ECE 16 Study Notes - Infant and Toddler Development PDF

**Name: Divine Love B. Labidor** **Grade & Year: BECED 2** **Instructor:Grace Ann P. Lumakin** **Attachment issues** \- develop in young children when the attachment bond---the emotional relationship that develops between an infant and their primary caretaker---is disrupted or not developed secu...

**Name: Divine Love B. Labidor** **Grade & Year: BECED 2** **Instructor:Grace Ann P. Lumakin** **Attachment issues** \- develop in young children when the attachment bond---the emotional relationship that develops between an infant and their primary caretaker---is disrupted or not developed securely. Since the quality of the attachment bond profoundly impacts your child's development, experiencing attachment issues can affect their ability to express emotions, build resilience, trust, and confidence, and enjoy healthy relationships. Some studies show that insecure attachment can even contribute to behavioral problems, such as bullying. **Causes of attachment issues** A baby cries and no one responds or offers comfort. No one looks at, talks to, or smiles at the baby, so the baby feels alone. An infant or young child is mistreated, traumatized, or abused. Sometimes the circumstances that cause attachment problems are unavoidable, but the child is too young to understand what has happened and why. To a young child, it just feels as if no one cares. They may lose trust in others, and see the world as an unsafe place. **Signs and symptoms of attachment issues** Seem emotionally unfazed by your absence or presence. Cry Inconsolably, even when you try to soothe them. Prone to bullying peers or being defiant toward parents and teachers. **SENSORY INTEGRATION** Ayres (1972) defines sensory integration as "the neurological process that organizes sensation from one's own body and from the environment and makes it possible to use the body effectively within the environment" The seven senses are: **Tactile** : nerves under the skin's surface that send information ( like touch, pain, temperature and pressure) to the brain. -Some activities which improve tactile sensation: :Playing with sand :Painting (i.e., finger painting or with large paint brushes, feathers, cotton balls, etc.) :Exploring with Play Dough **Auditory** -The nerve that carries sound signals from the ear to the brain. Like The noise of a car, the music from a stereo, the sound of a bird chirping. Activities: Sing Songs: Sing songs together and encourage your toddler to join in. Repeat Sounds: Repeat sounds and words to help your toddler develop their speech. **Visual**- refers to anything related to seeing or sight. It's a fundamental sense that allows us to perceive the world around us. Activities: -Mirror Play: Place a mirror in front of your toddler and let them explore their reflection. -Matching Games: Create matching games with pictures or objects that are similar but have slight differences. **Gustatory**- refers to the sense of taste. Allowing us to perceive the flavors of food and beverages. Taste buds on our tongue detect different tastes, including sweet, sour, salty and bitter. Activities: -Taste Sampling: Introduce your toddler to a variety of foods and encourage them to try new flavors. Start with simple foods and gradually introduce more complex tastes. -Mealtime Conversations: Talk to your toddler about the foods they are eating and ask them to describe the flavors. This can help them develop their vocabulary and understanding of taste. **Olfactory**- refers to the sense of smell. It is a powerful sense that can evoke strong memories and emotions. Our sense of smell helps us to identify different substances, appreciate the aroma of food, and detect potential hazards. Activities: Scent Matching: Create a matching game with pairs of items that have similar scents. For example, you could match a rose with a perfume or a lemon with a lemon-scented cleaner. **Proprioceptive System** - Consist of muscles, JOINTS, and tendons that provide a person with a subconscious awareness of body position. Our internal sense from joints and muscles. The basis of muscle memory Ex: Remembering how to hold a pencil and write/draw Activities: :Animal walks (crabs, frogs, rabbits) :Digging, Jumping, Stamping, Pull/push. **Vestibular System-** That detect movement and changes in the position of the head. Activities: :Dancing, tumbling, and rocking chair. Reference: **\ ** : Shana Gaile M. Ardiente\ Course & Year: BECED 3\ Topic: Infants and Toddlers Development (ECE 16) **D. Infants and Toddlers Development** COGNITIVE DEVELOPMENT & LEARNING TRIVIA: [Cognition] and [Cognitive Development] **Cognition** refers to **thinking and memory processes**, while **cognitive development** refers to the **long-term changes in these processes**. **Cognitive Development** This refers to the **changes** that happen in the child's mental abilities throughout their lifetime. It is the **ability to learn, think, and solve**. **Jean Piaget** The proponent of Cognitive Development is **Jean Piaget**, a Swiss psychologist, who significantly influenced education