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Terri Jo Swim Indiana University–Purdue University

Ninth Edition

Infants and Toddlers

Caregiving and responsive CurriCulum development

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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Printed in the United States of America Print Number: 01 Print Year: 2015

Infants and Toddlers: Caregiving and Responsive Curriculum Development, Ninth Edition Terri Jo Swim

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WCN: 02-200-203

Brief Contents

Chapter 1 Taking a Developmental Perspective 1

Chapter 2 Physical and Cognitive/Language Development 22

Chapter 3 Social and Emotional Development 49

Chapter 4 Attachment and the Three As 84

Chapter 5 Effective Preparation and Tools 98

pa r t o n e Understanding the Foundations of Professional Education 1

pa r t t w o Establishing a Positive Learning Environment 124

Chapter 6 Building Relationships and Guiding Behaviors 124

Chapter 7 Supportive Communication with Families and Colleagues 148

Chapter 8 The Indoor and Outdoor Learning Environments 175

Chapter 9 Designing the Curriculum 211

pa r t t h r e e Developing Responsive Curriculum 240

Chapter 10 Early Intervention 240

Chapter 11 Teaching Children Birth to Twelve Months 261

Chapter 12 Teaching Children Twelve to Twenty-Four Months 295

Chapter 13 Teaching Children Twenty-Four to Thirty-Six Months 318

Chapter 14 Developmentally Appropriate Content 343

appENdix a Tools for Observing and Recording 378

appENdix B Standards for Infant/Toddler Caregivers 402

appENdix C Board Books 408

appENdix d Picture Books 413

References 419

Glossary 452

Index 459

iii

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Contents

Chapter 1 Taking a Developmental Perspective 1 1-1 Developmental Areas 3

1-2 Theories of Child Development 5 Spotlight on Research: Essential Life Skills for Infants 8

1-2a Unique Patterns of Development 9 READING CHECKPOINT 10

1-3 Current Trends in Development and Education 10 1-3a Microsystem Trends 11 1-3b Mesosystem Trends 15 Family and Community Connection 16

1-3c Exosystem Trends 16 Spotlight on Organizations: WestEd’s Program for Infant/Toddler Care 17

1-3d Macrosystem Trends 17

1-4 Valuing Cultural Diversity 19 READING CHECKPOINT 20

Summary 20 CaSE Study 21 additioNaL rESourCES 21

Chapter 2 Physical and Cognitive/ Language Development 22 2-1 Differences between Development

and Learning 23

2-2 Patterns of Physical Development 24 2-2a Brain Development 24 Family and Community Connection 27

Spotlight on Shaken Baby Syndrome: Causes and Effects 28

2-2b Physical Growth 28 2-2c Hearing and Vision Development 29 Spotlight on Research: Vision in Infants and Toddlers 30

2-2d Motor Development 30 READING CHECKPOINT 32

2-3 Patterns of Cognitive and Language Development 33 2-3a Cognitive Development: Piaget’s Theory of Reasoning 33 2-3b Cognitive Development: Vygotsky’s Sociocultural

Theory 39 2-3c Language Development 42 READING CHECKPOINT 46

Summary 46 CaSE Study 47 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 48 additioNaL rESourCES 48

Chapter 3 Social and Emotional Development 49 3-1 Patterns of Emotional Development 50

3-1a Erikson’s Psychosocial Theory 51 3-1b Separate and Together 53 3-1c Temperament 55 3-1d Emotional Intelligence and the Brain 58 Spotlight on Effortful Control: What Is It and Why Is Important? 64

READING CHECKPOINT 68

3-2 Patterns of Social Development 68 3-2a Attachment Theory 68 Spotlight on Research: Father-Child Interactions and Developmental Outcomes 73

3-2b Relationships with Peers 74 3-2c Self-Esteem 76 3-2d Prosocial Behaviors 78 Family and Community Connection 79

READING CHECKPOINT 81

Summary 81 CaSE Study 81 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 82 additioNaL rESourCES 83

pa r t o n e Understanding the Foundations of Professional Education 1

Preface xi

About the Author xvii

Acknowledgments xviii

v

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pa r t t w o Establishing a Positive Learning Environment 124

Chapter 4 Attachment and the Three As 84 4-1 The Attachment Debate and the Roles of

