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California Infant/Toddler Curriculum Framework

CaliforniaInfant/ToddlerCurriculum FrameworkCalifornia Department of Education Sacramento, 2012 CaliforniaInfant/ToddlerCurriculum FrameworkCalifornia Department of EducationSacramento, 2012 Publishing InformationThe California Infant/Toddler Curriculum Framework was developed by the California Department of Education/Child Development Division (CDE/CDD). The publication was edited by John McLean, working in cooperation with Tom Cole and Lisa Duerr, Consultants, Child Develop-ment Division. It was prepared for printing by the staff of CDE Press, with the cover and interior design created by Juan D. Sanchez. The document was published by the California Department of Education, 1430 N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.

children who are culturally diverse, linguistically diverse, diverse in ability, and from diverse socioeconomic back-grounds. Partnering with families is an important strategy for being responsive to individual children and for making curriculum individually and culturally relevant. An increasingly prominent factor in

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Transcription of California Infant/Toddler Curriculum Framework

1 CaliforniaInfant/ToddlerCurriculum FrameworkCalifornia Department of Education Sacramento, 2012 CaliforniaInfant/ToddlerCurriculum FrameworkCalifornia Department of EducationSacramento, 2012 Publishing InformationThe California Infant/Toddler Curriculum Framework was developed by the California Department of Education/Child Development Division (CDE/CDD). The publication was edited by John McLean, working in cooperation with Tom Cole and Lisa Duerr, Consultants, Child Develop-ment Division. It was prepared for printing by the staff of CDE Press, with the cover and interior design created by Juan D. Sanchez. The document was published by the California Department of Education, 1430 N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.

2 2012 by the California Department of Education All rights reservedISBN: 978-0-8011-1723-7 Ordering InformationCopies of this publication are available for purchase from the California Department of Education (CDE). For prices and ordering information, visit http://w w or call the CDE Press sales office at guidance in the California Infant/Toddler Curriculum Framework is not binding on local educational agencies or other entities. Except for statutes, regulations, and court decisions referenced herein, the docu-ment is exemplary, and compliance with it is not mandatory. (See Educa-tion Code Section )iiiContentsA Message from the State Superintendent of Public Instruction v Acknowledgments vi Chapter 1: Introduction to the Framework 1 California s Infants and Toddlers 1 Overarching Principles 4 Organization of the Infant/Toddler Curriculum Framework 9 Dual-Language Development and Learning in All Domains 10 Universal Design for Learning 11 Program Features That Support Effective Infant/Toddler Curriculum 12 The Infant/Toddler Learning Process: The Starting Point 12 Curriculum Planning 19 Reflections on Observation, Documentation, Assessment, and Planning 32 Implementation of a Plan 44 Endnotes 48 Bibliography 49 Chapter 2.

3 The California Early Learning and Development System 53 Infant/Toddler Learning and Development Foundations 54 Infant/Toddler Curriculum Framework 55 Desired Results Assessment System Desired Results Developmental Profile (DRDP) 56 Program Guidelines and Other Resources 59 Professional Development 60In-Depth Understanding and Planning for Children s Integrated Learning 60 Bibliography 61 Chapter 3: Social Emotional Development 63 Guiding Principles 64 Summary of the Foundations 67 Environments and Materials 67 Interactions 69 Engaging Families 75 Questions for Reflection 76 Concluding Thoughts 77 Map of the Foundations 78 Teacher Resources 78 Endnotes 79 Bibliography 81ivChapter 4: Language Development 83 Guiding Principles 84 Summary of the Foundations 88 Environments and Materials 88 Interactions 89 Engaging Families 94 Questions for Reflection 95 Concluding Thoughts 95 Map of the Foundations 96 Teacher Resources 97 Endnotes 98 Bibliography 98 Chapter 5: Cognitive Development 101 Guiding Principles 102 Summary of the Foundations 106 Environments and Materials 107 Interactions 110 Engaging Families 116 Questions for Reflection 117 Concluding Thoughts 118 Map of the Foundations 119 Teacher Resources 120 Endnotes 120 Bibliography 121 Chapter 6.

4 Perceptual and Motor Development 123 Guiding Principles 127 Summary of the Foundations 130 Environments and Materials 130 Interactions 132 Engaging Families 138 Questions for Reflection 139 Concluding Thoughts 140 Map of the Foundations 141 Teacher Resources 142 Endnotes 143 Bibliography 145 Appendix: Resources for Teachers of Children with Disabilities or Other Special Needs 147vA Message from the State Superintendent of Public InstructionI am pleased to present the California Infant/Toddler Curriculum Frame-work. Infancy is a distinctive period in a child s life that calls for unique responses from adults. In the past 20 years, research has told us much about brain development, how children learn, and how best to facilitate that learning. We now know that from the moment of birth, infants are ready to learn and are able to absorb informa-tion rapidly to understand the world around as a companion publication to the California Infant/Toddler Learn-ing and Development Foundations, this Framework supports caregivers as they strive to make teaching responsive and meaningful for infants and toddlers.

5 It presents strategies and informa-tion to enrich learning and develop-ment opportunities and provides a structure that Infant/Toddler providers and administrators can use to make informed decisions as they plan learn-ing environments and experiences for our youngest children. Like the Infant/Toddler foundations, the Framework is based on current research on how infants and toddlers learn and develop in four domains: (1) social emotional, (2) language, (3) cognitive, and (4) per-ceptual and motor Framework emphasizes both the central role of the family in a young child s learning and development and the diversity of California s families. Attention is given to the importance of responsive , individualized care that is grounded in children s secure relation-ships with their parents and primary caregivers.

