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" Infants, toddlers, and caregivers : "
Janet Gonzalez-Mena, Napa Valley College, Dianne Widmeyer Eyer, Canada College.
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BL
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| Record Number
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872211
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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, Canada College.
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| Edition Statement
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Tenth edition.
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| Publication Statement
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New York, NY :: McGraw-Hill,, [2015]
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| Page. NO
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xxx, 370 pages :: illustrations ;; 24 cm
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| ISBN
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0078110343
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: 9780078110344
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| Bibliographies/Indexes
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Includes bibliographical references and index.
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| Contents
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pt. 1. Focus on the caregiver -- 1. Principles, practice, and curriculum -- 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 -- 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 -- Curriculum and developmentally appropriate practice -- 2. Infant-toddler education -- 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 -- Implementing the curriculum -- Assessing the effectiveness of the curriculum : observing and recording -- Education as facilitating problem solving -- The adult role in facilitating problem solving -- Infant-toddler education and school readiness -- 3. Caregiving as curriculum -- Thinking again about infant-toddler curriculum -- Planning for attachment -- Policies that support curriculum as caregiving -- Assessment -- Caregiving routines -- Feeding -- -Diapering -- Toilet training and toilet learning -- Washing, bathing, and grooming -- Differing needs and perspectives -- Dressing -- Napping -- 4. Play and exploration as curriculum -- Adult roles in play -- Setting up environments for play -- Encouraging interactions and then stepping back -- Supporting problem solving -- Observing -- Environmental factors that influence play -- Group size and age span -- Setting up the environment to support play -- Happenings -- Free choice -- The problem of the match --
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pt. 2. Focus on the child -- 5. Attachment -- Brain research -- Brain building blocks and brain circuitry -- Quality experiences and stable neural pathways -- Mirror neurons : actions and observations -- Milestones of attachment -- Attachment behaviors : birth to six months -- Attachment behavior : seven to eighteen months -- Supporting attachment in quality programs -- 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? -- Developmental pathways : attachment behaviors -- 6. Perception -- Sensory integration -- Hearing -- Smell and taste -- Touch -- 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 -- 7. Motor skills -- Physical growth and motor skills -- Brain growth and motor development -- Importance of free movement, observation, and imitation -- Reflexes -- Large motor skills and locomotion -- Research from the Pikler Institute -- Small motor skills and manipulation -- Encouraging self-help skills -- Fostering motor development -- Children with special needs : finding resources -- Developmental pathway : behaviors showing development of motor skills -- 8. Cognition -- The cognitive experience -- Sensorimotor experience : Piaget -- Sociocultural Influences : Vygotsky and Piaget -- Self-regulating learners -- Social interaction and cognition -- Language and cognition -- Play and cognition -- Supporting cognitive development -- The importance of real-life experiences -- Brain-based learning -- Children with special needs : early childhood inclusion -- Developmental pathways : behaviors showing development of cognition -- 9. Language -- The progression of language development -- Receptive language -- Expressive language -- What language allows a child to do : the cognitive link -- The brain and early language development -- Brain activity and language competency -- Fostering language development -- Early literacy -- 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 -- 10. Emotions -- 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 -- 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 -- 11. Social skills -- Early social behaviors -- Stages of psychosocial development -- Trust -- Autonomy -- Initiative -- Guidance and discipline : teaching social skills -- Security and control for infants -- Limits for toddlers -- Teaching prosocial skills -- Promoting healthy brain growth -- The special need of all children : self-esteem -- Experiences that foster self-esteem -- Developmental pathways : behaviors showing development of social skills --
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pt. 3. Focus on the program -- 12. The physical environment -- 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 -- 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 -- 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 -- 13. The social environment -- Identity formation -- Attachment -- Self-image -- Cultural identity -- Gender identity -- Self-concept and discipline -- 14. Adult relations in infant-toddler care and education programs -- Parent-caregiver relations -- Caregiver stages of relating to parents -- 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 -- Early care and education professionals -- 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 -- Appendix A. Quality in infant-toddler programs : a checklist -- Appendix B. Environmental chart.
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| Abstract
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Infants, Toddlers and Caregivers is an ideal introduction to care and education in the first three years of life, featuring a respectful approach inspired by field pioneers Magda Gerber and Dr. Emmi Pikler. The text provides practical information based on theoretical and research foundations that students can implement in a variety of infant and toddler settings."--Back cover.
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| Subject
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Child care-- United States.
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Child development-- United States.
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Education, Preschool-- Activity programs-- United States.
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Early Intervention, Educational.
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Child care.
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Child development.
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Education, Preschool-- Activity programs.
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United States.
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| Dewey Classification
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362.7
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| LC Classification
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HQ778.63.G663 2015
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| Added Entry
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Eyer, Dianne Widmeyer.
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