wested.org the california infant/toddler curriculum framework: theory to practice cognitive...
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The California Infant/Toddler Curriculum
Framework: Theory to Practice
Cognitive Development
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Learning ObjectivesParticipants will be able to:
• Identify the cognitive skills and knowledge (foundations) typically acquired by infants and toddlers from birth to 3 years.
• Understand how the three learning contexts (environment and materials, intentional interactions, and caregiving routines) can support cognitive development.
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Learning Objectives (Continued)• Reflect on observations and documentation of
child’s development and interests, and use the information to create and implement a plan.
• Share reflections of child’s interest with parents to engage them as partners in facilitating the child’s cognitive development.
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Reflective Curriculum Planning for Infants and Toddlers: Cognitive Development
Section I:Understanding Cognitive Development
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• The term cognitive development refers to the process of growth and change in intellectual or mental abilities such as thinking, reasoning, and understanding.
• It includes the acquisition and consolidation of knowledge.
What is Cognitive Development?
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Insights through Research• Infancy research has caused
developmental psychologists to change the way they characterize the earliest stages of cognitive development.
• Psychologists and neuroscientists have discovered that babies not only learn more, but imagine more, care more, and experience more than we would ever have thought possible.
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Insights through Research (continued)• Infants draw on social-
emotional, language, motor, and perceptual experiences and abilities for cognitive development.
• The infant, once regarded as an organism driven mainly by simple sensorimotor schemes, is now seen as possessing sophisticated cognitive skills and concepts that guide knowledge acquisition.
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Research Highlight #1 Recognizing & Imitating
Intent
On p. 114,read about this sophisticated cognitive and social capacity.
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Key Concepts• Infants are born ready to
learn.• They are active, motivated,
engaged learners who possess an impressive range of cognitive competencies and learn through exploration.
• Caring responsive adults provide the base from which infants can fully engage in behaviors and interactions that promote learning
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High Quality Relationships are Essential• To optimize early cognitive
development, infant/toddler care teachers need to establish relationships that provide infants and toddlers with a secure base for exploration and discovery.
• Infants and toddlers learn through interacting with adults and other children and imitating them.
• Above all, their natural curiosity and drive to learn grow through the responsiveness and encouragement of caring adults.
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Cultural Context is Important• There is substantial variation in
how intelligence is defined within different cultures.
• Different aspects of cognitive performance may be more highly valued in some cultural contexts than in others
• It is crucial for early childhood educators to recognize the role cultural context plays in defining and setting the stage for children’s healthy cognitive functioning.
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Reflective Curriculum Planning I/T Cognitive Development
Section II: Learning Contexts
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Cognitive Foundations(Skills and Knowledge)1. Cause & effect2. Spatial relationships3. Problem solving4. Imitation5. Memory6. Number sense7. Classification8. Symbolic play9. Attention maintenance10.Understanding of personal care routines
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Research Highlight #2: Number Sense
Young children around the world use their fingers to count and show numbers. However, the specific ways in which young children use
their fingers to count and show numbers varies by culture. For instance in India some children county by using the cracks between their fingers, and in Japan, children lower and
raise their fingers. In the US and other countries, children start with the thumb and
then raise the other fingers in order using the smallest finger last. While children use
different methods to show how old they are or to count, each way works equally well. Pg.
115
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Research Highlight (continued)Starting points for later, more advanced math skills
Examples:• 5 mo. olds can detect differences between sets of small numbers of objects• 6 mo. olds show a beginning understanding of spatial relationships between objects
I/T Curriculum Framework, Research Highlight #2, p.
115
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Vignette: Jenna, the ramp, and a box• As you go through the
following scenario, notice how the teacher is responsive and supports Jenna’s cognitive development.
• Consider what Jenna is curious about and what she might learn from this experience.
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Jenna sees a box that Anna has intentionally placed at the top of
the ramp.
There’s a big box up
there! I want to see it!
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I wonder if I can get my whole body in the box…
Anna, Jenna’s care teacher, watches as Jenna crawls up to, and then
into, the box.
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Jenna laughs and raises the box to look
at Anna.
“Ahha, ya, ya—Here I am!”
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Jenna squeals with delight as she gets back under the box.
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This time, Anna raises the box, saying “There
you are!” Jenna squeals again and pulls the
box down over her head.
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“You’re under that big box and I’m out here! What do you see in the box?”
As Jenna moves toward the stairs, Anna moves with her. When Jenna almost reaches the stairs, Anna
gently touches Jenna.
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“I saw you with your head in the box. I came right up here in case you needed me, but you got yourself out, didn’t you?”
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Jenna looks at Anna and back at the box a few times...
I wonder what else I can put
in the box?
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Reflect on Jenna’s experience1. Did anything catch your
attention or make you curious?
2. What do you think captured the child’s attention interest?
3. What ideas or theories did she seem to be exploring?
4. What skills or learning is reflected?
5. How did the organization of the space or materials impact the situation?
6. In what ways was the teacher responsive to Jenna and supportive of her cognitive development? (refer to “teacher roles” handout)
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Making it Your Own: Step 1Planning your support for
cognitive development
Create 4 sections by folding your paper in half & in half again.
