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Infant and Toddler Child Development Guide

ISBN-10: 0876592590
ISBN-13: 9780876592595
Edition: 2001
List price: $39.95 Buy it from $0.01
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Description: Focusing on the development of children from birth to age three, Innovations: Infant and Toddler Development provides an in-depth guide to the underlying ages and stages and addresses child development and learning, curriculum development and  More...

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Book details

List price: $39.95
Copyright year: 2001
Publisher: Gryphon House, Incorporated
Publication date: 9/1/2001
Binding: Paperback
Pages: 372
Size: 8.50" wide x 11.25" long x 0.75" tall
Weight: 2.244
Language: English

Focusing on the development of children from birth to age three, Innovations: Infant and Toddler Development provides an in-depth guide to the underlying ages and stages and addresses child development and learning, curriculum development and implementation, family and community relationships, assessment, and professionalism. Connecting theory to best practices helps students come to know, understand, and use theoretical information directly in their infant and toddler classrooms.

Introduction
References
Innovations: Infant and Toddler Development
Introduction
What Is Child Development?
What Is a Theory?
Which Theories Explain Child Growth and Development?
The Innovations: Infant and Toddler Development Approach
Developmental Theory of Infant and Toddler Development
Principles of Developmental Theory
Interactional Theories of Infant and Toddler Development Principles of Interactional Theory and How Children Learn
Integrating Interactional and Developmental Theories
Tasks
Dealing with Behaviors: The Innovations Model
Myths or Misunderstandings
Summary
Developmental Theory
Interactional Theory
Tasks
What Is Curriculum?
Innovations Model for Dealing with Behavior
Questions and Activities
References
Glossary
Separating from Parents and Transitioning to School
Introduction
Developmental Tasks: Separating and Transitioning
Separating
Transitioning
Knowledge
Mahler's Theory of Identity Formation--Developing a Sense of Self
Implications of Identity Formation for Separating from Home and Transitioning to School
Maslow's Hierarchy of Needs
Implications of Maslow's Hierarchy of Needs for Separating from Home and Transitioning to School
Temperament
Implications of Temperament for Separating from Home and Transitioning to School
Components of Developmental Uniqueness
Exploring Alternate Developmental Pathways
Implications of Developmental Uniqueness and Alternate Developmental Pathways for Separating from Home and Transitioning to School
Best Practices
Conduct Gradual Enrollments
Create Supportive Environments
Invest in Observation
Validate What Moms and Dads Know
Actively Facilitate Adjustment
Use a Variety of Teaching Roles
Identify and Respond to Individual Differences
Maximize Interactions During Basic Care and Routines
Respond Promptly to Crying
Applying Theory and Best Practices
Possibilities from Identity Formation for Crying
Possibilities from Maslow's Hierarchy of Needs for Crying
Possibilities from Temperament for Crying
Possibilities from Developmental Uniqueness for Crying
Integrating Theory and Best Practices into Curriculum
Possibilities Plan for Crying
Summary
Questions and Activities
References
Glossary
Connecting with School and Teacher and Making Friends
Developmental Tasks: Connecting with School and Teacher and Making Friends
Connecting with School and Teacher
Making Friends
Knowledge
Bronfenbrenner's Ecological Systems Theory
Implications of Ecological Systems Theory for Connecting with School and Teacher and Making Friends
Erickson's Stages of Psycho-social Development
Implications of Erickson's Theory of Psycho-social Development for Connecting with School and Teacher and Making Friends
Attachment Relationships
Attachment Theory
Implications of Attachment Theory for Connecting to School and Teacher and Making Friends
Peer Relationships
Implications of Peer Relationships for Connecting to School and Teacher and Making Friends
Best Practices
Invest in Establishing Relationships
Implement Primary Teaching
Provide Continuity of Care
Facilitate Attachment within Attachment Networks
Create Home-school Partnerships
Establish Two-way Communication with Parents
Employ Family-centered Practices
Use a Variety of Teaching Roles
Facilitate Interactions Between Children
Help Children Make Friends
Create Appropriate Environments
Applying Theory and Best Practices
Integrating Theory and Best Practices into Curriculum
