1. WestEd.org California’s Infant/Toddler Learning & Development Foundations

2. WestEd.org Student Learning Outcomes Participants will: identify the 28 I/T Foundations under their appropriate learning domains; relate early brain development (limbic system and cortex) with the emergence of I/T social-emotional skills and competencies; describe how social-emotional competencies such as impulse control, emotion regulation, emotion expression are central to school-readiness;

3. WestEd.org Student Learning Outcomes (cont’d) Participants will: describe the 28 foundations and how they are expressed in the child’s behavior at the three developmental points of 8, 18 and 36 months; apply their understanding of the emerging competencies in planning opportunities for infants to practice their skills.

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5. I/T Learning & Development Foundations The Foundations are at the center of the chart and influence each of the other elements of the system. The Foundations provide common descriptions of children’s competencies at around 8, 18, and 36 months, along with behaviors leading up to competencies The Foundations are a guide for teachers, professional development, pre-service and in-service education.

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7. D esired R esults D evelopmental P rofile - 2010 Reliable, strength-based tool teachers use to observe and document children’s learning and development, birth to 36 months of age Points out observable aspects of development Provides a means to document actual progress a child is making in her learning and development.

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9. I/T Learning & Development Foundations: Introductory Section Acknowledgments, p. vii Introduction, pp. ix, x Overview of the Foundations, p. x Organization of the Foundations, pp. xii-xiii

10. WestEd.org I/T Learning & Development Foundations: Introductory Section Guiding Principles for Foundations, pp. xiii- xiv Universal Design for Learning, pp. xiv-xv. The Foundations and Infant/Toddler Care and Education in California, pp. xv-xvi. The Early Months, pp. 1-4

11. WestEd.org Guiding Principles Family, culture and language play a central role in early learning and development. Infants are both vulnerable and competent at every stage. Nurturing relationships are crucial. Infants & toddlers are active, curious learners. Emotions drive early learning.

12. WestEd.org Infants and Toddlers are Learning all the Time Because their learning is occurring every moment, infants learn during play and during caregiving routines. Teachers’ actions and emotions communicate to children even when children are not directly involved in an interaction. Program Guidelines, p. 89

13. WestEd.org Universal Design for Learning Children with disabilities and special needs may reveal their developmental progress in alternative ways. The universal design for learning is based on the realization that children learn in different ways. Developed by the Center for Applied Special Technology (CAST ), universal design refers to providing multiple approaches to teaching in order to meet the needs of diverse learners.

14. WestEd.org Why are the Foundations Important? The foundations offer a common language for infant/toddler program directors, teachers and families to reflect on children’s developmental progress and plan experiences that support children’s learning and development during the first three years of life.

15. WestEd.org I/T Developmental Domains Social-Emotional Development (11 Foundations) Cognitive Development (10 Foundations) Language Development (4 Foundations) Perceptual and Motor Development (3 Foundations)

16. WestEd.org Understanding that Learning and Development are Integrated Across Domains I/T Learning and Development DVD, Disc 2, Section 7 (00:-4:12)

17. WestEd.org Infant/Toddler Program Guidelines Chapter 6: Guidelines for Facilitating Learning and Development with Infants & Toddlers Section 7 -- Understanding that learning and development are integrated across domains (physical, social-emotional, language and communication, and cognitive)

18. WestEd.org I/T Program Guidelines for Each Domain Programs and teachers: 7.1 – Teachers pursue professional development opportunities to better support the learning and development of infants an toddlers. 7.2 – Program and teachers facilitate learning across domains. 7.3 - Facilitate physical development & learning 7.4 - Facilitate social-emotional development & learning 7.5 - Provide guidance for social behavior 7.6 - Facilitate language & communication development 7.7 - Nurture a love of books and stories 7.8 - Facilitate cognitive development

19. WestEd.org Activity: Guideline 7.7: Nurturing a Love of Books and Stories 1. View Guidelines DVD clip. 2. As you observe the clip, notice the variety of skills and areas of development being used. 3. Discuss: - The domains and skills observed.

