Post on 23-Dec-2015
transcript
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Overview of California’s Infant/Toddler Learning and Development System
&Infant/Toddler Reflective Curriculum
Planning Process
Infant/Toddler Reflective Curriculum Planning Process
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Learning ObjectivesParticipants will be able to:
• Describe the four insights as to how infants and toddlers engage the world
• Recognize that infant and toddlers require both teaching and caring
• Describe the relationship between the Infant/Toddler Foundations, and the Desired Results Developmental Profile – Infant/Toddler © (2010) support Reflective Curriculum Planning
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Insights about infants’ and toddlers’ learningWhat are 4 things that we should consider aboutinfants and toddlers before we plan theircurriculum?
• 1.
• 2.
• 3.
• 4.
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4 Insights into Infant/Toddler Learning1. Infants and toddlers learn in the context of
relationships.
2. Infants are competent (have inborn urge to learn).
3. Infants are vulnerable (dependent on adults).
4. Learning is determined by a unique blend of nature (inborn traits) and nurture (experience).
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How Infants and Toddlers Engage the World
New Perspectives on Infant/Toddler Learning, Development, and Care, Disc 1
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Roles of the Infant Care Teacher
1. With a partner, list the various roles of an infant care teacher.
2. Is the teacher caring or teaching?
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Teaching and Caring
New Perspectives on Infant/Toddler Learning, Development, and Care, Disc 1
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California Infant/Toddler Learning & Development System
The Infant/Toddler Learning and Development Program Guidelines DVD Series, Disc 1
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I/T Learning & Development Foundations
• The Foundations are at the center of the chart and influence each of the other elements of the system.• Provide common descriptions of children’s competencies at around 8, 18, and 36 months, along with behaviors leading up to competencies. • Are a guide for teachers, professional development, pre-service and in-service education.
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Domains Covered by I/T Foundations
• Social-Emotional Development
• Cognitive Development
• Language Development
• Perceptual and Motor Development
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Foundation
Domain
Age-level Description
Examples
Behaviors leading up to the Age-level Description
Research basis for including example
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Desired Results Developmental Profile – Infant/Toddler© (2010)
• Reliable, strength-based tool teachers use to observe and document children’s learning and development, birth to 36 months of age.
• Points out observable aspects of development.
• Provides means to document actual progress a child is making in her learning and development.
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Comparison: Foundations and the
DRDP-IT(2010)
Foundations• Descriptions of
competencies at around 8, 18, and 36 months.
• A guide for teachers, professional development, and pre-service education.
DRDP-IT© (2010)• Developmental
continuum.
• An observational assessment tool for individual children.
• Has been aligned to the Foundations.
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Universal Design for Learning
• Children with disabilities and special needs may reveal their developmental progress in alternative ways.
• The universal design for learning is based on the realization that children learn in different ways.
• Developed by the Center for Applied Special Technology (CAST) universal design refers to providing multiple approaches to teaching in order to meet the needs of diverse learners.
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Understanding That Learning and Development Are Integrated
Across Domains
The Infant/Toddler Learning and Development Program Guidelines DVD Series, Disc. 2
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Quick Brainstorm
• Think about an infant you have known either personally or through your work.
• What kinds of things did she/he seem most driven to do?
?Which of these things did you have to teach her/him?
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What is Infant Curriculum?“Infants … come to us … with so much they’re
learning … knowledge and skills they’re programmed to learn …
It’s our job … to get to know their curriculum
… and build on what they’re trying to learn.”
Peter Mangione, The Infant/Toddler Learning and Development Program Guidelines DVD
Series, Disc. 2, Section 8
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How does your program plan curriculum?
In dyads or groups of 3, take a few minutes to describe your classroom’s or program’s I/T curriculum planning process.
• Who participates in the planning?
• What materials do you use?
• When do you do the planning?
• How do you plan?
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New Perspectives on Infant/Toddler Learning, Development, and Care, Disc 2
The Curriculum Planning Process
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IMPLEMENT
DOCUMENTOBSERVE
PLAN
Curriculum Planning Process
Document
Implement Plan
Observe
Document
Implement Plan
ImplementPlan
Observe
Observe Document
Reflection
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Reflective Curriculum Planning Includes:
• Knowledge of how young children develop and what they are learning;
• Appropriate expectations for different “ages”;• Understanding individual children’s interests,
learning styles, and current levels of development;
• Observation, documentation, reflection and implementation of plans;
• Responsive, sensitive facilitation in the moment.
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Questions
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What is Coming?
Before next class read: Respectful Teaching with Infants and Toddlers (Mary Jane Maguire Fong, M.S., Concepts for Care 2006 (pgs 117-122)
Next Topic: Getting to Know You Through Observation