and child development by revolutionizing our understanding of cognitive development in children. Basic Cognitive Concepts - Schema - Assimilation - Accommodation - Equilibration **Schema** This refers to the prior knowledge of a child. **Assimilation** This refers to fitting in new experiences into an existing schema. **Accommodation** This refers to creating a new schema. **Equilibration** This refers to the proper balance between assimilation and accommodation. Stages of Cognitive Development There are 4 stages of Cognitive Development according to Jean Piaget's theory: - Stage 1: Sensorimotor Stage - Stage 2: Pre-operational Stage - Stage 3: Concrete Operational Stage - Stage 4: Formal Operational Stage **Stage 1: Sensorimotor Stage** This stage occurs from **birth to 2 years old**. Infants develop basic motor skills and learn to perceive and interact with their environment through physical sensations and body coordination. The main goal during this stage is object permanence. (**Body permanence** is the ability of the child to know that an object still exists even when out of sight) **Stage 2: Pe-operational Stage** This stage occurs from **2 to 7 years old**. The child does not use operations (a set of logical rules), so thinking is influenced by how things look or appear to them rather than logical reasoning. In this stage, the immergence of symbolic function, egocentrism, centration, irreversibility, animism, and transductive reasoning will be evident. (**Symbolic Function** is the ability to represent objects and events) (**Egocentrism** is the tendency of the child to only see his point of view and to assume that everyone also has his same point of view) (**Centration** is the tendency of the child to only focus on only one aspect of a thing or an event and exclude other aspects) (**Irreversibility** is the inability to reverse their thinking) (**Animism** is the tendency of the child to attribute human like traits or characteristics to inanimate objects) (**Transductive reasoning** is the type of reasoning that is neither deductive or inductive) **Stage 3: Concrete Operational Stage** This stage occurs from **8 to 11 years old**. The child has the ability to think logically about concrete objects and events. In this stage, the immergence of decentering, reversibility, conservation, and seriation is apparent. (**Decentering** is the ability of the child to perceive the different features of objects and situations) (**Reversibility** is the ability to reverse their thinking) (**Conservation** is the ability to know that certain properties of objects like number, mass, volume, or area do not change even if there is a change in appearance)\ (**Seriation** is the ability to order or arrange things in a series based on one dimension such as weight, volume, or size) **Stage 4: Formal Operational Stage** This stage occurs from **12 to adulthood**. As adolescents enter this stage, they gain the ability to think abstractly, the ability to combine and classify items in a more sophisticated way, and the capacity for higher-order reasoning. In this stage, the immergence of hypothetical reasoning, analogical reasoning, and deductive reasoning is visible. (**Hypothetical reasoning** is the ability to come up with different hypothesis and to gather data in order to make a final decision) (**Analogical reasoning** is the ability to perceive the relationship in one instance and use that relationship to narrow down possible answers in another similar problem) (**Deductive reasoning** is the ability to think logically by applying a general rule to a particular instance) IMPLICATIONS OF DEVELOPMENT TO CURRICULUM **Curriculum development** has far-reaching consequences for education, influencing not only teaching strategies but also the quality of student learning outcomes, teacher roles, and societal demands. It is a dynamic process that requires teacher input, adaptation to societal changes, and the use of modern technologies to improve educational outcomes. - Alignment with Societal Needs - Teacher Involvement - Professional Development - Technological Integration **Alignment with Societal Needs** A well-developed curriculum aligns educational goals with societal needs, enabling students to gain the knowledge and skills required to thrive in an evolving world. Curriculum is constantly updated to reflect societal and technological changes. **Teacher Involvement** Teachers play an important role in curriculum development because they are the primary implementers of educational content. Involving teachers in this process increases the curriculum\'s relevance to real-world classroom settings and improves educational reform outcomes. However, teachers frequently require professional development to effectively contribute to curriculum design. **Professional Development** Curriculum changes frequently necessitate an investment in teacher training to ensure successful implementation. Professional development is essential for educators to stay updated on pedagogical strategies and new educational technologies, which are increasingly being integrated into