Infant and toddler development and responsive program planning: a relationship-based approach
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2010
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXII, 501 S. Ill. |
| ISBN: | 9780137152636 0137152639 |
Internformat
MARC
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| 245 | 1 | 0 | |a Infant and toddler development and responsive program planning |b a relationship-based approach |c Donna S. Wittmer, Sandra H. Petersen |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2010 | |
| 300 | |a XXII, 501 S. |b Ill. | ||
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| 650 | 4 | |a Infants |x Development |x Study and teaching | |
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Datensatz im Suchindex
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| adam_text | Titel: Infant and toddler development and responsive program planning
Autor: Wittmer, Donna Sasse
Jahr: 2010
Brief Contents
Chapter 1 A Relationship-Based Model and the Importance
of the Infant and Toddler Years 1
Chapter 2 Infants, Toddlers, and Their Families 25
Chapter 3 Understanding and Using Theories 45
Chapter 4 The Power of Observation: Learning About Infants and
Toddlers 69
Chapter 5 Brain and Prenatal Development, Birth, and the Newborn 89
Chapter 6 Attachment and Emotional Relationships 110
Chapter 7 Social Development and Learning with Peers 135
Chapter 8 Cognitive Development and Learning 162
Chapter 9 Language Development and Learning 189
Chapter 10 Motor Development and Learning 220
Chapter 11 Responsive Programs: Quality, Health, Safety, and
Nutrition 243
Chapter 12 Creating a Relationship-Based Curriculum 265
Chapter 13 Routines, Environments, and Opportunities: Day to Day
the Relationship Way 296
Chapter 14 Respect, Reflect, and Relate: The 3 R Approach to
Guidance 328
Chapter 15 Including Infants and Toddlers with Disabilities in Child
Development and Education Programs 356
Chapter 16 The Infant-Toddler Professional: Identity, Relationships, and
Resources 372
XI
Contents
Chapter 1 A Relationship-Based Model and the Importance
of the Infant and Toddler Years 1
A Relationship-Based Model 2
How the Ecology Affects Relationships 3
How Children s Attributes and Capacities Affect Relationships 4
Research on the Importance of Relationships for Children, Families,
and Infant- Toddler Professionals 5
The Importance of the Infancy Period (Prenatal to 3 Years of Age) 6
Recent Understanding of the Importance of the Infant and
Toddler Years 7
Research on Brain Development 8
Sensitive Periods and Windows of Opportunity 9
Core Concepts of Prenatal, Infant, and Toddler Development 10
Both Nature and Nurture Affect Children s Development 11
Culture Influences Development and Child-Rearing Beliefs
and Practices 11
Self-Regulation Is an Important Indicator of Development 11
Children Contribute to Their Own Development Through Active
Exploration 11
Human Relationships, and the Effects of Relationships on Relationships,
Are the Building Blocks of Healthy Development 12
There Is a Broad Range of Individual Differences 12
The Development of Children Is Both Continuous and Discontinuous 12
Infants and Toddlers Are Both Vulnerable and Resilient 12
The Timing of Early Experiences Can Matter and Children Are Open to
Change 15
Early Intervention Can Make a Difference 15
Conclusion of the 10 Core Concepts 15
Changes in Demographics That Affect Infants and Toddlers
and Their Families 15
A Changing Population in the United States 15
Poverty 17
Early Development and Education Programs 18
Child Care 18
Early Intervention Programs for Children at Risk 20
Early Intervention for Children with Disabilities 21
xm
CONTENTS
Infants and Toddlers Irreducible Needs 21
Summary 22
Key Terms 23
Reflections and Resources for the Reader 23
Chapter 2 Infants, Toddlers, and Their Families 25
Biological and Cultural Effects on the Family 26
Our Biology Affects Our Parenting 26
Cultural Effects on Parenting 26
Variations in Parenting 29
Becoming a Mother 31
Becoming a Father 32
The Transition from Partners to Parenthood 33
The Imagined Baby and the Real Baby 34
Parenting Styles 34
Family Structure 35
Divorce 36
Single Parents 36
Same-Sex Parents 37
Grandparents 38
Adoptive Parents 38
Foster Parents 39
Care and Education Programs That Support
Families 40
Parent Education 40
Family Support Programs 41
Summary 42
Key Terms 43
Reflections and Resources for the Reader 43
Chapter 3 Understanding and Using Theories 45
What Are Theories? 45
Our Theoretical Framework 46
Relationship-Based Theory 47
Transactional Theory 49
Bioecological Systems Theory 51
Summary of the Major Theories 52
Theories of Emotional Development: A Sense of Self
and Relationships with Others 53
Theory ofPsychosocial Development 53
The Hierarchy of Human Needs 54
Separation and Individuation 54
Attachment Theory 56
Interpersonal Development Theory 57
