Infant and Toddler Care and Development 2e

by Amanda Taintor, Todd LaMarr, Wendy Ruiz, Martina Marquez, Emily Elam, Amy Carnahan, and Adrienne Seegers

Read here Read at LibreTextsPDF

Infant and Toddler Care and Development 2e offers a comprehensive guide to nurturing children from birth to age three, covering physical, cognitive, emotional, and social development. It emphasizes responsive caregiving, brain development, language growth, and inclusive, culturally sensitive practices. The text also explores observation, assessment, curriculum planning, and regulatory guidelines, equipping caregivers to support healthy, holistic early development.

Description from LibreTexts.

Publisher
ASCCC OERI Program
Subjects
Social Sciences, Early Childhood Education
Licence
CC BY 4.0, as LibreTexts states it
Who can read
Teens profiles and older, judged from its title and subjects

Contents

LibreTexts writes equations in TeX, and here they show as TeX; the PDF has them typeset.

  1. Front Matter
  2. TitlePage
  3. InfoPage
  4. Program Page
  5. Table of Contents
  6. Licensing
  7. About this Book
  8. Ancillaries
  9. What's new in the 2nd Edition
  10. 1: Infants and Toddlers An Introduction
  11. 1.1: Introduction
  12. 1.2: Who are Infants and Toddlers?
  13. 1.3: Care and Education of Infants and Toddlers
  14. 1.4: Guiding Principles of Infant and Toddler Care and Education
  15. 1.5: Helping Parents Understand Child’s Developmental Milestones
  16. 1.6: Why is Care and Education with Infants and Toddlers Important?
  17. 1.7: Talking with Parents about Developmental Delays
  18. 1.8: Conclusion
  19. 1.9: References
  20. 2: Overview of Physical Development
  21. 2.1: Introduction
  22. 2.2: Growth in Body Weight
  23. 2.3: Growth in Body Length/Height
  24. 2.4: Growth in Head Circumference
  25. 2.5: Worldwide Variation
  26. 2.6: Conclusion
  27. 2.7: References
  28. 3: Health and Nutrition
  29. 3.1: Introduction
  30. 3.2: Breast Milk- Composition, Benefits and Rates
  31. 3.3: Complementary Foods
  32. 3.4: Concerns for Underconsumption and Overconsumption
  33. 3.5: Parent and Family Influences on Infants and Toddlers food.
  34. 3.6: Beverages
  35. 3.7: Healthy Dietary Patterns During a Toddler’s Second Year of Life
  36. 3.8: Supporting Healthy Eating
  37. 3.9: Sleep
  38. 3.10: Sudden Unexpected Infant Death (SUID)
  39. 3.11: Physical Activity
  40. 3.12: Conclusion
  41. 3.13: References
  42. 4: Overview of Brain Development
  43. 4.1: Introduction
  44. 4.2: Brain Development- Volume Growth
  45. 4.3: Structures of the brain
  46. 4.4: Lobes of the Brain
  47. 4.5: Other Areas of the Forebrain
  48. 4.6: Cerebral Lateralization
  49. 4.7: Neurons
  50. 4.8: Development of brain networks
  51. 4.9: Growth Patterns of Brain Matter
  52. 4.10: Brain Systems Underlying Development
  53. 4.11: Conclusion
  54. 4.12: References
  55. 5: Supporting Brain Development in Group Care
  56. 5.1: Introduction
  57. 5.2: Experience-expectant plasticity
  58. 5.3: Experience-dependent plasticity
  59. 5.4: Early Experience Shapes Brain Development- The Case of Relationships
  60. 5.5: Interbrain Neural Synchrony
  61. 5.6: Relationship Deprivation
  62. 5.7: Attachment
  63. 5.7.1: Sensitive caregiving
  64. 5.7.2: Early Experience Shapes Brain Development- The Case of Language Input
  65. 5.7.3: Prenatal Stress and the Developing Brain
  66. 5.8: Conclusion
  67. 5.9: References
  68. 6: Infant and Toddler Mental Health
  69. 6.1: Introduction
  70. 6.2: Mental Health in Infancy and Toddlerhood
  71. 6.3: Adverse Childhood Experiences
  72. 6.4: Adversity and Toxic Stress
  73. 6.5: Resilience
  74. 6.6: Trauma-informed Care
  75. 6.7: Conclusion
  76. 6.8: References
  77. 7: Motor Development
  78. 7.1: Introduction
  79. 7.2: Reflexes
  80. 7.3: Developing a Sense of Peripersonal Space
  81. 7.4: Pikler and Gerber
  82. 7.5: Motor Development Trends
  83. 7.6: Motor Milestones
  84. 7.7: Gross and Fine Motor Development
  85. 7.8: Individual Differences- The Role of Cultural Childcare Practices
  86. 7.9: Motor Development- Relation with Other Areas of Development
  87. 7.10: Conclusion
  88. 7.11: References
  89. 8: Sensory and Perceptual Development
  90. 8.1: Introduction
  91. 8.2: What is Perception?
