The California Infant/Toddler
Curriculum Framework:
Theory to Practice
Getting
Acquainted
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Getting to Know You
Instructor
Participants
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Course Overview
This course is about the Infant/Toddler
Reflective Curriculum Planning Process as
described in the California Infant/Toddler
Curriculum Framework.
The content focuses on reflection, observation
strategies and tools, documentation
strategies and tools, planning and
implementation of a reflective curriculum.
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Course Learning Objectives
Participants will be able to:
• Identify and describe the reflective
curriculum planning process.
• Describe strategies and tools for
participatory observation of infants and
toddlers and how to make use of these
observations of children in a reflective way
to document, inform, and plan their
curriculum planning process.
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Course Learning Objectives (Continued)
Participants will be able to:
• Understand how to plan curriculum for
infants and toddlers in an integrated
manner that facilitates development in all
four infant/toddler learning domains.
• Demonstrate understanding of the
reflective curriculum planning process.
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Course Activities
• Leadership Meetings
• Training
• Program/Classroom Observations &
Coaching
• Quality Improvement Planning (QIP)
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Course Syllabus, Text, and Assignments
Infant/Toddler Reflective Curriculum Planning Process
Student/Participant Handout
Course Description
This course explores the Infant/Toddler Reflective Curriculum
Planning Process used by the Program for Infant/Toddler
Care (PITC), as described in the California Infant/Toddler
Learning & Development System materials. The course is
intended for infant/toddler care teachers, family child care
providers, and infant/toddler program administrators and
other leaders. The course focuses on reflection, observation
strategies and tools, documentation strategies and tools,
planning and implementation of a reflective curriculum.
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Connections Between Resources
Teachers gain:
• General knowledge of young children
from the foundations.
• Ideas for supporting learning &
development from the curriculum
framework.
• Information on individual children’s
learning and developmental progress
from the DRDP.
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DRDP (2015)
A Developmental Continuum from
Early Infancy to Kindergarten Entry
(California Department of Education, Sacramento, Fall 2014)
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Desired Results Developmental Profile
(2015)
• Reliable, strength-based tool teachers use to
observe and document children’s learning and
development, birth through Kindergarten entry.
• Points out observable aspects of development.
• Provides means to document actual progress
children make in their learning and development.
• Is in alignment with I/T and Preschool Foundations.
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Taking Care of Business
• Participant Profiles
• Sign-in sheets
• Evaluations
• Enrollment Process
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Academic Credit
Institution of Higher Education
• California State University (CSU) Fresno
(Continuing & Global Ed)
Credits
• 2 semester units
Deadline for enrollment
Subsidized Enrollment Fee
• $75 for 2 units
• Transferability of units
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Academic Credit Requirements
Required Attendance
• At least 28 hours of group instruction
Required Course Assignments
• 6 core assignments
• Written summary
• Display and Presentation
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When are we going to meet?
• We need to meet a total of 35-36 hours over
the next 6-9 months.
• When do we meet?
» How often each month?
» What time and day of the week?
» How many hours each time?
» Over how many months?
» Do we need to plan for holiday and/or vacation
breaks?
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Activity
• What brings you joy in
watching children’s learning
and development unfold?
• What do you wonder about
when observing children’s
exploration?
• What do you want most
from this course?
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