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Associate Director of the Child Development Laboratory at the University of Illinois at Urbana-Champaign
According to the National Child Care Study conducted in 1990, 23% of children under one, 33% of two year olds, and 50% of three year olds are cared for outside of their homes. In the last ten years very young children are spending large periods of time as part of a group. This is a huge shift in the way that the care for these children has historically been provided.
Group care is a critical variable in the emotional and intellectual development of any child cared for outside of the home. Infants and toddlers are not small preschoolers and cannot be treated or taught in the same manner. Group participation influences positively or negatively the development of the emotional and intellectual foundations formed by each individual.
The Program for Infant/Toddler Caregivers (PITC) recognizes that these challenges must be taken seriously and recommends child care strategies and structures that are based on sound developmental research and theory. They have divided quality care into five key components: 1) group size and quality of the environment — is it easy or difficult for the child to form intimate relationships with caregivers and children because of the group size; is the environment interesting or does it lead to conflicts in which biting, toy pulling, dazed wondering and the like take place; 2) primary caregiving assignments — very young children need to have one person with whom they are intimately connected; 3) continuity of care — having one caregiver over an extended period of time rather than switching every 6 to 9 months is important to a child's development so that they do not have to re-establish primary relationships over and over again; 4) cultural and familial continuity — lack of validation of the values and beliefs of the family threatens the child's development of self; 5) meeting the needs of the individual within the group context — it is important to consider the temperamental traits of the children, the caregivers and the group as well as the individual rate of development.
Web Resources
- How Should We Care for Babies and Toddlers?
An Analysis of Practice in Out-of-Home Care for Children Under Three
Is there commonly accepted "best practice"? Are there best or better ways of relating to babies and infants, providing activities for them, and planning and organizing their routines? Clear lists of criteria for good practice have been drawn up, claiming to translate the most recent developmental psychology literature into guidance on daily practice with young children. Yet the issues are anything but straightforward. There have been major reversals of practice even within recent history.
http://www.childcarecanada.org/pubs/op10/index.html - Quality Care for Infants and Toddlers
Seven strategies to improve infant/toddler child care quality emerged from the National Leadership Forum in September 1998: (1) examine licensing and regulatory standards; (2) raise training levels for infant/toddler caregivers; (3) increase provider compensation and benefits; (4) create comprehensive service environments; (5) promote linkages within the child care and Head Start communities; (6) increase public awareness; and (7) use all available, and seek new, financial resources. The appendices include a child care quality report from the General Accounting Office (GAO), a developmental milestones chart, and lists of child care accreditation systems, information resources, and suggested readings.
http://www.nccic.org/pubs/qcare-it/index.htmlEditor's Note: this url is no longer active. - Infant and Toddler Child Care Quality
This identifies factors that tend to predict higher quality within arrangement types—family child care, center care, and relative care—and describes the range of quality found in each type.
http://www.childcareresearch.org/SendPdf?resourceId=6872 - Research on Quality in Infant-Toddler Programs
Research indicates that choice of high-quality care is critical for children's optimal development. These findings can alert families to look for quality factors as they set out to find infant-toddler care and sharpen public demand for providing training to ensure quality.
http://ecap.crc.uiuc.edu/eecearchive/digests/2002/honig02.htmlEditor's note: This url has changed:http://ceep.crc.uiuc.edu/eecearchive/digests/2002/honig02.html - Resources for Infant and Toddler Programs: Annotated
Bibliography
This collection represents material currently being used and recommended by experts in the field of infant and toddler care.
http://www.cpeip.fsu.edu/AnnotBiblio.pdf Editor's note: This url has changed: http://www.cpeip.fsu.edu/resourceFiles/resourceFile_16.pdf. - Caring for Infants and Toddlers: Analysis and
Recommendations
This journal issue is about the care of the nation's youngest children, those who have not yet turned three.
http://www.futureofchildren.org/information2826/information_show.htm?doc_id=79326 - Activities for Infants
Having a plan to help babies learn is an important part of caring for them. Infants, however, learn very differently from older children. Therefore, you should offer activities that are carefully tailored to their methods of learning.
http://www.nncc.org/Child.Dev/dc24_activities.infant.html - Intellectual Development of Toddlers
Toddlers learn by exploring and experimenting. They love to do things over and over. Here are some suggested activities.
http://www.nncc.org/Child.Dev/intel.dev.todd.html - Quality Indicators in Infant Toddler Programming
It is essential that child care settings are as sensitive as possible to the needs of this very vulnerable group. Several approaches make group care for infants and toddlers more manageable.
http://www.wccip.org/tips/Infant_Toddler/Quality_Indicators.html - Environments for Infants and Toddlers
A safe and healthy child care environment is one that will provide for a child's development, while minimizing a child's exposure to illness and injury.
http://www.wccip.org/tips/Infant_Toddler/Environments_child.html - Quality Infant and Toddler Child Care
Developmentally appropriate programs for children from birth to age 3 require special knowledge, skills, and program design. Just as a good preschool is not a scaled-down version of elementary classrooms, a good infant/toddler program is distinctly different from a program designed for 3- to 5-year-olds.
