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