Linking The Program for Infant/Toddler Care Trainer ...

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MODULE I ‐ IV

Linking The Program for Infant/Toddler Care

Trainer Institute Sessions

To

Head Start Program Performance Standards and

Head Start Early Learning Outcomes Framework

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Developed by Alicia Tuesta. © 2017, WestEd, The Program for Infant/Toddler Care. This document may be reproduced for educational purposes.

Table of Contents

Page

I. Module I: Social‐Emotional Growth and Socialization

Introduction to Module I: The Philosophical Foundations of Module I…………….……… 3

Guidance and Discipline with Infants and Toddlers in Group Care………....…………….... 7

Understanding Children’s Behavior: Supporting the Individual Needs of Infantsand Toddlers……………………………………………………………………….………………………………… 11

Temperament: A Practical Approach to Meeting Individual Needs……………………..… 15

Social‐Emotional Milestones, Responsive Caregiving, and Identity……………………..… 17

II. Module II: Group Care

Introduction to Module II: Philosophical Foundations of Caring for Infantsand Toddlers in Groups…………………………………………………………...………………………………. 23

Environments for Group Care…………………………………………………….……………………………. 27

More Than Just Routine…………………………………………………………..………………………….…… 29

Making It Happen: Small Groups and Individualized Care………………………………………… 33

Exploring Primary Caregiving and Continuity of Care…………………………………………….…. 37

Respectful Care………………………………………………………………………………………………………... 41

III. Module III: Learning and Development

Introduction to Module III: Facilitating Learning in Infants………………….....……………….. 45

Brain Development in Infants and Toddlers………………………………….………………….……… 49

Discoveries of Infancy……………………………………………………….…..…..……………………………. 51

Special Needs………………………………………………………………………………………………………….. 57

Language Development, Culture, and Communication………………………..……….…………. 61

IV. Module IV: Culture, Family, and Providers

Introduction to Module IV: Essential Connections: Ten Keys to CulturallySensitive Child Care……………………………………………………………….………….………….……..….. 67

Caring from Our Points of View: Harmonizing Cultural Diversity for SensitiveInfant Care……………………………………………………………..................................................... 71

Caring from Our Points of View: Responding to Families in Culturally SensitiveWays…………………………………………………………………..…………………………………………………… 75

Protective Urges: Parent‐Care Teacher Relations…………………………............................. 79

Acknowledge, Ask, and Adapt…………………………………………………………………………………. 83

MODULE I: SOCIAL‐EMOTIONAL GROWTH AND SOCIALIZATION



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Session Format: Large group, 80‐160 participants, 75‐minute session, lecture, DVD, discussion.

Session Description: Module I begins with an overview of the basic concepts of early social‐emotional growth and socialization and their application to the group care context. An emphasis is placed on the development of a nurturing relationship between the infant and care teacher. The overview addresses the importance of responsive caregiving, the individualization of care through an understanding of infant temperament, the critical role of family and culture in early identity development, and stages of emotional development. The session closes with the showing of the DVD, Getting in Tune: Creating Nurturing Relationship’s with Infants and Toddlers, followed by question and answer with the training participants.

1302.31 (b) (1) (i) Teaching practices must emphasize nurturing and responsive practices, interactions, and environments that foster trust and emotional security; are communication and language rich; promote critical thinking and problem‐solving; social, emotional, behavioral, and language development; provide supportive feedback for learning; motivate continued effort; and support all children’s engagement in learning experiences and activities.

1302.31 (c) A program must ensure teachers implement well‐organized learning environments with developmentally appropriate schedules, lesson plans, and indoor and outdoor learning experiences that provide adequate opportunities for choice, play, exploration, and experimentation among a variety of learning, sensory, and motor experiences and:

(1) For infants and toddlers, promote relational learning and include individualized andsmall group activities that integrate appropriate daily routines into a flexibleschedule of learning experiences.

Most Pertinent Performance Standards, Subchapter B of 45 CFR Chapter XIII – Rev. 2016

Introduction to Module I: The Philosophical Foundations of Module I



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1302.45 (a) (1) To support a program‐wide culture that promotes children’s mental health, social and emotional well‐being, and overall health, a program must provide supports for effective classroom management and positive learning environments; supportive teacher practices; and, strategies for supporting children with challenging behaviors and other social, emotional, and mental health concerns.

Learning occurs within the context of relationships. Caring families, teachers, and other adults matter in a young child’s life. Responsive and supportive interactions with adults are essential to children’s learning.

Children learn best when they are emotionally and physically safe and secure. Nurturing, responsive, and consistent care helps create safe environments where children feel secure and valued. In these settings, children are able to engage fully in learning experiences.

Each child is unique and can succeed. Children are individuals with different rates and paths of development. Each child is uniquely influenced by their prenatal environment, temperament, physiology, and life experiences. With the appropriate support, all children can be successful learners and achieve the skills, behaviors, and knowledge described in the Framework.

Families are children’s first and most important caregivers, teachers, and advocates. Families must be respected and supported as the primary influence in their child’s early learning and education. Their knowledge, skills, and cultural backgrounds contribute to children’s school readiness.

Every child has diverse strengths rooted in their family’s culture, background, language, and beliefs. Responsive and respectful learning environments welcome children from diverse cultural and linguistic backgrounds. Effective teaching practices and learning experiences build on the unique backgrounds and prior experiences of each child.

▲ INFANT/TODDLER▲ Domain: Social and Emotional DevelopmentPositive social and emotional development in the early years provides a critical foundation forlifelong development and learning.

SUB‐DOMAIN: RELATIONSHIPS WITH ADULTS ▲ Goal IT‐SE 1. Child develops expectations of consistent, positive interactions throughsecure relationships with familiar adults.▲ Goal IT‐SE 2. Child uses expectations learned through repeated experiences inprimary relationships to develop relationships with other adults.▲ Goal IT‐SE 3. Child learns to use adults as a resource to meet needs.

Most Pertinent Early Learning Outcomes Framework Guiding Principles & Goals

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SUB‐DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN ▲ Goal IT‐SE 4. Child shows interest in, interacts with, and develops personalrelationships with other children.▲ Goal IT‐SE 5. Child imitates and engages in play with other children.

SUB‐DOMAIN: EMOTIONAL FUNCTIONING ▲ Goal IT‐SE 6. Child learns to express a range of emotions.▲ Goal IT‐SE 7. Child recognizes and interprets emotions of others with the support offamiliar adults.▲ Goal IT‐SE 8. Child expresses care and concern towards others.▲ Goal IT‐SE 9. Child manages emotions with the support of familiar adults.

SUB‐DOMAIN: SENSE OF IDENTITY AND BELONGING ▲ Goal IT‐SE 10. Child shows awareness about self and how to connect with others.▲ Goal IT‐SE 11. Child understands some characteristics of self and others.▲ Goal IT‐SE 12. Child shows confidence in own abilities through relationships withothers.▲ Goal IT‐SE 13. Child develops a sense of belonging through relationships with others.

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Session Format: 3‐hour session, 30‐40 participants, lecture, DVD, discussion.

Session Description: This session includes an exploration of the roots of socialization and Selma Freiberg’s concept of developmental equipment. The concepts of prevention and intervention are explored as well as specific guidance techniques appropriate for infants and toddlers at different stages of development. DVD and print materials are presented, and participants engage in reflection with partners, small group discussion, and group problem‐solving activities. The main concepts discussed are:

Definitions of Socialization, Guidance, and Discipline

Acknowledgement of the differences between the professional and parental roles insocialization and guidance

Socialization Goals (Compassionate Sense of Wonder)

Developmental Equipment or Readiness

Prevention Strategies, including the environment and caregiving routines

House Rules (Consistency and Follow Through; I Statements)

Appropriate, Inappropriate, and Unacceptable Behavior (Staff comes to agreement)

Meta‐theories and their influence on our practice

Cultural Expectations

It Depends (Consider all factors that influence behavior before identifying anintervention)

Including the family in creating consistency and addressing challenging behaviors

Guidance and Discipline with Infants and Toddlers in Group Care



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1302.90 (c) (1) (i) A program must ensure staff, consultants, contractors, and volunteers implement positive strategies to support children’s well‐being and prevent and address challenging behavior.


1302.34 (b) (2) A program must offer opportunities for parents and family members to be involved in the program’s education services and implement policies to ensure teachers regularly communicate with parents to ensure they are well‐informed about their child’s routines, activities, and behavior.


1302.90 (c) (1) (ii) A program must ensure staff, consultants, contractors, and volunteers do not maltreat or endanger the health or safety of children, including, at a minimum, that staff must not:

(A) Use corporal punishment;(B) Use isolation to discipline a child;(C) Bind or tie a child to restrict movement or tape a child’s mouth;(D) Use or withhold food as a punishment or reward;(E) Use toilet learning/training methods that punish, demean, or humiliate a child;(F) Use any form of emotional abuse, including public or private humiliation, re‐jecting, terrorizing, extended ignoring, or corrupting a child;(G) Physically abuse a child;(H) Use any form of verbal abuse, including profane, sarcastic language, threats, orderogatory remarks about the child or child’s family; or(I) Use physical activity or outdoor time as a punishment or reward.

Each child is unique and can succeed. Children are individuals with different rates and paths of development. Each child is uniquely influenced by their prenatal environment, temperament,



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physiology, and life experiences. With the appropriate support, all children can be successful learners and achieve the skills, behaviors, and knowledge described in the Framework.


▲ INFANT/TODDLER▲ Domain: Approaches to LearningApproaches to learning focuses on how children learn. It refers to the skills and behaviors thatchildren use to engage in learning.

SUB‐DOMAIN: EMOTIONAL AND BEHAVIORAL SELF‐REGULATION

▲ Goal IT‐ATL 1. Child manages feelings and emotions with support of familiar adults.▲ Goal IT‐ATL 2. Child manages actions and behavior with support of familiar adults.


SUB‐DOMAIN: RELATIONSHIPS WITH ADULTS ▲ Goal IT‐SE 1. Child develops expectations of consistent, positive interactions throughsecure relationships with familiar adults.▲ Goal IT‐SE 2. Child uses expectations learned through repeated experiences inprimary relationships to develop relationships with other adults.

SUB‐DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN ▲ Goal IT‐SE 4. Child shows interest in, interacts with, and develops personalrelationships with other children.


