this assignment is due tomorrow? Child education assignment? All of the instructions are in the 1st attachment? Do all the 3 task sections in the
this assignment is due tomorrow
Child education assignment
All of the instructions are in the 1st attachment
Do all the 3 task sections in the attachment
For task #2 the second video is attached and the ITERS scoresheet is attached
The ITERS book attachment is only for reference if you need additional help
Does not need to be perfect perfect as long as 90% as completed.
My class book is attached as well for topics info for Task #3
Long Beach City College – Child Development and Educational Studies Department
CDECE 41 Infant and Toddler Caregiving
Infant/Toddler Video Environment Observation
Purpose: This goal of this assignment is for you to evaluate infant and toddler environments based on observation, documentation and reflection.
Skills: In this assignment you will have the opportunity to practice:
· Exploring Infant Toddler learning environments
· Using the ITERS-R observation and evaluation tool
· Using virtual observations to evaluate environments
· Using critical thinking and reflection skills
· Communicating your ideas in writing in a clear and organized manner
Knowledge: Apply theoretical knowledge to ‘real life’ examples of Infant Toddler learning environments
Task:
1. Go to the Virtual Lab School site https://www.virtuallabschool.org/infant-toddler/learning-environments and explore all of the topics under Learning Environments
· Read the materials
· View the videos
· Write a paragraph about each topic (Learning Environments: An Introduction; The Indoor Environment: Designing and Organizing; etc.)
2. Then, you will explore the ITERS observation tool, and practice using it.
· Step 1 – watch the ITERS-R video training which presents the topic: “Infant Toddler Environment Rating Scale” (how to use the ITERS-R tool when assessing an infant toddler classroom).
· Step 2 – view the video observation
· Step 3 – using the ITERS-R Score Sheet (see the document in Canvas)
· score each item correctly
· write at least a paragraph for each of the 5 items describing why you scored the item as you did (what did you see on the video, how did you use the tool, etc.)
3. Lastly, answer these reflection questions – type these in question/answer format, in a word document that you will upload with the ITERS-R Score Sheet.
· How does the information you have explored both in the Virtual Lab School and in using the ITERS-R relate to topics we have explored in CDECE 41 this semester? (provide reasoning and back up your connection with at least 2 direct textbook quotes/page numbers)
· What new ideas or information did you discover? (choose 2-4 new ideas and why you think they are important)
· Reflect on what this information means to you- how do you imagine you will use this information in your present or future career and/or life and why. (don’t forget the why!)
Criteria for Success (please check your work against the rubric before submitting):
|
Response… |
Exceeds expectations |
Meets expectations |
Approaches expectations |
Does not meet expectations |
|
5 points |
4 points |
2 point |
0 point |
|
|
Format |
Formatting as assigned 3 or less grammar/spelling errors |
Formatting as assigned 5 or less grammar/spelling errors |
Formatting not as assigned 10 or less grammar/spelling errors |
Formatting not as assigned 10 or more grammar/spelling errors |
|
20 points |
16 points |
12 points |
0 points |
|
|
ITERS-R observation/scoring/documentation |
5 items are scored correctly and have notes in the tool 5 items have a detailed paragraph explaining scoring |
3 items are scored correctly and have notes in the tool 3 items have a detailed paragraph explaining scoring |
1 item is scored correctly and have notes in the tool 1 item has a detailed paragraph explaining scoring |
Missing or incorrect |
|
15 points |
12 points |
9 points |
0 point |
|
|
Reflection |
All 3 prompts are addressed with details, examples and meaningful text quotes |