modern curricula. **Technological Integration** The rise of digital learning platforms and other technologies has had a significant impact on curriculum development. Incorporating technology promotes more interactive learning experiences and prepares students for a digital economy. Teachers play a crucial role in helping students navigate this process. **\ ** **NAME: CHARLYN S. HOYOK-HOYOK** **COURSE & YEAR: BECED 3** **SUBJECT: ECE 16 INFANT AND TODDLER PROGRAM** **TOPIC: BRAIN RESEARCH** **Brain Research: Unveiling the Mysteries of the Mind** -studies the structure and function of human brains and the nervous system. Understanding the biological basis of learning, memory, behavior, perception, and consciousness is considered the "ultimate challenge" of behavioral brain research. **Exploring the Brain\'s Structure and Function** **Brain** The brain is composed of the cerebrum, cerebellum, and brainstem **(Fig. 1).** **Cerebrum:** is the largest part of the brain and is composed of right and left hemispheres. It performs higher functions like interpreting touch, vision and hearing, as well as speech, reasoning, emotions, learning, and fine control of movement. **Cerebellum: **is located under the cerebrum. Its function is to coordinate muscle movements, maintain posture, and balance. **Brainstem:** acts as a relay center connecting the cerebrum and cerebellum to the spinal cord. It performs many automatic functions such as breathing, heart rate, body temperature, wake and sleep cycles, digestion, sneezing, coughing, vomiting, and swallowing. **Right brain -- left brain** The cerebrum is divided into two halves: the right and left hemispheres (Fig. 2) They are joined by a bundle of fibers called the corpus callosum that transmits messages from one side to the other. Each hemisphere controls the opposite side of the body. If a stroke occurs on the right side of the brain, your left arm or leg may be weak or paralyzed. Not all functions of the hemispheres are shared. In general, the left hemisphere controls speech, comprehension, arithmetic, and writing. The right hemisphere controls creativity, spatial ability, artistic, and musical skills. The left hemisphere is dominant in hand use and language in about 92% of people. **Lobes of the brain** The cerebral hemispheres have distinct fissures, which divide the brain into lobes. Each hemisphere has 4 lobes: frontal, temporal, parietal, and occipital (Fig. 3). Each lobe may be divided, once again, into areas that serve very specific functions. It's important to understand that each lobe of the brain does not function alone. There are very complex relationships between the lobes of the brain and between the right and left hemispheres. Figure 3. The cerebrum is divided into four lobes: frontal, parietal, occipital and temporal. **Frontal lobe** - Personality, behavior, emotions - Judgment, planning, problem solving - Speech: speaking and writing (Broca's area) - Body movement (motor strip) - Intelligence, concentration, self awareness **Parietal lobe** - Interprets language, words - Sense of touch, pain, temperature (sensory strip) - Interprets signals from vision, hearing, motor, sensory and memory - Spatial and visual perception **Occipital lobe** - Interprets vision (color, light, movement) **Temporal lobe** - Understanding language (Wernicke's area) - Memory - Hearing - Sequencing and organization **Language** In general, the left hemisphere of the brain is responsible for language and speech and is called the \"dominant\" hemisphere. The right hemisphere plays a large part in interpreting visual information and spatial processing. In about one third of people who are left-handed, speech function may be located on the right side of the brain. Left-handed people may need special testing to determine if their speech center is on the left or right side prior to any surgery in that area. **Aphasia** is a disturbance of language affecting speech production, comprehension, reading or writing, due to brain injury -- most commonly from stroke or trauma. The type of aphasia depends on the brain area damaged. **Broca's area: **lies in the left frontal lobe (Fig 3). If this area is damaged, one may have difficulty moving the tongue or facial muscles to produce the sounds of speech. The person can still read and understand spoken language but has difficulty in speaking and writing (i.e. forming letters and words, doesn\'t write within lines) -- called Broca\'s aphasia. **Wernicke\'s area: **lies in the left temporal lobe (Fig 3). Damage to this area causes Wernicke\'s aphasia. The individual may speak in long sentences that have no meaning, add unnecessary words, and even create new words. They can make speech sounds, however they have difficulty understanding speech and are therefore unaware of their mistakes. **Unveiling the Biological Basis of Mind** Brain research aims to understand the biological basis of learning, memory, behavior, perception, and consciousness. This encompasses investigating how neural circuits are formed, how they adapt to experience, and how they contribute to our unique mental abilities. 