Caregivers 85 READING CHECKPOINT 88

4-2 The Three As: Attention, Approval, and Attunement 88 Spotlight on Research: Infant Persistence 89

4-2a Attention 89 Family and Community Connection 91

4-2b Approval 91 4-2c Attunement 92 READING CHECKPOINT 95

Summary 95 CaSE Study 96 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 96 additioNaL rESourCES 97

Chapter 5 Effective Preparation and Tools 98 5-1 Characteristics of a Competent Early

Childhood Educator 99 5-1a Physically and Mentally Healthy 99 5-1b Positive Self-Image 99 5-1c Caring and Respectful 100

5-2 Acquiring Professional Knowledge, Skills, and Dispositions 100 5-2a Knowledge about Children and Families 101

5-2b Knowledge about Early Child Care and Education 101

5-2c Knowledge about Partnerships 103 5-2d Knowledge about Advocacy 103 5-2e Professional Skills 104 5-2f Professional Dispositions 104 READING CHECKPOINT 105

5-3 Professional Preparation of the Early Childhood Educator 105 Spotlight on Organization: World Association for Infant Mental Health 106

5-3a Impact of Teacher Education on Quality of Care and Education 106

Family and Community Connection 109

READING CHECKPOINT 110

5-4 Observing Young Children to Make Educational Decisions 110 5-4a Observe and Record 110 5-4b Tools for Observing and Recording 112 5-4c Analysis 119 Spotlight on Research: Culturally Appropriate Assessment 120

5-4d Using the Data 121 READING CHECKPOINT 121

Summary 121 CaSE Study 122 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 122 additioNaL rESourCES 123

Chapter 6 Building Relationships and Guiding Behaviors 124 6-1 Reggio Emilia Approach

to Infant-Toddler Education 125 6-1a Philosophy 126 6-1b Image of the Child 126 6-1c Inserimento 128 READING CHECKPOINT 129

6-2 A Developmental View of Discipline 129 6-2a Mental Models 130 Family and Community Connection 131

READING CHECKPOINT 132

6-3 Strategies for Communicating about Emotions 133 6-3a Labeling Expressed Emotions 134

6-3b Teaching Emotional Regulation 136 Spotlight on Research: Infants and Divorce 137

READING CHECKPOINT 139

6-4 Self-Regulation as a Foundation for Perspective-Taking 139 6-4a Setting Limits 141 6-4b Establishing Consequences 142 6-4c Providing Choices 142 6-4d Redirecting Actions 143 6-4e Solving Problems 144 READING CHECKPOINT 145

Summary 145 CaSE Study 146 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 146 additioNaL rESourCES 147

ContentSvi

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Chapter 7 Supportive Communication with Families and Colleagues 148 7-1 Skills for Effective Communication 150

7-1a Rapport Building 150 7-1b I Statements versus You Statements 151 7-1c Active Listening: The “How” in Communication 151 READING CHECKPOINT 153

7-2 Communications with Families 153 7-2a Using Active Listening with Families 153 Spotlight on Organization: Child Care Resource and Referral Agencies 155

7-2b Partnering with Families 159 7-2c Family Education 160 7-2d Supporting Relationships between Families 160 7-2e Family-Caregiver Conferences 161 7-2f Home Visits 163 READING CHECKPOINT 163

7-3 Family Situations Requiring Additional Support 164 7-3a Grandparents as Parents 164 7-3b At-Risk Families and Children 164 Family and Community Connections 165

Spotlight on Research: Prolonged Separations for Young Children: Parental Incarceration and Military Deployment 166

7-3c Teenage Parents 169 READING CHECKPOINT 170

7-4 Communicating with Colleagues 170 7-4a Collaborating with Colleagues 171 7-4b Supporting Colleagues 172 7-4c Making Decisions 172 READING CHECKPOINT 172

Summary 173 CaSE Study 173 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 174 additioNaL rESourCES 174

Chapter 8 The Indoor and Outdoor Learning Environments 175 8-1 The Teacher’s Perspective 177

8-1a Learning Centers 177 8-1b  Real Objects versus Open-Ended Materials 178 8-1c  Calm, Safe Learning Environment 180 Spotlight on Research: Rough and Tumble Play 182

