ITP Week 1-4 Notes PDF

LESSON 1 adult who pays full attention to the child (down on the floor) and is responsive rather than directive. Principles, Practices and Curriculum...

LESSON 1 adult who pays full attention to the child (down on the floor) and is responsive rather than directive. Principles, Practices and Curriculum Gross motor Curriculum - A plan for learning that is all-inclusive and -Physical movement that requires the use of larger muscles centers on connections and relationships with an infant or such as rolling over, pulling up, climbing, walking, running, toddler in a caregiving center or home child care. jumping. Types of Curricula in School o Recommended Curriculum -For Basic Education, these are recommended by the Department of Education (DepED), for Higher Education by the Commission on Higher Education (CHED) and Vocational Technical Education by Technical Education, Skills Development Authority (TESDA). o Written Curriculum - This includes documents based on the recommended curriculum. They come in the form of courses of study, syllabi, modules, books, instructional guides among others. o Taught Curriculum - From what has been written or planned, the curriculum has Interactions to be implemented or taught. - Mutual and reciprocal actions that relate one to another. Relationships o Supported Curriculum - These include print materials like - The state of being related, an important requirement for books, charts, posters, worksheets, or non-print materials like infant toddler education. PowerPoint presentation, movies, slides, models, realias, Scaffolding mock-ups and other electronic illustrations. -A temporary structure of support provided by adults at an appropriate level to help children increase their competence o Assessed Curriculum at a given task or interaction. - It can either be assessment for learning, assessment as Three-R interactions learning or assessment of learning. If the process is to find the - An interaction that is respectful, responsive, and reciprocal. progress of learning, then the assessed curriculum is for Sensory input learning, but if it is to find out how much has been learned or -That which comes in and is received through the eyes, ears, mastered, then it is assessment of learning. nose, mouth, and skin. This information is used to understand o Learned Curriculum one's environment and interactions. Sometimes called - Learned curriculum will also demonstrate higher order and "sensory stimulation. critical thinking and lifelong skills. Wants-nothing quality time -Quality time in which the adult is available and responsive to o Hidden Curriculum the child but is not directing interaction, activity or play. - Teachers must have good foresight to include these in the Wants-something quality time written curriculum, in order to bring to the surface what is -Quality time in which the adult and child are involved in a hidden. task the caregiver has set up. The caregiver pays attention and includes the child in the process or task Floor Time - the opposite of time-out, when, instead of having attention removed, a toddler who is exhibiting difficult behavior has an 3 R's of Early Learning: Relationships, Repetition, Routines The ten principles based on a philosophy of respect from the work of Magda Gerber Research shows three important processes that shape young Principle 1: Involve infants and toddlers in things that children’s development and early learning. We refer to these concern them. Don't work around them or distract them to get processes as the 3 R's of Early Learning: Relationships, the job done. Repetition, Routines ™. These processes are important Principle 2: Invest in Quality time because they focus on how children learn in addition to what Principle 3: Learn each child's unique ways of communicating they learn. and teach yours. Principle 4: Invest time and energy to build a total person. 1. Relationships Principle 5: Respect infants and toddlers as worthy people. - Nurturing and responsive relationships are the Principle 6: Be honest about your feelings. foundation for healthy development and early Principle 7: Model the behavior you want to teach. Don't learning. From the time they are born, children have preach. thousands of interactions each day with their Principle 8: Recognize problems as learning opportunities. caregivers, other family members and other adults in Let infants and toddlers try to solve problems on their own. their lives such as practitioners in early education and Principle 9: Build security by teaching trust. care programs. Toddlers and preschoolers also have Principle 10: Be concerned about the quality of development many interactions with other children. When children in each stage. have consistent and positive interactions with others, they are experiencing relationships that support their The Importance of Infancy and Toddlerhood brain development and their learning. Why understand human development during infancy? 2. Repetition Infancy is a time when tremendous growth, coordination, and - Children benefit from repeated opportunities to learn. mental development occur. Most infants learn to walk, For example, hearing a caregiver use a word manipulate objects, and can form basic words by the end of repeatedly or having many opportunities to crawl infancy. By 5 months a baby will have doubled its birth weight toward a favorite toy or person helps children learn and tripled its birth weight by the first year. By the age of 2, new skills or master ones they have learned. Some a baby’s weight will have quadrupled! children might need more repetition or practice than others. For all children, repeated learning Researchers have given this part of the life span more opportunities within everyday routines help build attention than any other period, perhaps because changes connections in the brain that advance development during this time are so dramatic and so noticeable. We know and learning. that much of what happens during these years provide a 3. Routines foundation for one’s life to come, however, it has been argued - Relationships and repetitions should occur in the that the significance of development during these years has context of everyday routines and activities. Routines been overstated (Bruer, 1999). Nevertheless, this is a period of are predictable and often have several steps (e.g., life that contemporary educators, healthcare providers, and changing a diaper). Activities can occur within a parents have focused on quite heavily. It is also a time period routine (e.g., playing a game of peek-a-boo during a that can be tricky to study—how do we learn about infant diaper change) or they can stand alone (e.g., painting speech when they cannot articulate their thoughts or feelings? at an easel with a friend). Everyday routines and For example, through research we know that infants activities provide opportunities for children to understand speech much earlier than their bodies have practice skills or learn new skills