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Likely you are ending your learning for the semester. It is time for reflection. As an educator time to reflect and plan enhances teaching and care. Let’s review the course essential questions:
- How do relationships influence infant and toddler development and learning? Why are interactions essential?
- What is the “curriculum” for infants and toddlers? How do the Massachusetts early learning guidelines for infants and toddlers support developmentally appropriate curricula for infants and toddlers?
- How should families be engaged as collaborative partners”? Why is it essential to engage families in developing and implementing individualized curriculum for infants and toddlers? How is this achieved?
- How does the educarer’s cultural competence impact children’s development and learning? How do language and culture influence development and learning?
As you prepare to respond to these questions in the final reflective essay, remember that infants and toddlers have characteristics and needs that are distinct from older children; especially in the areas of health and safety, relationships, experiences, and continuity of care. I invite you to read the article Brain research and early childhood development – A primer for developmentally appropriate practice. Gallagher (2005) explains many facts about brain development . As you read, reflect on this course. Also prepare for teaching infants and toddlers using developmentally appropriate strategies that will:
- Support neural development
- Reduce stress
- Regulate emotions
- Build Relationships
What is one new fact you learned? How does the article support ethical conduct?
The article Emergent curriculum for infants and toddlers highlights 6 stories of responsive emergent curriculum in infant and toddler classrooms. Friedman and Soltero (2006) highlight the unique nature and differences between planning and implementation of curriculum than what you may be familiar with in the preschool classroom. As you read think about how the infant or toddler teacher adjusts the curriculum to follow a child’s particular interest or need.
As you begin to write the final reflective essay; remember relationships are critical in infant and toddler education and care. How do program policies and procedures support appropriate staff-child ratios and group sizes so that responsive caregiving happens?
Curriculum for infants and toddlers should be individualized through a planning process that involves ongoing observation, documentation, reflection, and implementation. Infant and toddler curricula should include developmentally appropriate experiences, be culturally appropriate, and reflect continuity from home to care setting. How might you engage families in the process of curriculum development and implementation?
The active engagement of families is critical to quality infant and toddler education and care. Open and effective communication is the key to engagement. How will you establish bi-directional communication with families, and regardless of the family’s home language?
Cultural competency is a necessary skill as an educarer to support continuity across settings and to build trust between the family and the program. How will you ensure that diverse populations see themselves and their cultures reflected in your curriculum and learning environment?
This course is meant as a beginning. I hope you continue to learn and grow as you work with infants and toddlers and their families. Remember, informed, reflective, curious adults can support and respond to the infant and toddler’s rapidly changing needs and development.