1. **Learning** Research explores how the brain changes with learning, including the formation of new synapses and neural pathways. 2. **Memory** Studies investigate how memories are encoded, stored, and retrieved, focusing on the roles of the hippocampus and other brain regions. 3. **Behavior** Researchers examine how neural activity underlies different behaviors, including decision-making, social interactions, and emotional responses. 4. **Perception** Studies investigate how the brain processes sensory information, transforming it into meaningful perceptions of the world. **Brain Research in Early Childhood Education** Early childhood is a critical period for brain development, with profound implications for a child\'s future learning, behavior, and overall well-being. Brain research in this area focuses on understanding how the developing brain is shaped by experiences and how these experiences can be optimized to foster healthy development. **Synaptic Growth** Early childhood is characterized by a rapid increase in synaptic connections, laying the foundation for cognitive abilities. **Brain Plasticity** The brain is highly adaptable during early childhood, making it a prime time for learning new skills and developing positive habits. **Environmental Influences** Experiences, such as nurturing relationships, stimulating environments, and quality education, can significantly impact brain development. **The Dynamic Process of Brain Development** Brain development is a continuous process of growth and organization, extending throughout childhood and adolescence. It involves the formation of new neural connections, the pruning of unused connections, and the ongoing refinement of brain circuits. 1. **Prenatal Development** The foundation for brain development is laid during prenatal development, with rapid growth and differentiation of brain cells. 2. **Early Childhood** Early childhood is marked by a surge in synaptic connections, particularly in areas associated with language, memory, and social skills. 3. **Adolescence** During adolescence, the brain continues to mature, with the prefrontal cortex, responsible for executive functions, undergoing significant development. **The Crucial Role of Brain Development** Proper brain development is essential for a child\'s lifelong success. It lays the groundwork for cognitive abilities, social-emotional skills, and physical development, impacting their ability to learn, interact with others, and navigate the world. - **Cognitive Skills** - Brain development underpins attention, memory, language, reasoning, and problem-solving skills. - **Social-Emotional Skills** - Healthy brain development supports emotional regulation, empathy, self-awareness, and social competence. - **Physical Development** - Brain development influences motor skills, coordination, and overall physical health and well-being. - **Academic Success** - A well-developed brain provides the foundation for learning and achieving academic success. **Factors Influencing Brain Development** A multitude of factors influence brain development, encompassing both genetic and environmental influences. These factors interact in complex ways, shaping the trajectory of a child\'s brain growth and function. - **Genetics** Inherited traits and predispositions play a role in brain development. - **Nutrition** Adequate nutrition provides essential nutrients for brain growth and development. - **Environment** Stimulating environments, nurturing relationships, and quality education are crucial for optimal brain development. - **Sleep** Adequate sleep is essential for brain consolidation, memory formation, and overall brain health. **Importance of Early Childhood Brain Research** Early childhood brain research is critical for informing policies, practices, and interventions that support optimal brain development. It provides valuable insights into how to create nurturing environments, promote healthy habits, and enhance early learning experiences. - **Improved Education** Research informs the development of effective teaching methods, curriculum, and interventions to support children\'s learning. - **Enhanced Child Development** Understanding brain development helps promote healthy growth, development, and well-being for all children. - **Informed Policy** Research provides evidence-based insights to guide policy decisions that support children\'s educational and developmental needs. **Practical Applications in Education** Brain research has yielded practical applications in education, leading to innovative strategies and programs that enhance learning and development. These approaches aim to capitalize on the brain\'s natural learning mechanisms and to foster healthy brain development. - **Active Learning** Engaging children in hands-on activities, interactive games, and collaborative projects promotes active learning and brain development. - **Social-Emotional Learning** Programs that focus on social-emotional skills, such as self-regulation, empathy, and problem-solving, contribute to healthy brain development. - **Personalized Learning** Tailoring learning experiences to individual children\'s needs and learning styles promotes optimal brain engagement and development. - **Early Intervention** Early intervention programs for children at risk for developmental delays provide crucial support for brain development and learning. **REFERENCES:** CDC, "Early Brain Development and Health." Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 25 Mar. 2022, https://www.cdc.gov/ncbddd/childdevelopment/early-brain-development.html. Center on the Developing Child (2007). The Science of Early Childhood Development (InBrief). Retrieved from www.developingchild.harvard.edu. Robinson LR, Bitsko RH, Thompson RA, et al. CDC Grand Rounds: Addressing Health Disparities in Early Childhood. MMWR Morb Mortal Wkly Rep 2017;66:769--772. DOI: . .. iggins, T., & Rojas, C. (2021). \*\*\"Prenatal Stress and Brain Development: A Review.\"\*\* \*Neuroscience & Biobehavioral Reviews, 127\*, 4-15. \[Prenatal Stress and BrainDevelopment\] () \[The Role of Early Childhood Experiences\]() The Cognitive Neuroscience of Early Development\]() Sensitive Periods in the Development of the Brain and Behavior.\"\*\* \*Annual Review of Psychology, 73\*, 141-166. DOI: \[10.1146/annurev-psych-030421-030027 ()\ \ - Kuhl, P. K. (2020). \*\*\"The Linguistic Genius of Babies: How Infants Learn Language.\"\*\* \*Nature Reviews Neuroscience, 21\*(7), 421-432. DOI: \[10.1038/s41583-020-00321-4\]() () **Reah Laon (Beced 3)** **ECE 16** **MULTISENSORY EXPERIENCE** Multisensory engagement is a powerful approach in early childhood education (ECE) that harnesses the power of multiple senses to enhance learning and development. By engaging children\'s senses of sight, hearing, touch, taste, smell, and movement, ECE practitioners can create a richer and more engaging learning experience that fosters deeper understanding, improved memory, and enhanced cognitive skills. **Benefits of Multisensory Engagement** **- Enhanced Cognitive Development**: Multisensory activities stimulate different areas of the brain, promoting cognitive development, problem-solving skills, and creativity. **- Improved Language and Literacy Skills:** Engaging multiple senses can strengthen connections in the brain that support language and literacy development. Children can build vocabulary, improve comprehension, and develop expressive language skills through multisensory activities. **- Strengthened Motor Skills:** Multisensory activities provide opportunities for children to practice fine and gross motor skills, such as hand-eye coordination, writing, and movement. This can help children develop physical coordination and dexterity. **- Increased Social-Emotional Growth:** Multisensory activities encourage collaboration, communication, and interaction among children, fostering social-emotional development and positive relationships. **- Enhanced Engagement and Motivation:** Multisensory learning makes learning fun and engaging, keeping children motivated and interested in exploring new concepts. This can lead to improved attention spans and a greater desire to learn. **Implementing Multisensory Engagement** **- Sensory Play**: Provide opportunities for children to explore different textures, sounds, and smells through sensory play. This could involve sensory bins filled with various materials, water tables, play dough, or sandboxes. **- Music and Movement:** Integrate music and movement into learning activities. Children can sing songs, dance, or play instruments to enhance memory and understanding. **- Visual Aids**: Use colorful visuals, pictures, flashcards, and real objects to support learning. This can help children visualize concepts and make connections between words and images. **- Hands-On Activities**: Encourage children to participate in hands-on activities that involve touching, manipulating, and creating. This could include building blocks, painting, or playing with puzzles. **- Storytelling and Dramatic Play:** Use storytelling and dramatic play to engage children\'s imaginations and help them explore different perspectives. This could involve reading aloud, acting out stories, or creating puppet shows. **- Outdoor Exploration:** Take advantage of outdoor spaces to provide children with opportunities to experience different textures, sounds, and smells. This could involve nature walks, gardening activities, or playing in a sandbox. **Name: Josh Ivan S. Pajenado** **Year & Course: BECED-2** **Subject: ECE 16** **Topic: Adults role in play** **Adults play a important role in guiding play, which is a important part of children's development.