when and where they matured enough to physically perform it; thus it is evident that are meaningful and useful. Some routines and their speech patterns develop before the physical growth of activities happen at home, while others happen in the their vocal cords is adequate to facilitate speech. community or in early education and care programs. Many happen in more than one place, so children The early years are a time of rapid physical, cognitive, social, have repeated opportunities to engage in nurturing and emotional development, which have a direct effect on a and responsive relationships. This also means they baby’s overall development and the adult they will become. have repeated opportunities to practice skills in different places and with different people or with different toys or materials. Ten Principles on the Philosophy of Respect Magda Gerber (November 1, 1910 – April 27, 2007) was an early childhood educator in the United States and is known for teaching parents and caregivers how to understand babies and interact with them respectfully from birth.  educational sciences have revealed that participation in early childhood care and education programmes boosts children’s school readiness and reduces the gap between socially advantaged and disadvantaged children at the starting gate of school. - From a human rights perspective, expanding quality early learning is an important means for realizing the right to education within a lifelong learning perspective. ECCE provides a significant preparation to basic education and a lifelong learning journey. In 2021, only 22% of United Nations Member States have made pre-primary education compulsory, and only 45% provide at least one year of free pre-primary education. Only 46 countries have adopted free and compulsory pre-primary education in their laws. How has access to ECCE evolved? Overall, there has been significant global progress in achieving inclusive and high-quality ECCE. Globally, the ratio for pre-primary education has increased from 46% in 2010 to The Need for Early Care and Education 61% in 2020. The global ratio for participation in organized learning one year before the official primary school entry age The right to education begins at birth. also increased to reach 75% in 2020. However, in low- and lower middle-income countries, fewer than two in three - But new UNESCO data shows that 1 out of 4 children children attend organized learning one year before the official aged 5 have never had any form of pre primary primary entry age. Furthermore, the proportion of children education. This represents 35 million out of 137 million receiving a positive and stimulating home environment 5-year-old children worldwide. Despite research that remains significantly low with only 64% of children having proves the benefits of early childhood care and positive and nurturing home environments. Great regional education (ECCE), only half of all countries guarantee disparities remain the biggest challenges. In sub-Saharan free pre-primary education around the world. Africa, only 40% of children have experienced a positive and - UNESCO’s World Conference on Early Childhood Care stimulating home learning environment compared to 90% of and Education taking place in Tashkent, Uzbekistan children in Europe and Northern America. on 14-16 November 2022 will reaffirm every young child’s right to quality care and education, and call for What are the consequences on foundational learning? increased investment in children during the period - ECCE is a prerequisite for meeting the right to learn from birth to eight years. and to develop. In particular, access to pre-primary education is a basis for acquiring foundational Why is early childhood care and education important? learning including literacy, numeracy and - The period from birth to eight years old is one of socio-emotional learning. Yet, according to the recent remarkable brain development for children and estimate, about 64% of children in low- and represents a crucial window of opportunity for middle-income countries cannot read and understand education. When children are healthy, safe and a simple story at age 10. The roots of this learning learning well in their early years, they are better able poverty start in ECCE and its lack of capacity to make to reach their full developmental potential as adults children ready for school. and participate effectively in economic, social, and - civic life. Providing ECCE is regarded as a means of What are the policies, governance and financing promoting equity and social justice, inclusive implications? economic growth and advancing sustainable - It is time for societies and governments to implement development. relevant policies to recover and transform their ECCE - A range of research and evidence has converged to systems. ECCE is seen by many countries as a key support this claim. First, neuroscience has shown that part of the solution to a myriad of challenges the environment affects the nature of brain including social inclusion and cohesion, economic architecture – the child’s early experiences can growth and to tackle other sustainable development provide either a strong or a fragile foundation for challenges. According to the 2022 Global Education later learning, development and behaviors. Second, Monitoring Report, 150 out of 209 countries have set the larger economic returns on investment in targets for pre-primary education participation by prior-to-school programmes than in programmes for 2025 or 2030. The proportion of countries that monitor adolescents and adults has been demonstrated. Third, participation rates in pre-primary education is  expected to increase from 75% in 2015 to 92% in 2025 Making ECCE educators and caregivers a transforming and 95% in 2030. It is expected that the pre-primary force: For the transformation of ECCE to take place, ECCE participation rate for all regions will exceed 90% by educators need to be adequately supported and empowered 2030. In Central and South Asia, East and South-East to play their part. Asia, and Latin America and the Caribbean, Improving governance and stakeholder participation: participation rates are expected to be nearly 100%. At Countries have adopted different modes of governance. There the same time, it is projected that participation rates are generally two systems that are followed, an integrated in Northern Africa and Western Asia will be about 77% system and a split system. by 2030. Using funding to steer ECCE development: Strengthening What are the obstacles to ensuring access to quality ECCE? domestic public financing is important for providing - Policy fragmentation: In many countries, ECCE affordable ECCE. Since ECCE services are offered by different policies and services are fragmented and do not ministries, there must be a clear demarcation of funding and leverage whole-of-government and whole-of-society financing rules for different sectors and different ministries. approaches to addressing