“right from birth a healthy child is an active participant in growth, exploring the environment,...
TRANSCRIPT
Developed by Peter Mangione. © WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.
“Right from birth a healthy child is an active participant in growth,
exploring the environment, learning to communicate, and, in relatively short order, beginning to construct ideas and theories
about how things work.”National Academy of Science
“Eager To Learn” p.1
Developed by Peter Mangione. © WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.
Developed by Peter Mangione. © WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.
CULTURE & LEARNINGCULTURE & LEARNING
• The cognitive process is inherently cultural.The cognitive process is inherently cultural.
• Intellectual development comes from Intellectual development comes from participation in socio-cultural activitiesparticipation in socio-cultural activities
• Human intellect cannot be separated from Human intellect cannot be separated from the cultures technology of learning.the cultures technology of learning.
• Tradition and tools of previous generations Tradition and tools of previous generations become the base technology of learning.become the base technology of learning.
Developed by Peter Mangione. © WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.
Sources of Home-Program Conflict
Sources of Home-Program Conflict
INDIVIDUALISM• Child as individual• Independence• Praise • Cognitive skills• Oral expression• Parents’ role is to
teach• Personal property
COLLECTIVISM• Child as part of group• Helpfulness• Criticize • Social skills• Listening to authority• Teacher’s role is to
educate• Sharing
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Individualized Care
• Provides a style of care for infants & toddlers that matches their inborn capacities and needs.
• This type of care is grounded in loving relationships and is responsive to infants’ needs and interests.
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Individualized Care Considers:
• No two infants are alike—they each have unique temperaments and learning styles.
• Caregivers need to adapt their caregiving strategies to meet the needs of each child.
Developed by Peter Mangione. © WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.
Developed by Peter Mangione. © WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.
With Individualized Care
• The child gets the message that she is important, her needs will be met, and her choices, and interests are respected.
• By responding promptly and appropriately
to a child’s individual needs, a caregiver supports the infant’s ability to self-regulate.
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Individualized Care
• Promotes the infant’s development of a healthy sense-of-self and well-being.
• Honors a child’s abilities, needs, temperament, and the family’s cultural preferences.
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Individualized Care Recognizes:
• The Three Ages of Infancy
• Each Child’s Temperament Traits & Style
• Abilities and Special Needs
• Learning Styles and Interests
• Family’s Culture and Home Language
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Ages of Infancy
Young, mobile, and older infants require different caregiving strategies.
• Young Infant SECURITY (Birth to 6-8 months)
• Mobile Infant EXPLORATION (6 to 18 months)
• Older Infant INDEPENDENCE (16 to 36 months)
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Developmental Differences:
• Each child’s development unfolds along individual pathways.
• Developmental trajectories in each domain are characterized by continuities and discontinuities as well as significant transitions.
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Temperamental Traits & Styles
• Researchers have identified 9 temperamental traits.
• These 9 traits cluster into 3 Temperamental Styles
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Other Important Factors to Consider:
• Home language and culture are critical contributors to a child’s developing identity.
• Early care must be linked with family caregiving strategies, home language, and culture.
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PITC Curriculum Approach:
• Recognizes loving relationships, as essential to intellectual development,
• Has as the starting point, the child’s interests, motivations, & developmental level.
• Caregivers act as facilitators of the child’s natural interests & urges to learn, not as a “teacher” of specific lessons.
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In A Responsive Curriculum:
• Both the infant and the caregiver play a role in selecting curriculum content.
• The curriculum should move and flow on a daily basis with the infants’ changing development, interests, and needs.
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A Responsive Curriculum Recognizes That:
• Infants learn holistically. Curriculum must be broad enough to respond to all developmental domains.
• Infants are active, self-motivated learners.
• Curriculum that keeps motivation & curiosity alive facilitates infant learning.
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In Summary
• The infant’s development in all areas is dependent on close, caring relationships.
• Infants develop best with a few trusted caregivers who read their cues &
respond to their needs.