8-1d  Basic Needs 183 READING CHECKPOINT 184

8-2 The Child’s Perspective 184 8-2a  Transparency 185

8-2b Flexibility 186 8-2c Relationships 187 8-2d Identity 188 8-2e Movement 188 8-2f Documentation 189 8-2g Senses 190 8-2h Representation 191 8-2i Independence 191 8-2j Discovery 191 READING CHECKPOINT 192

8-3 Society’s Perspective 193 8-3a Environmental Changes for the Classroom 193 Family and Community Connections 194

8-3b Curricular Changes 194 8-3c Partnerships and Advocacy 195 READING CHECKPOINT 196

8-4 Selecting Equipment and Materials 197 8-4a  Age-Appropriate Materials 199 8-4b Homemade Materials 201 READING CHECKPOINT 201

8-5 Protecting Children’s Health and Safety 201 8-5a Emergency Procedures 202 8-5b Immunization Schedule 202 8-5c Signs and Symptoms of Possible

Severe Illness 202 8-5d First Aid 203 8-5e Universal Precautions 204 8-5f Playground Safety 206 READING CHECKPOINT 207

Summary 207 CaSE Study 208 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 209 additioNaL rESourCES 210

Chapter 9 Designing the Curriculum 211 9-1 Influences on the Curriculum 212

9-1a Influences from Cultural Expectations 213 9-1b Influences from the Care Setting 216 9-1c Influences from the Child 219 READING CHECKPOINT 219

9-2 Routine Care Times 220 9-2a Flexible Schedule 220 Spotlight on SIDS: Sudden Infant Death Syndrome (SIDS) 221

Spotlight on Dental Health: Access to Dental Care 225

READING CHECKPOINT 229

viiContentS

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9-3 Planned Learning Experiences 229 9-3a Daily Plans 230 Family and Community Connections 232

9-3b Weekly Plans 232 Spotlight on Research: Infant Brain Development 233

READING CHECKPOINT 237

Summary 237 CaSE Study 238 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 238 additioNaL rESourCES 239

pa r t t h r e e Developing Responsive Curriculum 240

Chapter 10 Early Intervention 240 CaSE Study 241

10-1 What Is Early Intervention? 241 Spotlight on Terminology: Talking about Early Intervention 242

Spotlight on Research: Infant Mental Health 243

10-2 Types and Tiers of Early Intervention 244

10-3 From Special Needs to Special Rights 247

10-4 The Need for Family Capacity-Building 248 Spotlight on Research: Early Intervention and Building Collaborative Partnerships 249

Family and Community Connections 250

READING CHECKPOINT 250

10-5 The Evaluation and Assessment Process 250 10-5a The Role of Teachers 250 10-5b The Individualized Family Service Plan (IFSP) 251 10-5c Natural Environments 252

10-6 Characteristics and Care of Children with Special Rights 253 10-6a Physical and Cognitive Development 253 10-6b Social and Emotional Development 255 READING CHECKPOINT 257

Summary 257 CaSE Study 258 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 259 additioNaL rESourCES 260

Chapter 11 Teaching Children Birth to Twelve Months 261

CaSE Study 262

11-1 Materials 262 11-1a Types of Materials 263

11-2 Caregiver Strategies to Enhance Development 263 Spotlight on Organizations: Zero to Three 265

11-2a Physical Development 265

Spotlight on Research: Breast-Feeding and Later Development 273

READING CHECKPOINT 275

11-2b Cognitive Development 275 Family and Community Connection 277

Spotlight on Practice: Voices from the Field 279

11-2c Language Development 280 11-2d Emotional Development 283 11-2e Social Development 287 Spotlight on Research: Attachment to Objects 289

READING CHECKPOINT 292

Summary 292 CaSE Study 293 proFESSioNaL rESourCE doWNLoad ❯❯ LESSoN pLaN 293 additioNaL rESourCES 294

Chapter 12 Teaching Children Twelve to Twenty-Four Months 295

CaSE Study 296

12-1 Materials 296 Spotlight on Practice: Voices from the Field 298

12-1a Types of Materials 298

12-2 Caregiver Strategies to Enhance Development 298 12-2a Physical Development 298 READING CHECKPOINT 299

12-2b Cognitive Development 299 Spotlight on Organizations: National Association for the Education of Young Children 302

