children  After viewing the video, answer the review questions  Running Time: 5:41  https://youtu.be/eCB_BcyWgBk   From page 4 of your course textbook, it states that Magda Gerber established the “10 principles of caregiving.” These 1.3 principles emphasized the importance of Reflection: mindful and responsive interactions when caring for young children. Principles of  Using your notebook for this course: Caregiving  Choose one (1) of the ten (10) principles.  Reflect on how you could implement this principle in your caregiving, programming and environment for infants and toddlers.   Each area of a child’s development is enhanced through rich and genuine interactions. These interactions result in more complex understandings and behaviours than ever thought possible for infants and toddlers. 1.4 Theories  In your HUMD 100 course, you studied theories of child development from diverse perspectives. of Child For this course, you’ll focus on the Attachment Theory and the Ecological Systems Theory. Both Developmen theories emphasize the critical importance of relationships for development to occur. The t development of relationships is foundational to understanding and supporting development for all children.  “Research continues to illuminate how children have remarkable skills long before they can articulate what they are thinking” (Swim, 2023, p.8)   Watch this video below describing John Bowlby’s explanation of his Attachment Theory of development. In your textbook, it states that John Bowlby observed that “the infant and young child should experience a warm and continuous relationship with his mother (or 1.5 Video: permanent mother substitute) in which both find satisfaction and enjoyment to grow up mentally healthy” (Swim, 2017, p.6). After viewing the video, answer the Attachment question below. Theory  Running Time: 6:32  https://youtu.be/YfnzLon90C4?si=aKWT7_nlJ16fcRDf  What is the sensitive period? When does this period take place for Attachment?   An American psychologist, Urie Bronfenbrenner created a theory of child development based on environmental influences. He identified four environmental systems that influence children’s development. Microsystem  Closest system to the child, contains immediate nuclear family and other close contacts  Identifying and respecting areas of diversity such as culture, family structure, 1.6 parenting styles Mesosystem Ecological  Bidirectional influences between the child and their family, peers, and the early learning program, each influencing and respecting the other Systems  Identifying the importance of partnering with families, valuing, and respecting Theory each other’s perspective Exosystem  Includes settings indirect to the child but directly impact their development  Includes organizations such as the parents’ workplace, or public health services Macrosystem  Includes government policies and laws that impact availability of resources (funding) for child development.  Includes federal and provincial government standards such as standards for educator qualifications, or funding for affordable child care through subsidies.   Watch as this video below explains the 1.7 Video: ecological systems theory using examples of two children and how each system Ecological bidirectionally influence each child’s developmental journey. Consider how you Systems might support each child and family to Theory navigate these ecological systems.  Running Time: 3:36  https://youtu.be/M7LdYK2Uu_E  1.8 Review: Developmen tal Theories   In your textbook, the physical and Step 2: Review cognitive/language development of infants Physical and and toddlers are addressed together. At this stage of development, you’ll notice Cognitive/Langu that developmental domains are age interdependant on each other. This makes Development of your role in curriculum and environmental planning both simpler and more complex. Infants and You must ensure the activities you’re Toddlers providing are developmentally appropriate and address the interests and skill development for each child. 2.1 Reading: Physical  From your textbook, Infants & Toddlers: Caregiving and Responsive Curriculum Developmen Development, read, Patterns of Physical t Development, pages 23 to 33.   Watch the video below as this pediatrician outlines the physical milestones to expect 2.2 Video: in the first two years of development. She Motor describes what might be going on in the child’s brain and how they’re working on Developmen developing strong neural pathways. Consider how you might influence motor t development in infants and toddlers.  