the holistic needs and Innovative financing may include earmarking resources from rights of families and their young children. This is economic activities and other sources. particularly challenging for national governments with Establishing systems for monitoring and assessing limited resources, low institutional capacities and whole-of-child development. System-level action in weak governance. strengthening the availability and reliability of data obtained from assessments enables efficient and timely monitoring of - Lack of public provision: Non-state provision of ECCE programmes and child developmental milestones. continues to grow in many contexts, and the role of Galvanize international cooperation and solidarity. The non-state actors in influencing policy development World Conference on Early Childhood Care and Education is and implementation is evident. Non-state actors an opportunity to mobilize existing global, regional, and provide a large proportion of places in pre-primary national networks to increase focus on identifying and sharing education. In 2000, 28.5% of pre-primary aged children were enrolled in private institutions, and this 10 Components of High Quality Child Care for Infants and rose to 37% in 2019, a figure higher than for primary Toddlers (19%) or secondary (27%) education. National experts have identified 10 research based - Insufficient regulation of the sector: Specific components that are essential to high quality child care. regulations and standards for ECCE are not in place in 1. Child Care Programs Following Appropriate Health and most countries. Regulations usually do not establish Safety Practices quality assurance mechanisms and those that do, - New York State ensures that basic health and safety tend not to focus on outcomes. requirements are met by licensing child care centers - Chronic underfunding: An average of 6.6% of and registering family day care homes. With education budgets at national and subnational levels standards among the highest in the nation, New were allocated to pre-primary education. Low-income York’s child care regulations address everything from countries, on average, invest 2% of education budgets hand washing procedures and sanitation practices for in pre-primary education, which is far below the minimizing the spread of infection, to policies for target of 10% by 2030 suggested by UNICEF. In terms administering medications and guidelines for safe of international aid, pre-primary education remains sleeping. the least funded sector. 2. Staff Well Trained in Early Childhood Development (0-3) What are the solutions? - According to research, staff education and training is one of the best ways to rate child care quality and Political will and ownership are key to transforming ECCE. predict long term success. The last decade’s findings UNESCO’s review highlights progress in some countries, giving about early brain development tell us that baby and an indication of what is required to successfully strengthen the toddler caregivers need to study early care and capacity of ECCE systems: education rather than pre-school or elementary Expanding and diversifying access: Increasing investment education. Early care and education focuses on the and establishing a legal framework to expand ECCE services unique learning abilities of babies and toddlers and are essential steps. Innovative ECCE delivery mechanisms trains caregivers how to plan appropriate activities, such as mobile kindergartens with teachers, equipment for how to use daily routines to bond with babies, and learning and play, have been deployed in some countries to how to provide cognitive stimulation through reach remote areas and provide children with pre-primary conversation, interaction and responsive relationships. education. 3. Age Appropriate Environments Enhancing quality and relevance: ECCE curriculum - Children under 3 learn through continuously exploring frameworks should cover different aspects of early learning and interacting with their environment, which includes and prepare children with essential knowledge, skills, and the emotional climate of a child care setting as well as dispositions to transit smoothly to formal education. the physical space. Babies and toddlers need safe  spaces for quiet and active play (both inside and capabilities. The primary caregiving system outdoors), safe spaces for sleeping, and spaces to encourages responsiveness. interact one-on one with individual caregivers. Within 7. Curriculum, Observation and Individualized the environment they need toys and activities Programming selected primarily for individual interests and abilities - The 0 – 3 curriculum is based upon a sound rather than one-size-fits-all group play. understanding of child development and appropriate practices while taking into account the individual 4. Small Groups with Optimal Ratios needs and temperaments of each child in care. The - Group size and adult child ratios determine the curriculum includes: amount of time and attention each caregiver can a) the goals for children’s development, devote to each child. Infants need individualized care b) the experiences that will be provided, and one-on-one time for interactions and routines. As c) the role for caregivers and families, they grow, they can play more independently and can d) the materials used. handle small group activities. NY State regulations require: Caregivers plan for each day, individualizing activities, a) 1 caregiver for every 4 infants (6 weeks to 18 months) – materials and schedules according to the routines of each group size no larger than 8 child and his or her developmental stage. Observation and b) 1 caregiver for every 5 toddlers (18 months – 36 months) – discussion among caregivers and families provides deeper group size no larger than 12 understanding of each child and a basis for documenting c) A family child care provider may care for no more than 2 developmental progress towards stated goals. children under age two d) While these standards are among the best in the nation, the 8. Emerging Language and Literacy National Association for the - The path to literacy begins with conversations Education of Young Children and Zero to Three recommend 1 between caregivers and young children. Research tells adult to every 3 babies or 4 us that a caregiver is laying the foundation for toddlers. language and reading when she talks aloud to a baby throughout the day, repeating back his babbling, 5. Primary Caregiver and Continuity of Care asking him questions, reading his books, and singing - Assigning each child a primary caregiver promotes him songs. A caregiver promotes language the caring one-on-one relationships that help babies development when she uses simple words and keeps a thrive. A baby develops trust as her primary caregiver balance between listening and talking with the child learns to respond appropriately to her unique and provides a childcare environment rich with temperament, her needs and her