▲ INFANT/TODDLER▲ Domain: CognitionCognitive development includes reasoning, memory, problem‐solving, and thinking skills thathelp young children understand and organize their world. For preschoolers, this evolves intocomplex mathematical thinking and scientific reasoning.

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SUB‐DOMAIN: EXPLORATION AND DISCOVERY ▲ Goal IT‐C 1. Child actively explores people and objects to understand self, others, andobjects.▲ Goal IT‐C 2. Child uses understanding of causal relationships to act on social andphysical environments.

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Session Format: 3‐hour session, 30‐40 participants, lecture, DVD clips, small and large group discussion.

Session Description: The session focuses on recognizing and understanding individual and developmental issues underlying the emotional messages and behavior of infants and toddlers in group care. Concepts and training strategies for helping care teachers understand and respond appropriately to infants and toddlers are introduced. Materials are discussed that are designed to assist with recognizing the possible reasons for children’s behaviors and identifying strategies appropriate for working with different behaviors. Key concepts include:

Definition of Healthy Social‐Emotional Development

Early experiences in relationships create a lens of expectations for how people will treatyou

Infants are highly sensitive to emotional cues

Infant’s Capacities for Relatedness

Importance of Adapting to the Child’s Cues

Five Probable Causes of Child’s Behavior



Understanding Children’s Behavior: Supporting the Individual Needs of Infants and Toddlers



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1302.45 (b) A program must ensure mental health consultants assist:

(1) The program to implement strategies to identify and support children with mentalhealth and social and emotional concerns;

(2) Teachers, including family child care providers, to improve classroom managementand teacher practices through strategies that include using classroom observations andconsultations to address teacher and individual child needs and creating physical andcultural environments that promote positive mental health and social and emotionalfunctioning;

(3) Other staff, including home visitors, to meet children’s mental health and social andemotional needs through strategies that include observation and consultation; and

(4) Staff to address prevalent child mental health concerns, including internalizingproblems such as appearing withdrawn and externalizing problems such as challengingbehaviors.

1302.46 (b) (1) (iv) Programs must collaborate with parents to promote children’s health and well‐being …Such collaboration must include opportunities for parents to discuss with staff and identify issues related to child mental health and social and emotional well‐being, including observations and any concerns about their child’s mental health, typical and atypical behavior and development, and how to appropriately respond to their child and promote their child’s social and emotional development.




SUB‐DOMAIN: RELATIONSHIPS WITH ADULTS ▲ Goal IT‐SE 1. Child develops expectations of consistent, positive interactions throughsecure relationships with familiar adults.


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▲ Goal IT‐SE 2. Child uses expectations learned through repeated experiences inprimary relationships to develop relationships with other adults.▲ Goal IT‐SE 3. Child learns to use adults as a resource to meet needs.

SUB‐DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN ▲ Goal IT‐SE 4. Child shows interest in, interacts with, and develops personalrelationships with other children.▲ Goal IT‐SE 5. Child imitates and engages in play with other children.


SUB‐DOMAIN: SENSE OF IDENTITY AND BELONGING

▲ Goal IT‐SE 10. Child shows awareness about self and how to connect with others.▲ Goal IT‐SE 11. Child understands some characteristics of self and others.▲ Goal IT‐SE 12. Child shows confidence in own abilities through relationships withothers.▲ Goal IT‐SE 13. Child develops a sense of belonging through relationships with others.

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Session Format: 3‐hour session, 30‐40 participants, mini‐lecture, DVD, large and small group activities.

Session Description: This session uses a variety of interactive learning activities to introduce the concept of temperament and its dimensions. The temperament tendencies of infants and toddlers will be explored. Participants will discover and examine the influence of temperament on their relationships with infants and toddlers. Goodness‐of‐fit, along with cultural perspectives on temperament will be discussed as central to caring for young infants and toddlers in group care. Participants will analyze videos to understand what various temperament tendencies look like and engage in group discussion to deepen their understanding of strategies that are responsive to children with different temperament tendencies in group care. Key concepts include:

Definition of temperament

Temperament dimensions/tendencies

Goodness‐of‐fit

Cultural perceptions of temperament

Strategies for responding to individual differences in temperament in group care

Giving appropriate, responsive support to help children expand their repertoire ofresponses

1302.31 (b) (1) (i) Teaching practices must emphasize nurturing and responsive practices, interactions, and environments that foster trust and emotional security; are communication

Temperament: A Practical Approach to Meeting Individual Needs




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and language rich; promote critical thinking and problem‐solving; social, emotional, behavioral, and language development; provide supportive feedback for learning; motivate continued effort; and support all children’s engagement in learning experiences and activities.


(1) For infants and toddlers, promote relational learning and include individualized andsmall group activities that integrate appropriate daily routines into a flexibleschedule of learning experiences.

1302.90 (c) (iii) Ensure staff, consultants, contractors, and volunteers respect and promote the unique identity of each child and family and do not stereotype on any basis, including gender, race, ethnicity, culture, religion, disability, sexual orientation, or family composition.

Each child is unique and can succeed. Children are individuals with different rates and paths of development. Each child is uniquely influenced by their prenatal environment, temperament, physiology, and life experiences. With the appropriate support, all children can be successful learners and achieve the skills, behaviors, and knowledge described in the Framework.


SUB‐DOMAIN: RELATIONSHIPS WITH ADULTS ▲ Goal IT‐SE 1. Child develops expectations of consistent, positive interactions throughsecure relationships with familiar adults.▲ Goal IT‐SE 2. Child uses expectations learned through repeated experiences inprimary relationships to develop relationships with other adults.▲ Goal IT‐SE 3. Child learns to use adults as a resource to meet needs.


▲ Goal IT‐SE 10. Child shows awareness about self and how to connect with others.▲ Goal IT‐SE 11. Child understands some characteristics of self and others.▲ Goal IT‐SE 12. Child shows confidence in own abilities through relationships withothers.▲ Goal IT‐SE 13. Child develops a sense of belonging through relationships with others.


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Session Format: 3 hours, 30‐40 participants, lecture, experiential learning, small groups, DVD. Session Description: This session examines how an understanding of three stages of infancy (birth to around 8 months, around 8 months to around 18 months, and around 18 months to 36 months) helps adults attune their nurturance of infants and toddlers. The developmental themes of security, exploration, and identity play a role during each age period, with security being central during the first period, exploration during the second period, and identity during the third period. Different factors that influence responsive care are considered, including an understanding of child development, sensitivity to the family and culture of each child, self‐reflection, and observation and careful reading of children’s cues. The session closes with active exploration how adults can effectively engage in a responsive “back‐and‐forth” dance in their relationships with infants and toddlers. Key concepts include:

Cultural Influences on Early Development, in particular Identity

Social‐Emotional Development During Infancy is at the Heart of School Readiness

Three Ages of Infancy (Young‐Security; Mobile‐Exploration; Older‐Identity)

Child’s Developmental Stage and Appropriate Caregiving Strategies

Helping a child adapt to a new child care setting (Time, Distance, Indirect Contact)

Influence of Childhood Experiences on Current Caregiving Attitudes and Practices

Responsive Process (Watch‐Ask‐Adapt)

Reciprocity in Interaction with Infants (Dance)

Social‐Emotional Milestones, Responsive Caregiving, and Identity



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1302.46 (b) (1) (iv) Programs must collaborate with parents to promote children’s health and well‐being …Such collaboration must include opportunities for parents to discuss with staff and identify issues related to child mental health and social and emotional well‐being, including observations and any concerns about their child’s mental health, typical and atypical behavior and development, and how to appropriately respond to their child and promote their child’s social and emotional development.

1302.90 (c) (iii) Ensure staff, consultants, contractors, and volunteers respect and promote the unique identity of each child and family and do not stereotype on any basis, including gender, race, ethnicity, culture, religion, disability, sexual orientation, or family composition.

1302.90 (d) (1) A program must ensure staff and program consultants or contractors are familiar with the ethnic backgrounds and heritages of families in the program and are able to serve and effectively communicate, either directly or through interpretation and translation, with children who are dual language learners and to the extent feasible, with families with limited English proficiency. Each child is unique and can succeed. Children are individuals with different rates and paths of development. Each child is uniquely influenced by their prenatal environment, temperament, physiology, and life experiences. With the appropriate support, all children can be successful learners and achieve the skills, behaviors, and knowledge described in the Framework. Learning occurs within the context of relationships. Caring families, teachers, and other adults matter in a young child’s life. Responsive and supportive interactions with adults are essential to children’s learning.



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Families are children’s first and most important caregivers, teachers, and advocates. Families must be respected and supported as the primary influence in their child’s early learning and education. Their knowledge, skills, and cultural backgrounds contribute to children’s school readiness. Children learn best when they are emotionally and physically safe and secure. Nurturing, responsive, and consistent care helps create safe environments where children feel secure and valued. In these settings, children are able to engage fully in learning experiences. Every child has diverse strengths rooted in their family’s culture, background, language, and beliefs. Responsive and respectful learning environments welcome children from diverse cultural and linguistic backgrounds. Effective teaching practices and learning experiences build on the unique backgrounds and prior experiences of each child. ▲ INFANT/TODDLER ▲ Domain: Social and Emotional Development Positive social and emotional development in the early years provides a critical foundation for lifelong development and learning.

SUB‐DOMAIN: RELATIONSHIPS WITH ADULTS ▲ Goal IT‐SE 1. Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. ▲ Goal IT‐SE 2. Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults. ▲ Goal IT‐SE 3. Child learns to use adults as a resource to meet needs.

SUB‐DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN ▲ Goal IT‐SE 4. Child shows interest in, interacts with, and develops personal relationships with other children. ▲ Goal IT‐SE 5. Child imitates and engages in play with other children.

SUB‐DOMAIN: EMOTIONAL FUNCTIONING ▲ Goal IT‐SE 6. Child learns to express a range of emotions. ▲ Goal IT‐SE 7. Child recognizes and interprets emotions of others with the support of familiar adults. ▲ Goal IT‐SE 8. Child expresses care and concern towards others. ▲ Goal IT‐SE 9. Child manages emotions with the support of familiar adults.


▲ Goal IT‐SE 10. Child shows awareness about self and how to connect with others. ▲ Goal IT‐SE 11. Child understands some characteristics of self and others. ▲ Goal IT‐SE 12. Child shows confidence in own abilities through relationships with others. ▲ Goal IT‐SE 13. Child develops a sense of belonging through relationships with others.

