Infant/Toddler Reflective Curriculum Planning Process (10 minutes) Welcome and Introductions- Participant Sign-in sheets, ask if any participants who want to share a challenge and or a success as they began reflecting on the observation process for their program since the last session. Climate of Care – Have participants review list of ground rules that will contribute to their sense of safety and security. Talk about breaks and Restrooms

Learning Objectives Participants will be able to: Consider a variety of factors in the interpretation of observation, documentation and assessment data; Communicate with families about the interpretation of observations and assessment data while ensuring confidentiality and ensuring privacy; Collaborate with families and service providers to adapt experiences or the environment based on observation or assessment; and Assist families in identifying or accessing services, sensitively considering diverse linguistic and cultural experiences.

Opening Activity – Plan In small groups, select a word/phrase that best describes how your program: Moves from thinking about it (reflecting) to developing curriculum plans. Directions: --Journal, Pair discussion or Large group sharing depending upon group --Jot down words / phrases --Inform participants about the areas to be addressed in this series of trainings

Our Stories Share your classroom successes and roadblocks for planning and implementing. Successes Roadblocks Have participants form small groups to discuss classroom strategies and program policies for observing infants and toddlers for the purpose of curriculum planning. Allow 10 minutes for the groups to discuss Successes and another 10 minutes to discuss the roadblocks. Have a member of each small group report their “successes and roadblocks”.

(Infant/Toddler Program Guidelines page 106) Teachers plan their approaches and the materials they will offer based on their observations, documentation, and reflections. G U I D E L I N E 8.5 From Program Guidelines: Basing I/T planning on actual observations, documentation & reflections is essential – this step can not be skipped Teachers become researchers – looking to see which hypothesis worked / what needs tweaking Another vital aspect comes from reflecting on the DRDP-R assessment, not as a test but as an indicator of unfolding development There are simultaneous areas unfolding: ( may create PPT slides ) Program leaders: providing necessary play & learning materials / providing time for staff to plan & prepare the environments Teachers: generating ideas / identifying levels of development / examing all ideas an selecting the ones most appropriate / creating brief plans (Infant/Toddler Program Guidelines page 106)

Curriculum Planning Process In Infant/Toddler Programs Document Observe Implement Overview of Curriculum Planning Process The Infant Toddler Guidelines New Perspectives DVD (disk 2) Responsive Curriculum Planning Combines the Following: Knowledge of how young children develop and what they are learning; Appropriate expectations for different “ages”; Understanding individual children’s interests and current levels of development; Observation and documentation skills; Responsive, sensitive facilitation. Reveal title and say: “ Responsive planning for infants and toddlers requires a combination of knowledge and skills, and the development of an attitude of respect toward children and the processes by which they acquire knowledge, skills and abilities”. Reveal first point and say: ”During the first three years of life, children develop more rapidly and accomplish more in terms of the acquisition of skills, abilities and knowledge than they are likely to accomplish in any other period of similar length in their lives. (Could ask participants to name some of the major accomplishments of this period or name a few yourself.) Reveal second and third points and say: “There are two sources for this information, each very important”. Then, you could ask what they are or say: “Information from the formal study of child development (book learnin’ ) and direct observation of the children in your care”. Reveal/read next point and say: “ These skills are essential in helping us acquire knowledge about child growth and development and, in turn, improve as we learn more about that growth and development “. Reflect & Plan 6

Respectful Teaching with Infants and Toddlers The Planning Cycle: How observing and documenting flow into reflecting and planning, which flows into implementing, which flows into observing. This section will focus on areas above

Creativity, Shared Meaning, and Relationships Read Concept Paper: Creativity, Shared Meaning & Relationships In pairs, discuss this quote: “How can we respond to their constant questions, their ‘whys’ and ‘hows’ with eyes that don’t see them as helpless or unknowing, but rather with eyes that acknowledge their quest to learn and to know?”

Considerations for Planning: Ages of Infancy Temperaments PITC Philosophy & Essential Policies Infant/Toddler Learning and Development Foundations DRDP or other Assessments

PITC Philosophy & Essential Policies Primary care Small groups Continuity of care Inclusion of children with disabilities and other special needs Responsive care/individualized care Cultural responsiveness Review PITC philosophy and essential policies using: “New Perspectives on Infant/Toddler Learning, Development and Care Disc 2 – video clips – Six Essentials (3:35 min.)

Ages of Infancy Age Needs Young Infants Security Mobile Infants Exploration Older Infants Identity Elaborate each age of infancy to make sure the participants know the uniqueness and needs of each age of infancy. Let participant know that each age has different needs which need to be considered when planning for the child.