  92. 8.3: Sensory Development
  93. 8.4: Perceptual Development
  94. 8.5: Perception and Action
  95. 8.6: Studying Sensory Development
  96. 8.7: Sensory Processing Differences
  97. 8.8: Conclusion
  98. 8.9: References
  99. 9: Overview of Cognitive Development
  100. 9.1: Introduction
  101. 9.2: Studying Cognition- Jean Piaget
  102. 9.3: How is Infant and Toddler Cognition Studied?
  103. 9.4: Cognitive Milestones
  104. 9.5: Cognitive Development Concerns
  105. 9.6: Cognitive Processes
  106. 9.6.1: Imitation
  107. 9.6.2: Categorization
  108. 9.6.3: Numerical Cognition
  109. 9.6.4: Executive Functions
  110. 9.6.5: Self-Regulation
  111. 9.6.6: Persistence
  112. 9.6.7: Spatial Skills
  113. 9.6.8: Mindset and Praise
  114. 9.7: Conclusion
  115. 9.8: References
  116. 10: Theories of Cognitive development
  117. 10.1: Introduction
  118. 10.2: Jean Piaget
  119. 10.3: Applying Piaget’s Sensorimotor Stage
  120. 10.4: Vygotsky’s Sociocultural Theory of Cognitive Development
  121. 10.5: Theory of Core Knowledge
  122. 10.6: Information Processing
  123. 10.7: Conclusion
  124. 10.8: References
  125. 11: Cognitive Development- Strategies in Group Care
  126. 11.1: Introduction
  127. 11.2: Observing Cognition
  128. 11.3: The COVID-19 Pandemic- Proof of the Importance of Quality Learning Experiences
  129. 11.4: Environments that Support Cognitive Development
  130. 11.5: Materials that Support Cognitive Development
  131. 11.6: Interactions that Support Cognitive Development
  132. 11.7: Experiences that support Cognitive Development
  133. 11.8: Conclusion
  134. 11.9: References
  135. 12: Overview of Language Development
  136. 12.1: Introduction
  137. 12.2: Communication and Language Milestones
  138. 12.3: Early Communication with Eye Gaze
  139. 12.4: Stages of Language Acquisition
  140. 12.5: Infant Vocal Development
  141. 12.6: Gesture Development
  142. 12.7: Statistical Learning
  143. 12.8: First Words
  144. 12.9: Charting language growth in infants and toddlers
  145. 12.10: Native Language Development in Non-English Languages
  146. 12.11: Development in Language Processing Efficiency
  147. 12.12: Book reading and why it matters for children’s development
  148. 12.13: Conclusion
  149. 12.14: References
  150. 13: Theories of Language Acquisition
  151. 13.1: Introduction
  152. 13.2: Behaviorism
  153. 13.3: Nativism
  154. 13.4: Cognitive Theory
  155. 13.5: Interactionist/Social Theory
  156. 13.6: Statistical Learning
  157. 13.7: Native Language Magnet Theory Expanded (NLM-e)
  158. 13.8: Conclusion
  159. 13.9: References
  160. 14: Supporting Language in Group Care
  161. 14.1: Introduction
  162. 14.2: Language Growth and Individual Differences
  163. 14.3: Strategies that Support Language Development
  164. 14.3.1: Strategies that Support Language Development-Responsiveness and Sensitivity
  165. 14.3.2: Strategies that Support Language Development-Turn-taking
  166. 14.3.3: Strategies that Support Language Development- Protoconversations
  167. 14.3.4: Strategies that Support Language Development-Infant-Directed Speech
  168. 14.3.5: Strategies that Support Language Development-Singing
  169. 14.3.6: Strategies that Support Language Development-Joint Attention
  170. 14.3.7: Strategies that Support Language Development-Baby Signs and Sign Language
  171. 14.3.8: Strategies that Support Language Development-Shared Reading
  172. 14.3.9: Strategies that Support Language Development-Dialogic Reading
  173. 14.3.9.1: Parenting Strategy- Dialogic Reading
  174. 14.4: Conclusion
  175. 14.5: References
  176. 15: Multilingualism
  177. 15.1: Introduction