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MODULE II: GROUP CARE



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Session Format: Large group, 80‐160 participants, 75‐minute session, lecture, DVD, discussion. Session Description: This presentation introduces special considerations in caring for infants and toddlers and six program policies that support the development of emotionally secure relationships in the group care setting. An overview of the content of Module II explores the positive impact of responsive caregiving routines, well‐designed learning environments, and individualized care on the well‐being and development of children from birth to three. Attention is also given to how the policies of primary care, small groups, continuity of care, individualization of care, culturally responsive care, and inclusive care of children with special needs provide the foundation for high quality infant/toddler care. This session closes with the DVD Together in Care: Meeting the Intimacy Needs of Infants and Toddlers in Groups, which examines the program policies of primary care, small groups, and continuity of care.


(1) For infants and toddlers, promote relational learning and include individualized and small group activities that integrate appropriate daily routines into a flexible schedule of learning experiences.

1302.31 (b) (1) (i) Teaching practices must emphasize nurturing and responsive practices, interactions, and environments that foster trust and emotional security; are communication

Introduction to Module II: Philosophical Foundations of Caring for Infants and Toddlers in Groups




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and language rich; promote critical thinking and problem‐solving; social, emotional, behavioral, and language development; provide supportive feedback for learning; motivate continued effort; and support all children’s engagement in learning experiences and activities. 1302.21 (b) (2) Center‐based option. Ratios and group size. An Early Head Start or Migrant or Seasonal Head Start class that serves children under 36 months old must have two teachers with no more than eight children, or three teachers with no more than nine children. Each teacher must be assigned consistent, primary responsibility for no more than four children to promote continuity of care for individual children. A program must minimize teacher changes throughout a child’s enrollment, whenever possible, and consider mixed age group classes to support continuity of care. 1302.23 (b) (2) Family child care option. Ratios and group size. When there is one family child care provider, the maximum group size is six children and no more than two of the six may be under 24 months of age. When there is a provider and an assistant, the maximum group size is twelve children with no more than four of the twelve children under 24 months of age. 1302.44 (a) (2) (iv) A program must feed infants and toddlers according to their individual developmental readiness and feeding skills as recommended in USDA requirements outlined in 7 CFR parts 210, 220, and 226, and ensure infants and young toddlers are fed on demand to the extent possible.

Each child is unique and can succeed. Children are individuals with different rates and paths of development. Each child is uniquely influenced by their prenatal environment, temperament, physiology, and life experiences. With the appropriate support, all children can be successful learners and achieve the skills, behaviors, and knowledge described in the Framework. Learning occurs within the context of relationships. Caring families, teachers, and other adults matter in a young child’s life. Responsive and supportive interactions with adults are essential to children’s learning. Families are children’s first and most important caregivers, teachers, and advocates. Families must be respected and supported as the primary influence in their child’s early learning and education. Their knowledge, skills, and cultural backgrounds contribute to children’s school readiness. Children learn best when they are emotionally and physically safe and secure. Nurturing, responsive, and consistent care helps create safe environments where children feel secure and valued. In these settings, children are able to engage fully in learning experiences. Teaching must be intentional and focused on how children learn and grow. Children are


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active, engaged, and eager learners. Good teaching practices build on these intrinsic strengths by providing developmentally appropriate instruction and opportunities for exploration and meaningful play. Every child has diverse strengths rooted in their family’s culture, background, language, and beliefs. Responsive and respectful learning environments welcome children from diverse cultural and linguistic backgrounds. Effective teaching practices and learning experiences build on the unique backgrounds and prior experiences of each child. ▲ INFANT/TODDLER ▲ Domain: Approaches to Learning Approaches to learning focuses on how children learn. It refers to the skills and behaviors that children use to engage in learning.

SUB‐DOMAIN: EMOTIONAL AND BEHAVIORAL SELF‐REGULATION ▲ Goal IT‐ATL 1. Child manages feelings and emotions with support of familiar adults. ▲ Goal IT‐ATL 2. Child manages actions and behavior with support of familiar adults.

▲ INFANT/TODDLER ▲ Domain: Social and Emotional Development Positive social and emotional development in the early years provides a critical foundation for lifelong development and learning.


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Session Description: This session focuses on (1) the intentional use of space, equipment, and materials to support children’s development and learning in infant/toddler care programs, and (2) the DVD Space to Grow: Creating a Child Care Environment for Infants and Toddlers, which illustrates eight concepts that are at the heart of high quality infant care environments: Health, Safety, Comfort, Convenience, Choice, Flexibility, Movement, and Child Size. Key concepts addressed in this session include:

The Concepts of Health, Safety, Comfort, Convenience, Choice, Flexibility, Movement, and Child Size

Environment should be designed to support learning and development goals (exploration, movement, learning, relationships, etc.)

Space requirements for different age groups

Making infant/toddler care centers more home‐like

Room and furniture layout: open center, with areas on the periphery

Adaptation for individual needs, including special needs

Natural Materials and Environments (Eco‐Friendly or Green)

Indoor and Outdoor Environments

Private Spaces, group spaces, adult spaces within spaces for children

Multi‐Level

Plumbing requirements

Environments for Group Care



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1302.31 (c) A program must ensure teachers implement well‐organized learning environments with developmentally appropriate schedules, lesson plans, and indoor and outdoor learning experiences that provide adequate opportunities for choice, play, exploration, and experi‐mentation among a variety of learning, sensory, and motor experiences and:


1302.31 (d) To support implementation of the curriculum and the requirements described in paragraphs (a), (b), (c), and (e) of this section a program must provide age‐appropriate equipment, materials, supplies and physical space for indoor and outdoor learning environments, including functional space. The equipment, materials and supplies must include any necessary accommodations and the space must be accessible to children with disabilities. Programs must change materials intentionally and periodically to support children’s interests, development, and learning. 1302.47 (5) (ii) Safe sleep practices, including ensuring that all sleeping arrangements for children under 18 months of age use firm mattresses or cots, as appropriate, and for children under 12 months, soft bedding materials or toys must not be used. 1302.47 (2) Indoor and outdoor play equipment, cribs, cots, feeding chairs, strollers, and other equipment used in the care of enrolled children, and as applicable, other equipment and materials meet standards set by the Consumer Product Safety Commission (CPSC) or the American Society for Testing and Materials, International (ASTM). All equipment and materials must at a minimum:

(i) Be clean and safe for children’s use and are appropriately disinfected;

(ii) Be accessible only to children for whom they are age appropriate;

(iii) Be designed to ensure appropriate supervision of children at all times;

(iv) Allow for the separation of infants and toddlers from preschoolers during play in center‐based programs; and

(v) Be kept safe through an ongoing system of preventative maintenance.


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Session Format: 3‐hour session, 30‐40 participants, lecture, DVD, discussion, small group work, role play. Session Description: This highly interactive session covers every aspect of caregiving routines, from their basics to their importance as opportunities for children’s learning and relationship building. It highlights feeding, diapering, and napping through the use of the DVD It’s Not Just Routine: Feeding, Diapering and Napping Infants and Toddlers. In addition, participants actively explore complex cultural issues related to the routine care of infants and toddlers. Key concepts include:

Cultural Aspects of Caregiving Routines

Influence of Early Experiences (Family and Culture) on Attitudes and Practices

Active Participation of Child in All Caregiving Routines

Health and Safety

Routines are the Curriculum

Routines from the Infant’s Point of View

Developing Relationships through Routines

Individualization of Routines

1302.31 (e) (1) A program must implement an intentional, age appropriate approach to accommodate children’s need to nap or rest, and that, for preschool age children in a program that operates for 6 hours or longer per day provides a regular time every day at which preschool age children are encouraged but not forced to rest or nap. A program must provide alternative quiet learning activities for children who do not need or want to rest or nap.


More Than Just Routine



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1302.31 (e) (2) A program must implement snack and meal times in ways that support development and learning. For bottle‐fed infants, this approach must include holding infants during feeding to support socialization. Snack and meal times must be structured and used as learning opportunities that support teaching staff‐child interactions and foster communication and conversations that contribute to a child’s learning, development, and socialization. Programs are encouraged to meet this requirement with family style meals when developmentally appropriate. A program must also provide sufficient time for children to eat, not use food as reward or punishment, and not force children to finish their food. 1302.31 (e) (3) A program must approach routines, such as hand washing and diapering, and transitions between activities, as opportunities for strengthening development, learning, and skill growth. 1302.31 (e) (4) A program must recognize physical activity as important to learning and integrate intentional movement and physical activity into curricular activities and daily routines in ways that support. 1302.44 (a) (1) A program must design and implement nutrition services that are culturally and developmentally appropriate, meet the nutritional needs of and accommodate the feeding requirements of each child, including children with special dietary needs and children with disabilities. Family style meals are encouraged as described in §1302.31 (e) (2). 1302.44 (a) (2) Specifically, a program must:

(ii) Ensure each child in a program that operates for six hours or more per day receives meals and snacks that provide one half to two thirds of the child’s daily nutritional needs, depending upon the length of the program day;

(iv) Feed infants and toddlers according to their individual developmental readiness and feeding skills as recommended in USDA requirements outlined in 7 CFR parts 210, 220, and 226, and ensure infants and young toddlers are fed on demand to the extent possible;

(v) Ensure bottle‐fed infants are never laid down to sleep with a bottle;

(viii) Promote breastfeeding, including providing facilities to properly store and handle breast milk and make accommodations, as necessary, for mothers who wish to breast‐feed during program hours, and if necessary, provide referrals to lactation consultants or counselors; and

(ix) Make safe drinking water available to children during the program day.

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Learning occurs within the context of relationships. Caring families, teachers, and other adults matter in a young child’s life. Responsive and supportive interactions with adults are essential to children’s learning. Children learn best when they are emotionally and physically safe and secure. Nurturing, responsive, and consis‐tent care helps create safe environments where children feel secure and valued. In these settings, children are able to engage fully in learning experiences. Every child has diverse strengths rooted in their family’s culture, background, language, and beliefs. Responsive and respectful learning environments welcome children from diverse cultural and linguistic backgrounds. Effective teaching practices and learning experiences build on the unique backgrounds and prior experiences of each child. ▲ INFANT/TODDLER ▲ Domain: Perceptual, Motor, and Physical Development Perceptual, motor, and physical development is foundational to children’s learning in all areas because it permits children to fully explore and function in their environment.

