Infant & Toddler Development / Edition 1

Infant & Toddler Development / Edition 1

by Kay Albrecht, Linda G Miller
     
 

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ISBN-10: 0876592590

ISBN-13: 9780876592595

Pub. Date: 09/01/2001

Publisher: Gryphon House Inc.

The tool every administrator, director, or program manager needs to provide comprehensive training for infant and toddler teachers who are using The Innovations Series (Innovations: The Comprehensive Toddler Curriculum and Innovations: The Comprehensive Toddler Curriculum). Designed to be used as a pre-service model, an in-service model

Overview

The tool every administrator, director, or program manager needs to provide comprehensive training for infant and toddler teachers who are using The Innovations Series (Innovations: The Comprehensive Toddler Curriculum and Innovations: The Comprehensive Toddler Curriculum). Designed to be used as a pre-service model, an in-service model, or as an annual training plan to guarantee well-prepared and trained infant and toddler teachers who plan and implement developmentally appropriate infant and toddler curriculum.

Dr. Albrecht is widely known as an advocate for high quality care and early education opportunities for all children. Dr. Miller, with over 25 years of direct experience in education, is a national speaker and consultant.

Product Details

ISBN-13:
9780876592595
Publisher:
Gryphon House Inc.
Publication date:
09/01/2001
Series:
Innovations
Pages:
372
Product dimensions:
8.50(w) x 11.00(h) x 0.90(d)