  178. 15.2: Defining Multilingualism
  179. 15.3: Demographics of Multilingual Children
  180. 15.4: Multilingualism- Beliefs and Misconceptions
  181. 15.5: How Multilingualism is Different
  182. 15.6: The Science of Multilingualism Development
  183. 15.7: Effects of Multilingualism on Development
  184. 15.8: Strategies for Caregivers Working with Multilingual Infants and Toddlers
  185. 15.9: Conclusion
  186. 15.10: References
  187. 16: Emotional Development
  188. 16.1: Introduction
  189. 16.2: Theories of Emotion
  190. 16.3: The Biology of Emotions
  191. 16.4: Emotional Beginnings
  192. 16.5: Emotion and Self- Regulation
  193. 16.6: Caregiver Role in Emotional Regulation
  194. 16.6.1: Mind-Mindedness
  195. 16.7: Emotional Competencies
  196. 16.8: Development of Sense of Self
  197. 16.9: Empathy
  198. 16.10: Emotions and Cognition
  199. 16.11: The Role of Language in Emotion
  200. 16.12: Knowing What They Can Do
  201. 16.13: Impulse Control
  202. 16.14: Expression of Emotion
  203. 16.15: Social Understanding and Self-Awareness
  204. 16.16: Facial Expression and Recognition of Emotions
  205. 16.17: Pulling the Pieces Together
  206. 16.18: Cultural Elements of Emotional Development
  207. 16.19: Emotional Competence and Self-Regulation- A Strategy to Support Emotional Development
  208. 16.20: Conclusion
  209. 16.21: References
  210. 17: Social Development
  211. 17.1: Introduction
  212. 17.2: What is Social Development?
  213. 17.3: Theories of Social Development
  214. 17.4: Overview of Social Cognitive Learning Theory
  215. 17.5: The Early Months of Social Development
  216. 17.6: Relationships
  217. 17.7: Social Development Through Play
  218. 17.8: Conclusion
  219. 17.9: References
  220. 18: Supporting Social and Emotional Development in Group Care
  221. 18.1: Introduction
  222. 18.2: Overall Influence of Care on Development
  223. 18.3: Practices Supporting Social-Emotional Development
  224. 18.4: Physical Environments Supporting Social-Emotional Development
  225. 18.5: Social-Emotional Milestones
  226. 18.6: Conclusion
  227. 18.7: References
  228. 19: Attachment and Reciprocal Relationships
  229. 19.1: Introduction
  230. 19.2: Attachment Theory
  231. 19.3: Attachment Behavior vs. Attachment Bond
  232. 19.4: Ainsworth Strange Situation
  233. 19.5: Contact Comfort
  234. 19.6: Internal Working Models of Attachment
  235. 19.7: Support for Caregivers
  236. 19.8: Attachment and Culture
  237. 19.9: Attachment and Separation Anxiety
  238. 19.10: Attachment Disorder
  239. 19.11: References
  240. 20: Temperament
  241. 20.1: Introduction
  242. 20.2: Overview of Temperament
  243. 20.3: Temperament Dimensions
  244. 20.4: Temperament Styles
  245. 20.5: Goodness of Fit
  246. 20.6: Temperament, Culture, and Environment
  247. 20.7: Temperament and Language Development
  248. 20.8: Temperament and Later Personality
  249. 20.9: Family Childcare and a Child's Temperament
  250. 20.10: Parenting and Temperament
  251. 20.11: Conclusion
  252. 20.12: References
  253. 21: Influences on Development
  254. 21.1: Introduction
  255. 21.2: Socialization and Enculturation Agents
  256. 21.2.1: Agents of Socialization and Enculturation
  257. 21.2.1.1: Parents and Families
  258. 21.2.1.2: Families with Less Economic Support or Resources
  259. 21.2.1.3: Infants in Kinship or Foster Care
  260. 21.2.1.4: Parents and television viewing for young children
  261. 21.3: Providing and Supporting Culturally Sensitive Care
  262. 21.4: Influences of Language, Culture and Caregiving
  263. 21.5: Creating Positive Caregiver Parenting Relationships
  264. 21.5.1: Talking Through Developmental Delays with Parents in a Family Childcare