SUB‐DOMAIN: FINE MOTOR ▲ Goal IT‐PMP 6. Child coordinates hand and eye movements to perform actions. ▲ Goal IT‐PMP 7. Child uses hands for exploration, play, and daily routines. ▲ Goal IT‐PMP 8. Child adjusts reach and grasp to use tools.

SUB‐DOMAIN: HEALTH, SAFETY, AND NUTRITION ▲ Goal IT‐PMP 9. Child demonstrates healthy behaviors with increasing independence as part of everyday routines. ▲ Goal IT‐PMP 11. Child demonstrates increasing interest in engaging in healthy eating habits and making nutritious food choices. SIC AL


SUB‐DOMAIN: RELATIONSHIPS WITH ADULTS ▲ Goal IT‐SE 1. Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. ▲ Goal IT‐SE 3. Child learns to use adults as a resource to meet needs.


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Session Format: 3‐hour session, 30‐40 participants, lecture, discussion, small group work, role play.

Session Description: This session focuses on two of the PITC’s six recommended program policies for infant/toddler care—small groups and individualized care. Presenter models how to use active learning activities to help training participants (1) reflect on the experience of having their own individual needs respected or not, (2) explore the chaos of large group infant/toddler care environments, and (3) create floor plans of infant/toddler care environments. During the first half of the session, participants consider a range of different needs including children’s ages, stages of development, temperaments, families and cultural practices, and differing abilities. Discussion addresses how full consideration of individual children’s differing needs leads to care that is appropriate to each child. The second half of the session examines strategies for creating intimate environments that support children’s relationships and learning, particularly how to overcome barriers to setting up environments to accommodate small groups. Key concepts include:

Following Child’s Individualized Rhythms and Styles

Adapting Caregiving Strategies to the Child’s Age and Stage

Respecting Each Child’s Choices, Preferences, and Interests

Supporting the Child’s Ability to Self‐Regulate

Honoring Each Child’s Abilities, Needs, Temperament, and Family’s Cultural Preferences

Supporting Relationship Development within a Small Group (child‐child and teacher‐child and teacher‐family)

A Small Group: 1. Allows teacher, children, and families to know each other well 2. Moderates stimulation 3. Facilitates focused exploration

Making It Happen: Small Groups and Individualized Care



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4. Reduces stress 5. Reduces size of “Germ Pool” 6. Requires environmental planning and design

1302.21 (b) (1) Center‐based option. Ratios and group size. Staff‐child ratios and group size maximums must be determined by the age of the majority of children and the needs of children present. A program must determine the age of the majority of children in a class at the start of the year and may adjust this determination during the program year, if necessary. Where state or local licensing requirements are more stringent than the teacher‐child ratios and group size specifications in this section, a program must meet the stricter requirements. A program must maintain appropriate ratios during all hours of program operation, except:

(i) For brief absences of a teaching staff member for no more than five minutes; and

(ii) During nap time, one teaching staff member may be replaced by one staff member or trained volunteer who does not meet the teaching qualifications required for the age.

1302.21 (b) (2) Center‐based option. Ratios and group size. An Early Head Start or Migrant or Seasonal Head Start class that serves children under 36 months old must have two teachers with no more than eight children, or three teachers with no more than nine children. Each teacher must be assigned consistent, primary responsibility for no more than four children to promote continuity of care for individual children. A program must minimize teacher changes throughout a child’s enrollment, whenever possible, and consider mixed age group classes to support continuity of care.

Table to §1302.21 (b) — Center‐based group size

4 and 5 year olds No more than 20 children enrolled in any class.

No more than 17 children enrolled in any double session class.

3 year olds No more than 17 children enrolled in any class

No more than 15 children enrolled in any double session class.

Under 3 years old No more than 8 or 9 children enrolled in any class, depending on the number of teachers.

1302.23 (b) Family child care option. Ratios and group size.

(1) A program that operates the family child care option where Head Start children are enrolled must ensure group size does not exceed the limits specified in this section. If


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the family child care provider’s own children under the age of six are present, they must be included in the group size.

(2) When there is one family child care provider, the maximum group size is six children and no more than two of the six may be under 24 months of age. When there is a provider and an assistant, the maximum group size is twelve children with no more than four of the twelve children under 24 months of age.

(3) One family child care provider may care for up to four children younger than 36 months of age with a maximum group size of four children, and no more than two of the four children may be under 18 months of age.

1302.23 (d) Family child care option. Licensing requirements. A family child‐care provider must be licensed by the state, tribal, or local entity to provide services in their home or family‐like setting. When state, tribal, or local requirements vary from Head Start requirements, the most stringent provision applies. 1302.90 (c) (iii) Ensure staff, consultants, contractors, and volunteers respect and promote the unique identity of each child and family and do not stereotype on any basis, including gender, race, ethnicity, culture, religion, disability, sexual orientation, or family composition. 1302.31 (c) A program must ensure teachers implement well‐organized learning environments with developmentally appropriate schedules, lesson plans, and indoor and outdoor learning experiences that provide adequate opportunities for choice, play, exploration, and experi‐mentation among a variety of learning, sensory, and motor experiences and:


1302.44 (a) (2) (iv) A program must feed infants and toddlers according to their individual developmental readiness and feeding skills as recommended in USDA requirements outlined in 7 CFR parts 210, 220, and 226, and ensure infants and young toddlers are fed on demand to the extent possible.


▲ INFANT/TODDLER ▲ Domain: Approaches to Learning Approaches to learning focuses on how children learn. It refers to the skills and behaviors that children use to engage in learning.


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SUB‐DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN ▲ Goal IT‐SE 4. Child shows interest in, interacts with, and develops personal relationships with other children. ▲ Goal IT‐SE 5. Child imitates and engages in play with other children.

SUB‐DOMAIN: EMOTIONAL FUNCTIONING ▲ Goal IT‐SE 6. Child learns to express a range of emotions. ▲ Goal IT‐SE 7. Child recognizes and interprets emotions of others with the support of familiar adults. ▲ Goal IT‐SE 8. Child expresses care and concern towards others. ▲ Goal IT‐SE 9. Child manages emotions with the support of familiar adults.

SUB‐DOMAIN: SENSE OF IDENTITY AND BELONGING ▲ Goal IT‐SE 10. Child shows awareness about self and how to connect with others. ▲ Goal IT‐SE 11. Child understands some characteristics of self and others. ▲ Goal IT‐SE 12. Child shows confidence in own abilities through relationships with others. ▲ Goal IT‐SE 13. Child develops a sense of belonging through relationships with others.

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Session Format: 3‐hour session, 30‐40 participants, reflection, small group problem solving, lecture, large group discussion, DVD clips. Session Description: This session explores more deeply two of the three recommended program policies—primary care and continuity of care—that are presented in the DVD Together in Care. Activities during this session encourage participants to reflect on the meaning of relationships in their lives and connect their feelings about relationships to the relationship experiences of infants and toddlers in group care. Attachment research is reviewed to support the PITC’s emphasis on primary relationships that continue over time. In a small group activity, participants develop strategies to address social, economic, and attitudinal barriers to implementing the policies of primary care and continuity. Key topics include:

Meaning of Relationships from a Personal Point of View

Attachment Relationships

Family Attachments vs. Teacher‐Child Attachments (Support of Family Relationships, not a substitute)

Cultural Differences in Attachment Relationships

Attachment Disorders

Atypical Attachment in Infancy

Definitions of Primary Care and Continuity of Care

Importance of Cultural Continuity in Care Relationships

Barriers and Implementation Strategies

1302.21 (b) (2) Center based option. An Early Head Start or Migrant or Seasonal Head Start class that serves children under 36 months old must have two teachers with no more than eight


Exploring Primary Caregiving and Continuity of Care



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children, or three teachers with no more than nine children. Each teacher must be assigned consistent, primary responsibility for no more than four children to promote continuity of care for individual children. A program must minimize teacher changes throughout a child’s enrollment, whenever possible, and consider mixed age group classes to support continuity of care. 1302.31 (b) (1) (i) Teaching practices must emphasize nurturing and responsive practices, interactions, and environments that foster trust and emotional security; are communication and language rich; promote critical thinking and problem‐solving; social, emotional, behavioral, and language development; provide supportive feedback for learning; motivate continued effort; and support all children’s engagement in learning experiences and activities. 1302.31 (a) A center‐based and family child care program must ensure teachers and other relevant staff provide responsive care, effective teaching, and an organized learning environment that promotes healthy development and children’s skill growth aligned with the Head Start Early Learning Outcomes Framework: Ages Birth to Five, including for children with disabilities.


▲ INFANT/TODDLER ▲ Domain: Approaches to Learning Approaches to learning focuses on how children learn. It refers to the skills and behaviors that children use to engage in learning.



SUB‐DOMAIN: RELATIONSHIPS WITH ADULTS ▲ Goal IT‐SE 1. Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. ▲ Goal IT‐SE 2. Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults.


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▲ Goal IT‐SE 3. Child learns to use adults as a resource to meet needs.

SUB‐DOMAIN: SENSE OF IDENTITY AND BELONGING ▲ Goal IT‐SE 10. Child shows awareness about self and how to connect with others. ▲ Goal IT‐SE 11. Child understands some characteristics of self and others. ▲ Goal IT‐SE 12. Child shows confidence in own abilities through relationships with others. ▲ Goal IT‐SE 13. Child develops a sense of belonging through relationships with others.

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Session Format: 1‐hour session, open to whole group, lecture, DVD, discussion. Session Description: This session focuses on the highly influential and regarded approach to infant/toddler care of internationally known expert Magda Gerber. It features the DVD Respectfully Yours: Magda Gerber’s Approach to Professional Infant/Toddler Care, which presents an interview of Magda. Gerber by J. Ronald Lally, with illustrative footage from typical infant/toddler child care programs. Participants view and discuss challenging and sometimes controversial ideas in areas such as guidance and discipline, toys and equipment, infant stimulation, and culture and family. The key points of discussion in this session include:

Definition of respectful care

Magda Gerber’s definition of autonomy

Going slowly with infants and doing less

Relating to infants as competent

The importance of child observation

An attenuated environment for young infants

Importance of an absolutely safe place for infants

Composition of infant groups (Primary Care)

Same‐age versus mixed‐age grouping

Learning from the baby

Respectful care for young, mobile, and older infants.

