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BL
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| Record Number
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843220
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| Main Entry
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Gonzalez-Mena, Janet
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| Title & Author
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Infants, toddlers, and caregivers : : a curriculum of respectful, responsive, relationship-based care and education /\ Janet Gonzalez-Mena, Napa Valley College ; Dianne Widmeyer Eyer, Cañada College.
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| Edition Statement
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Eleventh edition.
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| Publication Statement
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New York, NY :: McGraw-Hill Education,, [2018]
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| Page. NO
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xxx, 362 pages ;; 24 cm
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| ISBN
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1259870464
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: 1259922065
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: 1260151840 (loose-leaf)
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: 9781259870460
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: 9781259922060
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: 9781260151848 (loose-leaf)
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| Bibliographies/Indexes
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Includes bibliographical references and index.
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| Contents
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Machine generated contents note: ch. 1 Principles, Practice, and Curriculum -- What Do You See? -- Relationships, Interactions, and the Three Rs -- Caregiving Routines as Opportunities for Three-R Interactions -- Ten Principles Based on a Philosophy of Respect -- Principle 1: Involve Infants and Toddlers in Things That Concern Them -- Principle 2: Invest in Quality Time -- Principle 3: Learn Each Child's Unique Ways of Communicating and Teach Yours -- Video Observation 1: Baby Crying -- Principle 4: Invest Time and Energy to Build a Total Person -- Principle 5: Respect Infants and Toddlers as Worthy People -- Principle 6: Be Honest about Your Feelings -- Principle 7: Model the Behavior You Want to Teach -- Principle 8: Recognize Problems as Learning Opportunities, and Let Infants and Toddlers Try to Solve Their Own -- Principle 9: Build Security by Teaching Trust -- Principle 10: Be Concerned about the Quality of Development in Each Stage
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Note continued: Curriculum and Developmentally Appropriate Practice -- The Principles in Action Principle 5 -- Appropriate Practice -- Summary -- Key Terms -- Thought/Activity Questions -- For Further Reading -- ch. 2 Infant-Toddler Education -- What Do You See? -- What Infant-Toddler Education Is Not -- Infant Stimulation -- Babysitting -- Preschool -- What Infant-Toddler Education Is: The Components -- Curriculum as the Foundation of Infant-Toddler Education -- Video Observation 2: Toddler Playing with a Tube and a Ball -- Implementing the Curriculum -- Assessing the Effectiveness of the Curriculum: Observing and Recording -- Education as Facilitating Problem Solving -- The Principles in Action Principle 8 -- The Adult Role in Facilitating Problem Solving -- Appropriate Practice -- Infant-Toddler Education and School Readiness -- Summary -- Key Terms -- Thought/Activity Questions -- For Further Reading -- ch. 3 Caregiving as Curriculum -- What Do You See?
