Introduction to Infant/Toddler
Curriculum Planning
Planning
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Learning Objectives
Participants will be able to:
• Consider a variety of factors in the interpretation of
observation, documentation and assessment data;
• Communicate with families about the
interpretation of observations and assessment data
while ensuring confidentiality and ensuring privacy;
• Collaborate with families and service providers to
adapt experiences or the environment based on
observation or assessment; and
• Assist families in identifying or accessing services,
sensitively considering diverse linguistic and cultural
experiences.
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Opening Activity – Plan
In small groups, select
a word/phrase that
best describes how
your program:
• Moves from
thinking about it
(reflecting) to
developing
curriculum plans.
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Our Stories
Share your classroom successes and
roadblocks for planning and implementing.
Successes
Roadblocks
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Teachers plan their approaches and the
materials they will offer based on their
observations, documentation, and
reflections.
(Infant/Toddler Program Guidelines page 106)
8.5
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Curriculum Planning Process
In Infant/Toddler Programs
Document
Observe
Implement
Reflect & Plan
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Respectful Teaching with Infants
and Toddlers
The Planning Cycle:
• How observing
and documenting
flow into reflecting
and planning,
which flows into
implementing,
which flows into
observing.
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Creativity, Shared Meaning, and
Relationships
• Read Concept Paper: Creativity, Shared
Meaning & Relationships
• In pairs, discuss this quote:
“How can we respond to their constant
questions, their ‘whys’ and ‘hows’ with eyes
that don’t see them as helpless or unknowing,
but rather with eyes that acknowledge their
quest to learn and to know?”
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Considerations for Planning:
Ages of Infancy
Temperaments
PITC Philosophy & Essential Policies
Infant/Toddler Learning and Development
Foundations
DRDP or other Assessments
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PITC Philosophy & Essential Policies
Primary care
Cultural
responsiveness
Small groups
Responsive
care/individualized
care
Continuity of care
Inclusion of children
with disabilities and
other special needs
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Ages of Infancy
Age
Needs
Young Infants
Security
Mobile Infants
Exploration
Older Infants
Identity
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Ages of Infancy
• Read Handout:
“Ages of Infancy”
• Watch DVD Segment
• Review needs and
support for each age
of infancy
The Ages of Infancy: Caring for Young, Mobile, and Older Infants
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Temperamental Traits
Activity Level
Biological Rhythms
Adaptability
Approach/withdraw
al
Sensitivity Threshold
Intensity of Reaction
Distractibility
Quality of Mood
Persistence
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Temperamental Traits
Flexible, Fearful, or Feisty: The Different Temperaments of Infants and Toddlers
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Activity: Responding to Ages &
Temperaments
Choose a child: Rodney, Gianna or Wanda
Answer the question:
• As a teacher, in what ways would you
__________________________ ?
Large Group question:
• How does this information impact curriculum
planning?
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15-minute Break
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A Review of Four Developmental
Domains
Social-Emotional
Language
Cognitive
Perceptual - Motor
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Social-Emotional Development
• Watch the clip
• Take notes
• Discuss in small groups
Infant/Toddler Learning and Development Foundations – Disc 1
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Language Development
• Watch the clip
• Take notes
• Discuss in small groups
Infant/Toddler Learning and Development Foundations – Disc 1
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Cognitive Development
• Watch the clip
• Take notes
• Discuss in small groups
Infant/Toddler Learning and Development Foundations – Disc 1
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Perceptual and Motor Development
• Watch the clip
• Take notes
• Discuss in small groups
Infant/Toddler Learning and Development Foundations – Disc 1
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Generating Ideas
• Generating ideas for classroom
approaches occurs after teachers have
reflected on their observations,
documentation and assessments.
• Brainstorming is enjoyable! The goal:
» To imagine and play with ideas,
» Consider ideas that portray what children are truly
interested in, or that support the resolution of an issue.
• Choosing between options comes later.
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When Planning….Form Review
• Forms must be simple and easy to use.
• Plans of Possibilities Packet Review:
» Assess each form: listing its strengths and weaknesses.
» Select the form that best meets your program’s needs
and describe what you like about it.
• Report back to the large group.
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I/T Curriculum Planning Course Assignment #4:
Guidelines Workbook Activity 8.5A: Generate
ideas and approaches in the classroom.
Points Possible: 10
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Next Session – Implementation
Please complete assignment #4
and bring it to the
Implementation session, and
See You Next Time!
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Questions
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