Ages of Infancy Read Handout: “Ages of Infancy” Watch DVD Segment Review needs and support for each age of infancy 2 min: read handout 3:30 min. If participants already went through PITC training show only introduction of the disk to remind participants the different needs of each stage. Distribute “Security, Exploration, and Identity: Practical Definition.” (Handouts are from New Perspectives..session 3) Click chapter and click introduction and key concepts. After watching the segment, review the ages and the needs before moving forward. The Ages of Infancy: Caring for Young, Mobile, and Older Infants

Temperamental Traits Activity Level Biological Rhythms Adaptability Approach/withdrawal Sensitivity Threshold Intensity of Reaction Distractibility Quality of Mood Persistence Pass out handout “9 Temperamental Traits” and ask participants to read through it first

Temperamental Traits 8 min. Watch only the Introduction and Key Concepts – the segment that shows temperamental traits. If time allows ask participants to do “Handout #6: The Temperament Assessment Scale of Children” (Note: This document is not provided in reader; it can be found under trainer resources on pitc.org, or ask your PQ program assistant.) Flexible, Fearful, or Feisty: The Different Temperaments of Infants and Toddlers

Activity: Responding to Ages & Temperaments Choose a child: Rodney, Gianna or Wanda Answer the question: As a teacher, in what ways would you __________________________ ? Large Group question: How does this information impact curriculum planning? Large Group Question – supporting teachers to see that individualizing care sets the stage for effective planning / is easier as it meets the needs of the individual children

15-minute Break

A Review of Four Developmental Domains Social-Emotional Language Cognitive Perceptual - Motor Refer to “Infant Toddler Learning and Development Foundations” book if participants have the books. If not, refer back to “Summary of Foundations” handout distributed at the first session.

Social-Emotional Development Watch the clip Take notes Discuss in small groups Foundation, Disc 1: Overview of the Domains - Social Emotional Development (2.55 min.) Small Group Activity- What’s In Your (participants) Environment to support Social Emotional Development? (5 min.) Infant/Toddler Learning and Development Foundations – Disc 1

Language Development Watch the clip Take notes Discuss in small groups Foundation, Disc 1: Overview of the Domains - Social Emotional Development (2.55 min.) Small Group Activity- What’s In Your (participants) Environment to support Social Emotional Development? (5 min.) Infant/Toddler Learning and Development Foundations – Disc 1

Cognitive Development Watch the clip Take notes Discuss in small groups Foundation, Disc 1: Overview of the Domains - Social Emotional Development (2.55 min.) Small Group Activity- What’s In Your (participants) Environment to support Social Emotional Development? (5 min.) Infant/Toddler Learning and Development Foundations – Disc 1

Perceptual and Motor Development Watch the clip Take notes Discuss in small groups Foundation, Disc 1: Overview of the Domains - Social Emotional Development (2.55 min.) Small Group Activity- What’s In Your (participants) Environment to support Social Emotional Development? (5 min.) Infant/Toddler Learning and Development Foundations – Disc 1

Generating Ideas Generating ideas for classroom approaches occurs after teachers have reflected on their observations, documentation and assessments. Brainstorming is enjoyable! The goal: To imagine and play with ideas, Consider ideas that portray what children are truly interested in, or that support the resolution of an issue. Choosing between options comes later. This wording is a paraphrase from Program Guidelines Activity 8.5A pg 20 Large group question / scribe response of easel – What would get in the way of our brainstorming? Or moving quickly to choosing options?

When Planning….Form Review Forms must be simple and easy to use. Plans of Possibilities Packet Review: Assess each form: listing its strengths and weaknesses. Select the form that best meets your program’s needs and describe what you like about it. Report back to the large group. The purpose of this activity is for ITS to: introduce various forms (provided ones along with others that include: observation, documentation, reflecting, planning, and implementing) The group will divide into small groups to look at the forms and discussed about the ones that may best meet their needs Report back to the large group Other PITC resources to use: -- Plan of Possibility in PPT --Teachers as Researcher slide 12-13 pg16

I/T Reflective Curriculum Planning Course - Assignment #4: Guidelines Workbook Activity 8.5A: Generate ideas and approaches in the classroom. Points Possible: 10

Next Session – Implementation Please complete assignment #4 and bring it to the Implementation session, and See You Next Time!

Questions Closing Wrap Up Talk about the next session opportunity to work on planning and implementing Curriculum using Observations and Documentation