  265. 21.6: Conclusion
  266. 21.7: References
  267. 22: Licensing and Regulations
  268. 22.1: Introduction
  269. 22.2: Understanding Licensed Care and License Exempt Care
  270. 22.3: Requirements And Qualifications Of Staff Section 101152
  271. 22.4: Teacher to Child Ratios in Child Care Centers Section 101216.3
  272. 22.5: Supervising Children in Child Care Centers Section 101216.3
  273. 22.6: Children's Personal Rights Section 101223
  274. 22.7: Health And Safety Regulations Section 1596.866
  275. 22.8: Locks and Inaccessibility Requirements in Child Care Section 101238
  276. 22.9: Bodies of Water Requirements in Child Care Section 101238
  277. 22.10: Infant Care Transportation Summary Section 101425
  278. 22.11: Disaster Planning and Fire Safety Section 101174
  279. 22.12: Food Service Requirements for Child Care Centers Section 101227
  280. 22.13: Additional Infant Specific Regulations
  281. 22.14: References
  282. 23: Caregiving Practices- Primary Care
  283. 23.1: Introduction
  284. 23.2: Attachment and Primary Caregiving
  285. 23.3: Conclusion
  286. 23.4: References
  287. 24: Caregiving Practices- Small Group Size and Low Ratios
  288. 24.1: Introduction
  289. 24.2: Small Groups
  290. 24.3: Low Ratios
  291. 24.4: Benefits of Small Groups and Low Ratios
  292. 24.5: Conclusion
  293. 24.6: References
  294. 25: Caregiving Practices- Continuity of Care
  295. 25.1: Introduction
  296. 25.2: Continuity of Care as a Caregiving Practice
  297. 25.3: Conclusion
  298. 25.4: References
  299. 26: Caregiving Practices- Routines
  300. 26.1: Introduction
  301. 26.2: Care Routines
  302. 26.3: The Daily Schedule
  303. 26.4: Tips for Creating Developmentally Appropriate Daily Schedules
  304. 26.5: References
  305. 27: Inclusive Caregiving
  306. 27.1: Introduction
  307. 27.2: Overview
  308. 27.3: What Programs Can Do To Be Inclusive of All Children
  309. 27.4: Learning about Individual Children
  310. 27.5: Promoting Inclusive Practices
  311. 27.6: Successful Inclusion of Children with Special Needs
  312. 27.7: How to Make Adaptions to Materials to Meet the Needs of an Infant or Toddler
  313. 27.8: Collaborating for Inclusion
  314. 27.9: Inclusive Play
  315. 27.10: Specific Considerations
  316. 27.11: Conclusion
  317. 27.12: Additional Resources
  318. 27.13: References
  319. 28: Indoor Environment
  320. 28.1: Introduction
  321. 28.2: The Impact of Our Environment
  322. 28.3: Key Environment Elements
  323. 28.4: Key Environment Elements
  324. 28.5: Key Environment Elements- Health
  325. 28.6: Key Environment Elements- Lighting and Comfort
  326. 28.7: Key Environment Elements- Convenience
  327. 28.8: Key Environmental Elements- Meeting Individual Needs- Child Size and Flexibility
  328. 28.9: Key Environmental Elements- Movement And Choice
  329. 28.10: Key Environmental Elements- Engagement
  330. 28.11: Key Environmental Elements- Welcoming Families
  331. 28.12: Supporting Development
  332. 28.13: Division and Definition of Space
  333. 28.14: Supporting Special Needs Children
  334. 28.15: Conclusion
  335. 28.16: References
  336. 29: Outdoor Environment
  337. 29.1: Introduction
  338. 29.2: Benefits of Outdoor Play and Exploration
  339. 29.3: Considerations for Creating Safe and Stimulating Outdoor Play Spaces
  340. 29.4: When Availability of Outdoor Play Space Is an Issue
  341. 29.5: Strategies for Maximizing Outdoor Learning Opportunities for Infants and Toddlers
  342. 29.6: Create a Program Culture that Supports Outdoor Play and Exploration
  343. 29.7: Conclusion
  344. 29.8: References