Educational toys, materials and equipment

Family and culture

Respectful Care (Optional)



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Learning occurs within the context of relationships. Caring families, teachers, and other adults matter in a young child’s life. Responsive and supportive interactions with adults are essential to children’s learning. Children learn best when they are emotionally and physically safe and secure. Nurturing, responsive, and consistent care helps create safe environments where children feel secure and valued. In these settings, children are able to engage fully in learning experiences. ▲ INFANT/TODDLER ▲ Domain: Social and Emotional Development Positive social and emotional development in the early years provides a critical foundation for lifelong development and learning.




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MODULE III: LEARNING AND DEVELOPMENT



To



Session Format: Large group, 160 participants, 1‐hour session, lecture, DVD, discussion. Session Description: This session introduces Module III by giving an overview of brain development, early learning, and appropriate curriculum planning for infants and toddlers. Participants watch the DVD The Next Step: Including the Infant in the Curriculum, which presents four domains of the infant’s curriculum: physical development, social relationships, language development, and intellectual development. The PITC’s view of infants as active, self‐motivated learners is explained. The perspective that is presented can be summed up in the following way: “All children are born wired for feelings and ready to learn” when provided nurturing relationships and a peaceful but engaging environment. In addition to focusing on the infant’s curriculum, the DVD illustrates three strategies that infant care teachers can use to support early learning: adapt, support practice and repetition, and expand learning. 1302.31 (b) (1) (i) Teaching practices must emphasize nurturing and responsive practices, interactions, and environments that foster trust and emotional security; are communication and language rich; promote critical thinking and problem‐solving; social, emotional, behavioral, and language development; provide supportive feedback for learning; motivate continued effort; and support all children’s engagement in learning experiences and activities.


Introduction to Module III: Facilitating Learning in Infants




To



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1302.32 (a) (1) Center‐based and family child care programs must implement developmentally appropriate research‐based early childhood curricula, including additional curricular enhancements, as appropriate that:

(iii) Have an organized developmental scope and sequence that include plans and materials for learning experiences based on developmental progressions and how children learn.

Each child is unique and can succeed. Children are individuals with different rates and paths of development. Each child is uniquely influenced by their prenatal environment, temperament, physiology, and life experiences. With the appropriate support, all children can be successful learners and achieve the skills, behaviors, and knowledge described in the Framework. Learning occurs within the context of relationships. Caring families, teachers, and other adults matter in a young child’s life. Responsive and supportive interactions with adults are essential to children’s learning. Families are children’s first and most important caregivers, teachers, and advocates. Families must be respected and supported as the primary influence in their child’s early learning and education. Their knowledge, skills, and cultural backgrounds contribute to children’s school readiness. Children learn best when they are emotionally and physically safe and secure. Nurturing, responsive, and consistent care helps create safe environments where children feel secure and valued. In these settings, children are able to engage fully in learning experiences. Areas of development are integrated, and children learn many concepts and skills at the same time. Any single skill, behavior, or ability may involve multiple areas of development. For example, as infants gain fine motor skills, they can manipulate objects in new ways and deepen their understanding of cause and effect. As preschoolers gain new verbal skills, they can better manage their emotions and form more complex friendships. Teaching must be intentional and focused on how children learn and grow. Children are active, engaged, and eager learners. Good teaching practices build on these intrinsic strengths by providing developmentally appropriate instruction and opportunities for exploration and meaningful play.


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Every child has diverse strengths rooted in their family’s culture, background, language, and beliefs. Responsive and respectful learning environments welcome children from diverse cultural and linguistic backgrounds. Effective teaching practices and learning experiences build on the unique backgrounds and prior experiences of each child. ▲ INFANT/TODDLER

▲ Domain: Approaches to Learning Approaches to learning focuses on how children learn. It refers to the skills and behaviors that children use to engage in learning.

SUB‐DOMAIN: EMOTIONAL AND BEHAVIORAL SELF‐REGULATION

▲ Goal IT‐ATL 1. Child manages feelings and emotions with support of familiar adults. ▲ Goal IT‐ATL 2. Child manages actions and behavior with support of familiar adults.

SUB‐DOMAIN: COGNITIVE SELF‐REGULATION (EXECUTIVE FUNCTIONING) ▲ Goal IT‐ATL 3. Child maintains focus and sustains attention with support. AP ▲ Goal IT‐ATL 4. Child develops the ability to show persistence in actions and behavior. ▲ Goal IT‐ATL 5. Child demonstrates the ability to be flexible in actions and behavior.

SUB‐DOMAIN: INITIATIVE AND CURIOSITY ▲ Goal IT‐ATL 6. Child demonstrates emerging initiative in interactions, experiences, and explorations. ▲ Goal IT‐ATL 7. Child shows interest in and curiosity about objects, materials, or events.

SUB‐DOMAIN: CREATIVITY ▲ Goal IT‐ATL 8. Child uses creativity to increase understanding and learning. PROAC ▲ Goal IT‐ATL 9. Child shows imagination in play and interactions with others.

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Session Format: Large group, 80‐120 participants, 3‐hour session, lecture, DVD clips, discussion. Session Description: This session outlines key aspects of early brain development and presents major findings from recent research. Emphasis is placed on findings that are most relevant to the care of infants and toddlers in groups. Topics addressed include: the effect of stress on early brain development; the importance of appropriate stimulation; the benefits of nurturing, responsive care in development; and the potential long‐term consequences to the child of inappropriate, neglectful, or unresponsive care. Concepts discussed include:

Gene/Environment Interaction

Brain Architecture is built over time

Use or Lose It

Infant Needs (Relationship‐based) 1. Nurturance 2. Support 3. Security 4. Predictability 5. Focus 6. Encouragement 7. Expansion

Infants are wired for social relationships

Structure of the Brain

Key Issues Often Misinterpreted

Impact of Stress on Brain Development

Brain Plasticity (Experience Matters)

Pruning

Brain Development in Infants and Toddlers



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Neuro‐developmental Disorders

Early Risk Factors

Effective Intervention Program Elements

1302.31 (b) (1) (i) Teaching practices must emphasize nurturing and responsive practices, interactions, and environments that foster trust and emotional security; are communication and language rich; promote critical thinking and problem‐solving; social, emotional, behavioral, and language development; provide supportive feedback for learning; motivate continued effort; and support all children’s engagement in learning experiences and activities. 1302.31 (c) A program must ensure teachers implement well‐organized learning environments with developmentally appropriate schedules, lesson plans, and indoor and outdoor learning experiences that provide adequate opportunities for choice, play, exploration, and experimentation among a variety of learning, sensory, and motor experiences and:


Infants and Toddlers ‐ Experiences in the first three years of life have a strong impact on brain development and learning. They are the foundation for healthy development and strong child outcomes in the preschool years and beyond. In the Framework, developmental progress in key learning areas for infants and toddlers is presented in three age groups: birth to 9 months, 8 to 18 months, and 16 to 36 months. These age groups reflect common shifts or transitions in development. The overlapping months recognize that infants and toddlers, in particular, grow and develop at different rates. The Framework also provides specific skills, behaviors, and concepts that children should demonstrate at the end of Early Head Start (by 36 months). Each child is unique and can succeed. Children are individuals with different rates and paths of development. Each child is uniquely influenced by their prenatal environment, temperament, physiology, and life experiences. With the appropriate support, all children can be successful learners and achieve the skills, behaviors, and knowledge described in the Framework. Learning occurs within the context of relationships. Caring families, teachers, and other adults matter in a young child’s life. Responsive and supportive interactions with adults are essential to children’s learning. All goals, from all domains, apply.



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Session Description: A central feature of this session is that participants view the DVD Discoveries of Infancy: Cognitive Development and Learning one segment at a time, with extended commentary by the presenter, followed by discussion. Each segment focuses on one of the “discoveries” first identified by Jean Piaget. In the DVD, each discovery is illustrated by scenes of infants actively engaged in learning, usually with the supportive, respectful presence of an infant care teacher. During part of the session, participants are invited to explore through active learning how to facilitate early learning and cognitive development. Key concepts presented include:

Organizing understanding of cognitive development around six themes (discoveries)

Six Discoveries 1. Learning Schemes 2. Cause and Effect 3. Use of Tools 4. Object Permanence 5. Understanding Space 6. Imitation

Infants are Active, Curious, Motivated Learners

Avoid Interrupting Learning (The infant is a young scientist at work)

Children Learn through Trial and Error

Setting Up the Environment for Discovery

Early Learning Happens Holistically

Principles of Facilitating Early Learning

Discoveries of Infancy



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1302.31 (b) (1) Teaching practices must:

(i) Emphasize nurturing and responsive practices, interactions, and environments that foster trust and emotional security; are communication and language rich; promote critical thinking and problem‐solving; social, emotional, behavioral, and language development; provide supportive feedback for learning; motivate continued effort; and support all children’s engagement in learning experiences and activities;

(ii) Focus on promoting growth in the developmental progressions described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five by aligning with and using the Framework and the curricula as described in §1302.32 to direct planning of organized activities, schedules, lesson plans, and the implementation of high‐quality early learning experiences that are responsive to and build upon each child’s individual pattern of development and learning; and

(iv) Include developmentally appropriate learning experiences in language, literacy, social and emotional development, math, science, social studies, creative arts, and physical development that are focused toward achieving progress outlined in the Head Start Early Learning Outcomes Framework: Ages Birth to Five.

1302.31 (d) A program must provide age‐appropriate equipment, materials, supplies and physical space for indoor and outdoor learning environments, including functional space. The equipment, materials and supplies must include any necessary accommodations and the space must be accessible to children with disabilities. Programs must change materials intentionally and periodically to support children’s interests, development, and learning. 1302.31 (e) (3) A program must approach routines, such as hand washing and diapering, and transitions between activities, as opportunities for strengthening development, learning, and skill growth.


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1302.32 (a) (1) Center‐based and family child care programs must implement developmentally appropriate research‐based early childhood curricula, including additional curricular enhancements, as appropriate that:

(iii) Have an organized developmental scope and sequence that include plans and materials for learning experiences based on developmental progressions and how children learn.

Areas of development are integrated, and children learn many concepts and skills at the same time. Any single skill, behavior, or ability may involve multiple areas of development. For example, as infants gain fine motor skills, they can manipulate objects in new ways and deepen their understanding of cause and effect. As preschoolers gain new verbal skills, they can better manage their emotions and form more complex friendships. Learning occurs within the context of relationships. Caring families, teachers, and other adults matter in a young child’s life. Responsive and supportive interactions with adults are essential to children’s learning. Teaching must be intentional and focused on how children learn and grow. Children are active, engaged, and eager learners. Good teaching practices build on these intrinsic strengths by providing developmentally appropriate instruction and opportunities for exploration and meaningful play. Children learn best when they are emotionally and physically safe and secure. Nurturing, responsive, and consistent care helps create safe environments where children feel secure and valued. In these settings, children are able to engage fully in learning experiences. ▲ INFANT/TODDLER ▲ Domain: Cognition Cognitive development includes reasoning, memory, problem‐solving, and thinking skills that help young children understand and organize their world. For preschoolers, this evolves into complex mathematical thinking and scientific reasoning.