interests by being age-appropriate books, interesting pictures and the one who almost always diapers her, feeds her, photos to talk about, labels, and other printed puts her to sleep, and communicates with her family. material. The child’s security deepens as her primary caregiver develops a positive relationship with her family and 9. Family Involvement and Cultural Continuity comes to know their values and wishes for their child. - New York’s children come from a huge variety of This holistic relationship provides the security and ethnic, religious and linguistic backgrounds. High trust that enables the child to explore and flourish in quality programs incorporate practices that reflect group care. Ideally, a child has the same primary the values and beliefs of the families and the cultures caregiver until age three, which spares her the trauma of their communities. In their work with families, of leaving someone to whom she is securely attached caregivers respect differences and strive to become and having to adjust all over again to someone who more culturally competent. Caregivers welcome does not know her. Stability is important for healthy parents into their child’s classroom, use the child’s emotional development, which provides the home language whenever possible, and organize underpinnings for all other areas of development. special events that include the child’s family members. 10. Comprehensive Support Services 6. Active and Responsive Caregiving to Support Children’s - In addition to providing a protective and enriching Development environment for children, high quality child care - The active and responsive caregiver takes cues from serves as a source of support for families. Child care each child to know when to expand on the child’s can become a family’s connection to essential initiative, when to guide, when to teach and when to community services including a medical home, mental intervene. She recognizes signs of stress in the child health and social services, and therapeutic and takes appropriate action to adapt to the child’s interventions. Open communication among child care needs. Responsive caregiving requires careful and service providers creates a more holistic and observation, knowledge of child development and accessible system for families. respect for each child’s temperament, interests and How Infants Develop and Learn LESSON 2 - Infants—babies from birth to 18 months—learn so much in a short time. While each child develops at a Play & Exploration as Curriculum different rate, here are some tried-and-true practices that help all infants learn best. PART I: Through relationships with caring adults. It's important for VISION & PRINCIPLES your child to have nurturing relationships with the adults who care for her. Decisions are more easily made when educators have Through active, hands-on play. Babies look, smell, hear, reflected upon and are clear about what it is they believe taste, and touch their way to understanding the world around about teaching and learning, about children and their life in them. Moving around freely in a safe space, babies can reach the program, about their own goals, and about what they and explore objects—a key to learning. Caregivers offer hope the children will become. (Wassermann, 2000, p. 41 infants safe, interesting materials that spark their curiosity and invite babies to discover what they can do with their own VISION bodies and with the things around them. - Early learning programs are holistic, responsive, and By connecting new ideas to what babies already know developmentally appropriate. They focus on the and can do. All of us learn best when we can link new healthy development of the whole child – social, information to what we already know. Caregivers help babies emotional, physical, intellectual and spiritual do this so that they build knowledge. Caregivers also connect development. Children, family members and early learning to whatever your child is interested in, whether that's childhood educators collaborate in enriching wheels or music or faces! children’s learning and growth. By exploring and making sense of their world. High-quality programs give infants plenty of time to play and explore. Did you know? Babies need lots of experiences with objects and people to begin figuring them out. Caregivers help by telling babies the CONVENTION ON THE RIGHTS OF THE CHILD names of objects and describing what your child is doing. Over time, your infant begins to understand what things are - The Convention on the Rights of the Child (Office of and how they work. the High Commissioner for Human Rights, 1989) With support from caregivers. Working with infants involves declares that children have a right to play and their so much more than caring for their physical needs. Caregivers education should aim for holistic growth and interact with children and offer them enjoyable experiences development. that lay the foundation for learning. Some of the ways they support babies are by: Our Goals oNoticing your child's signals to learn what he's saying through his sounds and actions CHILDREN AND THEIR LEARNING EXPERIENCE o Building trust by responding quickly to babies' needs oSetting up schedules and following familiar routines (for - Children engage in open-ended exploration with example, lunch or bottle time is usually followed by naptime). increasing independence, acknowledge their Babies learn better when they feel secure and know what to expanding abilities, and communicate their expect. understanding of the world with confidence and oTalking to your child during caregiving times, like feeding creativity. and diaper changing. This makes your child feel valued and helps her build a strong bond with her caregiver. CHILDREN AND THEIR RELATIONSHIPS oDescribing to your infant what's happening throughout the - Children relate positively and responsibly with their day. Regular communication helps him build lifelong language peers, adults, families and community members. skills. oCreating safe spaces for your baby to move comfortably and CHILDREN AND THEIR ENVIRONMENTS freely, with interesting materials for her to explore - Children experience healthy, inclusive and safe oAsking about routines you do at home with your child so the settings that enhance their learning and well-being. caregivers can do some of the same things at the program oKeeping you up to date on what your child knows and is PRINCIPLES OF EARLY LEARNING learning so you don't miss a thing oOffering lots of active playtime. Caregivers give babies CHILDREN AS COMPETENT LEARNERS plenty of space to play and build their muscles and - Accept that children are competent co-learners with coordination. educators and learn best when their ideas are valued, oGiving infants the chance to explore outdoors every day if their physical needs are met and they feel possible. Spending time outside helps children's health and psychologically secure brain development. Caregivers take babies on walks and also let them move freely in a secure outdoor space.  