All 3 prompts are addressed and have meaningful text quotes |
Prompts have missing or incomplete answers, and/or text quotes are missing |
Missing or incorrect |
Page 2 of 2 – PLEASE SEE RUBRIC ON PAGE 2
,
SCORE SHEET- Expanded Version Infant/Toddler Environment Rating Scale–Revised
Thelma Harms, Debby Cryer and Richard M. Clifford
Observer: ___________________________________ Observer Code: ___ ___ ___
Center/School: _______________________________ Center Code: ___ ___ ___
Room: ______________________________________ Room Code: ___ ___
Teacher(s): ___________________________________ Teacher Code: ___ ___
Number of staff present: ___ ___
Number of children enrolled in class: ___ ___
Highest number center allows in class at one time: ___ ___
Highest number of children present during observation: ___ ___
Date of Observation: __ __ / __ __ / __ __ m m d d y y Number of children with identified disabilities: ___ ___
Check type(s) of disability: □ physical/sensory □ cognitive/language □ social/emotional □ other:___________________
Birthdates of children enrolled: youngest __ __ / __ __ / __ __ m m d d y y oldest __ __ / __ __ / __ __ m m d d y y
Time observation began: ___ ___ : ___ ___ □ AM □ PM
Time observation ended: ___ ___ : ___ ___ □ AM □ PM Time interview began: ___ ___ : ___ ___ □ AM □ PM
Time interview ended: ___ ___ : ___ ___ □ AM □ PM
SPACE AND FURNISHINGS 1. Indoor space Y N Y N NA Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 1.4 3.4 3.5
Notes: 3.5/5.3 accessibility:
2. Furniture for routine care and play
Y N Y N Y N NA Y N NA 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 3.4 5.4 7.4 5.5
5.2, 7.2 Child-sized table(s) and chairs? ________________________
1 2 3 4 5 6 7
1 2 3 4 5 6 7
3. Provision for
relaxation & comfort
Y N Y N Y N Y N NA 1.1 3.1 5.1 7.1 3.2 5.2 7.2 5.3 7.3
Notes: 3.1 furnishings 5.1 cozy area? {y / n} 3.2, 5.3 # of soft toys:
4. Room arrangement
Y N Y N NA Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 3.3 5.3 7.3 5.4
1.2, 3.2, 5.2 problems with visual supervision
5. Display for children
Y N Y N Y N Y N NA 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 5.3 7.3 5.4 7.4
5.4 Staff talk about display? (observe 1 example)
A. Subscale (Items 1 – 5) Score __ __ B. Number of items scored __ __ SPACE AND FURNISHINGS Average Score (A ÷B) __.__ __
PERSONAL CARE ROUTINES
6. Greeting/departing Y N Y N Y N NA Y N NA 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 3.4
1.1, 3.1, 3.4, 5.1, 7.2 Greetings observed (√=yes, χ=no, w=warm)
Child Parent Info. shared 1. _______ _______ _______ 2. _______ _______ _______ 3. _______ _______ _______ 4. _______ _______ _______ 5. _______ _______ _______ 6. _______ _______ _______ 7. _______ _______ _______ 8. _______ _______ _______
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7 or (Y = yes, N = no, W= warm)
,
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Terri Jo Swim Indiana University–Purdue University
Ninth Edition
Infants and Toddlers
Caregiving and responsive CurriCulum development
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
01010_FM_rev02.indd 1 9/26/15 3:02 PM
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© 2017, 2014 Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.
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Printed in the United States of America Print Number: 01 Print Year: 2015
Infants and Toddlers: Caregiving and Responsive Curriculum Development, Ninth Edition Terri Jo Swim
Product Director: Marta Lee-Perriard
Product Manager: Mark Kerr
Content Developer: Kassi Radomski
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WCN: 02-200-203
Brief Contents
Chapter 1 Taking a Developmental Perspective 1
Chapter 2 Physical and Cognitive/Language Development 22
Chapter 3 Social and Emotional Development 49
Chapter 4 Attachment and the Three As 84
Chapter 5 Effective Preparation and Tools 98
pa r t o n e Understanding the Foundations of Professional Education 1
pa r t t w o Establishing a Positive Learning Environment 124
Chapter 6 Building Relationships and Guiding Behaviors 124