6 Seen as part of a compre-hensive system, the Infant/Toddler Curriculum Framework supports effec-tive planning and the ongoing cycle of observing, documenting, reflecting, and implementing appropriate California Infant/Toddler Cur-riculum Framework speaks to Infant/Toddler care professionals, program directors, faculty of higher education, and families. By understanding the development and learning process of infants and toddlers, early childhood professionals can effectively support early learning, program directors can create high-quality learning environ-ments, and faculty can better prepare tomorrow s infant care teachers. Fam-ily members can better share their knowledge of their children and work as partners with caregivers to support infants and toddlers active explora-tion and learning. I hope this resource helps every adult understand how to create a strong foundation for the child s well-being and long-term TorlaksonState Superintendent of Public InstructionviAcknowledgmentsThe development of the Califor-nia Infant/Toddler Curriculum Framework involved many people.

7 We gratefully acknowledge each of the following contributors to this LeaderPeter Mangione, WestEd Panel of ExpertsMarc Bornstein, National Institute of Health and Human Development Vera Gutierrez-Clellen, San Diego State UniversityJeree Pawl, Clinical PsychologistRoss Thompson, University of Califor-nia, DavisMarlene Zepeda, California State Univer-sity, Los AngelesWritersChapter 1: Introduction to the FrameworkJ. Ronald Lally, WestEdMary Jane Maguire-Fong, American River CollegePeter Mangione, WestEdChapter 2: The California Early Learning and Development SystemJenna Bilmes, WestEdMelinda Brookshire, WestEdJan Davis, WestEdPeter Mangione, WestEdCharlotte Tilson, WestEdChapter 3: Social Emotional DevelopmentMin Chen, WestEdDeborah Greenwald, WestEdJanis Keyser, Cabrillo CollegePeter Mangione, WestEdMargie Perez-Sesser, ConsultantCharlotte Tilson, WestEdCathy Tsao, WestEdElita Amini Virmani, WestEd Chapter 4: Language DevelopmentMin Chen, WestEdDeborah Greenwald, WestEdPeter Mangione, WestEdMargie Perez-Sesser, ConsultantCharlotte Tilson, WestEdCathy Tsao, WestEdElita Amini Virmani, WestEd Chapter 5.

8 Cognitive DevelopmentMin Chen, WestEdDeborah Greenwald, WestEdMary Jane Maguire-Fong, American River CollegePeter Mangione, WestEdMargie Perez-Sesser, ConsultantCharlotte Tilson, WestEdCathy Tsao, WestEdElita Amini Virmani, WestEd Chapter 6: Perceptual and Motor DevelopmentMin Chen, WestEdDeborah Greenwald, WestEdPeter Mangione, WestEdAlice Nakahata, ConsultantMargie Perez-Sesser, ConsultantviiCharlotte Tilson, WestEdCathy Tsao, WestEdElita Amini Virmani, WestEd Appendix: Resources for Teachers of Children with Disabilities or Other Special NeedsKai Kaiser, WestEdUniversal Design AdvisersLinda Brault, WestEdKai Kaiser, WestEdWestEd Center for Child and Family Studies Project Staff and AdvisersEva GormanJ. Ronald LallyPeter MangioneKatie MonahanAmy Schustz-AlvarezCharlotte TilsonCathy TsaoSara Webb-SchmitzCalifornia Department of EducationLupita Cortez Alcal , Deputy Super-intendent, Instruction and Learning Support BranchCamille Maben, Director, Child Develop-ment DivisionCecelia Fisher-Dahms, Administrator, Quality Improvement Office, Child Development DivisionTom Cole, Consultant, Child Develop-ment DivisionLisa Duerr, Consultant, Child Develop-ment DivisionMary Smithberger, Former Consultant, Child Development DivisionGwen Stephens, Former Assistant Direc-tor, Child Development Division Focus Groups (Public Input)

9 Thank you to the focus-group par-ticipants who offered valuable feedback and Webb-Schmitz, WestEdPhotographsMany thanks to the following pro-grams for graciously allowing us to photograph their staff members, chil-dren, and families:Associated Students, Inc., Children s Center, California State University, SacramentoAssociated Students, Inc., Children s Center, San Francisco State Univer-sityBlue Skies for ChildrenThe Cameron SchoolContra Costa Community College Early Learning CenterCovina Child Development CenterLittle Munchkins AcademyMarin Head Start, 5th Avenue Early Head StartMarin Head Start, Hamilton CampusMarin Head Start, Indian Valley CampusMarin Head Start, Meadow Park Campus Merced College Child Development CenterSolano Community College Children s ProgramsUniversity of California , Los Angeles, infant Development ProgramWillow Street School HouseYerba Buena Gardens Child Develop-ment CenterNote.

10 The names, titles, and affiliations of the peo-ple listed in these acknowledgments were current at the time the publication was IIntroduction to the FrameworkThe purpose of the California Infant/Toddler Curriculum Framework is to provide early childhood professionals with a struc-ture they can use to make informed decisions about Curriculum practices. The Framework is based on current research on how infants and toddlers learn and develop in four domains: social emotional, language, cognitive, and perceptual and motor develop-ment. It presents principles for sup-porting early learning, a planning pro-cess, and strategies to assist Infant/Toddler care teachers* in their efforts to support children s learning from birth to age document presents general guidance on planning learning envi-ronments and experiences for young children.


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