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FALSE DICHOTOMY
Child’s Interests vs.
Curriculum Content
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DRIVE TOWARD MASTERY
Practice/Repetition to gain mastery
Pleasure in mastering a challenge or making a discovery
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Infants rely on contingent interactions with caring adult(s) to:
Learn
Organize Behavior
Regulate Emotions
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“Ideal ‘teaching’ occurs in dyadic relationships that are mutually
contingent and adaptive.”
Hauser-Cram, P., Warfield, M.E., Shonkoff, J.P., & Krauss, M.W. (2001). Children with disabilities.
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ADAPT
SUPPORT PRACTICE & REPETITION
EXPAND LEARNING
FACILITATING EARLY LEARNING
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“Thus, both developmental theory and empirical evidence suggest that learning to persist in the face of challenge guides the participation of young children with developmental disabilities in their own cognitive growth as it does other children.”
Hauser-Cram, P., Warfield, M.E., Shonkoff, J.P., & Krauss, M.W. (2001). Children with disabilities.
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SELF REGULATION COMPONENTS
1. Emotional and Physiological
Regulation
2. Other Oriented Regulation
3. Impulse Control
4. Attention Maintenance
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EMOTIONAL AND PHYSIOLOGICAL
REGULATION (FACILITATION)
Predictability of Caregiver’s Actions
Consistency of Routines
Communication about Routines
Cues in Environment that help Child
Anticipate What’s Going to Happen
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OTHER ORIENTED REGULATION
(FACILITATION)
Cue Reading by Caregiver
Responsiveness of Adult
Communication Matches Child’s
Developing Ability to Communicate
Help Given in a Way that Allows the
Child to be a Partner
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IMPULSE CONTROL
(FACILITATION)
Predictable Routines with Appropriate
Cues for Child
Responsiveness of Adult
Communication Matches Child’s
Developing Ability to Communicate
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ATTENTION MAINTENANCE
(FACILITATION)
A Calm Environment that Allows the Child to Focus on Learning and Interaction
Attentiveness and Pace of Caregiver Caregivers Who Avoid Interrupting
Child Who Is Engaged in Learning or Discovery
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Two Ways of Looking at Planning
Plans “set in stone”
Plans that flow in a continuous course, sometimes veering in unexpected directions
VS.
Developed by Peter Mangione. © WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.
• Child interest Child interest
• Child progress on their own curriculumChild progress on their own curriculum
• Your emotional approachYour emotional approach
• Your facilitation approachYour facilitation approach
• Setting rearrangementsSetting rearrangements
• Use of special materialsUse of special materials
Developed by Peter Mangione. © WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.
Developed by Peter Mangione. © WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.
Teachers must leave behind an Teachers must leave behind an isolated, silent mode of isolated, silent mode of
working, which leaves no working, which leaves no traces. Instead they must traces. Instead they must
discover ways to communicate discover ways to communicate and document the children’s and document the children’s
evolving experiences. evolving experiences.
Loris MalaguzziLoris Malaguzzi
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In a curriculum that is not set in In a curriculum that is not set in advance, we can use advance, we can use
documentation to construct our documentation to construct our understanding of the children’s understanding of the children’s
actions and thoughts.actions and thoughts.
Documentation, interpreted and Documentation, interpreted and reinterpreted with other educators reinterpreted with other educators
and children, gives the option of and children, gives the option of drafting scripts for action that are drafting scripts for action that are
not arbitrary but instead not arbitrary but instead respectful of all involved.respectful of all involved.
Developed by Peter Mangione. © WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.
Documentation ToolsDocumentation Tools
Audio Records / Video RecordsAudio Records / Video Records
Note Pads Kept in PocketsNote Pads Kept in Pockets
Note Books Left in Various Locations Note Books Left in Various Locations
Palm PilotsPalm Pilots
Drawings / SketchesDrawings / Sketches
PhotosPhotos
Children’s WorkChildren’s Work