discussions that elicit children’s understandings, questions or ideas about a topic or issue HOLISTIC DEVELOPMENT AND LEARNING - Integrate the domains of social-emotional, physical, NEGOTIATOR intellectual, and spiritual development into learning - In a quality early learning program, educators assist experiences children in thinking and expanding their ideas and projects by questioning and offering resources STRONG POSITIVE RELATIONSHIPS - Partner with children, families and community in SUPPORTER OF CHILDREN’S PARTICIPATION IN program planning DECISION MAKING - Educators respect children as competent learners who STIMULATING AND DYNAMIC ENVIRONMENTS are able to participate in decisions that affect their - Facilitate and guide play, exploration and discovery learning opportunities as important processes in enhancing children’s holistic development FACILITATOR OF SMALL GROUP LEARNING - Educators engage children in small group play "[Children's] bodies, minds, emotions and spirits come to us as investigations or support individual exploration of an a package all wrapped up in an ever-accumulating set of idea or combine small groups and additional children experiences, relationships and connections that shape in a project of mutual interest. learning. [Early childhood educators] must act with intention to make our beliefs about the value of children, childhood, SUPPORTER OF SOCIAL RELATIONSHIPS family, community and the learning and teaching process - Current literature emphasizes the educator’s role in visible in the environments we create in children's programs." modeling appropriate communication and problem (Carter & Curtis, 2003, p. 7) solving skills that encourage children’s ability to form and maintain relationships EXPANDED ROLES - The following expanded roles are adapted from Fraser PARTNER WITH FAMILIES (2006) and describe the changes that educators are - Educators honor the families’ role as children’s first embracing in their professional practice: teachers and collaborate with them to provide consistent support and culturally sensitive learning OBSERVER opportunities. - Observations are used to review processes, reflect on and analyze children’s learning and as a foundation SUPPORTER OF DIVERSITY for program planning. - Educators include all children in activities, stories, discussions and experiences that expose new ways of DOCUMENTER cooperating, new information about cultural - Many educators have experienced recording understandings, practices or languages and anecdotal notes and may have shared these additional ways of supporting each other. descriptions with parents. WHY IS THE PHYSICAL ENVIRONMENT IMPORTANT FOR LISTENER LEARNING AND PLAYING? - Children contribute ideas through conversations and initiate actions that demonstrate their learning Introduction RESEARCHER - A well-arranged environment should enhance - In this expanded role, the educator researches other children’s development through learning and play. It methods, strategies or play experiences based on facilitates classroom management and supports the observation and discusses the ideas with children. implementation of curricular goals and objectives (Catron & Allen, 2007). The way the physical CREATOR OF STIMULATING ENVIRONMENT environment is designed and configured influences - To create a stimulating learning environment, how children feel, act, and behave. The physical educators are moving away from the use of environment allows growth and development through commercial materials, decorations and adult-directed activities and materials in defined play areas. themes. Definition of the Environment CO-CONSTRUCTOR OF KNOWLEDGE - Environment is defined as the physical environment, - The program content is negotiated by educators and its surroundings, and a specific setting (Vickerius & children. Educators share information or engage in Sandberg, 2006).  - The physical environment will vary depending on the Pre-Attachment Stage age and number of children in the classroom, as well as the goals of programs and specific activities in the From birth to 3 months, infants do not show any particular classroom. attachment to a specific caregiver. INFANT CLASSROOM infant's signals, such as crying and fussing - Will designate the eating, sleeping, diapering, and play areas as primary for activities. However, the Indiscriminate Attachment most important space in which activities will be Between 6 weeks of age to 7 months, infants performed is the play area. develop trust that the caregiver will respond to their needs distinguishing between familiar and unfamiliar people, TODDLER CLASSROOM responding more positively to the primary caregiver even - has eating, napping, diapering, toileting, and playing when they encounter other people. areas. Play continues to be very important, and learning centers become more obvious for this Discriminate Attachment age-group. Areas are subdivided into dramatic, block, 7 to 11 months of age, infants art, library, manipulative, and science learning protest when separated from the primary attachment figure centers. (separation anxiety), and begin to display anxiety around strangers (stranger anxiety). PRESCHOOL CLASSROOM - will have similar physical space needs to the toddler Multiple Attachments classroom. The only difference is the diapering area, 9 months of age -2 years no longer needed in the preschool classroom children begin to form strong emotional bonds with other caregivers beyond the primary attachment figure. A Safe Environment Includes the father, older siblings, and grandparents. FIRE SAFETY. Secure attachment - In order for children to be familiar with fire drill Children feel secure and happy routines, teachers should be trained and conduct They get distressed by their caregivers absence, but assured regular fire drills. This would allow children not to be of their return. frightened if a real emergency did occur Four phase of Attachment SANITATION AND BATHROOM FACILITIES. - All child care centers are required to have adequate Ambivalent attachment washing sinks, toilets, soap dispensers, and a towel Children feel insecurities rack. They get distressed when their caregivers leave LIGHTING, VENTILATION, AND TEMPERATURE. Avoidant attachment - Adequate lighting is of the essence in a classroom. children avoid parents or caregivers, showing no preference between a caregiver and a complete stranger LESSON 3: Attachment And Perception result of abusive or neglectful caregivers. What is Attachment? Disorganized attachment - Attachment refers to a relationship bond between a confusing mix of behavior, seeming disoriented, dazed, or child or young person and their primary caregiver. confused. This bond is formed in the early years and has a They may avoid or resist the parent. Lack of a clear long-term impact on a child's sense of self, attachment pattern is likely linked to inconsistent caregiver development, growth and future relationships with