Infant Teacher Checklist

Transcription

1 Infant Teacher Checklist A Guide For New Teachers I never teach my pupils. I only attempt to provide the conditions in which they learn. ~Albert Einstein

2 The Capital District Child Care Coordinating Council is a non-profit organization serving parents, employers and child care providers in Albany, Fulton, Montgomery, Rensselaer, Saratoga and Schenectady counties in New York State. It is a resource and referral agency, providing resources to the community by improving the availability and quality of child care, and a referral service counseling parents seeking child care. Region IV New York State Infant Toddler Resource Network Written by Sarah Gould Houde, M.S.Ed., Regional Infant Toddler Specialist with Rebecca Stahl, M.A., Regional Infant Toddler Specialist and Anne Fraser, Regional Infant Toddler Specialist For more information, call Ext. 345 or sgould@cdcccc.org Child Care Council of the North Country Child Care Council of Columbia & Greene Counties Delaware Opportunities, Inc. Adirondack Community Action Program, Inc. Schoharie County Community Action Program, Inc. Southern Adirondack Child Care Network, Inc.

3 About the Infant Teacher Checklist: A Guide for New Teachers Congratulations on being a new infant teacher! Infant teachers play an integral part of an infant s learning and development, as they learn to crawl, talk and walk. This short guide was written to provide you with a quick resource on how to be a great infant teacher. For each section, there will be a checklist and research based explanations to explain its purpose. Please refer to the reference list provided for further information. You may also reach out to your local Child Care Resource and Referral Agency or the Regional Infant and Toddler Specialists at the Capital District Child Care Council and North Country Child Care Council for further information or support. This checklist is designed as a reflective tool not limited to but including, toddler caregivers of all modalities, coaches and trainers, child care administrators, home visitors and parents. Each section of the checklist can be used as an informal assessment of how programming supports the individualized support of freedom of movement for infants throughout the day.

4 Section I: Responsive Caregiving for Infants Responsive caregiving is perhaps one of the most important aspects of being an infant teacher. With responsive caregiving, teachers should be able to read and respond to infant s cues responsibly. These cues may be subtle, such as an infant looking away when overstimulated, or more apparent such as an infant crying when hungry. It is very beneficial for teachers to learn the different signals of the infant, therefore being able to read and answer the cues more efficient and effectively. 1. Caregiver recognizes and responds appropriately and timely to infant s individualized cues Caregivers should be able to respond appropriately to infant s cues whether subtle or not. The caregiver takes the time to get to know each infant in order to process individual cues such as the signals for hunger, needing a diaper change, being over stimulated, needing a nap or a snuggle. Caregivers respond in a timely manner, and when unable to read the cue the first time, caregivers keep trying and adapting their response until successful. 2. Caregivers help infants to be on own schedule, helping to meet individual needs Each infant is supported in having his or her own schedule. The caregiver discusses with the parents when the infant sleeps and eats. This schedule is adjusted in the classroom until the infant is content and seems to be adjusted to his or her schedule, not necessarily a group schedule. When needed, infants are able to go down for a later nap or able to have a bottle earlier depending on their cues and mood. Caregivers will adjust the classroom schedule to help meet each infant s needs. 3. Caregiver creates experiences and activities during the day to help meet the infant s individual goals The caregiver is able to assess what an infant needs on a daily basis, and is able to create activities and goals based on these observations. For instance, if an infant is starting to use his or her pincher grasp, the teacher might set up activities to help support that milestone such as picking up Cheerios during snack. Caregivers are mindful of the environment and age appropriate spaces that encourage both exploration and play. 4. Caregiver narrates what is happening during routines and activities Though infants are mostly non-verbal, they do communicate through looks, cries and various sounds. When a teacher narrates what is happening to the infant throughout the day, this helps to connect words with the experience and helps form the bond between the teacher and the infant. An example of this is to constantly narrate what is happening during a diaper change. For instance Susie, I am going to pick you up now and bring you to the diaper changing table. I am going to change your diaper because it is wet. First, I am going to un snap your onesie. This would continue until the diaper change is complete. Caregivers can also wonder out loud what an infant is thinking, or ask the infant questions and supply the answer. For instance I see you looking at the animal mobile? Do you know what sound a dog makes? Woof woof! 5. Caregiver verbally helps infants anticipate familiar routines and activities Infant caregivers can verbally prepare infants for transitions. Most infants will need preparation so they can anticipate and mentally prepare for the next transition. An example of this would be telling an infant he will have his diaper changed after another child. Also, warning an infant before a teacher is going to move him or her validities his or her feelings if the transition has to happen quickly. For example, say: Maliki, I am going to need to pick you up to change your diaper wait for a few seconds and then pick him up. Along with verbally warning the child, the teacher can post a visual schedule so the infants know what comes next in the day. This can be posted somewhere in the room, at the child s level so that they can see it as needed. Section I: Responsive Caregiving for Infants Never Rarely Occasionally Frequently Always 1) Caregiver recognizes and responds appropriately and timely to infant s individualized cues 2) Caregiver helps infants to be on own schedules, helping to meet individual needs 3) Caregiver creates experiences and activities during the day to help meet the infant s individual goals 4) Caregiver narrates what is happening to infants during routines and activities 5) Caregiver verbally helps infants anticipate familiar routines and activities

