California Infant/Toddler Curriculum Framework

California Infant/Toddler Curriculum Framework

California Department of Education Sacramento, 2012

California Infant/Toddler Curriculum Framework

California Department of Education Sacramento, 2012

Publishing Information

The 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 Development 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.

? 2012 by the California Department of Education All rights reserved

ISBN: 978-0-8011-1723-7

Ordering Information

Copies of this publication are available for purchase from the California Department of Education (CDE). For prices and ordering information, visit or call the CDE Press sales office at 1-800-995-4099.

Notice

The 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 document is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)

Contents

A 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 Endnotes48 Bibliography49

Chapter 2: 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 60 In-Depth Understanding and Planning for Children's Integrated Learning 60 Bibliography61

Chapter 3: Social?Emotional Development 63 Guiding Principles 64 Summary of the Foundations 67 Environments and Materials 67 Interactions69 Engaging Families 75 Questions for Reflection 76 Concluding Thoughts 77 Map of the Foundations 78 Teacher Resources 78 Endnotes79 Bibliography81

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Chapter 4: Language Development 83 Guiding Principles 84 Summary of the Foundations 88 Environments and Materials 88 Interactions89 Engaging Families 94 Questions for Reflection 95 Concluding Thoughts 95 Map of the Foundations 96 Teacher Resources 97 Endnotes98 Bibliography98

Chapter 5: Cognitive Development 101 Guiding Principles 102 Summary of the Foundations 106 Environments and Materials 107 Interactions110 Engaging Families 116 Questions for Reflection 117 Concluding Thoughts 118 Map of the Foundations 119 Teacher Resources 120 Endnotes120 Bibliography121

Chapter 6: Perceptual and Motor Development 123 Guiding Principles 127 Summary of the Foundations 130 Environments and Materials 130 Interactions132 Engaging Families 138 Questions for Reflection 139 Concluding Thoughts 140 Map of the Foundations 141 Teacher Resources 142 Endnotes143 Bibliography145

Appendix: Resources for Teachers of Children with Disabilities or Other Special Needs 147

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A Message from the State Superintendent of Public

Instruction

Iam pleased to present the California Infant/Toddler Curriculum Framework. 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 information rapidly to understand the world around them.

Created as a companion publication to the California Infant/Toddler Learning and Development Foundations, this framework supports caregivers as they strive to make teaching responsive and meaningful for infants and toddlers. It presents strategies and information to enrich learning and development opportunities and provides a structure that infant/toddler providers and administrators can use to make informed decisions as they plan learning 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) perceptual and motor development.

The 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 relationships with their parents and primary caregivers. Seen as part of a comprehensive system, the infant/toddler curriculum framework supports effective planning and the ongoing cycle of observing, documenting, reflecting, and implementing appropriate curriculum.

The California Infant/Toddler Curriculum 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 environments, and faculty can better prepare tomorrow's infant care teachers. Family members can better share their knowledge of their children and work as partners with caregivers to support infants' and toddlers' active exploration 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 success.

Tom Torlakson

State Superintendent of Public Instruction

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Acknowledgments

T he development of the California Infant/Toddler Curriculum Framework involved many people. We gratefully acknowledge each of the following contributors to this publication.

Project Leader

Peter Mangione, WestEd

Panel of Experts

Marc Bornstein, National Institute of Health and Human Development

Vera Gutierrez-Clellen, San Diego State University

Jeree Pawl, Clinical Psychologist Ross Thompson, University of Califor-

nia, Davis Marlene Zepeda, California State Univer-

sity, Los Angeles

Writers

Chapter 1: Introduction to the Framework

J. Ronald Lally, WestEd Mary Jane Maguire-Fong, American

River College Peter Mangione, WestEd

Chapter 2: The California Early Learning and Development System

Jenna Bilmes, WestEd Melinda Brookshire, WestEd Jan Davis, WestEd Peter Mangione, WestEd Charlotte Tilson, WestEd

Chapter 3: Social?Emotional Development

Min Chen, WestEd Deborah Greenwald, WestEd Janis Keyser, Cabrillo College Peter Mangione, WestEd Margie Perez-Sesser, Consultant Charlotte Tilson, WestEd Cathy Tsao, WestEd Elita Amini Virmani, WestEd

Chapter 4: Language Development

Min Chen, WestEd Deborah Greenwald, WestEd Peter Mangione, WestEd Margie Perez-Sesser, Consultant Charlotte Tilson, WestEd Cathy Tsao, WestEd Elita Amini Virmani, WestEd

Chapter 5: Cognitive Development

Min Chen, WestEd Deborah Greenwald, WestEd Mary Jane Maguire-Fong, American

River College Peter Mangione, WestEd Margie Perez-Sesser, Consultant Charlotte Tilson, WestEd Cathy Tsao, WestEd Elita Amini Virmani, WestEd

Chapter 6: Perceptual and Motor Development

Min Chen, WestEd Deborah Greenwald, WestEd Peter Mangione, WestEd Alice Nakahata, Consultant Margie Perez-Sesser, Consultant

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Charlotte Tilson, WestEd Cathy Tsao, WestEd Elita Amini Virmani, WestEd

Appendix: Resources for Teachers of Children with Disabilities or Other Special Needs

Kai Kaiser, WestEd

Universal Design Advisers

Linda Brault, WestEd Kai Kaiser, WestEd

WestEd Center for Child and Family Studies--Project Staff and Advisers

Eva Gorman J. Ronald Lally Peter Mangione Katie Monahan Amy Schustz-Alvarez Charlotte Tilson Cathy Tsao Sara Webb-Schmitz

California Department of Education

Lupita Cortez Alcal?, Deputy Superintendent, Instruction and Learning Support Branch

Camille Maben, Director, Child Development Division

Cecelia Fisher-Dahms, Administrator, Quality Improvement Office, Child Development Division

Tom Cole, Consultant, Child Development Division

Lisa Duerr, Consultant, Child Development Division

Mary Smithberger, Former Consultant, Child Development Division

Gwen Stephens, Former Assistant Director, Child Development Division

Focus Groups (Public Input) Thank you to the focus-group par-

ticipants who offered valuable feedback and suggestions.

Photographer

Sara Webb-Schmitz, WestEd

Photographs

Many thanks to the following programs for graciously allowing us to photograph their staff members, children, and families:

Associated Students, Inc., Children's Center, California State University, Sacramento

Associated Students, Inc., Children's Center, San Francisco State University

Blue Skies for Children The Cameron School Contra Costa Community College Early

Learning Center Covina Child Development Center Little Munchkins Academy Marin Head Start, 5th Avenue Early

Head Start Marin Head Start, Hamilton Campus Marin Head Start, Indian Valley Campus Marin Head Start, Meadow Park Campus Merced College Child Development

Center Solano Community College Children's

Programs University of California, Los Angeles,

Infant Development Program Willow Street School House Yerba Buena Gardens Child Develop-

ment Center

Note: The names, titles, and affiliations of the people listed in these acknowledgments were current at the time the publication was developed.

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