Related Subjects

Table of Contents

Introduction9
References12
Chapter 1Innovations: Infant and Toddler Development13
Introduction14
What Is Child Development?14
What Is a Theory?14
Which Theories Explain Child Growth and Development?14
The Innovations: Infant and Toddler Development Approach17
Developmental Theory of Infant and Toddler Development18
Principles of Developmental Theory18
Interactional Theories of Infant and Toddler Development Principles of Interactional Theory and How Children Learn21
Integrating Interactional and Developmental Theories21
Tasks22
Dealing with Behaviors: The Innovations Model24
Myths or Misunderstandings31
Summary31
Developmental Theory31
Interactional Theory32
Tasks32
What Is Curriculum?32
Innovations Model for Dealing with Behavior33
Questions and Activities33
References33
Glossary35
Chapter 2Separating from Parents and Transitioning to School37
Introduction37
Developmental Tasks: Separating and Transitioning38
Separating38
Transitioning38
Knowledge39
Mahler's Theory of Identity Formation--Developing a Sense of Self39
Implications of Identity Formation for Separating from Home and Transitioning to School45
Maslow's Hierarchy of Needs45
Implications of Maslow's Hierarchy of Needs for Separating from Home and Transitioning to School46
Temperament47
Implications of Temperament for Separating from Home and Transitioning to School49
Components of Developmental Uniqueness50
Exploring Alternate Developmental Pathways52
Implications of Developmental Uniqueness and Alternate Developmental Pathways for Separating from Home and Transitioning to School52
Best Practices53
Conduct Gradual Enrollments53
Create Supportive Environments56
Invest in Observation61
Validate What Moms and Dads Know62
Actively Facilitate Adjustment63
Use a Variety of Teaching Roles71
Identify and Respond to Individual Differences75
Maximize Interactions During Basic Care and Routines76
Respond Promptly to Crying78
Applying Theory and Best Practices81
Possibilities from Identity Formation for Crying82
Possibilities from Maslow's Hierarchy of Needs for Crying83
Possibilities from Temperament for Crying83
Possibilities from Developmental Uniqueness for Crying84
Integrating Theory and Best Practices into Curriculum85
Possibilities Plan for Crying86
Summary88
Questions and Activities89
References90
Glossary91
Chapter 3Connecting with School and Teacher and Making Friends93
Developmental Tasks: Connecting with School and Teacher and Making Friends94
Connecting with School and Teacher94
Making Friends94
Knowledge95
Bronfenbrenner's Ecological Systems Theory95
Implications of Ecological Systems Theory for Connecting with School and Teacher and Making Friends98
Erickson's Stages of Psycho-social Development98
Implications of Erickson's Theory of Psycho-social Development for Connecting with School and Teacher and Making Friends101
Attachment Relationships101
Attachment Theory102
Implications of Attachment Theory for Connecting to School and Teacher and Making Friends107
Peer Relationships107
Implications of Peer Relationships for Connecting to School and Teacher and Making Friends109
Best Practices110
Invest in Establishing Relationships110
Implement Primary Teaching110
Provide Continuity of Care115
Facilitate Attachment within Attachment Networks116
Create Home-school Partnerships121
Establish Two-way Communication with Parents122
Employ Family-centered Practices124
Use a Variety of Teaching Roles125
Facilitate Interactions Between Children129
Help Children Make Friends130
Create Appropriate Environments130
Applying Theory and Best Practices131
Integrating Theory and Best Practices into Curriculum135
Summary138
Questions and Activities140
References140
Glossary142
Chapter 4Relating to Self and Others and Exploring Roles145
Developmental Tasks: Relating to Self and Others and Exploring Roles146
Relating to Self and Others146
Exploring Roles146
Knowledge147
The Importance of Cultural Context147
Implications of Cultural Context for Relating to Self and Others and Exploring Roles148
Social Development148
Theories of Play149
Implications of Social Development and Play for Relating to Self and Others and Exploring Roles153
The Development of Positive Self-concept154
Implications for Self-concept for Relating to Self and Others and Exploring Roles158
Handling Biting in the Classroom159
Best Practices163
Teach Children to Use Pro-social Behaviors163
Teach Social Problem-solving165
Add Mirrors to the Environment175
Use a Variety of Teaching Roles176
Create Opportunities to Explore Roles179
Support Children's Role Exploration180
Observe to Support Exploring Roles180
Applying Theory and Best Practices183
Possibilities from Understanding Cultural Context for Biting183
Possibilities from Social Development and Play for Biting184
Possibilities from Theories of Self-concept for Biting184
Integrating Theory and Best Practices into Curriculum187
Possibilities Plan for Biting188
Summary190
Questions and Activities191
References192
Glossary193
Chapter 5Communicating with Parents, Teachers, and Friends195
Developmental Tasks: Communicating with Parents, Teachers, and Friends196
Infants196
Toddlers197
Knowledge197
Theories of Language Development197
Implications of Language Theories for Communicating with Parents, Teachers, and Friends202
Intellectual Development203
Literacy Development213
Best Practices221
Talk to Children Often Using Language Stimulation Techniques221
Build Vocabulary222
Support Linguistic and Cultural Diversity223
Provide Cognitively Stimulating Environments225
Support Emerging Literacy227
Use Multi-age Grouping229
Use a Variety of Teaching Roles229
Identify Developmental Challenges233
Applying Theory and Best Practices234
Possibilities from Theories of Language Development for a Child Who Is Not Talking234
Possibilities from Piaget's Cognitive-development Theory for a Child Who Is Not Talking235
Possibilities from Vygotsky's Socio-cultural Theory for a Child Who Is Not Talking235
Possibilities from Gardner's Theory of Multiple Intelligences for a Child Who Is Not Talking236
Possibilities from Literacy Development for a Child Who Is Not Talking237
Integrating Theory and Best Practices into Curriculum239
Possibilities Plan for Not Talking240
Summary242
Questions and Activities243
References244
Glossary246
Chapter 6Moving Around and Problemsolving249
Developmental Tasks: Moving Around and Problem-solving250
Moving Around250
Problem-solving251
Knowledge252
Brain Development252
Best Practices277
Support Physical Development277
Support Health and Wellness280
Support Self-regulation and Control281
Manage Oppositional Behavior282
Handle Temper Tantrums285
Guide Children to Behave Appropriately289
Establish a Few Clear Limits and Enforce Them289
Respond Consistently to Individual Limit Testing290
Invest in a Variety of Teaching Roles290
Protect Children from Abuse and Neglect293
Applying Theory and Best Practices294
Possibilities from Brain Development for Learning to Toilet295
Possibilities from Physical Development for Learning to Toilet295
Possibilities from Self-regulation and Self-control for Learning to Toilet296
Possibilities from Guidance and Discipline for Learning to Toilet296
Integrating Theory and Best Practices into Curriculum297
Possibilities Plan for Toileting298
Summary300
Questions and Activities301
References302
Glossary303
Chapter 7Expressing Feelings with Parents, Teachers, and Friends305
Developmental Tasks: Expressing Feelings with Parents, Teachers, and Friends306
Knowledge307
Emotional Development307
Stages of Emotional Development310
Other Ideas about Emotional Development313
Implications of Emotional Development for Expressing Feelings with Parents, Teachers, and Friends314
Aggression314
Managing Normal Aggression320
Implications of Aggression for Expressing Feelings with Parents, Teachers, and Friends321
Best Practices322
Invest in Relationships322
Provide Experiences that Facilitate Emotional Development326
Use a Variety of Teaching Roles329
Create Environments that Support Emotional Development331
Applying Theory and Best Practices332
Possibilities from Investing in Relationships for Managing Aggression333
Possibilities from Theories of Aggression for Managing Aggression333
Integrating Theory and Best Practices into Curriculum335
Possibilities Plan for Managing Aggression336
Summary338
Questions and Activities339
References340
Glossary341
Appendix343
Master List of Best Practices344
Parent Communication345
Parent Postcards346
Communication Sheet355
Accident/Incident Report356
Resource Contact Information357
The Innovations Model (blank)359
Possibilities Plan (blank)360
References361
Index367

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