5 Section II: Environmental Features The infant environment is closely aligned to the responsive caregiving practices and the daily caregiving routines that make up each day s curriculum. The environment should be warm and inviting to both infants and their families, carrying the message; you belong here. There should be home-like elements such as family photos and a space to put each infant s belongings. The physical environment needs all the elements for caregiving such as sinks, changing area, food preparation area and sleeping space. 1. Caregiver has infant-sized furniture and all routine caregiving materials needed in classroom. A well-equipped classroom contains shelving and bins at infant s height whether for a non-mobile infant on the floor, or a mobile infant just learning to walk. A small table and chairs for the mobile infant is helpful in teaching young children how to sit and eat appropriately, especially when the table is sized so their feet are resting on the floor. Routine caregiving materials for feeding, diapering, and sleeping will be set up for ease of use by adults. 2. There is at least one adult-sized seat for caregiving routines. While young infants spend a lot of time on the floor, adults need a space to sit comfortably for routine feedings, comforting, and other activities. While it is important to be at the infant s level on the floor when encouraging physical activities and other types of play, space for one-on-one snuggle time is important for both adult and child in building relationships. 3. Freedom of movement and opportunity for physical exploration is ensured by reducing the amount of time the infant is placed in baby appliances for play. Infants need to spend a lot of time on the floor to promote unrestricted movements. Baby containers, items such as high chairs (used during non-feeding times), swings, bouncy chairs, exer-saucers, etc., serve a valuable function for feeding or keeping a baby safe for a few minutes. However, they are not intended to hold a baby for more than fifteen minutes after feeding or play. Rather than restricting the infant s ability to move freely by using baby appliances, spread a blanket on the floor and put the infant on the floor surrounded by his/ her favorite toys, so he/she can learn to stretch and develop his/her new muscles. 4. Floor space has a variety of surfaces and levels for infant to explore. Infants rely on their hands and mouth as they begin exploring their environment, gradually using their other senses more and more to learn. Provide hard and soft floor surfaces such as a wood floor and carpet. Add low risers for them to climb over or low three-step stairs to climb up and down, building their confidence and competence as movers in their environment. Provide sturdy furniture for infants to pull themselves up on when ready. A trusted caregiver s presence during this time can help an infant feel more secure. 5. There is a quiet area for calm and relaxing moments. Even young infants need a break from the stimulation of the daily caregiving routines to help them become calm and settle. Caregivers can use furnishings to create a soft space, out of the more active play and caregiving spaces, with books and soft toys for the infant to cuddle. Make sure the floor is soft and inviting by laying down a soft neutral carpet. Caregivers can help infants feel safe and calm by holding them quietly or sitting nearby. Infants rely on their caregivers to help them regulate their emotions. When an infant experiences an emotional event, he/she needs the caregiver s help to recover their emotional balance. Caregivers should use responsive caregiving skills to read infant s cues and assess the level of stimulation they are experiencing perhaps they need a break from the excitement. Having a quiet area to calm down will reduce many of the challenging behaviors that arise. 6. A variety of multi-sensory play materials are available with enough for all infants present. Infants are sensorimotor learners who experience their environment through all five senses beginning with their hands and mouth. Magda Gerber, a leading researcher in infant care, said, Active toy, passive child. Passive toy, active child. Just as caregivers need to be responsive in their care; toys and play materials need to be responsive to the infant s touch. Play materials should be interesting and attractive. Toys that react to the infant s actions and make something happen, help an infant learn a great deal. Examples of this are pushing a ball across the floor or spinning an empty soda bottle filled with small balls that wiggle and roll. A simple game of peek-a-boo with a caregiver helps an infant learn about and connect to people. Infants are scientists who are studying cause and effect in their environment. This can be best accomplished by providing open-ended materials that can be studied in many different ways by the infant, rather than relying on electronic toys that have a single-purpose and will be quickly set aside by the infant. Some examples include bowls, blocks and baby dolls. 7. The overall space has a warm, welcoming appeal to infants and families; including home-like elements. Infants enter group care only knowing their home environment, so welcoming infants to the classroom with home-like elements such as family photos, a cubby of their own, artifacts from their family culture such as wall hangings and bowls with spoons, helps to make the transition a bit easier and more familiar. Play music that is familiar to their family culture. Create toys using household items such as bowls, measuring cups, pots and pans.