Chapter 7 Supportive Communication with Families and Colleagues 148
Chapter 8 The Indoor and Outdoor Learning Environments 175
Chapter 9 Designing the Curriculum 211
pa r t t h r e e Developing Responsive Curriculum 240
Chapter 10 Early Intervention 240
Chapter 11 Teaching Children Birth to Twelve Months 261
Chapter 12 Teaching Children Twelve to Twenty-Four Months 295
Chapter 13 Teaching Children Twenty-Four to Thirty-Six Months 318
Chapter 14 Developmentally Appropriate Content 343
appENdix a Tools for Observing and Recording 378
appENdix B Standards for Infant/Toddler Caregivers 402
appENdix C Board Books 408
appENdix d Picture Books 413
References 419
Glossary 452
Index 459
iii
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Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contents
Chapter 1 Taking a Developmental Perspective 1 1-1 Developmental Areas 3
1-2 Theories of Child Development 5 Spotlight on Research: Essential Life Skills for Infants 8
1-2a Unique Patterns of Development 9 READING CHECKPOINT 10
1-3 Current Trends in Development and Education 10 1-3a Microsystem Trends 11 1-3b Mesosystem Trends 15 Family and Community Connection 16
1-3c Exosystem Trends 16 Spotlight on Organizations: WestEd’s Program for Infant/Toddler Care 17
1-3d Macrosystem Trends 17
1-4 Valuing Cultural Diversity 19 READING CHECKPOINT 20
Summary 20 CaSE Study 21 additioNaL rESourCES 21
Chapter 2 Physical and Cognitive/ Language Development 22 2-1 Differences between Development
and Learning 23
2-2 Patterns of Physical Development 24 2-2a Brain Development 24 Family and Community Connection 27
Spotlight on Shaken Baby Syndrome: Causes and Effects 28
2-2b Physical Growth 28 2-2c Hearing and Vision Development 29 Spotlight on Research: Vision in Infants and Toddlers 30
2-2d Motor Development 30 READING CHECKPOINT 32
2-3 Patterns of Cognitive and Language Development 33 2-3a Cognitive Development: Piaget’s Theory of Reasoning 33 2-3b Cognitive Development: Vygotsky’s Sociocultural
Theory 39 2-3c Language Development 42 READING CHECKPOINT 46
Summary 46 CaSE Study 47 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 48 additioNaL rESourCES 48
Chapter 3 Social and Emotional Development 49 3-1 Patterns of Emotional Development 50
3-1a Erikson’s Psychosocial Theory 51 3-1b Separate and Together 53 3-1c Temperament 55 3-1d Emotional Intelligence and the Brain 58 Spotlight on Effortful Control: What Is It and Why Is Important? 64
READING CHECKPOINT 68
3-2 Patterns of Social Development 68 3-2a Attachment Theory 68 Spotlight on Research: Father-Child Interactions and Developmental Outcomes 73
3-2b Relationships with Peers 74 3-2c Self-Esteem 76 3-2d Prosocial Behaviors 78 Family and Community Connection 79
READING CHECKPOINT 81
Summary 81 CaSE Study 81 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 82 additioNaL rESourCES 83
pa r t o n e Understanding the Foundations of Professional Education 1
Preface xi
About the Author xvii
Acknowledgments xviii
v
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Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
pa r t t w o Establishing a Positive Learning Environment 124
Chapter 4 Attachment and the Three As 84 4-1 The Attachment Debate and the Roles of
Caregivers 85 READING CHECKPOINT 88
4-2 The Three As: Attention, Approval, and Attunement 88 Spotlight on Research: Infant Persistence 89
4-2a Attention 89 Family and Community Connection 91
4-2b Approval 91 4-2c Attunement 92 READING CHECKPOINT 95
Summary 95 CaSE Study 96 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 96 additioNaL rESourCES 97
Chapter 5 Effective Preparation and Tools 98 5-1 Characteristics of a Competent Early
Childhood Educator 99 5-1a Physically and Mentally Healthy 99 5-1b Positive Self-Image 99 5-1c Caring and Respectful 100
5-2 Acquiring Professional Knowledge, Skills, and Dispositions 100 5-2a Knowledge about Children and Families 101
5-2b Knowledge about Early Child Care and Education 101