  345. 30: Guidance and Support in the Infant and Toddler Classroom
  346. 30.2: Environmental Impact
  347. 30.3: Impact of Development
  348. 30.4: The Significance of Relationships
  349. 30.4.1: Attachment
  350. 30.4.2: Self-regulation
  351. 30.5: Applying Theory to Behavior
  352. 30.5.1: Bronfenbrenner
  353. 30.5.2: Erikson
  354. 30.6: Socialization, Guidance, and Discipline- Defined
  355. 30.7: Impact of Personal Guidance Philosophy
  356. 30.8: Factors that Create Classroom Concerns
  357. 30.8.1: Too High Expectations for Self-Control
  358. 30.8.2: Too Little Space or Too Much Space
  359. 30.8.3: Too Much Challenge (or not enough)
  360. 30.8.4: Too Much Waiting Time
  361. 30.8.5: Too Many Transitions
  362. 30.8.6: Too Much Inflexibility in Routines, Spaces, Schedules and People
  363. 30.8.7: Too Little Order and Predictability
  364. 30.8.8: Too Much Change
  365. 30.8.9: Too Much Noise
  366. 30.8.10: Too Little Toys or Materials
  367. 30.8.11: Too Much Sitting Still
  368. 30.8.12: Too Much Looking or Listening Time
  369. 30.10: Guiding Childrens Behaviors in a Family Childcare Setting
  370. 30.11: Parenting and Praise
  371. 30.12: Conclusion
  372. 30.13: APPENDIX- Strategies For Support
  373. 30.14: References
  374. 31: Introduction to Observation
  375. 31.1: Introduction
  376. 31.2: Observation
  377. 31.3: Guidelines when Observing Children
  378. 31.4: Accurate Observations for Accurate Documentation
  379. 31.4.1: Objective vs. Subjective
  380. 31.4.2: Recognizing and Removing Bias
  381. 31.4.3: Labeling vs. Describing Behaviors
  382. 31.4.4: Interpreting Mood
  383. 31.5: Observation and Documentation Dos and Dont's
  384. 31.6: Setting Up Systems for Ongoing Observations
  385. 31.7: Family and Observation
  386. 31.8: Conclusion
  387. 31.9: References
  388. 32: Documentation
  389. 32.1: Introduction
  390. 32.2: Getting Started
  391. 32.3: Observation and Documentation While Participating
  392. 32.4: Types of Documentation
  393. 32.5: Technology for Documentation
  394. 32.6: Key Concepts in Creating Documentation
  395. 32.7: Storing Documentation
  396. 32.8: Documentation and Families
  397. 32.9: Reviewing and Reflecting on Documentation
  398. 32.10: Documentation as a Tool for Planning
  399. 32.11: Documentation for Assessment
  400. 32.12: Conclusion
  401. 32.13: Reference
  402. 33: Assessment
  403. 33.1: Introduction
  404. 33.2: Purpose of Assessment
  405. 33.3: Sources of Information
  406. 33.4: Types of Commonly Used Assessments
  407. 33.5: Assessment of Dual Language Learners
  408. 33.6: Supporting Assessment
  409. 33.7: Concerns with Assessment
  410. 33.8: Conclusion
  411. 33.9: References
  412. 34: Introduction to Curriculum
  413. 34.1: Introduction
  414. 34.2: Foundational Concepts of Infant and Toddler Curriculum
  415. 34.2.1: Relationships and Curriculum
  416. 34.2.2: Temperament and Curriculum
  417. 34.2.3: Play and Curriculum
  418. 34.2.4: Routines and Curriculum
  419. 34.2.5: Curriculum and the Environment
  420. 34.2.6: Curriculum as Experiences
  421. 34.3: Curriculum for One- Individualizing the Curriculum
  422. 34.4: References
  423. 35: Creating Curriculum
  424. 35.1: Observe and Document
  425. 35.2: Reflect, Interpret, and Plan
  426. 35.3: Responsive Curriculum
  427. 35.4: Involve Infants and Toddlers in Planning
  428. 35.5: Holistic Planning
  429. 35.6: Interpretation for Planning
  430. 35.7: References
  431. 36: Implementing Curriculum
  432. 36.1: Putting Plans into Action
  433. 36.2: Reflect and Evaluate
  434. 36.3: References
  435. Back Matter
  436. Index
  437. Glossary
  438. Detailed Licensing
  439. Detailed Licensing