12-2c Language Development 303 READING CHECKPOINT 306

12-2d Emotional Development 306 Family and Community Connections 308

READING CHECKPOINT 311

12-2e Social Development 311 Spotlight on Research: Peer Interactions of Young Toddlers 312

READING CHECKPOINT 315

ContentSviii

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Summary 315 caSe Study 315 PrOFeSSIONaL reSOurce dOWNLOad ❯❯ LeSSON PLaN 316 addItIONaL reSOurceS 317

Chapter 13 Teaching Children Twenty- Four to Thirty-Six Months 318

caSe Study 319

13-1 Materials 319 13-1a Types of Materials 319 13-1b Activity Ideas 321

13-2 Caregiver Strategies to Enhance Development 322 13-2a Physical Development 322 13-2b Cognitive Development 324 Spotlight on Practice: Voices from the Field 325

13-2c Language Development 326 Spotlight on Research: Adult Depression and Infant Cognitive Development 328

Family and Community Connections 330

READING CHECKPOINT 331

13-2d Emotional Development 331 13-2e Social Development 335 Spotlight on Research: Conflicts with Peers 336

READING CHECKPOINT 340

Summary 340 caSe Study 341 PrOFeSSIONaL reSOurce dOWNLOad ❯❯ LeSSON PLaN 341 addItIONaL reSOurceS 342

Chapter 14 Developmentally Appropriate Content 343

caSe Study 344

14-1 Big Ideas That Guide Work 344 Family and Community Connections 345

14-2 Central Concepts of the Content Areas 345 14-2a Emergent Literacy 346 Spotlight on Practice: Voices from the Field 349

READING CHECKPOINT 355

14-2b Mathematics 356 Spotlight on Practice: Voices from the Field 360

14-2c Fine Arts 360 14-2d Social Studies 363 14-2e Science 366 Spotlight on Research: Toddlers and Media 367

READING CHECKPOINT 370

14-3 Teaching with Content Learning in Mind 370 Spotlight on Curriculum: High-Quality Program Models 373

Closing Note 374 READING CHECKPOINT 375

Summary 375 caSe Study 376 PrOFeSSIONaL reSOurce dOWNLOad ❯❯ LeSSON PLaN 376 addItIONaL reSOurceS 377

appendix a Tools for Observing and Recording 378 PrOFeSSIONaL reSOurce dOWNLOad ❯❯ Developmental Milestones (Combination of Checklist and Rating Scale) 379

Approximately Birth to Four Months of Age 379 Approximately Four to Eight Months of Age 382 Approximately Eight to Twelve Months of Age 385 Approximately Twelve to Eighteen Months of Age 387 Approximately Eighteen to Twenty-Four Months of Age 389 Approximately Twenty-Four to Thirty Months of Age 392 Approximately Thirty to Thirty-Six Months of Age 394

PrOFeSSIONaL reSOurce dOWNLOad ❯❯ Running Record 396

PrOFeSSIONaL reSOurce dOWNLOad ❯❯ Anecdotal Record 397

PrOFeSSIONaL reSOurce dOWNLOad ❯❯ Indoor Safety Checklist 398

PrOFeSSIONaL reSOurce dOWNLOad ❯❯ Playground Safety Checklist 400

appendix B Standards for Infant/Toddler Caregivers 402

Appendix Overview 402 CDA Competency Standards for Infant/Toddler Caregivers in Center-Based Programs 402