behavior others. Factors That Influence Attachment Attachment theory focuses on relationships and bonds (particularly long-term) Quality caregiving: between people, including those between a parent and child When caregivers respond quickly and consistently, children and between romantic partners. learn that they can depend on the people who are responsible for their care, which is the essential foundation for John Bowlby (February 26, 1907 - September 2, 1990) attachment. This is a vital factor. Four stages of Attachment Opportunity for attachment Children who do not have a primary care figure, such as those maturing brain becomes more specialized to assume more raised in orphanages, may fail to develop the sense of trust complex functions, it is less capable of reorganizing and needed to form an attachment. adapting to new or unexpected challenges 4. Cognitive, emotional, and social capacities are How brain development is influenced by attachment? inextricably intertwined throughout the life course. The emotional and physical health, social skills, and Brain Development cognitive-linguistic capacities that emerge in the early years are all important prerequisites for success in school and later The brain grows rapidly during the first three years of life. in the workplace and community. Experiences shape how the brain grows. When it is stimulated in positive ways, the brain forms 5. Toxic stress damages developing brain architecture, which connections related to those experiences. can lead to life-long problems in learning, behavior, and physical and mental health. Attachment affects brain development in two important ways. Attachment Issues - First, because the child feels safe and cared for, the - Attachment issues develop in young children when the brain can use its energy to develop pathways crucial attachment bond—the emotional relationship that for higher level thinking develops between an infant and their primary caretaker—is disrupted or not developed securely. Frontal Cortex development. - By providing a "home base" from which a child can Attachment Issues or Disorders safely explore the world, secure attachment allows the - Children with attachment problems tend to fall on a child to have more varied experiences and therefore spectrum, ranging from mild issues to attachment build more connections in the brain. disorders. While mild attachment issues are usually easily addressed, in cases of severe attachment Social and Emotional Development issues, your child may be diagnosed with one of two - Attachment to a primary caregiver is the foundation distinct attachment disorders: of all future relationships. 1. Reactive attachment disorder (RAD). A child with RAD Secure attachment leads to the development of empathy. If rarely seeks comfort when distressed and often feels unsafe a child sees herself as worthwhile and deserving of care, she is and alone. They may be extremely withdrawn, emotionally also able to see others that way. detached, and resistant to comforting. They may push you away, ignore you, or even act out aggressively when you try Self Regulation to get close. Read: Reactive attachment disorder (RAD). - When infants are overwhelmed, stress hormones are released in the brain. When caregivers respond with 2. Disinhibited social engagement disorder (DSED). With soothing behaviors, they help the child reduce these DSED, a child doesn’t seem to prefer their parents over other hormones. people, even strangers. They’ll seek comfort and attention from virtually anyone, and won’t exhibit any distress when a Trauma and Attachment parent isn’t present. While they are overly familiar with - Children with trauma histories may have a wide range strangers, children with DSED often have trouble forming of problems related to lack of secure attachment; meaningful connections with others. these include developmental delays, difficulty with emotional regulation, impaired social relationships, Both types of attachment disorder are more common in young aggression, low self-esteem, and depression. children who have been traumatized, abused, spent time in foster care or orphanages, or separated from their primary Brain Research caregiver after establishing a bond, such as an extended stay in hospital. These children may have difficulty relating to 1. Brains are built over time, from the bottom up. The basic others and can be developmentally delayed. architecture of the brain is constructed through an ongoing process that begins before birth and continues into adulthood. Ways to Promote Healthy Attachment. 2. The interactive influences of genes and experience shape Educate the developing brain. - Make sure caregivers know why secure attachment matters and the behaviors that build it. 3. The brain’s capacity for change decreases with age. The brain is most flexible, or “plastic,” early in life to accommodate a wide range of environments and interactions, but as the Be Involved ★ Tactile System - Attachment is largely dependent upon what parents ★ Vestibular System do. Therefore, while your little one is an infant, it is ★ Proprioceptive System especially important that you are present, interactive, and positively engaged with him. Tactile System - Allows us to sense, perceive, organize, and integrate Be Sensitive information through the receptors on our skin. - Your little one needs your consistent warmth and responsiveness, especially in these first 12 months of Vestibular System life. Responding to her cries and being sensitive to her - sensory system that is responsible for providing our signals shows her that she can trust you to meet her brain with information about motion, head position, needs. and spatial orientation Be Appropriate Proprioceptive System - He is learning from every interaction with you; - is the sense that lets us perceive the location, remember that you are modeling for him how to be in movement, and action of parts of the body. control of your behavior and emotions. What is Perception? Be Affectionate - Perception refers to how children use their senses to - When you interact with her, let her see how much you gather and understand information and respond to enjoy her. Hug, giggle, snuggle, coo with her. Show her the world around them. Infants and toddlers use that you notice when she makes a face or tries to talk. perception during interactions, for exploration, and to make sense of their experiences. Sensory Integration - a term used to describe processes in the brain that What is Perceptual Development? allow us to take information we receive from our 5 senses, organize it, and respond appropriately PERCEPTUAL DEVELOPMENT - Refers to how children start taking in, interpreting, WHAT ARE SEVEN SENSES? and understanding sensory input - They will be able to use sensory input to change an ➔ Sight (Vision) action or behavior. Children learn about their world by ➔ Hearing (Auditory) engaging their senses with their surroundings. ➔ Smell (Olfactory) - Perception is also strongly related