** **FACILITATOR** The facilitator is an active participant who gently guides the play without controlling it. They provide materials, ideas, or suggestions that might extend or deepen the children's play. Their goal is to encourage creativity, collaboration, and problem-solving while respecting the children's autonomy. They might ask open-ended questions to prompt thinking. **PARTICIPANT** The participant role involves the adult directly engaging in the play with the children. In this role, the adult is not leading the play but participating alongside the children, playing by their rules and within their imaginary scenarios. This involvement helps the adult understand the children's perspectives and contributes to a deeper connection with the children. **OBSERVER** As an observer, the adult watches the children's play without intervening. This role allows adults to assess children's development, social interactions, problem-solving skills, and creativity. The observer documents behaviors and interactions that provide insights into the children's learning and emotional well-being. Observing also helps adults identify moments when they may need to step in as facilitators or safety monitors. **SUPPORTER** The supporter provides emotional or physical support during play. This can involve helping children who feel excluded, offering encouragement, or providing reassurance to those who may feel frustrated or uncertain during certain activities. This role is important for boosting children's confidence and ensuring that play remains inclusive for all participants. **EVALUATOR** In this role, the adult assesses the overall effectiveness of the play activity. This involves evaluating whether the play is developmentally appropriate, inclusive, and aligned with learning objectives. The evaluator looks at whether the children are meeting specific learning goals through their play, such as enhancing motor skills, language development, or social skills. **SAFETY MONITOR** The safety monitor ensures the physical and emotional safety of children during play. They watch for any risks in the environment or play behavior, such as unsafe use of equipment or children getting overly aggressive. The safety monitor may also intervene if necessary, but they try to allow children to take reasonable risks that help them learn and grow. **Each role is important at different moments, and the ability to fluidly shift between them is key to creating an enriching play environment. For example, while one might start as a facilitator offering suggestions, they may step back to become an observer to give children the space to lead their play.** **\ ** Name: Daniela May Y. Perocho Course and Year: BECED 3 **ENVIRONMENTAL FACTORS THAT AFFECT CHILDREN'S PLAY** To some extent, 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 place space, social aspects, sensory features, familiarity of space and materials, and complexity and variety of materials. **The Size of a Play Space** The size of a play space has a significant impact on the way kids play. As therapists, teachers and parents, we can use this knowledge as we design learning, play and therapeutic experiences for kids. We can facilitate the development of gross motor skills by moving play-based treatment sessions to the playground or gym. We encourage social skills and imaginative play by incorporating opportunities for kids to interact in a smaller play space. **The Social Environment** Ensuring that a child feels safe and secure is essential for us as therapist and teachers because this feeling of safety is what allows kids to freely explore and engage with the materials and people in their surrounding. **The Sensory Features of the Environment** Just as it is important to assess children's sensory needs and preferences through assessment of the sensory features of the environment is important when looking at the way kids play. **Familiarity or Novelty of Space and Materials** Most of us can attest to the appeal of a new toy and or a new play space. Kids are naturally drawn to novelty. **Complexity and Variety of Space and Materials** It is 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 that have non-specific (e.g. loose parts) tent to promote more imaginative and dramatic play. **Name**: Merry Joy B. Lozada **Year and course**: BECED 3 **What Does a High-Quality Program for Infants Look Like?** A brightly colored mat on the floor, an unbreakable wall mirror low enough for babies to look at themselves, squishy blocks within reach on low shelves---everything\'s so inviting! When you visit a program, how can you tell if it\'s also safe and supportive for your baby? **A soothing environment.** Babies can get overwhelmed easily, so caregivers make sure the lights aren\'t too bright, the room isn\'t too cluttered, and recorded music is played only once in a while. **Defined areas**. The room is divided into separate areas for sleeping, playing, eating, and changing diapers. That way, everything and everyone stays clean and safe, and playing infants don\'t bother sleeping ones. **Secure open spaces (both indoors and outdoors).** Babies need to move on firm surfaces without being in a device or carrier---that\'s how they strengthen their muscles. Plus, they can explore the toys and objects that interest them. **Personal touches**. The room contains objects that are familiar to each child, like family photographs. **Simple, interesting materials.