20. WestEd.org Teaching Toddlers See Yellow Box on Guidelines page 90 It’s a lot like learning a new dance each time!

21. WestEd.org Activity: Matching Foundations to Domains

22. WestEd.org Introduction to the Infant/Toddler Learning & Development Domains

23. WestEd.org Foundation Domain Age-level Description Examples Behaviors leading up to the Age-level Description Research basis for including example

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26. WestEd.org The Early Months “Infants’ motivation to explore and communicate drives them to move their bodies, focus their attention, and send and receive signals—the basis for development and learning in all domains. These early behaviors mark the start of a child’s developmental progress” (Emde 1990). CA Infant/Toddler Learning and Development Foundations, p. 1

27. WestEd.org The Early Months From birth, the baby learns to connect internal sensory experiences to movements of their body. They use their eyes to both send messages and gain information. Babies develop quickly by extending their abilities in all domains and by creating more complex ways of relating to people and things.

28. WestEd.org I/T Development Birth to 4 Months I/T Foundations DVD Disc 3

29. WestEd.org Foundations Assignment #1: Learning Styles

30. WestEd.org Foundations Assignment 1: Learning Styles Step 1: Read the information on Learning Styles Step 2: Self-Assessment Step 3: Application Points Possible: 10

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32. WestEd.org Domain: Social-Emotional Development 1.Interactions with Adults 2.Relationships with Adults 3.Interactions with Peers 4.Relationships with Peers 5.Identity of Self in Relation to Others 6.Recognition of Ability 7.Expression of Emotion 8.Empathy 9.Emotion Regulation 10.Impulse control 11.Social understanding Foundations

33. WestEd.org Domain: Social-Emotional Development

34. WestEd.org The Developing Infant “An infant’s first learning occurs in an interesting personal, emotional, and social interaction…” J. Pawl

35. WestEd.org I/T Program Guidelines Guideline 7.4: Programs and teachers facilitate social-emotional development and learning. Guideline 7.5: Programs and teachers provide guidance for social behavior.

36. WestEd.org Suggestions for Guiding Social Behavior: Approach guidance by understanding the child is a competent problem solver trying to negotiate a complicated social world. Understand that exploratory behaviors such as testing limits and making mistakes are some of the ways infants learn. Guide behaviors in ways that take into account each child’s developmental abilities. Program Guidelines, p. 94

37. WestEd.org Playing with Water Yellow Box in I/T Program Guidelines page 93 In what ways does this situation provide an opportunity for social- emotional development? Which Social-Emotional Foundations are reflected in this scenario?

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39. WestEd.org Domain: Language Development 1.Receptive language 2.Expressive language 3.Communication skills and knowledge 4.Interest in print Foundations

40. WestEd.org Domain: Language Development

41. WestEd.org Adults Facilitate Language Development Infants learn about the power of communication from adults’ responses to their gestures, facial expressions, and sounds.

42. WestEd.org Foundations Assignment #2: Understanding the Foundations through Observation

43. WestEd.org Foundations Assignment 2: Understanding the Foundations through Observation Step 1: Observe Step 2: Identify the Foundations You Observed Step 3: Reflect on your Observations Points Possible: 30

44. WestEd.org Focused Observation Both the Foundations and the DRDP 2010 can help teachers focus on aspects of development while observing. Other ways to focus your attention can be useful, too – such as children’s interests and how they are using the environment!

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46. WestEd.org Domain: Cognitive Development 1.Cause and effect 2.Spatial relationships 3.Problem solving 4.Imitation 5.Memory 6.Number sense 7.Classification 8.Symbolic play 9.Attention Maintenance 10.Understanding of personal care routines Foundations

47. WestEd.org Domain: Cognitive Development

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49. WestEd.org Domain: Perceptual and Motor Development 1.Gross Motor 2.Fine Motor 3.Perceptual Foundations

50. WestEd.org Domain: Perceptual/Motor Development

51. WestEd.org Physical Development and Learning Children show physical and motor competencies. Create an environment that is safe for free movement and exploration both indoors and outdoors.

52. WestEd.org Foundations Assignment #3: Stepping Back

53. WestEd.org Foundations Assignment 3: Stepping Back Step 1: Reflect on all that we have talked about and considered in our discussions about the Infant/Toddler Foundations. Step 2: Respond to all questions completely. Points Possible: 10

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55. WestEd.org Activity: Exploring the Domains & Foundations

56. WestEd.org Extended Scenes with Optional Commentary: Boys Playing Together

57. WestEd.org Extended Scenes with Commentary: Conflict Over the Train

58. WestEd.org Reflective Action Planning

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