Summary
Questions and Activities
References
Glossary
Relating to Self and Others and Exploring Roles
Developmental Tasks: Relating to Self and Others and Exploring Roles
Relating to Self and Others
Exploring Roles
Knowledge
The Importance of Cultural Context
Implications of Cultural Context for Relating to Self and Others and Exploring Roles
Social Development
Theories of Play
Implications of Social Development and Play for Relating to Self and Others and Exploring Roles
The Development of Positive Self-concept
Implications for Self-concept for Relating to Self and Others and Exploring Roles
Handling Biting in the Classroom
Best Practices
Teach Children to Use Pro-social Behaviors
Teach Social Problem-solving
Add Mirrors to the Environment
Use a Variety of Teaching Roles
Create Opportunities to Explore Roles
Support Children's Role Exploration
Observe to Support Exploring Roles
Applying Theory and Best Practices
Possibilities from Understanding Cultural Context for Biting
Possibilities from Social Development and Play for Biting
Possibilities from Theories of Self-concept for Biting
Integrating Theory and Best Practices into Curriculum
Possibilities Plan for Biting
Summary
Questions and Activities
References
Glossary
Communicating with Parents, Teachers, and Friends
Developmental Tasks: Communicating with Parents, Teachers, and Friends
Infants
Toddlers
Knowledge
Theories of Language Development
Implications of Language Theories for Communicating with Parents, Teachers, and Friends
Intellectual Development
Literacy Development
Best Practices
Talk to Children Often Using Language Stimulation Techniques
Build Vocabulary
Support Linguistic and Cultural Diversity
Provide Cognitively Stimulating Environments
Support Emerging Literacy
Use Multi-age Grouping
Use a Variety of Teaching Roles
Identify Developmental Challenges
Applying Theory and Best Practices
Possibilities from Theories of Language Development for a Child Who Is Not Talking
Possibilities from Piaget's Cognitive-development Theory for a Child Who Is Not Talking
Possibilities from Vygotsky's Socio-cultural Theory for a Child Who Is Not Talking
Possibilities from Gardner's Theory of Multiple Intelligences for a Child Who Is Not Talking
Possibilities from Literacy Development for a Child Who Is Not Talking
Integrating Theory and Best Practices into Curriculum
Possibilities Plan for Not Talking
Summary
Questions and Activities
References
Glossary
Moving Around and Problemsolving
Developmental Tasks: Moving Around and Problem-solving
Moving Around
Problem-solving
Knowledge
Brain Development
Best Practices
Support Physical Development
Support Health and Wellness
Support Self-regulation and Control
Manage Oppositional Behavior
Handle Temper Tantrums
Guide Children to Behave Appropriately
Establish a Few Clear Limits and Enforce Them
Respond Consistently to Individual Limit Testing
Invest in a Variety of Teaching Roles
Protect Children from Abuse and Neglect
Applying Theory and Best Practices
Possibilities from Brain Development for Learning to Toilet
Possibilities from Physical Development for Learning to Toilet
Possibilities from Self-regulation and Self-control for Learning to Toilet
Possibilities from Guidance and Discipline for Learning to Toilet
Integrating Theory and Best Practices into Curriculum
Possibilities Plan for Toileting
Summary
Questions and Activities
References
Glossary
Expressing Feelings with Parents, Teachers, and Friends
Developmental Tasks: Expressing Feelings with Parents, Teachers, and Friends
Knowledge
Emotional Development
Stages of Emotional Development
Other Ideas about Emotional Development
Implications of Emotional Development for Expressing Feelings with Parents, Teachers, and Friends
Aggression
Managing Normal Aggression
Implications of Aggression for Expressing Feelings with Parents, Teachers, and Friends
Best Practices
Invest in Relationships
Provide Experiences that Facilitate Emotional Development
Use a Variety of Teaching Roles
Create Environments that Support Emotional Development
Applying Theory and Best Practices
Possibilities from Investing in Relationships for Managing Aggression
Possibilities from Theories of Aggression for Managing Aggression
Integrating Theory and Best Practices into Curriculum
Possibilities Plan for Managing Aggression
Summary
Questions and Activities
References
Glossary
Appendix
Master List of Best Practices
Parent Communication
Parent Postcards
Communication Sheet
Accident/Incident Report
Resource Contact Information
The Innovations Model (blank)
Possibilities Plan (blank)
References
Index

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