Running Time: 7:26  https://youtu.be/G5wWVNYLBVk  2.3 Review: Brain and Physical Developmen t   From your textbook, Infants & Toddlers: Caregiving and Responsive Curriculum Development, read, Appendix A: Developmental Milestones:  Physical development: birth to four months, pages 393 and 394 2.4 Reading:  Physical development: four to eight months, pages 397 and 398  Physical development: eight to twelve months, page 400 Infant and  Physical development: twelve to eighteen months, page 403  Physical development: eighteen to twenty-four months, page Toddler 405  Physical development: twenty-four to thirty months, page 408 Physical  Physical development: thirty to thirty-six months, page 410 Developmen  From your textbook, Child Development: A Primer, read:  Gross Exploration Stage, page 23  One to Four Months, pages 25 to29 t   Four to Eight Months, pages 41 to 47 Minute Exploration Stage, page 55  Eight to Twelve Months, pages 58 to 62  Twelve to Eighteen Months, pages 72 to 76  Eighteen to Twenty-four Months, page 94 to 98  Two to Three, pages 108 to 114 2.5 Review: Infant Infants Infants Infants Infants Physical : Birth : 4 to 8 : 8 to : 12 to Developme to 4 month 12 18 month s month months nt s s 2.6 Review: Toddler Toddler Toddler Toddler Physical : 18 to : 24 to : 30 to Developme 24 30 36 nt months months months 2.7 Reading: Cognitive and  From your textbook, Infants & Toddlers: Caregiving and Responsive Curriculum Language Development, read, Patterns of Cognitive and Language Development, pages 34 to Developmen 49. t   Piaget  In HUMD 100, you studied Piaget’s cognitive theory of development. His theory is based on an understanding that children actively interact with materials to construct knowledge. Piaget believed infants and toddlers also moved through specific developmental stages. The age and rate children progress through these stages differ from child to child. The first 2.8 two stages of development occur between birth and three years old.  Sensorimotor Understandi   Occurs from birth to age two Gaining an understanding of their body and how it relates to the environment ng Infant   Develops object permanence and Toddler Preoperational stage  Toddlers are just entering this stage that occurs from age 2 to 4 years old Developmen  Begins to represent thinking mentally without having actual objects or sensorimotor experiences to understand things t  Pretend play emerges between 18 and 24 months  Vygotsky  You also learned about Vygotsky in HUMD 100. He believed that knowledge was co- constructed through social interactions. Vygotsky believed language is a powerful tool for learning. He observed that toddlers often used private speech as a means of self-guidance and direction in learning. Children talk themselves through new and challenging things, such as when learning to pull up their zipper on their jacket. Vygotsky believed that make- believe play was a vehicle for children to learn higher order cognitive skills. Some examples of this are understanding how the world operates, understanding social rules to abide by, and how to think before they act.  Substage: Reflex Substage: Differentiation 2.9 Review: Substage: Reproduction Sensorimot or Substage: Coordination Substages Substage: Experimentation Substage: Representation   From your textbook, Infants & Toddlers: 2.10 Caregiving and Responsive Curriculum Development, review page 41, Table 2-1 Reflection: Levels of Exploratory and Pretend Play.  Choose two (2) levels of exploratory and Exploratory pretend play and Pretend  Using your notebook for this course, reflect Play on how you might plan the environment and materials to facilitate each level of play with toddlers.   It’s important to provide a language rich environment for infants and toddlers. Ensure you expose infants to several 2.11 different tones, voices, and pace of speech. This will help children learn to pay Communicati attention to the spoken words rather than on other factors. Use language in all daily activities, such as routine care activities. This provides the model needed for infants to move from reflexive sounds to toddlers able to effectively communicate their wants needs and ideas.   