Summary of Theories of Emotional Development 58
CONTENTS
Theories of Cognitive Development: Learning About the World 58
Constructivist Theory of Learning 58
Sociocultural Theory 61
Social Learning/Cognitive Theory 62
Core Knowledge Theory 62
Summary of Theories of Cognitive Development 63
Theories of Language Development 63
Kuhl s Perceptual Mapping Model 63
Social Interaction Theory 64
A Theory of Motor Development: Learning to Move 64
Applying Theories in Programs 65
Child Development Programs 66
Relationship-Based Programs 66
Summary of Applying Theories in Programs 66
Summary 67
Key Terms 67
Reflections and Resources for the Reader 68
Chapter 4 The Power of Observation: Learning About Infants
and Toddlers 69
Observing—A Powerful Skill 70
Why Observation Is Important 70
Observation and Theory Have Changed How Children Are Understood 70
The Ethics of Observing 72
What to Observe 73
How to Observe and Record Observations 75
Anecdotal Records and Running Records 75
Event Sampling 78
Charts 80
Documentation 81
Summary of Observation Methods 83
Observation as Part of Assessment 83
Developmental Profiles 83
Screening Tools 85
What Method to Use? 85
Bring Information Together: Portfolios of
Observations/Documentations 86
What the Observer Brings to Observations 86
Past Experiences, Beliefs, Values 87
Culture 87
Presence 87
Summary 88
Key Terms 88
Reflections and Resources for the Reader 88
VI
CONTENTS
Chapter 5
Chapter 6
Brain and Prenatal Development, Birth, and the Newborn 89
Brain Development: An Overview 90
The Structure of the Brain 90
The Importance of Early Experiences for Brain Development 93
The Effects of Stress and Violence on Brain Development 94
Genetics and Prenatal Development 95
The Fetus 97
The First Trimester 97
The Second Trimester 98
The Third Trimester 98
The Womb as an Environment for Development 99
Nutrition 100
Toxins and Teratogens 101
Structural/Metabolic Birth Defects and Maternal Infections 102
Prenatal Testing 102
The Mother s Experience as an Environment 103
Maternal Stress, Anxiety, and Other Factors 103
The Newborn 104
Postnatal Brain Development 105
Developmental Milestones of the Newborn 106
Unique Beginnings 106
Summary 107
Key Terms 108
Reflections and Resources for the Reader 108
Attachment and Emotional Relationships 110
The Uniqueness of Each Child 110
Capacities 111
Attributes 114
Development and Learning Through Relationships 116
Cultural Differences and Emotional Development 116
Emotional Expression and Understanding 117
The Attachment Relationship 119
Impact of Maternal Depression 123
Children with Special Needs 124
Programs That Enhance Emotional Development
and Learning 125
Infant Mental Health 125
Strategies to Support Emotional Development
and Learning 125
Child Care Experiences and Emotional Development 127
Summary 132
KeyTerms 133
Reflections and Resources for the Reader 133
CONTENTS
Chapter 7 Social Development and Learning with Peers 135
The Uniqueness of Each Child 136
Capacities 136
Attributes 137
Development and Learning Through Relationships 140
Culture and Peer Relationships 140
Social Development with Peers 141
Prosocial Development in Infants and Toddlers 144
Learning Through Relationships 152
Strategies to Support Social Development
and Learning 153
Children with Special Needs 154
Programs That Enhance Social Development
and Learning 155
Quality Child Development and Education Programs 155
Continuity of Peer Groups 155
Ratios, Number of Adults, and Group Size 155
Relationship with the Infant- Toddler Teacher 155
Socialization Strategies of the Teacher 160
Summary 160
Key Terms 161
Reflections and Resources for the Reader 161
Chapter 8 Cognitive Development and Learning 162
The Uniqueness of Each Child 162
Capacities 163
Sensory Perceptions 166
Attributes 171
Development and Learning Through Relationships 172
Culture and Relationships 172
Tools of Learning 173
Learning Through Relationships 176
Concepts Infants and Toddlers Learn 177
Children with Special Needs 180
Programs That Enhance Cognitive Development
and Learning 181
Child Care: Rich Environments and Responsive
Relationships 181
Strategies to Support Cognitive Development
and Learning 182
Programs for Infants and Toddlers at Risk 183
Early Intervention 183
Summary 186
Key Terms 187
Reflections and Resources for the Reader 187
CONTENTS
Chapter 9 Language Development and Learning 189
The Uniqueness of Each Child 189
Overview of Language Capacities 190
Attributes 192
Development and Learning Through Relationships 193
Culture and Language 193
Bilingual and Bidialectical Children and Families 195
Language Development in Relationships 199
Strategies to Encourage Language Learning 206
Children with Special Needs 211
Hearing Impairment 211
Programs That Enhance Language Development
and Learning 212
Child Care: Relationships and Responsive Interactions 212
Early Intervention Programs 212