6 Section II: Environmental Features Never Rarely Occasionally Frequently Always 1. Caregiver has infant-sized furniture and all routine caregiving materials needed in classroom. 2. There is at least one adultsized seat for caregiving routines. 3. Freedom of movement and opportunity for physical exploration is ensured by reducing the amount of time the infant is placed in baby appliances for play. 4. Floor space has a variety of surfaces and levels for infant to explore. 5. There is a quiet area for calm and relaxing moments. 6. A variety of multi-sensory play materials are available with enough for all infants present. 7. The overall space has a warm, welcoming appeal to infants and families; including home-like elements. 5

7 Section III: Caregiving Practices to Support Infant Development Infants develop physically and mentally very rapidly. At birth, an infant s brain is 25% developed and by age three, the brain is at 85%. Infants are naturally curious and it is important to provide them with safe, clean and interesting environments. Infants also need caregivers who are nurturing and understand all areas of development. Infants love to explore their worlds and need opportunities to develop their physical, social, emotional, thinking or cognitive and language skills. Their individual approaches to how they learn in the world must also be accepted and encouraged. This list will help caregivers support infants in all areas of development. 1. Caregiver observes infants to know how they live in and approach the world and respond appropriately Infants learn about their world through simple sensory experiences such as mouthing, feeling, dropping or banging toys within their reach. Through careful observation, teachers will know how infants are exploring their world and create a safe and clean environment with interesting toys to allow it to happen. 2. Caregiver shares in the delight of infant s accomplishments It is important for infants to trust their caregivers so they feel comfortable and will learn. Teachers should observe often, smile and compliment infant s accomplishments. Infants need caregivers who are genuinely fascinated with each achievement, and who have fun playing with them. 3. Caregiver accepts infant behaviors; and supports different temperament styles Supportive relationships between infants and their caregivers include adjusting to each infant s mood, sensitivities and approaches to people and activities. The nine temperament traits; activity level, regularity (eating and sleeping schedules), adaptability, approach, physical sensitivity, intensity of reaction, distractibility, positive or negative mood and persistence; that each person is born with do not change throughout life. It is important for caregivers to learn how and to accept each baby s ways of living in and responding to the world. Many of the behaviors that infants exhibit are them expressing how they can function in the world. Crying when upset or being left alone are ways they can express themselves before being able to verbally tell the caregivers what is wrong. Young infants use their caregivers to feel safe and secure. If their caregiver is present and appears calm, happy and safe that will help the infant feel that way also. 4. Caregiver allows infants to spend the majority of their day in physical positions they can get themselves in and out of Young infants are developing very quickly in all areas. Physical development of the arms, legs and body happens from the head to the feet and also from the inside of the body to the outside (from stomach to finger tips). When ready, infants are able to support and move their body parts. Infants need to be able to explore their bodies independently in natural positions. Caregivers should provide infants with a great deal of floor time in a safe and clean environment. 5. Caregiver responds to infant s coos and describes what they point to Infants are aware of language before birth. Infants learn how to talk from hearing language and being encouraged to express themselves. When infants coo and babble, this is their way of speaking with those around them. When adults respond to these sounds, infants are encouraged to keep this engagement and also feel heard. If infants points at something, they are physically talking to their caregivers and they need to be responded to appropriately. For instance, if an infant is pointing to snow falling from the sky, the caregiver can say, I see the white fluffy snowflakes falling from the sky. They are falling fast to the ground. 6. Caregiver promotes literacy, provide infants with opportunities to be read to and look at books, model writing and expose to written text Research supports infants being read to from birth. Infants are exposed to more words when read to, and learn more by having interesting pictures to look at and also learn how books work. It is okay for infants to touch books and only look at one or two pages at a time. A good infant book is typically a board book and has real life pictures that are clear and easy to see and also contain familiar and meaningful situations and objects. Section III: Caregiving Practices to Support Infant Development 1. Caregiver observes infants to know how they live in and approach the world and respond appropriately 2. Caregiver shares in the delight of infant s accomplishments 3. Caregiver accepts infant behaviors; and supports different temperament styles 4. Caregiver allows infants to spend the majority of their day in physical positions they can get themselves in and out of 5. Caregiver responds to infant s coos and describes what they point to 6. Caregiver promotes literacy, provide infants with opportunities to be read to and look at books, model writing and expose to written text Never Rarely Occasionally Frequently Always

