WestEd.org

Overview of California’s Infant/Toddler Learning and Development System

&Infant/Toddler Reflective Curriculum

Planning Process

Infant/Toddler Reflective Curriculum Planning Process

WestEd.org

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

WestEd.org

Insights about infants’ and toddlers’ learningWhat are 4 things that we should consider aboutinfants and toddlers before we plan theircurriculum?

• 1.

• 2.

• 3.

• 4.

WestEd.org

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).

WestEd.org

How Infants and Toddlers Engage the World

New Perspectives on Infant/Toddler Learning, Development, and Care, Disc 1

WestEd.org

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?

WestEd.org

Teaching and Caring

New Perspectives on Infant/Toddler Learning, Development, and Care, Disc 1

WestEd.org

California Infant/Toddler Learning & Development System

The Infant/Toddler Learning and Development Program Guidelines DVD Series, Disc 1

WestEd.org

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.

WestEd.org

Domains Covered by I/T Foundations

• Social-Emotional Development

• Cognitive Development

• Language Development

• Perceptual and Motor Development

WestEd.org

Foundation

Domain

Age-level Description

Examples

Behaviors leading up to the Age-level Description

Research basis for including example

WestEd.org

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.

WestEd.org

WestEd.org

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.

WestEd.org

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.

WestEd.org

Understanding That Learning and Development Are Integrated

Across Domains

The Infant/Toddler Learning and Development Program Guidelines DVD Series, Disc. 2

WestEd.org

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?

WestEd.org

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

WestEd.org

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?

WestEd.org

New Perspectives on Infant/Toddler Learning, Development, and Care, Disc 2

The Curriculum Planning Process

WestEd.org

IMPLEMENT

DOCUMENTOBSERVE

PLAN

Curriculum Planning Process

Document

Implement Plan

Observe

Document

Implement Plan

ImplementPlan

Observe

Observe Document

Reflection

WestEd.org

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.

WestEd.org

Questions

WestEd.org

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