SUB‐DOMAIN: EXPLORATION AND DISCOVERY ▲ Goal IT‐C 1. Child actively explores people and objects to understand self, others, and objects. ▲ Goal IT‐C 2. Child uses understanding of causal relationships to act on social and physical environments.


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SUB‐DOMAIN: MEMORY ▲ Goal IT‐C 3. Child recognizes differences between familiar and unfamiliar people, objects, actions, or events. ▲ Goal IT‐C 4. Child recognizes the stability of people and objects in the environment. ▲ Goal IT‐C 5. Child uses memories as a foundation for more complex actions and thoughts.

SUB‐DOMAIN: REASONING AND PROBLEM‐SOLVING ▲ Goal IT‐C 6. Child learns to use a variety of strategies in solving problems. ▲ Goal IT‐C 7. Child uses reasoning and planning ahead to solve problems.

SUB‐DOMAIN: EMERGENT MATHEMATICAL THINKING ▲ Goal IT‐C 8. Child develops sense of number and quantity. ▲ Goal IT‐C 9. Child uses spatial awareness to understand objects and their movement in space. ▲ Goal IT‐C 10. Child uses matching and sorting of objects or people to understand similar and different characteristics.

SUB‐DOMAIN: IMITATION AND SYMBOLIC REPRESENTATION AND PLAY ▲ Goal IT‐C 11. Child observes and imitates sounds, words, gestures, actions, and behaviors. ▲ Goal IT‐C 12. Child uses objects or symbols to represent something else. ▲ Goal IT‐C 13. Child uses pretend play to increase understanding of culture, environment, and experiences.

▲ INFANT/TODDLER ▲ Domain: Perceptual, Motor, and Physical Development Perceptual, motor, and physical development is foundational to children’s learning in all areas because it permits children to fully explore and function in their environment.

SUB‐DOMAIN: PERCEPTION ▲ Goal IT‐PMP 1. Child uses perceptual information to understand objects, experiences, and interactions. ▲ Goal IT‐PMP 2. Child uses perceptual information in directing own actions, experiences, and interactions.

SUB‐DOMAIN: GROSS MOTOR ▲ Goal IT‐PMP 3. Child demonstrates effective and efficient use of large muscles for movement and position. ▲ Goal IT‐PMP 4. Child demonstrates effective and efficient use of large muscles to explore the environment. PTUAL, MOTOR, AND ▲ Goal IT‐PMP 5. Child uses sensory information and body awareness to understand how their body relates to the environment. HY

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SUB‐DOMAIN: FINE MOTOR ▲ Goal IT‐PMP 6. Child coordinates hand and eye movements to perform actions. ▲ Goal IT‐PMP 7. Child uses hands for exploration, play, and daily routines. ▲ Goal IT‐PMP 8. Child adjusts reach and grasp to use tools.

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Session Format: 3‐hour session, 30‐40 participants, lecture, experiential learning activities, DVD, discussion.

Session Description: This session provides participants with information and techniques they can use to help infant care teachers become more knowledgeable about including infants and toddlers with special needs in group care as well as more comfortable with the idea. Participants examine their own attitudes toward inclusion and disabilities through engaging reflective activities. They also learn how to adapt toys, materials, and environments so that children with disabilities can use them effectively. Key concepts explored in the session include:

Personal and Societal Attitudes toward Disability

Where There’s a Will, There’s a Way

Benefits and Challenges of Inclusion

People First Language

Laws (Part C, IDEA)

Strategies for Discussing Developmental Concerns with Families

Strategies for Adapting Environments and Materials

Partnering with Families and Multi‐disciplinary Teams

Appreciation of Individuality

Knowledge Base about Inclusion

Nonverbal Communication

Special Needs



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1302.60 A program must ensure enrolled children with disabilities, including but not limited to those who are eligible for services under IDEA, and their families receive all applicable program services delivered in the least restrictive possible environment and that they fully participate in all program activities. 1302.14 (b) (1) A program must ensure at least 10 percent of its total funded enrollment is filled by children eligible for services under IDEA, unless the responsible HHS official grants a waiver.

1302.41 (a) …Programs must collaborate with parents as partners in the health and well‐being of their children in a linguistically and culturally appropriate manner and communicate with parents about their child’s health needs and development concerns in a timely and effective manner.

1302.62 (a) (1) A program must collaborate with parents of children with disabilities, including but not limited to children eligible for services under IDEA, to ensure the needs of their children are being met, including support to help parents become advocates for services that meet their children’s needs and information and skills to help parents understand their child’s disability and how to best support the child’s development. 1302.61 (a) Programs must ensure the individualized needs of children with disabilities, including but not limited to those eligible for services under IDEA, are being met and all children have access to and can fully participate in the full range of activities and services. Programs must provide any necessary modifications to the environment, multiple and varied formats for instruction, and individualized accommodations and supports as necessary to support the full participation of children with disabilities. Programs must ensure all individuals with disabilities are protected from discrimination under and provided with all services and program modifications required by section 504 of the Rehabilitation Act (29 U.S.C. 794), the Americans with Disabilities Act (42 U.S.C. 12101 et seq.), and their implementing regulations. 1302.61 (c) To ensure the individual needs of children eligible for services under IDEA are met, a program must:

(1) Work closely with the local agency responsible for implementing IDEA, the family, and other service partners, as appropriate, to ensure:

(i) Services for a child with disabilities will be planned and delivered as required by their IFSP or IEP, as appropriate; (ii) Children are working towards the goals in their IFSP or IEP;


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(iii) Elements of the IFSP or IEP that the program cannot implement are implemented by other appropriate agencies, related service providers and specialists; (iv) IFSPs and IEPs are being reviewed and revised, as required by IDEA; and (v) Services are provided in a child’s regular Early Head Start or Head Start classroom or family child care home to the greatest extent possible.

1302.50 (b) (6) A program must implement procedures for teachers, home visitors, and family support staff to share information with each other, as appropriate and consistent with the requirements in part 1303 subpart C, of this chapter; FERPA; or IDEA, to ensure coordinated family engagement strategies with children and families in the classroom, home, and community. Each child is unique and can succeed. Children are individuals with different rates and paths of development. Each child is uniquely influenced by their prenatal environment, temperament, physiology, and life experiences. With the appropriate support, all children can be successful learners and achieve the skills, behaviors, and knowledge described in the Framework. Children with Disabilities ‐ It is essential that programs identify the strengths and abilities of all children to ensure that learning opportunities are maximized and that all children are fully included in every educational experience and activity. Children with disabilities may need more individualized or intensive instruction in order to develop and learn the skills, behaviors, and concepts described in the Framework. They may require accommodations in the environment or in instructional strategies. Some may require adaptive materials or assistive technology. Programs need to use the Framework in close collaboration with specialists identified on a child’s Individual Family Service Plan (IFSP), Individualized Education Program (IEP), or 504 plan. Children learn best when they are emotionally and physically safe and secure. Nurturing, responsive, and consistent care helps create safe environments where children feel secure and valued. In these settings, children are able to engage fully in learning experiences. All goals, from all domains, apply.


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Session Format: 3‐hour session, 30‐40 participants, lecture, DVD, whole and small group discussion.

Session Description: In this session, participants explore how to facilitate language development and communication in infants and toddlers. Participants begin this exploration by reflecting on their own experiences with language learning. A major part of this session is organized around the DVD Early Messages: Facilitating Language Development and Communication, which presents ten strategies for facilitating early language development and communication. The session focuses on all ten strategies, along with discussion of training techniques that help infant care teachers learn how to use the strategies with children. Throughout the session, emphasis is placed on making children’s experiences with language positive and engaging in the context of nurturing relationships. Key concepts addressed include:

Infants are active learners of language

Children need adults to provide them with rich experiences with language

Language development varies individually and culturally

Infants learn language in the context of relationships

Dual Language Development

10 Strategies to Enhance Language Development (Early Messages)

Warning Signs

1302.31 (b) (1) (iv) Teaching practices must include developmentally appropriate learning experiences in language, literacy, social and emotional development, math, science, social

Language Development, Culture, and Communication




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studies, creative arts, and physical development that are focused toward achieving progress outlined in the Head Start Early Learning Outcomes Framework: Ages Birth to Five.

1302.31 (b) (2) For dual language learners, a program must recognize bilingualism and biliteracy as strengths and implement research‐based teaching practices that support their development. These practices must:

(i) For an infant or toddler dual language learner, include teaching practices that focus on the development of the home language, when there is a teacher with appropriate language competency, and experiences that expose the child to English; and

(iii) If staff do not speak the home language of all children in the learning environment, include steps to support the development of the home language for dual language learners such as having culturally and linguistically appropriate materials available and other evidence‐based strategies. Programs must work to identify volunteers who speak children’s home language/s who could be trained to work in the classroom to support children’s continued development of the home language.

1302.50 (b) (5) A program must conduct family engagement services in the family’s preferred language, or through an interpreter, to the extent possible, and ensure families have the opportunity to share personal information in an environment in which they feel safe. 1302.36 Tribal language preservation and revitalization. A program that serves American Indian and Alaska Native children may integrate efforts to preserve, revitalize, restore, or maintain the tribal language for these children into program services. Such language preservation and revitalization efforts may include full immersion in the tribal language for the majority of the hours of planned class operations. Every child has diverse strengths rooted in their family’s culture, background, language, and beliefs. Responsive and respectful learning environments welcome children from diverse cultural and linguistic backgrounds. Effective teaching practices and learning experiences build on the unique backgrounds and prior experiences of each child. Learning occurs within the context of relationships. Caring families, teachers, and other adults matter in a young child’s life. Responsive and supportive interactions with adults are essential to children’s learning. Families are children’s first and most important caregivers, teachers, and advocates. Families must be respected and supported as the primary influence in their child’s early learning and education. Their knowledge, skills, and cultural backgrounds contribute to children’s school readiness.