5-2c Knowledge about Partnerships 103 5-2d Knowledge about Advocacy 103 5-2e Professional Skills 104 5-2f Professional Dispositions 104 READING CHECKPOINT 105
5-3 Professional Preparation of the Early Childhood Educator 105 Spotlight on Organization: World Association for Infant Mental Health 106
5-3a Impact of Teacher Education on Quality of Care and Education 106
Family and Community Connection 109
READING CHECKPOINT 110
5-4 Observing Young Children to Make Educational Decisions 110 5-4a Observe and Record 110 5-4b Tools for Observing and Recording 112 5-4c Analysis 119 Spotlight on Research: Culturally Appropriate Assessment 120
5-4d Using the Data 121 READING CHECKPOINT 121
Summary 121 CaSE Study 122 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 122 additioNaL rESourCES 123
Chapter 6 Building Relationships and Guiding Behaviors 124 6-1 Reggio Emilia Approach
to Infant-Toddler Education 125 6-1a Philosophy 126 6-1b Image of the Child 126 6-1c Inserimento 128 READING CHECKPOINT 129
6-2 A Developmental View of Discipline 129 6-2a Mental Models 130 Family and Community Connection 131
READING CHECKPOINT 132
6-3 Strategies for Communicating about Emotions 133 6-3a Labeling Expressed Emotions 134
6-3b Teaching Emotional Regulation 136 Spotlight on Research: Infants and Divorce 137
READING CHECKPOINT 139
6-4 Self-Regulation as a Foundation for Perspective-Taking 139 6-4a Setting Limits 141 6-4b Establishing Consequences 142 6-4c Providing Choices 142 6-4d Redirecting Actions 143 6-4e Solving Problems 144 READING CHECKPOINT 145
Summary 145 CaSE Study 146 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 146 additioNaL rESourCES 147
ContentSvi
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Chapter 7 Supportive Communication with Families and Colleagues 148 7-1 Skills for Effective Communication 150
7-1a Rapport Building 150 7-1b I Statements versus You Statements 151 7-1c Active Listening: The “How” in Communication 151 READING CHECKPOINT 153
7-2 Communications with Families 153 7-2a Using Active Listening with Families 153 Spotlight on Organization: Child Care Resource and Referral Agencies 155
7-2b Partnering with Families 159 7-2c Family Education 160 7-2d Supporting Relationships between Families 160 7-2e Family-Caregiver Conferences 161 7-2f Home Visits 163 READING CHECKPOINT 163
7-3 Family Situations Requiring Additional Support 164 7-3a Grandparents as Parents 164 7-3b At-Risk Families and Children 164 Family and Community Connections 165
Spotlight on Research: Prolonged Separations for Young Children: Parental Incarceration and Military Deployment 166
7-3c Teenage Parents 169 READING CHECKPOINT 170
7-4 Communicating with Colleagues 170 7-4a Collaborating with Colleagues 171 7-4b Supporting Colleagues 172 7-4c Making Decisions 172 READING CHECKPOINT 172
Summary 173 CaSE Study 173 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 174 additioNaL rESourCES 174
Chapter 8 The Indoor and Outdoor Learning Environments 175 8-1 The Teacher’s Perspective 177
8-1a Learning Centers 177 8-1b Real Objects versus Open-Ended Materials 178 8-1c Calm, Safe Learning Environment 180 Spotlight on Research: Rough and Tumble Play 182
8-1d Basic Needs 183 READING CHECKPOINT 184
8-2 The Child’s Perspective 184 8-2a Transparency 185
8-2b Flexibility 186 8-2c Relationships 187 8-2d Identity 188 8-2e Movement 188 8-2f Documentation 189 8-2g Senses 190 8-2h Representation 191 8-2i Independence 191 8-2j Discovery 191 READING CHECKPOINT 192
8-3 Society’s Perspective 193 8-3a Environmental Changes for the Classroom 193 Family and Community Connections 194
8-3b Curricular Changes 194 8-3c Partnerships and Advocacy 195 READING CHECKPOINT 196
8-4 Selecting Equipment and Materials 197 8-4a Age-Appropriate Materials 199 8-4b Homemade Materials 201 READING CHECKPOINT 201
8-5 Protecting Children’s Health and Safety 201 8-5a Emergency Procedures 202 8-5b Immunization Schedule 202 8-5c Signs and Symptoms of Possible
Severe Illness 202 8-5d First Aid 203 8-5e Universal Precautions 204 8-5f Playground Safety 206 READING CHECKPOINT 207