to the ➔ Taste (Gustatory) social-emotional domain, such as when young ➔ Touch (Tactile) children perceive the differences between various ➔ Vestibular (Movement): the movement and balance facial expressions and come to understand what they sense, which gives us information about where our may mean. head and body are in space. Helps us stay upright when we sit, stand, and walk. Multisensory Experience ➔ Proprioception (Body Position): the body awareness - Our experience of the world involves a number of sense, which tells us where our body parts are relative senses, including (but perhaps not limited to) sight, to each other. It also gives us information about how hearing, touch, taste, and smell. These senses are not much force to use, allowing us to do something like isolated from one another. They work together, crack an egg while not crushing the egg in our hands. providing a robust and coherent awareness of our environment LESSON 4 Infants and Toddlers Development What’s the Animal? ➔ Make sure to open all your microphones and camera. ➔ When the speaker asks for the sound and look of an animal, everyone should be able to imitate the sound and the look at the same time. Sensory Integration- System Involved Developmental Milestones Newborns’ Sensory Perceptual Abilities - At birth, infants possess functional sensory systems; ➔ Developmental milestones offer important clues about vision is somewhat organized, and audition (hearing), a child's developmental health. Reaching milestones olfaction (smell), and touch are mature. at the typical ages shows a child is developing as expected. However, infants lack perceptual knowledge, which must be ➔ Things most children can do by a certain age. gained through experience with the world around them. What are the areas of development? How does brain development influence the growth of motor skills? Cognitive - How children think, reason. explore and figure things Research Shows out. - a link between cognitive development and movement, Socio-Emotional meaning children need opportunities to move so they - Includes a child's experience, expression, and can learn. Rolling, crawling, skipping, and jumping, management of emotions and the ability to establish along with a variety of other movement activities, relationships. build the brain during the first years of a child's life. Linguistic - The process by which children come to understand SOCIO-EMOTIONAL DEVELOPMENT and communicate language during early childhood. Physical referred to as early childhood mental health - Refers to the development of motor skills - ability to children's emerging capacity to: Experience, regulate use and control bodies. and express a range of emotions Develop close, satisfying relationships with other Developmental Milestones children and adults. PHYSICAL DEVELOPMENT Encompasses both intra- and interpersonal processes. Growth VS Development Temperament & Resiliency Growth ➔ The way children respond to the world. - Situation A: During the first two years of life, a baby's ➔ Influence the way children handle emotions, regulate arms and legs grow longer and grow more muscle. behavior and feel around new people. While in puberty, physical changes begin to show ➔ Understand children's individual differences. more. An individual gets bigger, taller, even voice ➔ Express their preferences, desires, and feelings changes. appropriately. Development Moral qualities. - Situation B: As the children age, their IQ begins to Positive Personality Trait. improve. They can think deeper in a more logical way. Foundation of social skills Moreover, their ability to draw, solve problems, and do activities changes from simple to further complexity. ➔ The ability to bounce back after challenges and tough times. Physical Development ➔ Develops when children experience challenges and learn to deal with them positively. ★ major motor or physical achievements ➔ Overcome obstacles easily and reduce chances of ★ vital part of growing up suffering from anxiety. ★ master control of their body ★ Fine and gross motor skills How does gender identity develop in children? Fine Motor Skills & Gross Motor Skills Around age two: - Children become conscious of the physical differences Fine Motor Skills between boys and girls. - Use of small muscles and wrists to make precise movements. (writing, cutting, opening boxes) Before third birthday: - Most children can easily label themselves as either a Gross Motor Skills boy or a girl. - Whole body and large muscles movement to perform By age four: everyday functions. (standing, running, jumping) - Most children have a stable sense of their gender identity. LINGUISTIC DEVELOPMENT DEVELOPMENTAL MILESTONES The process through which children acquire the ability to process speech and communicate. 2 Months Linguistic patterns and expand their vocabulary gradually before achieving fluency. Physical It supports your child's ability to communicate. ★ Holds head up when on tummy It also supports your child's ability to: express and ★ Moves both arms and both legs understand feelings. ★ Opens hands briefly Stages of Language Development Socio-Emotional ★ Calms down when spoken to or picked up Pre-linguistic Stage ★ Looks at your face ★ zero and six months ★ Seems happy to see you when you walk up to her ★ communicate with sounds ★ Smiles when you talk to or smile at her Babbling Stage Linguistic ★ 6 and 9 months ★ Makes sounds other than crying ★ begin to babble ★ Reacts to loud sounds ★ Cognitive Holophrastic Stage ★ Watches you as you move ★ 9 and 18 months ★ Looks at a toy for several seconds ★ say single words Two-word Stage 4 Months ★ speak two-word sentences Physical Telegraphic Stage ★ Holds head steady without support when you are ★ ages of 24 and 30 months holding her ★ Phrases with 2 elements ★ Holds a toy when you put it in his hand ★ Uses her arm to swing at toys Multi-word Stage ★ Brings hands to mouth ★ beyond 30 months ★ Pushes up onto elbows/forearms when on tummy ★ multi-word stage Socio-Emotional COGNITIVE ★ Smiles on his own to get your attention ★ Chuckles (not yet a full laugh) when you try to make ★ The development of the ability to think and reason. her laugh ★ Brain development is part of cognitive ★ Looks at you, moves, or makes sounds to get or keep ★ Foundation for your child's success in school and later your attention in life. development. Linguistic ★ Help children to think about and understand the world ★ Makes sounds like “oooo”, “aahh” (cooing) around them. ★ Makes sounds back when you talk to him ★ Turns head towards the sound of your voice Cognitive ★ If hungry, opens mouth when she sees breast or bottle ★ Looks at his hands with interest 6 Months Physical ★ Rolls from tummy to back ★ Pushes up with straight arms when on tummy ★ Leans on hands to support himself when sitting Socio-Emotional ★ Knows familiar people ★ Likes to look at himself in a mirror ★ Laughs Linguistic ★ Drinks from a cup without a lid and may spill ★ Takes turns making sounds with