** The toys and objects can be used in a variety of ways, like baskets and pails that babies use to dump and fill. There are different types of the same toy, like blocks or balls, in various sizes and made out of different materials. When they\'re a little older, babies compare objects and learn to understand words like big, soft, smooth, and shiny. **Child-size furniture.** Chairs, tables, and shelves are sturdy, safe, and the right size for babies so they can be more independent as they start crawling or walking. **Small physical challenges**. Caregivers might put an interesting object just out of reach so that babies learn to coordinate their movements to stretch and grasp the object. Or they might add a short riser or a single step to give older infants some climbing practice. **Diverse books**. Caregivers read simple stories to children and provide them with sturdy board books. The books reflect the children\'s cultures and families. ***How Do Caregivers Plan Learning Experiences for Infants?*** High-quality programs use developmentally appropriate practice. This means that caregivers provide challenges that are not too hard or too easy---something babies can do with a little help. It also means that caregivers \* Plan based on each child\'s individual age and stage of development \* Help each child meet goals that are just right for that child \* Value each child\'s family and culture ***Caregivers focus on four main areas of your child\'s development:*** **Physical development.** Babies love to move, and all actions are learning activities for them. As your baby tries new skills and masters them---standing, walking, climbing---his caregiver responds to his growing independence by giving him more complicated toys and materials to explore safely. **Social and emotional development.** From the moment infants are born, they\'re ready to learn through meaningful interactions with people who care for them. As your baby grows, his caregiver will be there helping him learn how to share, take turns, treat others gently, and make friends. She\'ll encourage and guide him when necessary. **Thinking (cognitive) skills**. Your child is curious about the world around her. Your child\'s caregiver provides experiences that help her learn about cause and effect, imitate adults in her play, and use her problem-solving skills. **Language development**. Your child\'s caregiver helps him learn new words---and how conversation works---when she talks to him, waits for his response, and then responds to his sounds. **Families and Caregivers Working Together** Caregivers in high-quality programs know that you are the most important person in your child\'s life---and her first teacher. They want to partner with you to build a trusting relationship so that together, you support your infant\'s growth and development. Here are some things that make this great partnership work: **Respect**. Caregivers and families respect children\'s individual personalities and abilities. They also respect each other\'s differences, cultures, and backgrounds. Caregivers listen to families and try to understand their goals and concerns for their children. **Communication**. Caregivers share with families what their children are doing in the classroom, and families share with caregivers what their children are doing at home. Caregivers talk with you about your child\'s progress and accomplishments in all areas, such as her language and physical skills. They also talk with you about your child\'s napping, toileting, and other events. That way, they can do some things (like feeding) the same way you do them at home. Making routines more familiar for children helps them feel comfortable. **Openness**. Caregivers welcome families in the program at any time. You take part in decisions about your child\'s care, and you have opportunities to get involved with the program that take into account your family\'s interests and schedule. **Primary caregiving**. High-quality programs provide primary caregiving---one caregiver is mainly responsible for caring for a child\'s needs and interacting with his family. She isn\'t the only one who ever interacts with your child, but she\'s your main contact, and your family can depend on her. When your child knows his needs will be met, he feels confident to try new things. **What Does a High-Quality Program for Toddlers Look Like?** Soft carpets, comforting family photos, colorful toys---everything\'s so cozy! Effective teachers design classrooms that are organized and familiar and that encourage children\'s learning. When you visit a program, how can you tell if it\'s safe and supportive for your toddler? Every toddler room might look a little different, but some things stay the same in all high-quality environments. Look for these things: **Separate play areas**. Play spaces are organized by interest areas. For example, there are areas with materials for quiet play and more active play. Toddlers can play alone or in small groups. **Secure open spaces (both indoors and outdoors)**. Children have many opportunities for active play. The play equipment is safe and challenging for toddlers. **Personal touches**. There are objects in the room that are familiar to each child, like family photographs and children\'s artwork. These are placed low enough for toddlers to see. **Simple, interesting materials**. Toddlers use their senses to explore materials---objects to bang and make noises with, sand to scoop, and playdough to squeeze. **Child-size furniture.