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CHILDREN WHO ARE DUAL LANGUAGE LEARNERS ‐ Children who are dual language learners (DLLs) are growing up with more than one language. The foundation for language development is set in utero as babies process and store the sounds of the languages in their environment. The continued development of a child’s home language in the family and early childhood program is an asset and will support the child’s progress in all areas of learning. For example, there are cognitive benefits, particularly in the area of executive functioning, to children’s dual language learning. Young children who speak two languages also benefit socially as they can create relationships in both languages while also maintaining strong ties with their family, community, and culture. Children’s progress in learning English will vary depending on their past and current exposure to English, their age, temperament, and other factors.

Intentional planning at the program and classroom level is necessary. Teaching practices need to create learning environments that support children’s diversity and use proven strategies that promote home language(s) and English acquisition. The learning outcomes of children who are DLLs are best supported with opportunities to interact and learn in each of their developing languages. Programs must ensure that children who are DLLs progress in each area of learning and development in the Framework while also promoting English acquisition. Children who are DLLs must be allowed to demonstrate the skills, behaviors, and knowledge in the Framework in their home language, English, or both languages. ▲ INFANT/TODDLER ▲ Domain: Language and Communication Communication is fundamental to the human experience, and language and literacy are essential to children’s learning.

SUB‐DOMAIN: ATTENDING AND UNDERSTANDING

▲ Goal IT‐LC 1. Child attends to, understands, and responds to communication and language from others. ▲ Goal IT‐LC 2. Child learns from communication and language experiences with others.

SUB‐DOMAIN: COMMUNICATING AND SPEAKING ▲ Goal IT‐LC 3. Child communicates needs and wants non‐verbally and by using language. ▲ Goal IT‐LC 4. Child uses non‐verbal communication and language to engage others in interaction. ▲ Goal IT‐LC 5. Child uses increasingly complex language in conversation with others. ▲ Goal IT‐LC 6. Child initiates non‐verbal communication and language to learn and gain information. L

SUB‐DOMAIN: VOCABULARY ▲ Goal IT‐LC 7. Child understands an increasing number of words used in communication with others. ▲ Goal IT‐LC 8. Child uses an increasing number of words in communication and conversation with others.

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SUB‐DOMAIN: EMERGENT LITERACY ▲ Goal IT‐LC 9. Child attends to, repeats, and uses some rhymes, phrases, or refrains from stories or songs. ▲ Goal IT‐LC 10. Child handles books and relates them to their stories or information. ▲ Goal IT‐LC 11. Child recognizes pictures and some symbols, signs, or words. ▲ Goal IT‐LC 12. Child comprehends meaning from pictures and stories. ▲ Goal IT‐LC 13. Child makes marks and uses them to represent objects or actions.

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MODULE IV: CULTURE, FAMILY, AND PROVIDERS



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Session Format: Panel Presentation: Large group, 80‐160 participants, 2‐hour session, lecture, DVD, discussion. Session Description: A panel of PITC faculty share personal experiences that inform their work and relate to their expertise in cultural sensitivity and competence. After introducing themselves and telling their personal stories, the panelists show the DVD Essential Connections: Ten Keys to Culturally Sensitive Child Care and respond to questions and comments from the participants. The DVD presents five keys that help infant/toddler care programs implement culturally responsive care and five keys infant care teachers can use to support their efforts to become more aware their own and others’ cultural perspectives as well as to work through cultural conflicts and misunderstandings.

1302.30 …A program must deliver developmentally, culturally, and linguistically appropriate learning experiences in language, literacy, mathematics, social and emotional functioning, approaches to learning, science, physical skills, and creative arts… 1302.50 (b) (2) A program must develop relationships with parents and structure services to encourage trust and respectful, ongoing two‐way communication between staff and parents to create welcoming program environments that incorporate the unique cultural, ethnic, and linguistic backgrounds of families in the program and community. 1302.90 (c) (1) (iii) A program must ensure staff, consultants, contractors, and volunteers respect and promote the unique identity of each child and family and do not stereotype on any

Introduction to Module IV: Essential Connections: Ten Keys to Culturally Sensitive Child Care Introduction to Module IV: Essential Connections: Ten Keys to Culturally Sensitive Child Care




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basis, including gender, race, ethnicity, culture, religion, disability, sexual orientation, or family composition. 1302.90 (d) (1) A program must ensure staff and program consultants or contractors are familiar with the ethnic backgrounds and heritages of families in the program and are able to serve and effectively communicate, either directly or through interpretation and translation, with children who are dual language learners and to the extent feasible, with families with limited English proficiency. 1302.50 (b) (5) A program must conduct family engagement services in the family’s preferred language, or through an interpreter, to the extent possible, and ensure families have the opportunity to share personal information in an environment in which they feel safe. 1302.41 (a) …Programs must collaborate with parents as partners in the health and well‐being of their children in a linguistically and culturally appropriate manner and communicate with parents about their child’s health needs and development concerns in a timely and effective manner. 1302.44 (a) (1) A program must design and implement nutrition services that are culturally and developmentally appropriate, meet the nutritional needs of and accommodate the feeding requirements of each child, including children with special dietary needs and children with disabilities. Family style meals are encouraged as described in §1302.31 (e) (2).

Every child has diverse strengths rooted in their family’s culture, background, language, and beliefs. Responsive and respectful learning environments welcome children from diverse cultural and linguistic backgrounds. Effective teaching practices and learning experiences build on the unique backgrounds and prior experiences of each child. Families are children’s first and most important caregivers, teachers, and advocates. Families must be respected and supported as the primary influence in their child’s early learning and education. Their knowledge, skills, and cultural backgrounds contribute to children’s school readiness. ▲ INFANT/TODDLER

▲ Domain: Social and Emotional Development Positive social and emotional development in the early years provides a critical foundation for lifelong development and learning.

SUB‐DOMAIN: SENSE OF IDENTITY AND BELONGING ▲ Goal IT‐SE 10. Child shows awareness about self and how to connect with others. ▲ Goal IT‐SE 11. Child understands some characteristics of self and others.


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▲ Goal IT‐SE 12. Child shows confidence in own abilities through relationships with others. ▲ Goal IT‐SE 13. Child develops a sense of belonging through relationships with others. SUB‐DOMAIN: RELATIONSHIPS WITH ADULTS ▲ Goal IT‐SE 1. Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. ▲ Goal IT‐SE 2. Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults. ▲ Goal IT‐SE 3. Child learns to use adults as a resource to meet needs. SUB‐DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN ▲ Goal IT‐SE 4. Child shows interest in, interacts with, and develops personal relationships with other children. ▲ Goal IT‐SE 5. Child imitates and engages in play with other children. SUB‐DOMAIN: EMOTIONAL FUNCTIONING ▲ Goal IT‐SE 6. Child learns to express a range of emotions. ▲ Goal IT‐SE 7. Child recognizes and interprets emotions of others with the support of familiar adults. ▲ Goal IT‐SE 8. Child expresses care and concern towards others. ▲ Goal IT‐SE 9. Child manages emotions with the support of familiar adults.

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Session Description: Through viewing and discussing DVDs, personal reflection, and large and small group discussions, participants explore their cultural expectations and biases and have an opportunity to learn about alternative perspectives and realities through the cultural lenses and experiences of others. This type of exploration is designed to help participants increase their capacity for becoming culturally aware and responsive to families with children in infant/toddler care. Key concepts include:

Understanding Your Own Assumptions

Changing Reality of Culture

Developing Cultural Responsiveness

Developing Skills in Authentic Dialogue

Identity Formation

Childhood Conditioning of Cultural Stereotypes and Belief Systems

Culture is Embedded in Human Institutions, including ECE

Culture is the Fundamental Determinant of Childrearing Beliefs and Practices

1302.90 (c) (1) (iii) A program must ensure staff, consultants, contractors, and volunteers respect and promote the unique identity of each child and family and do not stereotype on any basis, including gender, race, ethnicity, culture, religion, disability, sexual orientation, or family composition.


Caring from Our Points of View: Harmonizing Cultural Diversity for Sensitive Infant Care



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1302.90 (d) (1) A program must ensure staff and program consultants or contractors are familiar with the ethnic backgrounds and heritages of families in the program and are able to serve and effectively communicate, either directly or through interpretation and translation, with children who are dual language learners and to the extent feasible, with families with limited English proficiency. 1302.30 …A program must deliver developmentally, culturally, and linguistically appropriate learning experiences in language, literacy, mathematics, social and emotional functioning, approaches to learning, science, physical skills, and creative arts…



SUB‐DOMAIN: SENSE OF IDENTITY AND BELONGING ▲ Goal IT‐SE 10. Child shows awareness about self and how to connect with others. ▲ Goal IT‐SE 11. Child understands some characteristics of self and others. ▲ Goal IT‐SE 12. Child shows confidence in own abilities through relationships with others. ▲ Goal IT‐SE 13. Child develops a sense of belonging through relationships with others. SUB‐DOMAIN: RELATIONSHIPS WITH ADULTS ▲ Goal IT‐SE 1. Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. ▲ Goal IT‐SE 2. Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults. ▲ Goal IT‐SE 3. Child learns to use adults as a resource to meet needs.


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SUB‐DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN ▲ Goal IT‐SE 4. Child shows interest in, interacts with, and develops personal relationships with other children. ▲ Goal IT‐SE 5. Child imitates and engages in play with other children. SUB‐DOMAIN: EMOTIONAL FUNCTIONING ▲ Goal IT‐SE 6. Child learns to express a range of emotions. ▲ Goal IT‐SE 7. Child recognizes and interprets emotions of others with the support of familiar adults. ▲ Goal IT‐SE 8. Child expresses care and concern towards others. ▲ Goal IT‐SE 9. Child manages emotions with the support of familiar adults.

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Session Format: 3‐hour session, 30‐40 participants, lecture, reflection, discussion.