NAEYC Standards for Early Childhood Professional Preparation 405

NAEYC Standards for Early Childhood Professional Preparation Programs 405

Early Childhood Field Experiences 407

appendix C Board Books 408 Alphabet 408

Animals/Pets 408

Bedtime 409

Colors and Shapes 409

Family 409

Friendship/Teamwork 410

Language/Vocabulary 410

Numbers/Counting 410

ixContents

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Play/Adventure 411

Self-Awareness/-Emotions 411

Sign Language 412

Miscellaneous 412

appendix d Picture Books 413 Alphabet 413

Animals/Pets 413

Bedtime 414

Behavior/Manners 414

Counting/Shapes 415

Family 415

Friendship/Teamwork 416

Language/Vocabulary/Poetry 416

Play/Adventure 417

Self-Awareness/Emotions 418

References 419

Glossary 452

Index 459

ContentSx

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This revised, expanded, and updated edition was developed with the inten- tion of guiding the reader through the acquisition of skills necessary to pro- vide high-quality care for infants and toddlers in any educational setting. Information based on current theories and research, as well as standards for infant-toddler teacher preparation, is reflected throughout the book. The ninth edition’s new subtitle, Caregiving and Responsive Curriculum Development, better reflects the book’s goal of providing appropriate caregiving and edu- cational techniques, along with curriculum ideas, for groups of very young children and for individual children within those groups. Early childhood educators, administrators, advocates, and parents will find practical informa- tion that can be put to immediate use to promote the highest quality care and education possible for all children, birth to age 3.

Major Revisions in the Ninth Edition As with previous editions, Infants and Toddlers: Caregiving and Respon- sive Curriculum Development, Ninth Edition, strives to bridge the gap between theory and practice. As scholar-practitioners, teachers need to use theory to inform their practice and in turn use their practice to inform theoretical understanding. Building from the strong foundation of previ- ous editions, the text has been updated and thoroughly revised. Although notable differences set this edition apart from the previous edition, points of continuity remain. For example, in this ninth edition, the child con- tinues to be at the center of care and education. Defining infants and tod- dlers as engaging, decision-making forces within their environments sets a tone of excitement and enthusiasm. No longer can we afford to agree with the description of toddlerhood as the “terrible twos.” Rather, we need to embrace the image of the child as capable, competent, and creative. Doing so opens a number of educational options that were unavailable previously.

Results of research on brain structures, functions, and development as well as social and emotional development have been expanded as founda- tions for this edition. For example, links among cortisol levels, parenting behaviors, and memory skills for very young children are investigated. In addition, incorporating key components of the high-quality infant-toddler and preschool programs in Reggio Emilia, Italy, has improved our under- standing of what developmentally appropriate practice looks like in action. Respecting children; designing effective physical, social, and intellectual environments; building partnerships with families; and planning individu- ally appropriate curricula are discussed throughout this edition.

Major content revisions in this edition also include the following:

●● NEW Chapter 10, Early Intervention. This chapter takes an in-depth look at early intervention. It was created based on reviewer feedback

Preface

xi

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that indicated a need for a clearer focus on the care of and interventions for infants and toddlers with special rights. Chapter 10 now highlights the importance of collaboration among family members, caregivers, and intervention specialists.

●● NEW Chapter 14, Developmentally Appropriate Content. Given the national preoccupation with school readiness, a new chapter, Develop- mentally Appropriate Content (Chapter 14), is now available. Older tod- dlers are ready to explore and experience fine arts, science, mathematics, literacy, and social studies. However, much guidance is provided on how to do this in a way that complements and heightens young children’s curiosity. In other words, these content areas must be taught through engaging, integrated projects, rather than in terms of isolated facts.

●● NEW combined chapters. In response to reviewer feedback, the chap- ters that discuss infant and toddler development have been combined to eliminate repetition of content. So Chapters 10, 11, and 12 in the eighth edition, which spanned birth to 12 months, are now covered in Chapter 11, Teaching Children Birth to Twelve Months. The content in Chapters 13 and 14 in the eighth edition, which covered children from 12 to 24 months, now appears in the ninth edition’s Chapter 12, Teach- ing Children Twelve to Twenty-Four Months. Finally, the eighth edition content in Chapters 15 and 16 now appears in Chapter 13, Teaching Children Twenty-Four to Thirty-Six Months, in the ninth edition.

●● NEW research results. Results of new research and scholarly articles have been incorporated into each chapter. For example, new research on social and emotional development can be found in Chapter 3, Social and Emotional Development; current thoughts about how aggression may be normative behavior for toddlers is in Chapter 6, Building Rela- tionships and Guiding Behaviors; and new information on compliance for supporting health and safety guidelines can be found in Chapter 8, The Indoor and Outdoor Learning Environments.

●● NEW concept coverage. Chapter 3 has a new Spotlight on Research box that focuses on Effortful Control, a newer concept being investigated by researchers.

New Instructional Features To help aid the student’s comprehension and understanding of infant-toddler development and learning, several new instructional features have been cre- ated for the ninth edition.

●● A Lesson Plan now appears at the end o