Reflect on your perceptions of the child-What currently delights you about this child? -What is the child drawn to and excited about? -Where do you see examples of cognitive strengths & competence?
-What cognitive skills seem to be emerging?-Is there anything else to keep in mind about the child or family at this time?
Record your reflections/considerations in the first section of your paper.
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Reflective Curriculum Planning: Supporting Cognitive Development
Section III: Guiding Principles and Learning
Contexts
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Guiding Principles for Supporting Cognitive Development
• Relate to the child as an active learner.
• Provide opportunities for exploration.
• Respect the child’s initiative and choices.
• Allow ample time for children to make sense of experiences.
• Appreciate the child’s creativity.
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Guiding Principles for Supporting Cognitive Development (continued)• Describe the child’s actions and the
effect of actions.• Support self-initiated repetition and
practice.• Give appropriate encouragement for
problem-solving and mastery. • Support the child’s active
participation in personal care routines.
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Which guiding principles are represented here?
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In developing curriculum for infants and toddlers, teachers need to plan for three learning contexts:1. Play environment
and materials as curriculum,
2. Intentional interactions and conversations as curriculum,
3. Caregiving routines as curriculum.
•Infant/Toddler Curriculum Framework
Reflective Curriculum Planning Contexts
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Learning Context:The Environment &
Materials
Well organized play spaces play a key role in supporting children’s drive to build knowledge through exploration.
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Strategies
Plan the environment and materials so that:1. Organized play spaces are rich with learning
opportunities thoughtfully matched to children’s observed interests.
2. Toys are easily visible and accessible.
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Provide a basic selection of toys each day, in consistent, predictable locations both indoors and outdoors.
Add new items on a regular basis to support the children’s curiosity but keep a balance between familiarity and novelty.
Base the rotation of play materials on careful observation of children’s play rather than a predetermined schedule.
Consider both novelty and predictability
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Opportunities for Learning
• What learning possibilities do these offer? Consider the foundations & what ideas/concepts might be explored.
• How do these types of things differ? What do they have in common?
• Which of these objects would you use with infants/toddlers? Why?
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Arrange environment to encourage exploration
Arrange some of the toys in an interesting way to engage and extend exploration.
Be mindful that when toys are scattered far from their designated storage areas, children’s exploration might be stopped.
Periodically pass through the play space to return items to their storage areas.
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Offer toys & materials that...
• Support an understanding of spatial relationships through nesting and stacking.
• Support cause and effect experimentation.
• Support pretend play.• Support the collection
and storage of treasures.
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Photo Reflections1. Look closely at the photo.
2. Consider the child’s perspective. What might he/she:• Be drawn to?• Be investigating, experimenting with, sensing,
practicing, etc.?
3. What cognitive development or learning could it support?
4. Consider the contexts of environment & routines:• How is the organization or use of the space and
materials impacting this situation?• How might schedules or routines influence this
experience?
5. What other materials, ideas, or opportunities could be offered to build on this experience?
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Revisit Jenna’s experience
What other materials or “invitations” could be offered to build on Jenna’s experience?
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Making it Your Own: Step 2Based on what you know about the child, how might you use your environment and materials to support
& expand the child’s cognitive development?
Return to your sheet of paper and reflections on the child chosen for your course project.
Consider: How is the organization and use of the space and materials impacting the child’s experience?What other materials, adaptations, and “invitations might be offered to enhance the child’s experience? What might be incorporate into your care routines?What adaptations to your schedule might be helpful?
Brainstorm a list of ideas and record them in the second section of your paper.
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Learning Context: Interactions as Curriculum
As young children search for information about the world around them often look to the adults who care for them as resources for learning.
Infant care teachers support learning when they are available to children - being neither intrusive nor directive.
When they take their lead from the child – watching for cues about when and how to offer help – they build the child’s competence and confidence as learners.
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Intentional Interaction Strategies
In planning interactions, consider the following:
1. Notice what interests the child• Name things of interest
to an infant.• Comment on the child’s
actions.• Offer items and/or ask
questions that might extend the child’s exploration or make it more complex.
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Intentional Interaction Strategies (continued)
2. Use language to engage each child’s intellect
Make up a song to accompany the child as he works on a task.
Offer new vocabulary by:• Commenting on the child’s
play • Using words for attributes of
an object (size, quantity, shape, color, position)
• Using new words in meaningful situations
• Telling stories that relate to concepts
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Practice:• What might the
child be noticing, sensing, feeling?
• What questions might you ask to get the child’s perspective and expand the child’s thinking?
• What new vocabulary might you use?
• What do you value about this experience?
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Revisit Jenna’s experience
What interactions could be considered to build on Jenna’s experience?
What new vocabulary could you use?
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Making it Your Own: Step 3Based on what you know about the child, how
will you think about interactions and communication to support and expand cognitive
development?
Return to your sheet of paper and reflections on the child chosen for your course project.
Consider What topics of conversation might be meaningful?When and where would these be likely to occur?What new vocabulary might be used?What questions might you ask to get the child’s perspective and expand the child’s thinking?
Brainstorm a list of ideas and record them in the third section of your paper.