** Chairs, tables, and shelves are sturdy, safe, and the right size for children so they can be more independent. **Diverse books**. Teachers read simple stories to children and provide sturdy board books for toddlers to look at. The books reflect the children\'s languages, cultures, and families. ***How Do Teachers Plan a Curriculum for Toddlers?*** **High-quality programs use developmentally appropriate practice.** This means that teachers provide challenges that are not too hard or too easy---something toddlers can do with a little help. It also means that when teachers choose materials, activities, and strategies to use with toddlers, they think about \* What most toddlers need---like moving and being active throughout the day \* What individual toddlers need---like giving child-size scissors and paper to Grace, who enjoys using scissors and has mastered how to use them \* Ways to support every child\'s family and culture---like putting clean clothes on Poppy at the end of the day if her clothes are really messy, because cleanliness is important to her family. ***Teachers focus on four major areas of your child\'s development:*** **Physical development**. Toddlers love to move---climbing, jumping, dancing! Teachers offer your child many ways to be active, both indoors and outdoors. They also provide materials and activities that interest children his age and help improve his hand coordination, like scribbling with crayons and stacking toys. **Social and emotional development**. Teachers model behaviors like sharing and apologizing so toddlers can learn by example. They give your child opportunities to try new social skills and to try doing things for herself. Teachers encourage children and help them express their feelings in positive, healthy ways. **Thinking (cognitive) skills.** Cognitive development is your child\'s ability to make sense of the world around him. It includes memory, language, thinking, and reasoning. Classrooms are set up so toddlers can learn to how to solve problems by sorting objects, doing puzzles, taking things apart and fitting them back together, and so much more! Teachers offer children a range of activities and experiences that inspire and challenge them, from building on their curiosity ("You\'ve been watching that butterfly a long time. Where do you think it\'s going, Sebastián?") to helping them use their imagination ("Oh, no, there\'s a leak in our boat! How else can we cross the moat?"). **Language development**. Teachers spend a lot of time talking to children so that they learn how words should sound and how conversations go back and forth. They read books with simple stories and use songs, rhymes, and finger plays that have repeating patterns. They also help toddlers by asking questions about the books they read ("Ivy lost her doll. What do you think will happen next?"), expanding on their answers ("You said, 'Cry.\' Do you think Ivy is sad about losing her favorite toy?"), and using new words ("Look how excited Ivy is now that she found her doll!"). **Families and Teachers--- Working Together** Teachers in high-quality programs welcome all families. They know that you are the most important person in your child\'s life---and her first teacher. They want to work with you to build a trusting relationship that supports your toddler. Let\'s see what makes this great partnership work! **Respect**. Teachers and families respect children\'s individual personalities and abilities. They also respect each other\'s differences, cultures, backgrounds, and opinions. Teachers incorporate each child\'s culture and home language into the program, and ask families to help choose materials that are familiar and meaningful to the children. **Communication**. Teachers communicate with families often. They share what their children are doing in the classroom---especially children\'s new skills and knowledge---and families share with teachers what their children are doing at home. **Listening**. Families listen to what teachers know about early care and education. Teachers listen to families to understand their goals and concerns for their children. **Openness**. Teachers make families feel welcome and offer different ways for them to get involved with the program, like coming in to read a story with a child or help out at snack time. Teachers try to learn a few words in children\'s home languages to make them feel welcome. **Primary caregiving**. High-quality programs provide primary caregiving, which means that one adult is mainly responsible for caring for a child and interacting with his family. Your child feels safe and confident knowing he can depend on his teacher. **Continuity** of care. Great programs have continuity of care, which means one caregiver stays with a small group of toddlers for a long time. Children aren\'t constantly moved to new rooms with new teachers