Watch the video below as this Speech and 2.12 Video: Language Pathologist describes the progression of infants’ first sounds to their Communicati first words. Consider how you might on encourage communication development in your curriculum. Development  Running Time: 5:35  https://youtu.be/a7WAfwKi88Q  Mode of Description Age Communication Reflexive Sounds Crying, small (Gooing sounds) noises 2.13 Review: Repetitive vowel 4 to 5 months Communicati sounds on Babble Speech-like syllables (ba, ra), Development laugh and squeal Jargon 12 months to 19 months Two or three word 20 to 30 months sentences, only using key words   From your textbook, Infants & Toddlers: Caregiving and Responsive Curriculum Development, read, Appendix A: Developmental Milestones:  Cognitive and language development: birth to four months, pages 394 and 395 2.14  Cognitive and language development: four to eight months, page 398  Cognitive and language 400 and 401 development: eight to twelve months, pages Reading:  Cognitive and language page 403 development: twelve to eighteen months, Cognitive  Cognitive and language development: eighteen to twenty-four months, pages 405 and 406  Cognitive and language development: twenty-four to thirty months, and pages 408 and 409  Cognitive and language 410 development: thirty to thirty-six months, page Language  From your textbook, Child Development: A Primer, read Cognitive and Language Development: Developmen  Gross Exploration Stage, page 23  One to Four Months, pages 33 to 35 t Milestones  Four to Eight Months, pages 48 and 49  Minute Exploration Stage, page 55  Eight to Twelve Months, pages 62 to 65  Twelve to Eighteen Months, pages 76 to 80  Eighteen to Twenty-Four Months, pages 98 to 100  Two to Three Years, pages 112 to 114  Birth to four months Four to eight months 2.15 Review: Cognitive Eight to twelve months and Language Twelve to eighteen months Development al Milestones Eighteen to twenty-four months Twenty-four to thirty six months  Step 3: Review  Infants and toddlers begin to develop an Social and awareness of their own emotions and those of others. Your aim is to assist Emotional children in navigating their subtle and intense emotions in the environment. You’ll Developmen begin to understand that each child has their own temperament. It’s critical to t of Infants respond in caring and supportive ways to each child’s unique temperament. and Toddlers 3.1 Reading: Emotional  From your textbook, Infants & Toddlers: Caregiving and Responsive Curriculum Developmen Development, read, Patterns of Emotional t Development, pages 51 to 69.   n the next few pages, you’ll review Erikson’s first three stages of his 3.2 Psychosocial Theory of development. Children’s Erikson believed all humans move through stages of emotional development Emotional concerning oneself (psycho) and the relationships they develop with others Developmen (social). The first three stages of this theory address the development of infants t and toddlers. You’ll learn how the development of infant and toddler temperament and goodness -of- fit interact with this theory.   Being emotionally intelligent means possessing the skills to building relationships and create satisfactory life experiences. Daniel Goleman identified five domains necessary to achieve emotional intelligence.  Knowing one's emotion: Help children to recognize, experience, label, and express 3.3 feelings in healthy ways  Managing Emotions Help children to gain the Emotional skills to direct and control their behaviour in appropriate ways (self-regulation or effortful Intelligence control)  Motivating Oneself:Helping children believe that they have control and responsibility for their feelings and experiences in their world  Recognizing emotion in others Modeling empathy and frustration tolerance  Handling relationships Helping children to interact smoothly and demonstrate social skill development  3.4 Review: Emotional Developmen t  Basic Autonom Initativ 3.5 Review: trust y versus e Psychosocia versus shame versus l Theory of mistrus and guilt Developme t doubt nt  3.6 Reflection:  Review the scenario of Olaf playing with Temperame blocks on page 59 of the textbook Infants nt and and toddlers: Caregiving and responsive curriculum development. Goodness- of-Fit 3.7 Reading: Social  From your textbook, Infants & Toddlers: Caregiving and Responsive Curriculum Developmen Development, read, Patterns of Social t Development, pages 69 to 82.   Healthy social development depends on secure attachment and a child’s trust in you to have their needs met. When you’re 3.8 Social sensitive to a child’s needs and respect their temperament and interests, you’re Developmen creating a relationship based on trust. If a child experiences this type of secure t attachment, the child develops an awareness of the needs and desires of others. The aim is to provide this foundation so the child’s future relationships can be built on trust and respect of self and others. 