Summary 207 CaSE Study 208 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 209 additioNaL rESourCES 210
Chapter 9 Designing the Curriculum 211 9-1 Influences on the Curriculum 212
9-1a Influences from Cultural Expectations 213 9-1b Influences from the Care Setting 216 9-1c Influences from the Child 219 READING CHECKPOINT 219
9-2 Routine Care Times 220 9-2a Flexible Schedule 220 Spotlight on SIDS: Sudden Infant Death Syndrome (SIDS) 221
Spotlight on Dental Health: Access to Dental Care 225
READING CHECKPOINT 229
viiContentS
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Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
9-3 Planned Learning Experiences 229 9-3a Daily Plans 230 Family and Community Connections 232
9-3b Weekly Plans 232 Spotlight on Research: Infant Brain Development 233
READING CHECKPOINT 237
Summary 237 CaSE Study 238 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 238 additioNaL rESourCES 239
pa r t t h r e e Developing Responsive Curriculum 240
Chapter 10 Early Intervention 240 CaSE Study 241
10-1 What Is Early Intervention? 241 Spotlight on Terminology: Talking about Early Intervention 242
Spotlight on Research: Infant Mental Health 243
10-2 Types and Tiers of Early Intervention 244
10-3 From Special Needs to Special Rights 247
10-4 The Need for Family Capacity-Building 248 Spotlight on Research: Early Intervention and Building Collaborative Partnerships 249
Family and Community Connections 250
READING CHECKPOINT 250
10-5 The Evaluation and Assessment Process 250 10-5a The Role of Teachers 250 10-5b The Individualized Family Service Plan (IFSP) 251 10-5c Natural Environments 252
10-6 Characteristics and Care of Children with Special Rights 253 10-6a Physical and Cognitive Development 253 10-6b Social and Emotional Development 255 READING CHECKPOINT 257
Summary 257 CaSE Study 258 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 259 additioNaL rESourCES 260
Chapter 11 Teaching Children Birth to Twelve Months 261
CaSE Study 262
11-1 Materials 262 11-1a Types of Materials 263
11-2 Caregiver Strategies to Enhance Development 263 Spotlight on Organizations: Zero to Three 265
11-2a Physical Development 265
Spotlight on Research: Breast-Feeding and Later Development 273
READING CHECKPOINT 275
11-2b Cognitive Development 275 Family and Community Connection 277
Spotlight on Practice: Voices from the Field 279
11-2c Language Development 280 11-2d Emotional Development 283 11-2e Social Development 287 Spotlight on Research: Attachment to Objects 289
READING CHECKPOINT 292
Summary 292 CaSE Study 293 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 293 additioNaL rESourCES 294
Chapter 12 Teaching Children Twelve to Twenty-Four Months 295
CaSE Study 296
12-1 Materials 296 Spotlight on Practice: Voices from the Field 298
12-1a Types of Materials 298
12-2 Caregiver Strategies to Enhance Development 298 12-2a Physical Development 298 READING CHECKPOINT 299
12-2b Cognitive Development 299 Spotlight on Organizations: National Association for the Education of Young Children 302
12-2c Language Development 303 READING CHECKPOINT 306
12-2d Emotional Development 306 Family and Community Connections 308
READING CHECKPOINT 311
12-2e Social Development 311 Spotlight on Research: Peer Interactions of Young Toddlers 312
READING CHECKPOINT 315
ContentSviii
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Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Summary 315 caSe Study 315 PrOFeSSIONaL reSOurce dOWNLOad ❯❯ LeSSON PLaN 316 addItIONaL reSOurceS 317
Chapter 13 Teaching Children Twenty- Four to Thirty-Six Months 318
caSe Study 319
13-1 Materials 319 13-1a Types of Materials 319 13-1b Activity Ideas 321
13-2 Caregiver Strategies to Enhance Development 322 13-2a Physical Development 322 13-2b Cognitive Development 324 Spotlight on Practice: Voices from the Field 325
13-2c Language Development 326 Spotlight on Research: Adult Depression and Infant Cognitive Development 328
Family and Community Connections 330
READING CHECKPOINT 331
13-2d Emotional De
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