Strategies and Activities: Infant Toddler

Arkansas Child Development and Early Learning Standards

Strategies and Activities: Infant Toddler

Strategies and Activities: Infant Toddler

September 2018

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Published 2018 by Early Care and Education Projects Fayetteville, AR 72701

?Early Care and Education Projects College of Education and Health Professions University of Arkansas All rights reserved September 2018

Contents

Introduction ....................................................................................................................................................... v Reading and Using Strategies and Activities: Infant Toddler ........................................................................... vii Books That Support Strategies and Activities .................................................................................................. 95 Bibliography ..................................................................................................................................................... 99 Postface.......................................................................................................................................................... 100

Social and Emotional Development ....................................................................................................................... 1 Cognitive Development........................................................................................................................................ 21 Physical Development and Health ....................................................................................................................... 37 Language Development ....................................................................................................................................... 52 Emergent Literacy ................................................................................................................................................ 61 Mathematical Thinking ........................................................................................................................................ 68 Science and Technology....................................................................................................................................... 76 Social Studies ....................................................................................................................................................... 83 Creativity and Aesthetics ..................................................................................................................................... 86

Introduction

Arkansas Child Development and Early Learning Standards Strategies and Activities: Infant Toddler was created to help early childhood professionals in developing quality developmentally appropriate curriculum, goals, and environments for children in their classroom. Based on the Arkansas Child Development and Early Learning Standards: Birth through 60 Months (CDELS), this document focuses on ages birth through 36 months. Some indicators (knowledge or skill that one would expect to see in a child) will begin developing in infant and toddler years, but are not be mastered until children are older than 36 months.

Arkansas CDELS Strategies and Activities: Infant Toddler is organized by the nine Arkansas CDELS Domains of Development and Learning:

? Social and Emotional Development ? Cognitive Development ? Physical Development and Health ? Language Development ? Emergent Literacy ? Mathematical Thinking ? Science and Technology ? Social Studies ? Creativity and Aesthetics

Each domain is further divided into more specific areas of development or learning, which are called domain components. Each domain component consists of learning goals related to the component. These are the specific areas of development and learning in which children should show progress. Each learning goal consists of one or more strands that represent subskills within the learning goal. Within each strand, there is a progression of expectations for what children should know and be able to do at different ages in early childhood. Each step in the progression is called an indicator, which outlines the knowledge or skill that one would expect to see in a child related to that learning goal within a specific age range. It is important to note that because typical child development and learning varies widely from child to child, many indicators span multiple age ranges. For example, when an indicator spans the birth through 8-month and 9- through 18-month age ranges, that means the behaviors and skills will be developing and observed for most children somewhere between birth and 19 months (Arkansas CDELS, 2016). There is large variability in meeting milestones. Children may display multiple milestones simultaneously while some milestones may be skipped entirely. For example, they may learn to crawl and cruise simultaneously while some children may never crawl and go straight to cruising.

The Arkansas Child Development and Early Learning Standards Committee established a set of guiding principles that informed the development of the standards. Those guiding principles are:

? The foundations of early development and learning begin before birth. ? Families are children's first and most influential teachers. ? Child development and learning unfold within each child's specific social and cultural context. ? All areas of development and learning are equally important and influence a child's school readiness and life success. ? Early learning standards should be grounded in the science of child development and early learning. ? Children's learning happens through the active, playful exploration of their environment and participation in meaningful

interactions with others. ? Children learn in a variety of ways and develop at varying rates. ? Children can demonstrate mastery of the standards in a variety of ways. ? Early development and learning standards are not a curriculum or assessment, but provide the areas of and expectations

for development and learning to which curricula and assessments must align. ? Children develop and learn best in environments that are psychologically and physically safe and that foster strong

relationships between caring adults and children. ? Early development and learning standards should be central to the state's early childhood professional development

and higher education systems and a range of supports should be provided to facilitate teachers' understanding and use of the standards. (Arkansas CDELS, 2016)

Strategies and Activities: Infant Toddler

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