3.9 Review: Bowlby’s reattachme Attachme Clear-cut Reciprocal Theory of nt nt-in-the- attachme relationshi making nt p Attachment 3.10 Review: Social Developmen t of Infants and Toddlers   From your textbook, Infants & Toddlers: Caregiving and Responsive Curriculum Development, read, Appendix A: Developmental Milestones:  Social and emotional development: birth to four months, pages 395- 396  Social and emotional development: four to eight months, pages 398 3.11 and 399  Social and emotional development: eight to twelve months, pages 401 and 402 Readings:  Social and emotional development: twelve to eighteen months, page 404  Social and emotional development: eighteen to twenty-four months, Social and pages 406 and 407  Social and emotional development: twenty-four to thirty months, page Emotional 409  Social and emotional development: thirty to thirty-six months, page 410 and 411 Developmen  From your textbook, Child Development: A Primer, read, Social and Emotional Development: t Milestones  Gross Exploration Stage, page 23  One to Four Months, pages 35 and 36  Four to Eight Months, pages 50 and 51  Minute Exploration Stage, page 55  Eight to Twelve Months, pages 66 and 67  Twelve to Eighteen Months, pages 81 and 82  Eighteen to Twenty-Four Months, pages 101 and 102  Two to Three Years, pages 114 and 115 3.12 Review: Developmen t and Age   You have the most important job in society. In the first two years of life, everything you do and say, including your attitude, Step 4: impacts each child. Warm, loving, and caring interactions with infants and Explore the toddlers shouldn’t be underestimated. In Influence of this learning step you’ll learn about the three As: Attachment o Attention o Appreciation and the o Attunement Three As  The three As are master tools to ensure secure attachment with infants and toddlers. You’ll revisit and apply the three As throughout your coursework. 4.1 Reading: Attachment  From your textbook, Infants & Toddlers: Caregiving and Responsive Curriculum and the Development, read, Attachment and the Three As Three As, pages 86 to 97.   Watch the video below as it describes Mary Ainsworth’s work (1969) on attachment and young children. She formulated a test still used to assess quality of attachment 4.2 Video: of an infant to a caregiver. Observers record and interpret the behaviour The Strange responses of the infant to determine the level of attachment the infant has with Situation their caregiver. Consider the level of attachment you'll strive to achieve with children in your care.  Running Time: 4:38  https://youtu.be/m_6rQk7jlrc  Secure attachment Separation anxiety 4.3 Review: Secure Insecure avoidant attachment Attachment Insecure resistant (ambivalent) attachment Insecure disoriented (disorganized) attachment 4.4 Review: Attachment   Applying the 3 As to your daily work is a powerful tool to nurture a positive, emotional connection with young children.  Attention  Bringing attention to a behaviour sends a message about the importance of that behaviour.  Observing or attending to a behaviour helps you to respond meaningfully, by considering the child’s temperament, background, development, and 4.5 The environment.  Appreciation Three As  Respecting the child’s rights, by holding them in high regard and perceiving them as competent and capable.  Refraining from interfering, by allowing time for them to complete tasks or to make choices.  Building self-confidence and trust by always approving of the child, even when you disapprove of their behaviour.  Attunement  Responding to each child’s moods, needs, abilities and interests.  Observing and recording behaviour to learn about each child’s cues and to know each child well.   Using your notebook for this course, answer the following questions.  Many of the characteristics of the 3 As might come naturally to you as a 4.7 caregiver. Why should you still reflect on how you’re using them in your daily Reflection: practice? The 3 As  Think about a practicum experience or other work with young children when you could have managed a situation with a child more effectively using the 3 As. How might you have applied the 3As to be more intentional and effective with the child?   You’ve explored the importance of attachment and use of the three As in the early years. Infants and toddlers are gaining foundational knowledge they’ll need to apply in future situations. Your role in modelling prosocial behaviour is very LO1 important to each child’s future Summary development. A child’s ability to engage with others in meaningful ways sets the foundation in all other areas of development.  In the next learning outcome, you’ll examine traditional Indigenous practices with infants and toddlers.