Curriculum | VLSTwo of the most basic and at the same time significant questions infant and toddler providers need to consider are: " What should infants and toddlers in my care know? You may have indicated that the "what" question refers to the curriculum, or in other words the experiences and activities you plan and use in your daily interactions with infants and toddlers, and the "how" question refers to the assessment , or in other words the ways in which you find out about infants' and toddlers' development and progress over time. Infants and toddlers attending child-care programs should have a variety of experiences that are developmentally appropriate, intellectually stimulating, engaging, and fun. High-quality programs rely on a written, evidence-based curriculum as the foundation for caregivers to use to plan daily experiences and routines. The curriculum, assessment, and program evaluation your center uses directly impact how you as an infant and toddler teacher manage your classroom.
Developmentally Appropriate Practice (Introduction)
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The Maryland State Department of Education MSDE , responsible for early care and education programs throughout the state, has updated its recommended list of early childhood curricula for 3 and 4 year olds for child care, Head Start programs, and nursery schools. Maryland State Department of Education is in the process of developing a comprehensive curriculum for programs for 3 and 4 year olds. The curriculum will be accessed on line at no cost. A list of supplementary materials and resources that programs may purchase will be provided. Programs implementing MSDE recommended curricula with an expiration date of December can continue to use this curriculum until the time that the new MSDE developed curriculum is available for public use. Once the MSDE developed curriculum is available programs currently implementing MSDE recommended curricula with an expiration date of December will have the choice of:.
How We Teach
Skip to Main Content. Account Management., Our infants and toddlers receive safe and developmentally enriching care under the close supervision of qualified adults, with each classroom of 8 children staffed by 3 teachers.
Professional Resource. Download Files Feb 8, These modules were designed to compliment training offered to early childhood consultants through the National Training Institute at the Department of Maternal and Child Health, University of North Carolina at Chapel Hill. Click here to learn more. This tool kit provides resources, tools, and process suggestions to assist states and territories with strategic planning to support quality child care for infants and toddlers. This technical assistance manual for states and territories describes the process of developing and implementing an Infant Toddler Specialist Network using six state examples.
The need to integrate play into early childhood curriculum has been supported by decades of child development research and is reflected in the most recent documents of such professional organizations as National Association for the Education of Young Children 1,2 and National Research Council. Research on play in the context of Early Childhood Education has addressed two aspects of the play-curriculum relationship. These studies are primarily focused on the respective academic domain or area of development with play viewed as a means to foster child development in these domains. At the same time, there is a long standing tradition in play research that focuses on play itself in its multiple forms e. These contributions are associated with the development of broader competencies such as theory of mind, 18 symbolic representation, 19 and self-regulation 20 that not only affect child development in early years but have long lasting effect in the school years and beyond. Traditionally, the majority of studies from this perspective have been done in naturalistic settings with children engaged in free play with little or no adult guidance.