http://www.zerotothree.org/site/DocServer/qualitychildcare.pdf?docID=1726 - Choosing Quality Child Care
All children — especially infants and toddlers — need a child care setting where they can thrive with caregivers who understand how to promote their healthy growth and development. They need to be talked to and played with. They need love and attention. And they need the opportunity to form the kind of comfortable, secure relationship with a caregiver that will advance their healthy emotional development.
http://www.zerotothree.org/site/PageServer?pagename=ter_key_childcare_selectcc&AddInterest=1152
ERIC Database: Selected Records
To search the ERIC database for resources on this topic, use this search strategy: descriptors “literacy” or “emergent literacy.” Combine with descriptors “early childhood education” or “preschool education” or “toddlers”.
How to Obtain ERIC Documents and Journal Articles:
References identified with an ED (ERIC document)or EJ (ERIC journal) are cited in the ERIC database. ERIC Documents (citations identified by an ED number) may be available in full text from ERIC at no cost at the ERIC Web site: http://www.eric.ed.gov. Journal articles are available from the original journal, interlibrary loan services, or article reproduction clearinghouses.
If you would like to conduct your own free ERIC database searches via the Internet, go directly to http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=advanced
- ERIC Document No.: ED458934
More Infant and Toddler Experiences
Author(s): Hast, Fran; Hollyfield, Ann
Publication Date: 2001
Availability: Gryphon House, Inc., P.O. Box 207, Beltsville, MD 20704-0207
Abstract: Based on experiences gained at the Palo Alto Infant-Toddler Center and the view that quality child care for infants and toddlers depends upon nurturing, long-term connections with their caregivers, other children, and their families, this book presents strategies for interacting with young children that support the developing child as well as the caregiver. - ERIC Document No.: ED434756
How Should We Care for Babies and Toddlers? An Analysis of Practice in Out-of-Home Care for Children under Three. Occasional Paper No. 10
Author(s): Penn, Helen
Publication Date: June 1999
Availability: Childcare Resource and Research Unit, Centre for Urban and Community Studies, University of Toronto, 455 Spadina Avenue, Room 305, Toronto ON M5S 2G8
Abstract: The apparently simple question of whether there are commonly accepted "best practices" for infant and toddler care leads to further questions regarding the nature of childhood and the impact of cultural values. This report reviews recent theory, training, and practice in the care of children outside their homes. - ERIC Document No.: ED463856
Secure Relationships: Nurturing Infant/Toddler Attachment in Early Care Settings
Author(s): Honig, Alice Sterling
Publication Date: 2002
Availability: National Association for the Education of Young Children, 1509 16th Street, N.W., Washington, DC 20036-1426
Abstract: Noting that research and clinical findings confirm the connection to later emotional well-being of a secure attachment between each infant or young child and a warm, stable adult, this book addresses aspects of attachment important for caregivers of infants and toddlers. The book focuses on those aspects of attachment caregivers need to understand to become more adept at the challenging work of nurturing early positive mental health in young children. The book offers suggestions for enhancing caregivers' skills in nourishing infants' and toddlers' relationships in the child care setting. - ERIC Document No.: ED458982
Innovations: The Comprehensive Toddler Curriculum. A Self-Directed Teacher's Guide
Author(s): Miller, Linda G.; Albrecht, Kay
Publication Date: 2001
Availability: Gryphon House, Inc., P.O. Box 207, Beltsville, MD 20704-0207
Abstract: This self-directed teacher's guide accompanies "Innovations," a comprehensive, interactive curriculum for toddlers from 18 to 36 months. The "Innovations" program is based on the view that curricula for young children should involve thinking and planning for everything that can contribute to child development as well as the teacher's relationship with the child and family. The 38 learning modules are designed to be used by an individual teacher with the support of a mentor or supervisor and provide over 40 hours of professional development. - ERIC Document No.: ED458981
Innovations: The Comprehensive Infant Curriculum. A Self-Directed Teacher's Guide
Author(s): Miller, Linda G.; Albrecht, Kay
Publication Date: 2001
Availability: Gryphon House, Inc., P.O. Box 207, Beltsville, MD 20704-0207
Abstract: This teacher's guide accompanies "Innovations," a comprehensive, interactive curriculum for infants from birth to 18 months. The "Innovations" program is based on the view that curricula for young children should involve thinking and planning for everything that can contribute to child development as well as the teacher's relationship with the child and family. The 38 learning modules are designed to be used by an individual teacher with the support of a mentor or supervisor and provide over 40 hours of professional development. - ERIC Journal No.: EJ649391
Learning Centers — Why and How
Publication Date: 2002
Source: Texas Child Care, v25 n4 p30-42 Spr 2002