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Learning Context: Routines As Curriculum
• Infants learn throughout the day.• Care experiences provide rich opportunities
to acquire & practice increasingly complex skills related to:o Dressingo Serving foodo Using and caring for materialso Greeting and saying good-bye to peopleo Understanding what people and objects
are like and how they worko Working in partnership to accomplish
something
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StrategiesUse self-talk and parallel
talk during routines. Notice children’s interests and talk about them.
During mealtimes, offer chances for children to apply emerging skills in pouring and serving food.
Toddlers can help set up for meals by placing napkins, plates, forks and spoons and clear their plates and cups.
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Strategies during Diapering
During diapering and dressing, infants can:• Hold selected items• Seal the diaper tape, lift
their bottoms, and put their arms in sleeves – all chances to explore cause and effect
• Learn how things are the same and different, how things work, and what happens next.
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As you observe these toddlers engaged in various personal care routines, notice:
• How the environment and interactions support their participation
• What strategies adults used• What cognitive skills children are
learning and practicing
Understanding Personal Care Routines
(18 months)
CA I/T Learning & Development Foundations DVD Series, California Department of Education, 2009, Disc 2, Cognitive Development, Understanding Personal Care Routines
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Reflections on Routines & Cognitive Development
• How can you make your daily and personal care routines more cognitively meaningful for children?
Consider the environment and interactions.
• How can you include families in planning how you carry out routines to support cognitive development in a way that is meaningful to the child?
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Reflective Curriculum Planning
Supporting Infant and Toddlers’ Cognitive
Development
Section IV: Engaging Families
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Engaging Families
Infant care teachers play an important role in engaging families by sharing information about and expressing enthusiasm for their child’s cognitive development.
By encouraging families to notice the learning that takes place in every day experiences of very young children, families can gain a deeper understanding of children’s cognitive development and strategies for supporting it.
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Strategies for Engaging Families• Point out ways in which infants
and toddlers demonstrate competencies. • Encourage families to share
stories from home that illustrate their children’s learning.• Suggest ideas for simple,
inexpensive, homemade toys that families can use with their children to enhance cognitive development.• Suggest ways to incorporate the
language of cognitive development into every day interactions (more, same, one, etc.)
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Engaging Families: Reflecting “for” Action
Sharing examples of cognitive development:How can you talk about some of the things children typically do to help families understand them as part of cognitive development?
Consider discussing such behaviors as:• Toddlers requesting the same song or book over
and over,• Infants poking each other in the face during
exploration,• Children reacting strongly to a change in
routine.
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Engaging Families: Reflecting “for” Action (continued)
Consider how definitions of cognitive development might differ between families and you or your program.
• How can you learn about their perspectives and discuss similarities and differences?
• How might you make your curriculum planning process more inclusive of diverse perspectives?
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Revisit Jenna’s experience
What might Jenna’s family be interested in knowing about this experience?
How might you engage them in supporting her growing cognitive skills?
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Making it Your Own: Step 4How will you engage the child’s family in
understanding and supporting the child’s cognitive development?
Return to your sheet of paper and reflections on the child chosen for your course project.
Consider How might the family’s background and values be influencing their expectations and experience in this area?What questions might you ask to deepen your understanding of the family’s perspective and strengthen your relationship?What might the family want to know about their child’s social-emotional developmentIn how many ways might you engage the family in planning and/or implementing the ideas brainstormed in steps 2 & 3?
Brainstorm a list of ideas and record them in the fourth section of your paper
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Concluding Thoughts
Infants and toddlers are engaged in learning with every waking moment.
Their capacity to engage in exploration depends on the adults who guide and care for them. They need for adults to:
• Provide safe & appropriately challenging environments
• Establish relationships that provide an emotionally secure base
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Concluding Thoughts (continued)
Children need adults to:Provide the types of learning
environments and experiences that foster cognitive development.
Observe children in action and discover ways to connect with the child’s learning.
Approach children’s active learning with a sense of wonder, and nurture the child’s sense of wonder understanding of people and things around them.
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Making it Your Own: Steps 5-8Developing and Implementing Your Plan
Step 5: Create a brief and flexible curriculum plan for cognitive development.• Review the ideas you generated in the previous 4 steps.• For each context, select a few ideas to implement.• Create your plan using the form provided. (Feel free to use the
back, too.)
Step 6: Implement your plan.
Step 7: Observe, document, and reflect as you implement the plan. Remember, this will become part of your project display.
Step 8: Record your reflections on the process. Use the form provided. This will become part of your project summary and will be shared at the next class.
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Review Learning ObjectivesParticipants will be able to:
• Identify the cognitive skills and knowledge (foundations) typically acquired by infants and toddlers from birth to 3 yrs.
• Understand how the three learning contexts - environment and materials, intentional interactions, and caregiving routines - can support cognitive development.
• Reflect on observations and documentation of child’s development and interests, and use the information to create and implement a plan.
• Share reflections of child’s interest with parents to engage them as partners in facilitating the child’s cognitive development.
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• Questions?
• Assignment
• Reading
• Next session
Wrap-up
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Option: Additional photos for activities
are on the next slides
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