Strategies to Support Language Development
and Learning 213
Summary 218
KeyTerms 218
Reflections and Resources for the Reader 218
Chapter 10 Motor Development and Learning 220
The Uniqueness of Each Child 220
Capacities 221
Attributes 223
Development and Learning Through Relationships 224
Culture and Motor Development 224
Motor Development Through Relationships 225
Movement 226
Using Tools 229
Perceptual-Motor Coordination 232
Strategies to Support Motor Development
and Learning 233
Children with Special Needs 233
Motor Concerns 234
Effects of Motor Disorders 234
Programs That Enhance Motor Development
and Learning 235
Child Development and Education Programs 235
Physical and Occupational Therapy 236
Movement Psychotherapy 237
Summary 240
KeyTerms 241
Reflections and Resources for the Reader 241
CONTENTS
Chapter 11 Responsive Programs: Quality, Health, Safety,
and Nutrition 243
What Is Quality. . . and Why Does It Matter? 244
Structural Variables of Quality 245
Process Variables of Quality 248
An Emphasis on Health and Safety 249
Sanitizing and Preventing the Spread of Disease 250
Promoting Safety and Preventing Injuries 253
Adopting Policies That Promote and Protect Health 254
The Importance of Good Nutrition 256
Nutritional Needs of Infants and Toddlers 256
Child Development and Education Programs Supporting Safe
and Healthy Nutrition 258
Evaluating Quality in Child Care Programs 260
Infant-Toddler Environmental Rating Scale (ITERS) 260
Observational Record of the Caregiving Environment (ORCE) 261
Teacher Interaction Scale 261
Program Review Instrument for Systems Monitoring (PRISM) 261
Policies, Laws, and Systems That Support Quality Programs 261
Child Care Development Fund (CCDF) 261
Licensing 262
Quality Rating Systems and Tiered Reimbursement 262
Accreditation 263
Summary 263
Key Terms 263
Reflections and Resources for the Reader 264
Chapter 12 Creating a Relationship-Based Curriculum 265
Component 1: The Foundation—A Way of Thinking About Infants
and Toddlers 267
What Are the Beliefs and Assumptions About the Nature of Infants and
Toddlers? 267
What Are the Needs of Infants and Toddlers? 268
What Is Important for Infants and Toddlers to Learn? 269
How Do Children Develop and Learn? 271
Component 2: The Infant-Toddler Professional s Role—Creating a
Relationship-Based Program 275
A Special Kind of Person 275
Creating a Relationship-Based Community 276
Adult-Child Interactions and Relationships in a Relationship-Based
Program 276
Component 3: Relationships with Families and Culturally
Sensitive Care 283
Strategies for Developing Relationships with Families 283
Strategies for Developing Relationships with Families from Diverse
Cultures 284
CONTENTS
Component 4: Responsive, Relationship-Based
Planning 287
Summary 293
Key Terms 294
Reflections and Resources for the Reader 294
Chapter 13 Routines, Environments, and Opportunities: Day to Day
the Relationship Way 296
Component 5: Transitions and Routines—A Time for
Relationships 297
Transition of Entering a New Child Care Education Program 298
Transitions During the Day 298
Responsive Routines 299
Component 6: Creating Responsive, Relationship-Based
Environments 300
A Quality Environment for Centers and Child Care Homes 300
Cozy Spaces and Special Places 304
Component 7: Responsive Opportunities 307
Planning Opportunities 307
Quiet and Calm Opportunities 308
Nurturing Opportunities 309
Social Opportunities 310
Language Opportunities 310
Cognitive Opportunities 312
Delighting-the-Senses Experiences 312
Creative Opportunities 313
Writing and Drawing Opportunities 315
Opportunities with Blocks 315
Music, Song, and Creative Movement Opportunities 317
Literacy Opportunities 318
Math, Space, and Shape Opportunities 320
Opportunities for Active Play and Motor Development 322
Curriculum Approaches 323
The Program for Infant/Toddler Care (PITC) 325
High/Scope 325
The Creative Curriculum for Infants, Toddlers Twos 325
Reggio Emilia 325
Summary 326
Reflections and Resources for the Reader 327
Chapter 14 Respect, Reflect, and Relate: The 3 R Approach to Guidance 328
The Difference Between Guidance and Discipline 329
Component 8: A Relationship-Based Approach to
Guidance 329
Respect 329
Reflect 331
Relate 332
CONTENTS
Relationship Realignments 339
Separation Anxiety 339
Toddler Resistance 340
Tantrums 341
Children Who Bite 342
Toilet Learning 346
Challenging Behavior and Mental Health Issues 347
Anxious, Fearful, Vigilant 348
Angry and Defiant 349
Children Who Behave Aggressively 350
Posttraumatic Stress Disorder 350
What Philosophy Will You Use? 352
Summary 353
Key Terms 354
Reflections and Resources for the Reader 354
Chapter 15 Including Infants and Toddlers with Disabilities in Child
Development and Education Programs 356
What Disabilities Do We See in Infants and Toddlers? 357
Groups of Disabilities 357
Chromosomal Abnormalities and Genetic Syndromes 358
Sensory Impairments 359