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Note continued: Developmental Pathways: Attachment Behaviors -- Summary -- Key Terms -- Thought/Activity Questions -- For Further Reading -- ch. 6 Perception -- What Do You See? -- Sensory Integration -- Hearing -- Video Observation 6: Boy Exploring Toy Car Using Touch and Sound -- Smell and Taste -- Touch -- The Principles in Action Principle 7 -- Sight -- Multisensory Experiences and the Outdoor Environment -- Children with Special Needs: Educating Families about the Individualized Family Service Plan -- Developmental Pathways: Behaviors Showing Development of Perception -- Summary -- Key Terms -- Thought/Activity Questions -- For Further Reading -- ch. 7 Motor Skills -- What Do You See? -- Physical Growth and Motor Skills -- Brain Growth and Motor Development -- Importance of Free Movement, Observation, and Imitation -- Reflexes -- The Principles in Action Principle 10 -- Large Motor Skills and Locomotion -- Research from the Pikler Institute
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Note continued: Limits for Toddlers -- Teaching Prosocial Skills -- Promoting Healthy Brain Growth -- Video Observation 11: Girls Playing Together -- The Special Need of All Children: Self-Esteem -- Experiences That Foster Self-Esteem -- Developmental Pathways: Behaviors Showing Development of Social Skills -- Summary -- Key Terms -- Thought/Activity Questions -- For Further Reading -- ch. 12 The Physical Environment -- What Do You See? -- A Safe Environment -- Creating a Safe Physical Environment: A Checklist -- A Healthful Environment -- Creating a Healthful and Sanitary Environment: A Checklist -- Nutrition -- Feeding Infants -- Feeding Toddlers -- Video Observation 12: Feeding Routine -- The Learning Environment -- Layout -- Eating -- Sleeping -- Diapering -- Toileting -- Developmental Appropriateness -- Appropriate Environments for Infants -- Appropriate Environments for Toddlers -- Family Child Care and Mixed-Age Groups -- The Principles in Action Principle 8
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Note continued: The Development of Emotions and Feelings -- Temperament and Resiliency -- Resiliency and Healthy Emotional Development -- Helping Infants and Toddlers Cope with Fears -- Helping Infants and Toddlers Cope with Anger -- Video Observation 10: Child Trying to Get Her Turn in a Swing -- The Principles in Action Principle 6 -- Self-Calming Techniques -- Developing Self-Direction and Self-Regulation -- The Emotional Brain -- Stress and Early Brain Development -- The Impact of Neglect -- Children with Special Needs: Challenges and Trends -- Developmental Pathways: Behavior Showing Development of Emotions -- Summary -- Key Terms -- Thought/Activity Questions -- For Further Reading -- ch. 11 Social Skills -- What Do You See? -- The Principles in Action Principle 4 -- Early Social Behaviors -- Stages of Psychosocial Development -- Trust -- Autonomy -- Initiative -- Guidance and Discipline: Teaching Social Skills -- Security and Control for Infants
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Note continued: The Problem of the Match -- Appropriate Practice -- Summary -- Key Terms -- Thought/Activity Questions -- For Further Reading -- ch. 5 Attachment -- What Do You See? -- Brain Research -- Brain Building Blocks and Brain Circuitry -- Quality Experiences and Stable Neural Pathways -- Mirror Neurons: Actions and Observations -- The Principles in Action Principle 9 -- Milestones of Attachment -- Attachment Behaviors: Birth to Six Months -- Attachment Behavior: Seven to Eighteen Months -- Supporting Attachment in Quality Programs -- Video Observation 5: Toddler "Checking in" While Playing with Chairs -- Developmental Pathways: Attachment -- Measuring Attachment -- Early Research and Contemporary Issues -- Attachment Issues -- Infants with Few Attachment Behaviors -- Infants Who Experience Neglect or Indifference -- Brain Growth and Attachment-Based Programs -- Children with Special Needs: The Importance of Early Intervention -- What Is Early Intervention?
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Note continued: Thinking Again About Infant-Toddler Curriculum -- Planning for Attachment -- Policies That Support Curriculum as Caregiving -- Assessment -- Caregiving Routines -- Feeding -- Video Observation 3: Children Feeding Themselves -- Diapering -- Toilet Training and Toilet Learning -- Washing, Bathing, and Grooming -- Differing Needs and Perspectives -- Dressing -- Napping -- The Principles in Action Principle 1 -- Appropriate Practice -- Summary -- Key Terms -- Thought/Activity Questions -- For Further Reading -- ch. 4 Play and Exploration as Curriculum -- What Do You See? -- Adult Roles in Play -- Setting Up Environments for Play -- Encouraging Interactions and Then Stepping Back -- Video Observation 4: Toddlers Playing Outside -- Supporting Problem Solving -- Observing -- Environmental Factors That Influence Play -- Group Size and Age Span -- The Principles in Action Principle 2 -- Setting Up the Environment to Support Play -- Happenings -- Free Choice
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Note continued: Thought/Activity Questions -- For Further Reading -- ch. 9 Language -- What Do You See? -- The Progression of Language Development -- Receptive Language: The Importance of Responsiveness -- Expressive Language: The Importance of Familiar Contexts -- What Language Allows a Child to Do: The Cognitive Link -- The Brain and Early Language Development -- Video Observation 9: Children Eating at Table with Caregiver -- Brain Activity and Language Competency -- Fostering Language Development -- Early Literacy -- The Principles in Action Principle 3 -- Early Literacy and School Readiness -- Cultural Differences, Bilingualism and Dual Language Learners -- Goals of the "Language Relationship" -- Children with Special Needs: Supporting Parents and Families -- Developmental Pathways: Behaviors Showing Development of Language -- Summary -- Key Terms -- Thought/Activity Questions -- For Further Reading -- ch. 10 Emotions -- What Do You See?