8 References California Department of Education and WestEd for Child and Family Studies (2009). California Infant/Toddler Learning and Development Foundations. Sacramento: California Department of Education Gonzalez-Mena, Janet & Widmeyer Eyer, Dianne (2009). Infants, Toddlers, and Caregivers: A Curriculum of Respectful, Responsive Care and Education. Boston: McGraw Hill Higher Education. Harms, Thelma, et al. (2006). Infant/Toddler Environment Rating Scale Revised Edition. NY: Teachers College Press. Knoll, Michelle and O Brien, Marion (2001). Quick Quality Check for Infant and Toddler Programs. St. Paul: Redleaf Press. New York State Early Childhood Advisory Council (2012). New York State Early Learning Guidelines. Trister-Dodge, Diane, et al. (2011). The Creative Curriculum for Infants, Toddlers and Twos, Volume 1: The Foundation. Bethesda, MD: Teaching Strategies. Sterling-Honig, Alice, Dr. (2014). The Best for Babies. Lewisville, NC: Gryphon House, Inc. Zero to Three (2008). Caring for Infants and Toddlers in Groups: Developmentally Appropriate Practice. Washington D.C.: Zero to Three. West Education and the Program for Infant and Toddler Care Literature Review The following is a list of research based and trustworthy agencies who share information and techniques on working with infants, toddlers and their families while in group care. The Capital District Child Care Council: The CDCCC is the Child Care Resource and Referral Agency responsible for the production of this checklist. They house the Region Four New York State Infant and Toddler Resource Network. They provide training and technical assistance to childcare providers of all modalities. Visit the website for print materials and information on high quality infant and toddler care. Center on the Social and Emotional Foundations for Early Learning: The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age five. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country. They have a lot of useful information and techniques that can be implemented in the classroom. There is very practical information on temperament. Devereux Center for Resilient Children: DCRC s Mission is to promote social and emotional development, foster resilience and build skills for school and life success in children birth through school-age, as well as to promote the resilience of the adults who care for them. They have an interesting and free newsletter and information and materials that support infant and toddler care. The Early Head Start National Resource Center: The EHS NRC is a center of early childhood expertise that promotes the building of new knowledge and the sharing of information. There are many interesting and research based position papers on high-quality infant and toddler care. They have numerous materials that are helpful in planning for infants and toddlers. The National Association for the Education of Young Children (NAEYC): National Association of the Education of Young Children is the world s largest organization working on behalf of children. They are the nation s leading voice for high quality early childhood education for children birth through age eight. Look for information on best caregiving practices, join and receive their monthly magazine. New York State Early Childhood Advisory Council: The New York State Early Childhood Advisory Council (ECAC) was established in 2009 to provide advice to the Governor on issues related to the development of a comprehensive system of supports and services for young children and their families. Their website houses the NYS Early Learning Guidelines which is a book that breaks down child development for children between the ages of birth and three. It has a user friendly PDF version found at: files/1913/9145/8901/early_learning_guidelines_2013.pdf. The Program for Infant Toddler Care (PITC): PITC is the nation s premier agency for supporting high quality infant and toddler group child care. Their website covers everything from environments to primary caregiving. Zero to Three: Zero to Three is a national, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers. The mission is to promote the health and development of infants and toddlers. Their website has a lot of interesting videos, tipsheets and information on infant and toddler development.