HD Infant and Toddler Reflective Curriculum Planning, Part I
Infant and Toddler Reflective Curriculum Planning Series, Webinar 1. March 5, 2013.Presenters: Dr. Ron Lally and Dr. Peter Mangione, Co-Directors of The Center for Child and Family Studies at WestEd.Event-related resources (PDF of presentation, etc.): In this archived webinar, the presenters give an overview of how to translate research into teacher practice to improve program quality for infants and toddlers. Focusing on current research on how infants and toddlers learn and develop, they discuss a reflective planning process and strategies to assist teachers in their efforts to plan appropriate curriculum for children from birth to three years of age. The reflective process that is described is grounded in observation and documentation of infants and toddlers pursuing their natural learning agenda.Dr. Lally and Dr. Mangione also reference resources for participants to use and present examples to illuminate the principles of Reflective Curriculum Planning. This information lays the necessary groundwork for understanding of Part II in the series. Background to the Series:The California Department of Education, Child Development Division, in partnership with WestEd’s Center for Child & Family Studies, conducted the webinar series—Infant and Toddler Reflective Curriculum Planning. Its purpose is to promote early childhood educators' implementation of high-quality curriculum practices that support the development of the knowledge and skills of infants and toddlers as described in the California Infant/Toddler Learning and Development Foundations.The goal of this two-part webinar series is to provide participating early childhood professionals with a structure they can use to make informed decisions about curriculum practices for Infants and toddlers, and to highlight the newest component of the California Infant-Toddler Learning and Development System: California Infant/Toddler Curriculum Framework. It presents principles, a planning process, and strategies to assist teachers in their efforts to support children’s learning from birth to three years of age. The framework is based on current research on how to facilitate infant and toddler learning in four domains as described in the Infant/Toddler Learning and Development Foundations—social-emotional, language, intellectual, and perceptual and motor development.