Abstract: Discusses how early childhood classroom learning centers can meet the needs of infants, toddlers, and preschoolers. Describes how to set up learning centers, suggesting materials and procedures for centers for block play, art, dramatic play, science, music, and manipulatives, as well as library and outdoor areas. Includes a resource list for each type of center. - ERIC Journal No.: EJ635766
Talk Time: Programming Communicative Interaction into the Toddler Day
Author(s): Selman, Ruth
Publication Date: 2001
Source: Young Children, v56 n3 p15-18 May 2001
Abstract: Offers suggestions for using talk time with toddlers in an early care setting to promote communicative interaction. Discusses how talk time was introduced and its usefulness in promoting language development, and identifying and helping delayed talkers. Describes talk time themes and strategies, including a caution not to use the time to correct grammar or pronunciation in a direct way. - ERIC Document No.: ED456922
Focused Portfolios: A Complete Assessment for the Young Child
Author(s): Gronlund, Gaye; Engel, Bev
Publication Date: 2001
Availability: Redleaf Press, 450 North Syndicate, Suite 5, St. Paul, MN 55104-4125
Abstract: Based on the view that a simple and efficient process of portfolio collection could be developed based on authentically documenting the daily experiences of children in away-from-home settings, this book identifies steps in the processes of portfolio planning, collection, and selection, and conferencing with families. The book is intended for early childhood educators of infants, toddlers, and preschoolers in child care centers, Head Start programs, nursery schools, and family child care. - ERIC Document No.: ED441583
Infants, Toddlers and Preschool Transportation
Author(s): Illinois State Board of Education
Publication Date: May 1999
Available from: EDRS Price MF01/PC03 Plus Postage.
Abstract: Providing transportation to children younger than kindergarten age has become more common for public school districts, and school personnel are unsure as to the rules, guidelines, and best practices that apply to the youngest school bus passengers. This document outlines the current Illinois requirements regarding the transportation of very young children without special needs. - ERIC Document No.: ED441596
Babies: Responding Appropriately to Infants
Author(s): Fleer, Marilyn; Linke, Pam
Source: AECA Research in Practice Series, v6 n2 1999
Publication Date: 1999
Availability: Australian Early Childhood Association, Inc., P.O. Box 105, Watson, ACT 2602, Australia
Abstract: This issue of the Australian Early Childhood Association Research in Practice Series discusses how educators can observe and respond appropriately to the infants in their care. - ERIC Journal No.: EJ582377
Continuity of Care for Infants and Toddlers
Author(s): Essa, Eva L.; Favre, Kelley; Thweatt, Geri; Waugh, Sherry
Source: Early Child Development and Care, v148 p11-19 Jan 1999
Publication Date: 1999
Abstract: The infant-and-toddler child-care program at the Child and Family Research Center at University of Nevada, Reno, is based on children's need for consistent, stable, and reliable adult care. Children stay with the same primary caregiver for the first three years. Four broad themes of the program are attachment and trust, teacher-parent relations, transitions, and age-span within groups. - ERIC Document No.: ED457666
Designing Child Care Settings: A Child-Centered Approach. Children's Environments Series
Author(s): Maxwell, Lorraine E.
Publication Date: 1998
Availability: Cornell University, Media Services Resource Center, 7 Cornell Business & Technology Park, Ithaca, NY 14850
Abstract: This four-part manual assists child care providers working in day care centers, Head Start Centers, or nursery schools to design the physical space of both indoor and outdoor settings for infants, toddlers, preschoolers, and younger school-aged children. - ERIC Journal No.: EJ565583
Respectful, Individual, and Responsive Caregiving for Infants: The Key to Successful Care in Group Settings
Author(s): Kovach, Beverly A.; Da Ros, Denise A.
Source: Young Children, v53 n3 p61-64 May 1998
Publication Date: 1998
Abstract: Describes the concept of sensitive and competent infant care in group child care settings. Offers seven principles to provide a more complete picture of sensitive and competent care, covering aspects of caregiving including interactions with the child, providing opportunities for learning, and working with the child's own needs and schedules. Examples of inappropriate and appropriate caregiving situations highlight each principle - ERIC Journal No.: EJ651010
Child Development under Three: The Foundations of the Personality, the Family, and the Montessori Method
Author(s): Orion, Judi
Publication Date: 2002
Source: NAMTA Journal, v27 n1 p1-16 Win 2002
Abstract: This article describes early Montessori toddler programs and highlights ways parents can be supportive of the "spiritual embryo" in cooperation with the school. Suggests how parent education invites parents to participate and observe their child's developmental turning points. - ERIC Document No.: ED400996
Supporting Young Learners 2: Ideas for Child Care Providers and Teachers
Author(s): Brickman, Nancy Altman, Ed.
Publication Date: 1996
Availability: High/Scope Press, High/Scope Educational Research Foundation, 600 North River Street, Ypsilanti, MI 48198-0704
Abstract: The High/Scope Curriculum's "Extensions" newsletter, in which the articles in this collection first appeared, informs curriculum users about new development, relating to the High/Scope "open framework" curriculum.
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