you sometimes ★ Blows “raspberries” (sticks tongue out and blows) ★ Feeds herself with her fingers ★ Makes squealing noises ★ Tries to use a spoon Cognitive ★ Climbs on and off a couch or chair without help ★ Puts things in her mouth to explore them Socio-Emotional ★ Reaches to grab a toy he wants ★ Moves away from you, but looks to make sure you are ★ Closes lips to show she doesn’t want more food close by 9 Months ★ Points to show you something interesting ★ Puts hands out for you to wash them Physical ★ Looks at a few pages in a book with you ★ Pulls up to stand ★ Helps you dress him by pushing arm through sleeve or ★ Walks, holding on to furniture lifting up foot ★ Drinks from a cup without a lid, as you hold it Linguistic ★ Picks things up between thumb and pointer finger, ★ Tries to say three or more words besides “mama” or like small bits of food “dada” Socio-Emotional ★ Follows one-step directions without any gestures, like ★ Plays games with you, like pat-a-cake giving you the toy when you say, “Give it to me Linguistic Cognitive ★ Waves “bye-bye” ★ Copies you doing chores, like sweeping with a broom ★ Calls a parent “mama” or “dada” or another special ★ Plays with toys in a simple way, like pushing a toy car name 2 Years ★ Understands “no” (pauses briefly or stops when you say it) Physical Cognitive ★ Kicks a ball ★ Puts something in a container, like a block in a cup ★ Runs ★ Looks for things he sees you hide, like a toy under a ★ Walks (not climbs) up a few stairs with or without help blanket ★ Eats with a spoon Socio-Emotional 15 Months ★ Notices when others are hurt or upset, like pausing or looking sad when someone is crying Physical ★ Looks at your face to see how to react in a new ★ Takes a few steps on his own situation ★ Uses fingers to feed herself some food Linguistic Socio-Emotional ★ Points to things in a book when you ask, like “Where is ★ Copies other children while playing, like taking toys the bear?” out of a container when another child does ★ Say at least two words together, like “More milk.” ★ Shows you an object she likes ★ Points to at least two body parts when you ask him to ★ Claps when excited show you ★ Hugs stuffed doll or other toy ★ Uses more gestures than just waving and pointing, ★ Shows you affection (hugs, cuddles, or kisses you) like blowing a kiss or nodding yes Linguistic Cognitive ★ Tries to say one or two words besides “mama” or ★ Holds something in one hand while using the other “dada,” like “ba” for ball or “da” for dog hand; for example, holding a container and taking the ★ Looks at a familiar object when you name it lid off ★ Follows directions given with both a gesture and ★ Tries to use switches, knobs, or buttons on a toy words. For example, he gives you a toy when you hold ★ Plays with more than one toy at the same time, like out your hand and say, “Give me the toy.” putting toy food on a toy plate ★ Points to ask for something or to get help 30 Months Cognitive ★ Try to use things the right way, like a phone, cup, or Physical book. ★ Uses hands to twist things, like turning door knobs or ★ Stacks at least two small objects, like blocks. unscrewing lids ★ Takes some clothes off by himself, like loose pants or 18 Months an open jacket ★ Jumps off the ground with both feet Physical ★ Turns book pages, one at a time, when you read to her ★ Walks without holding on to anyone or anything Socio-Emotional Scribbles  ★ Plays next to other children and sometimes plays with ★ Asks to go play with children if none are around, them like“Can I play with Alex?” ★ Shows you what she can do by saying, “Look at me!” ★ Comforts others who are hurt or sad, like hugging a ★ Follow simple routines when told, like helping to pick crying friend up toys when you say, “It’s clean-up time.” ★ Avoids danger, like not jumping from tall heights at Linguistic the playground ★ Says about 50 words ★ Likes to be a “helper” ★ Says two or more words together, with one action ★ Changes behavior based on where she is (place of word, like “Doggie run” worship, library, playground) ★ Name things in a book when you point and ask, “What Linguistic is this?” ★ Says sentences with four or more words ★ Says words like “I,” “me,” or “we” ★ Says some words from a song, story, or nursery Cognitive rhyme ★ Uses things to pretend, like feeding a block to a doll ★ Talks about at least one thing that happened during as if it were food his day, like “I played soccer.” ★ Shows simple problem-solving skills, like standing on a ★ Answer simple questions like “What is a coat for?”or small stool to reach something “What is a crayon for?” ★ Follow two-step instructions like “Put the toy down Cognitive and close the door.” ★ Names a few colors of items ★ Shows he knows at least one color, like pointing to a ★ Tells what comes next in a well-known story red crayon when you ask, “Which one is red?” ★ Draws a person with three or more body parts 3 Years 5 Years Physical Physical ★ Strings items together, like large beads or macaroni ★ Buttons some buttons ★ Puts on some clothes by himself, like loose pants or a ★ Hops on one foot jacket ★ Socio-Emotional ★ Uses a fork ★ Follows rules or takes turns when playing games with Socio-Emotional other children ★ Calms down within 10 minutes after you leave her, ★ Sings, dances, or acts for you Like at a childcare drop off ★ Does simple chores at home, like matching socks or ★ Notices other children and joins them to play clearing the table after eating Linguistic Linguistic ★ Talks with you in conversation using at least two ★ Tells a story she heard or made up with at least two back-and-forth exchanges events. For example, a cat was stuck in a tree and a ★ Asks “who,” “what,” “where,” or “why” questions,like firefighter saved it “Where is mommy/daddy?” ★ Answers simple questions about a book or story after ★ Says what action is happening in a picture or book you read or tell it to him when asked, like “running,” “eating,” or “playing” ★ Keeps a conversation going with more than three ★ Says first name, when asked back-and-forth exchanges ★ Talks well enough for others to understand, most of ★ Uses or recognizes simple rhymes (bat-cat, ball-tall) the time Cognitive Cognitive ★ Counts to 10 ★ Draws a circle, when you show him how ★ Names some numbers between 1 and 5 when you ★ Avoids touching hot objects, like a stove, when you point to them warn her ★ Uses words about time, like “yesterday,” “tomorrow,” 4 Years “morning,” or “night” ★ Pay attention for 5 to 10 minutes during activities. For Physical example, during story time or making arts and crafts ★ Catches a large ball most of the time (screen time does not count) ★ Serves himself food or pours water, with adult ★ Writes some letters in her name supervision ★ Names some letters when you point to them ★ Unbuttons some buttons ★ Holds crayon or pencil between fingers and thumb (not a fist) Socio-Emotional ★ Pretends to be something else during play (teacher,superhero, dog) Implications of development to curriculum.