000			07460nam a2200385Ia 4500
005			20260803094044.0
008			251212s2011 xx 000 0 und d
245	1		_aInfants and toddlers curriculum and teaching / _cTeri Jo Swim.
100			_aSwim, Teri Jo
700			_aWatson, Linda
260			_aBelmont, CA : _bWadsworth/Cengage Learning, _c2011.
250			_a7th
300			_axxiii, 504 p.: _bill.
300			_c23 cm.
500			_aIncludes index
020			_a978-0-495-80822-0
650			_aChild care
650			_aChild development
650			_aInfants
650			_aToddlers
651			_aUnited States
050			_a362.71071 Sw61i
943			_b0 _c0 _d0 _e1 _f0 _g0 _h0 _i0 _j0
944			_b1 _c1 _d0
953			_pHED2422
546			_aEnglish
953			_cCollLib
505			_apt. I: Infant-toddler development and professional educator preparation -- 1. A developmental perspective on educating infants and toddlers -- Theories of child development -- Valuing cultural diversity -- 2. Birth to thirty-six months: physical and cognitive / language developmental patterns -- Differences between development and learning -- Patterns of physical development -- Patterns of cognitive / language development -- Children with special rights -- 3. Birth to thirty-six months: social and emotional developmental patterns -- Patterns of emotional development -- Patterns of social development -- Children with special rights -- 4. The three As: the master tools for quality care and education -- The three As: Attention, approval, and attunement -- The attachment debate and the roles of caregivers -- Understanding the three As -- Using the three As successfully with infants and toddlers -- 5. Effective preparation and tools for professional educators -- Characteristics of a competent early childhood educator -- Acquiring knowledge -- About yourself -- About children -- About families -- About early child care and education -- About program implementation -- About partnerships -- About advocacy -- Professional preparation of the early childhood educator -- Impact of teacher education on quality of care and education -- Observing young children to make educational decisions -- Observe and record -- Assess and evaluate -- Using data gathered -- pt. II: Establishing a positive learning environment -- 6. Building relationships with and guiding the behaviors of infants and toddlers -- Reggio Emilia approach to infant-toddler education _xHistory -- Philosophy -- Image of the child -- Inserimento -- A development view of discipline -- Mental models -- Strategies for respectfully guiding children`s behavior -- Labeling expressed emotions -- Teaching emotional regulation -- Building the foundations for perspective-taking -- Setting limits -- Establishing consequences -- Providing choices -- Redirecting actions -- Solving problems -- 7. Supportive communication with families and colleagues -- Skills for effective communication -- Rapport building -- I statements versus You statements -- Active listening: the "how" in communication -- Mirroring -- Communicating with families -- Teacher beliefs -- Using active listening with families -- Partnering with families -- Family education -- Family-caregiver conferences -- Home visits -- Family situations requiring additional support -- Grandparents as parents -- At-risk families and children -- Teenage parents -- Communicating with colleagues -- Listening to colleagues -- Collaborating with colleagues -- Supporting colleagues -- Making decisions -- 8. The indoor and outdoor learning environments -- Introduction to principles of environmental design -- The teacher`s perspective -- Learning centers -- Use of space -- Calm, safe learning environment -- Basic needs -- The child`s perspective -- Transparency -- Flexibility -- Relationships -- Identity -- Movement -- Documentation -- Senses -- Representation -- Independence -- Discovery -- society`s perspective -- Environmental changes -- Curricular changes -- Partnerships and advocacy -- Ongoing reflection on the physical environment -- Selecting equipment and materials -- Age-appropriate materials -- Homemade materials -- Protecting the children`s health and safety -- Emergency procedures -- Immunization schedule -- Signs and symptoms of possible severe illness -- First aid -- Universal precautions -- Injuries -- 9. Designing the curriculum -- Infant-toddler curriculum -- Influences on the curriculum -- Influences of society -- Influences from cultural expectations -- Influences from the care setting -- Influences from the child -- Routing care time -- Flexible schedule -- Planned learning experiences -- Daily plans -- Weekly plans -- pt. III: Matching caregiver strategies, materials, and experiences to the child`s development -- 10. The child from birth to four months of age -- Materials -- Types of materials -- Examples of homemade materials -- Caregiver strategies to enhance development -- Physical development -- Cognitive / language development -- Emotional development -- Social development -- 11. The child from four to eight months of age -- Types of materials -- Examples of homemade materials -- Caregiver strategies to enhance development -- Physical development -- Cognitive / language development -- Emotional development -- Social development -- 12. The child from eight to twelve months of age -- Types of materials -- Examples of homemade materials -- Caregiver strategies to enhance development -- Physical development -- Cognitive / language development -- Emotional development -- Social development -- 13. The child from twelve to eighteen months of age -- Caregivers of toddlers -- Types of materials -- Examples of homemade materials -- Caregiver strategies to enhance development -- Physical development -- Cognitive / language development -- Emotional development -- Social development -- 14. The child from eighteen to twenty-four months of age -- Types of materials -- Examples of homemade materials -- Caregiver strategies to enhance development -- Physical development -- Cognitive / language development -- Emotional development -- Social development -- 15. The child from twenty-four to thirty months of age -- Types of materials -- Examples of homemade materials -- Activity ideas -- Caregiver strategies to enhance development -- Physical development -- Cognitive / language development -- Emotional development -- Social development -- 16. The child from thirty to thirty-six months of age -- Types of materials -- Examples of homemade materials -- Activity ideas -- Caregiver strategies to enhance development -- Physical development -- Cognitive / language development -- Emotional development -- Social development -- Appendix A: Tools for observing and recording -- Running record -- Anecdotal record -- Developmental prescriptions (combination of checklist and rating scale) -- Indoor safety checklist -- Playground safety checklist -- Appendix B: Developmental profile and instructions -- Appendix C: Standards for infant / toddler caregivers CDA Competency Standards for Infant/Toddler Caregivers in Center-Based Programs -- NAEYC Standards for Early Childhood Professional Preparation: initial licensure programs -- NAEYC Initial Licensure Standards summary.
591			_a0
336			_aText
337			_aUnmediated
338			_aVolume
942			_2lcc _cBK _arizal _b2015-04-07 23:18:18 _drizal _e2015-04-07 23:18:18
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