Session Description: This session helps participants increase their awareness of their own cultural assumptions and of how these assumptions may affect their interactions with families from cultures different from their own. Activities are designed to allow participants to explore in depth their own cultural roots. Building on the second five keys of the DVD Essential Connections, this session then focuses on developing culturally responsive relationships with families. This session’s key concepts include:

Everyone Has Culture

Culture Creates Our World View

Cultural Sensitivity/Responsiveness Takes Time to Develop (Builds in Trusting Relationships with Support)

Understanding the Family’s Perspective: Gathering Information, Listening, Creating Dialogue, Collaborating, and Negotiating (Skills Needed to Become Culturally Responsive to Families; Keys 6‐10 from “Essential Connections”)

Importance of Consistency of Child’s Home Culture and Language with Child Care Program

1302.30 …A program must deliver developmentally, culturally, and linguistically appropriate learning experiences in language, literacy, mathematics, social and emotional functioning, approaches to learning, science, physical skills, and creative arts…

Caring from Our Points of View: Responding to Families in Culturally Sensitive Ways




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1302.90 (c) (1) (iii) A program must ensure staff, consultants, contractors, and volunteers respect and promote the unique identity of each child and family and do not stereotype on any basis, including gender, race, ethnicity, culture, religion, disability, sexual orientation, or family composition. 1302.90 (d) (1) A program must ensure staff and program consultants or contractors are familiar with the ethnic backgrounds and heritages of families in the program and are able to serve and effectively communicate, either directly or through interpretation and translation, with children who are dual language learners and to the extent feasible, with families with limited English proficiency. 1302.50 (b) (2) A program must develop relationships with parents and structure services to encourage trust and respectful, ongoing two‐way communication between staff and parents to create welcoming program environments that incorporate the unique cultural, ethnic, and linguistic backgrounds of families in the program and community. 1302.34 (a) Center‐based and family child care programs must structure education and child development services to recognize parents’ roles as children’s lifelong educators, and to encourage parents to engage in their child’s education. 1302.34 (b) (2) Teachers regularly communicate with parents to ensure they are well‐informed about their child’s routines, activities, and behavior. 1302.41 (a) …Programs must collaborate with parents as partners in the health and well‐being of their children in a linguistically and culturally appropriate manner and communicate with parents about their child’s health needs and development concerns in a timely and effective manner. 1302.34 (b) A program must offer opportunities for parents and family members to be involved in the program’s education services. 1302.50 (b) (5) A program must conduct family engagement services in the family’s preferred language, or through an interpreter, to the extent possible, and ensure families have the opportunity to share personal information in an environment in which they feel safe.

Every child has diverse strengths rooted in their family’s culture, background, language, and beliefs. Responsive and respectful learning environments welcome children from diverse cultural and linguistic backgrounds. Effective teaching practices and learning experiences build on the unique backgrounds and prior experiences of each child.


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Families are children’s first and most important caregivers, teachers, and advocates. Families must be respected and supported as the primary influence in their child’s early learning and education. Their knowledge, skills, and cultural backgrounds contribute to children’s school readiness. ▲ INFANT/TODDLER


SUB‐DOMAIN: SENSE OF IDENTITY AND BELONGING ▲ Goal IT‐SE 10. Child shows awareness about self and how to connect with others. ▲ Goal IT‐SE 11. Child understands some characteristics of self and others. ▲ Goal IT‐SE 12. Child shows confidence in own abilities through relationships with others. ▲ Goal IT‐SE 13. Child develops a sense of belonging through relationships with others. SUB‐DOMAIN: RELATIONSHIPS WITH ADULTS ▲ Goal IT‐SE 1. Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. ▲ Goal IT‐SE 2. Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults. ▲ Goal IT‐SE 3. Child learns to use adults as a resource to meet needs. SUB‐DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN ▲ Goal IT‐SE 4. Child shows interest in, interacts with, and develops personal relationships with other children. ▲ Goal IT‐SE 5. Child imitates and engages in play with other children. SUB‐DOMAIN: EMOTIONAL FUNCTIONING ▲ Goal IT‐SE 6. Child learns to express a range of emotions. ▲ Goal IT‐SE 7. Child recognizes and interprets emotions of others with the support of familiar adults. ▲ Goal IT‐SE 8. Child expresses care and concern towards others. ▲ Goal IT‐SE 9. Child manages emotions with the support of familiar adults.

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Session Format: 3‐hour session, 30‐40 participants, lecture, DVD, discussion, role play, poem‐making.

Session Description: This session emphasizes the underlying emotional issues of infant care and their impact on the relationships between parents and infant care teachers. The DVD Protective Urges is shown to present the major concepts this session addresses. Participants first explore the heightened emotions parents often feel when bringing their infants to an infant/toddler care program. In most cases, intense protective feelings or “protective urges” come naturally to parents. Session participants also examine the protective feelings and emotional responses that teachers experience when they care for infants. The DVD and session activities offer strategies that infant care teachers can use to ease parents’ concerns about using infant/toddler care, as well as steps that teachers can take to work through their own feelings about relating to parents when dealing with difficult issues. Key concepts include:

Definition of Protective Urges

Caregivers and Parents both have Protective Urges toward the Child that Affect the Parent‐Caregiver Relationship (Positive or Negative)

Competence, Honesty, and Understanding

Parents’ Feelings and Caregivers’ Feelings

4‐Step Process (Exploring Your Feelings, Discuss Your Feelings with Others, Check with the Parents, Develop an Action Plan)

1302.50 (b) (2) A program must develop relationships with parents and structure services to encourage trust and respectful, ongoing two‐way communication between staff and parents to

Protective Urges: Parent‐Care Teacher Relations




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create welcoming program environments that incorporate the unique cultural, ethnic, and linguistic backgrounds of families in the program and community. 1302.34 (a) Center‐based and family child care programs must structure education and child development services to recognize parents’ roles as children’s lifelong educators, and to encourage parents to engage in their child’s education. 1302.34 (b) (2) Teachers regularly communicate with parents to ensure they are well‐informed about their child’s routines, activities, and behavior. 1302.41 (a) …Programs must collaborate with parents as partners in the health and well‐being of their children in a linguistically and culturally appropriate manner and communicate with parents about their child’s health needs and development concerns in a timely and effective manner. 1302.34 (b) A program must offer opportunities for parents and family members to be involved in the program’s education services. 1302.50 (b) (5) A program must conduct family engagement services in the family’s preferred language, or through an interpreter, to the extent possible, and ensure families have the opportunity to share personal information in an environment in which they feel safe.



SUB‐DOMAIN: SENSE OF IDENTITY AND BELONGING ▲ Goal IT‐SE 10. Child shows awareness about self and how to connect with others. ▲ Goal IT‐SE 11. Child understands some characteristics of self and others. ▲ Goal IT‐SE 12. Child shows confidence in own abilities through relationships with others.


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▲ Goal IT‐SE 13. Child develops a sense of belonging through relationships with others. SUB‐DOMAIN: RELATIONSHIPS WITH ADULTS ▲ Goal IT‐SE 1. Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. ▲ Goal IT‐SE 2. Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults. ▲ Goal IT‐SE 3. Child learns to use adults as a resource to meet needs. SUB‐DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN ▲ Goal IT‐SE 4. Child shows interest in, interacts with, and develops personal relationships with other children. ▲ Goal IT‐SE 5. Child imitates and engages in play with other children. SUB‐DOMAIN: EMOTIONAL FUNCTIONING ▲ Goal IT‐SE 6. Child learns to express a range of emotions. ▲ Goal IT‐SE 7. Child recognizes and interprets emotions of others with the support of familiar adults. ▲ Goal IT‐SE 8. Child expresses care and concern towards others. ▲ Goal IT‐SE 9. Child manages emotions with the support of familiar adults.

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Session Format: 3‐hour session, 30‐40 participants, DVD clips, discussion, role play.

Session Description: In this session, participants discuss scenarios that focus on learning to interact with families and handle culturally sensitive issues in responsive ways. Small groups analyze scenarios from the DVD Essential Connections and the print document Infant/Toddler Caregiving: A Guide to Culturally Responsive Care. In addition, there are opportunities for participants to engage in role‐play activities to explore cultural issues that commonly occur in infant/toddler care. This session’s key concepts include:

Acknowledge‐Ask‐Adapt Process

Negotiation

Bottom‐Line Issues

Fewer Universals than We Assume

1304.21 (a) (2) (i) Parents must be invited to become integrally involved in the development of the program's curriculum and approach to child development and education. 1302.50 (b) (2) A program must develop relationships with parents and structure services to encourage trust and respectful, ongoing two‐way communication between staff and parents to create welcoming program environments that incorporate the unique cultural, ethnic, and linguistic backgrounds of families in the program and community.

1302.90 (c) (1) (iii) A program must ensure staff, consultants, contractors, and volunteers respect and promote the unique identity of each child and family and do not stereotype on any


Acknowledge, Ask, and Adapt



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basis, including gender, race, ethnicity, culture, religion, disability, sexual orientation, or family composition. 1302.90 (d) (1) A program must ensure staff and program consultants or contractors are familiar with the ethnic backgrounds and heritages of families in the program and are able to serve and effectively communicate, either directly or through interpretation and translation, with children who are dual language learners and to the extent feasible, with families with limited English proficiency. Every child has diverse strengths rooted in their family’s culture, background, language, and beliefs. Responsive and respectful learning environments welcome children from diverse cultural and linguistic backgrounds. Effective teaching practices and learning experiences build on the unique backgrounds and prior experiences of each child. Families are children’s first and most important caregivers, teachers, and advocates. Families must be respected and supported as the primary influence in their child’s early learning and education. Their knowledge, skills, and cultural backgrounds contribute to children’s school readiness. ▲ INFANT/TODDLER


SUB‐DOMAIN: SENSE OF IDENTITY AND BELONGING ▲ Goal IT‐SE 10. Child shows awareness about self and how to connect with others. ▲ Goal IT‐SE 11. Child understands some characteristics of self and others. ▲ Goal IT‐SE 12. Child shows confidence in own abilities through relationships with others. ▲ Goal IT‐SE 13. Child develops a sense of belonging through relationships with others. SUB‐DOMAIN: RELATIONSHIPS WITH ADULTS ▲ Goal IT‐SE 1. Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. ▲ Goal IT‐SE 2. Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults. ▲ Goal IT‐SE 3. Child learns to use adults as a resource to meet needs. SUB‐DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN ▲ Goal IT‐SE 4. Child shows interest in, interacts with, and develops personal relationships with other children.


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▲ Goal IT‐SE 5. Child imitates and engages in play with other children. SUB‐DOMAIN: EMOTIONAL FUNCTIONING ▲ Goal IT‐SE 6. Child learns to express a range of emotions. ▲ Goal IT‐SE 7. Child recognizes and interprets emotions of others with the support of familiar adults. ▲ Goal IT‐SE 8. Child expresses care and concern towards others. ▲ Goal IT‐SE 9. Child manages emotions with the support of familiar adults.

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Linking The Program for Infant/Toddler Care Trainer ...

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