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Note continued: Video Observation 7: Children Climbing Stairs -- Small Motor Skills and Manipulation -- Encouraging Self-Help Skills -- Fostering Motor Development -- Children with Special Needs: Finding Resources -- Developmental Pathways: Behaviors Showing Development of Motor Skills -- Summary -- Key Terms -- Thought/Activity Questions -- For Further Reading -- ch. 8 Cognition -- What Do You See? -- The Cognitive Experience -- Sensorimotor Experience: Piaget -- Sociocultural Influences: Vygotsky and Piaget -- Self-Regulating Learners -- Social Interaction and Cognition -- Language and Cognition -- Play and Cognition -- The Principles in Action Principle 8 -- Supporting Cognitive Development -- The Importance of Real-Life Experiences -- Brain-Based Learning -- Video Observation 8: Father Diapering Toddler -- Children with Special Needs: Early Childhood Inclusion -- Developmental Pathways: Behaviors Showing Development of Cognition -- Summary -- Key Terms
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Note continued: What Do You See? -- Parent-Caregiver Relations -- Caregiver Stages of Relating to Parents -- The Principles in Action Principle 3 -- Communication with Parents and/or Family Members -- Service Plan: Focus on the Child -- Service Plan: Focus on the Family -- Communication Blocks -- Opening Up Communication -- Issues of Parents of Children with Special Needs -- Parent Education -- Parents of Children with Special Needs -- Early Care and Education Professionals -- Video Observation 14: Girl Crawling through Low Window (Parent Ed Program) -- Relating to the Parents of a Child Who Isn't Doing Well -- Caregiver Relations -- The Family Child Care Provider -- Center Staff -- Respect as the Key to Adult Relationships -- Appropriate Practice -- Summary -- Key Terms -- Thought/Activity Questions -- For Further Reading.
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Note continued: What Should Be in the Play Environment -- Toys and Materials for Inside -- Toys and Materials for Outside -- Assessing the Quality of an Infant-Toddler Environment -- Balancing Soft and Hard -- Providing for Intrusion and Seclusion -- Encouraging Mobility -- The Open-Closed Dimension -- The Simple-Complex Dimension -- Scale -- Aesthetics -- Acoustics -- Order -- Appropriate Practice -- Summary -- Key Terms -- Thought/Activity Questions -- For Further Reading -- ch. 13 The Social Environment -- What Do You See? -- Identity Formation -- The Principles in Action Principle 1 -- Attachment -- Self-Image -- Cultural Identity -- Gender Identity -- Self-Concept and Discipline -- Video Observation 13: Child in Sandbox (Redirection) -- Modeling Self-Esteem by Taking Care of Yourself -- Appropriate Practice -- Summary -- Key Terms -- Thought/Activity Questions -- For Further Reading -- ch. 14 Adult Relations in Infant-Toddler Care and Education Programs
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| Subject
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Child care-- United States.
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| Subject
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Child development-- United States.
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Education, Preschool-- Activity programs-- United States.
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| Subject
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Child care.
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| Subject
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Child development.
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Education, Preschool-- Activity programs.
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| Subject
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United States.
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| Dewey Classification
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305.2310973
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| LC Classification
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HQ778.63.G663 2018
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| Added Entry
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Eyer, Dianne Widmeyer
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