The Infant and Toddler Years Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 Third Edition By Carol Copple and Sue Bredekamp, editors CLDDV 101 Professor Pam Guerra-Schmidt

Chapter 2 Development in the First Three Years of Life Scientists studying: Listen to language Understand number concepts Learn from changing perspectives Rolling over Sitting Standing Other trusted adults

Chapter 2 Development in the First Three Years of Life Important: Relationships Temperament Developmental Challenges Cultural Beliefs Early experiences & the brain

Chapter 2 Development in the First Three Years of Life Group Care: Supports relationships Supports learning Critical: Sensitive, affectionate care Needs met predictably & consistently Trust & emotional security develop

Chapter 2 Development in the First Three Years of Life Young infants (birth to 9 months) seek security Mobile infants (8 to 18 months) engage in exploration Toddlers (16 to 36 months) continue to form identity

Young Infants (birth to 9 months) Newborns unique Need security Ready for relationships Interested in people Able to attract & hold other’s attention Smile, laugh, cuddle, coo, reach out Read gestures, facial expressions, & tone of voice

Young infants Trust vs. Mistrust (Erik Erikson) Harlow Monkey Experiment http://www.youtube.com/watch?v=OrNBEhzjg8I

The infant care teacher Young Infant Teachers help: world is safe and interesting place. Teacher’s task is to learn each baby’s individual eating and sleeping rhythms, how he approaches new objects and people how he prefers to be held for feeding, sleeping or comforting.

The infant care teacher-family alliance Build solid relationships Observe and learn from the experiences Gain knowledge of culture, and childrearing beliefs of family members. Establish and maintain the alliance with family – communicating!

Mobile infants (8 to 18 months) Mobile – exploration Move, scoot, use their hands, bounce forward and commando-crawling with stomach on the ground. Large muscles are developed - creep, crawl, cruise, walk holding on to furniture or push toys, climb up and descend stairs. New discoveries and fears.

The Infant Care Teacher Mobile Infant Role in language development Interpret a child’s actions and babbling and translate them into words Support dual-language learners

The infant care teacher-family alliance Discuss feelings about separation and attachment Infants placed group care - become mobile; stage of stranger wariness is at its height Open and frequent communication

Toddlers (16 to 36 months) Concerned developing an understanding of who they are Around 18 months, identity dominant theme Most frequent statements “No,” “Mine,” “Why,” and “Me do it”

Toddlers (16 to 36 months) Once walking, motor skills grow by leaps & bounds- jump, tiptoe, march, throw and kick a ball Experimentation with objects, language, and social interactions - enter new phase of cognitive growth

The toddler care teacher Comforter, referee, diaper changer, playmate, and storyteller Skilled teachers allow for autonomy Create predictable routine Activities-mix physical activities

The toddler care teacher-family alliance Typical-conflicting feelings independence, dependence, pride and shame, confidence and doubt Look at behavior as having meaning Sense of identity rooted in family and community. (Teacher’s support) Need to hear primary language

Teaching Empathy When I laugh, he laughs; when I cry . . . well, the whole world cries http://www.youtube.com/watch?v=67MuGb9ObZQ&feature=related