Metabolic Disorders 359
Central Nervous System Disorders 360
Congenital Infections 361
Disorders Secondary to Exposure to Toxic Substances 361
Chronic Illness 361
Conditions of Risk for Poor Development 361
Early Intervention: Part C of IDEA 362
Eligibility 363
Individualized Family Service Plan (IFSP) 363
Early Intervention Services 364
Making Referrals 365
Child Development and Education as a Natural Environment 366
Teacher Attitudes and Strategies in the Child Development
and Education Program 366
Maintain a Positive Attitude 366
Ask for Information Sharing 367
Document Children s Competence 368
Adapt Materials and Activities 368
Arrange the Environment 369
Use Group Affection Activities 369
Meet Therapeutic Goals 370
Summary 370
KeyTerms 371
Reflections and Resources for the Reader 371
XXii CONTENTS
Chapter 16 The Infant-Toddler Professional: Identity, Relationships,
and Resources 372
The Infant and Toddler Profession 372
Professional Identity 373
Professional Standards 374
The Professional s Experience 377
What s Different About Being an Infant and Toddler Professional? 377
Infant and Toddler Professionals Must Know Themselves Well 378
Professional Development: Visions, Values, and Philosophy 379
YourVision 379
A Professional Philosophy Statement 380
Developing and Using a Code of Ethics 380
Organizational Structure, Programs, and Policies 380
The Organization of a Program: Are You Treated Like a Professional? 381
Shared Decision Making 381
Developing Relationships and Community Within the Program
for Professional Development 383
Developing a Professional Relationship-Based Community 383
A Reflective Practice Model 386
Reflective Supervision 386
Mentoring and Being Mentored 387
Becoming an Advocate 388
Summary 389
Key Terms 390
Reflections and Resources for the Reader 390
AppendixA Portraits of Development 392
Appendix B Portraits of Development (Spanish) 410
Appendix C Developmental Trends and Responsive
Interactions (Spanish) 432
Appendix D Planning Guides 456
References 461
Name Index 483
Subject Index 491
|
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| id | DE-604.BV035623998 |
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| indexdate | 2024-07-09T21:41:50Z |
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| spelling | Wittmer, Donna S. Verfasser aut Infant and toddler development and responsive program planning a relationship-based approach Donna S. Wittmer, Sandra H. Petersen 2. ed. Boston ; Munich [u.a.] Pearson 2010 XXII, 501 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Child development Study and teaching Infants Development Study and teaching Toddlers Development Study and teaching Kleinkinderziehung (DE-588)4073498-5 gnd rswk-swf Kleinkinderziehung (DE-588)4073498-5 s DE-604 Petersen, Sandra H. Verfasser aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017679086&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Wittmer, Donna S. Petersen, Sandra H. Infant and toddler development and responsive program planning a relationship-based approach Child development Study and teaching Infants Development Study and teaching Toddlers Development Study and teaching Kleinkinderziehung (DE-588)4073498-5 gnd |
| subject_GND | (DE-588)4073498-5 |
| title | Infant and toddler development and responsive program planning a relationship-based approach |
| title_auth | Infant and toddler development and responsive program planning a relationship-based approach |
| title_exact_search | Infant and toddler development and responsive program planning a relationship-based approach |
| title_full | Infant and toddler development and responsive program planning a relationship-based approach Donna S. Wittmer, Sandra H. Petersen |
| title_fullStr | Infant and toddler development and responsive program planning a relationship-based approach Donna S. Wittmer, Sandra H. Petersen |
| title_full_unstemmed | Infant and toddler development and responsive program planning a relationship-based approach Donna S. Wittmer, Sandra H. Petersen |
| title_short | Infant and toddler development and responsive program planning |
| title_sort | infant and toddler development and responsive program planning a relationship based approach |
| title_sub | a relationship-based approach |
| topic | Child development Study and teaching Infants Development Study and teaching Toddlers Development Study and teaching Kleinkinderziehung (DE-588)4073498-5 gnd |
| topic_facet | Child development Study and teaching Infants Development Study and teaching Toddlers Development Study and teaching Kleinkinderziehung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017679086&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT wittmerdonnas infantandtoddlerdevelopmentandresponsiveprogramplanningarelationshipbasedapproach AT petersensandrah infantandtoddlerdevelopmentandresponsiveprogramplanningarelationshipbasedapproach |