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Making Sense of Quality as Babies Do: Loving and Learning Together

Peter L. Mangione, Ph.D.Advanced Training 2014WestEd.org13/18/14Partners for Quality (PQ)Goals:Improve the Quality of Care for Infants and ToddlersAdvance the Profession of Early Care and Education

Strategy:Provide Training and Technical Assistance to Infant and Toddler Programs and Care Teachers

WestEd.org23/18/14Technical Assistance (TA) . . . is the provision of targeted and customized supports by a professional(s) with subject matter and adult learning knowledge and skills to develop or strengthen processes, knowledge application, or implementation of services by recipients.Early Childhood Education Professional Development: Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA). WestEd.org33/18/14Technical Assistance (TA) Supports the reflective processes that professionals need to translate the theories and information learned through education and/or training into best practices.Early Childhood Education Professional Development: Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA). WestEd.org43/18/14Technical Assistance (TA) Most TA methods are relationship-based; they benefit from the building of positive, trusting, and respectful relationships.May be delivered by an individual or a team, to one individual or a group.Early Childhood Education Professional Development: Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA).WestEd.org53/18/14Technical Assistance (TA) May include combinations of information and resource dissemination and referrals, coaching, mentoring, consultation, and professional development advising, peer-to-peer TA, as well as other forms of support. Early Childhood Education Professional Development: Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA). WestEd.org63/18/14Technical Assistance (TA) May be provided face-to-face or through distance, technology-based, or hybrid methods. Early Childhood Education Professional Development: Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA). WestEd.org73/18/14Mentoring . . .is a relationship-based process between colleagues in similar professional roles, with a more-experienced individual with adult learning knowledge and skills, the mentor, providing guidance and example to the less-experienced protg or mentee. Mentoring is intended to increase an individuals personal or professional capacity, resulting in greater professional effectiveness.Early Childhood Education Professional Development: Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA). WestEd.org83/18/14Coaching . . .is a relationship-based process led by an expert with specialized and adult learning knowledge and skills, who often serves in a different professional role than the recipient(s). Coaching is designed to build capacity for specific professional dispositions, skills, and behaviors and is focused on goal-setting and achievement for an individual or group.Early Childhood Education Professional Development: Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA). WestEd.org93/18/14Consultation . . .is a collaborative, problem-solving process between an external consultant with specific expertise and adult learning knowledge and skills and an individual or group from one program or organization. Consultation facilitates the assessment and resolution of an issue-specific concern or addresses a specific topic.Early Childhood Education Professional Development: Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA). WestEd.org103/18/14What does quality mean to babies? Nurturance that helps them:to feel secureto feel confident in who they are to do and learn what theyre able to do and learn WestEd.orgCalifornia Infant/Toddler Learning & Development Program GuidelinesFamily relationships have more influence on a childs learning than any other relationship he has. (p. 10)WestEd.org123/18/14Learning begins in relationships, is informed by relationships, and is stimulated by relationships WestEd.orgLoving and learning are not separate.Carlina RinaldiWestEd.org143/18/14

The Importance of Daily InteractionThrough cultural learning children gain:A feeling of belongingA sense of personal historySecurity in knowing who they are and where they come fromWestEd.org

What the Baby Learns about Self from InteractionI am listened to or not. What I choose to do is valued or it isnt.How I express my emotions is accepted or it isnt.I am allowed to explore or I am not.Mostly my needs are met or they are not.Ron LallyWestEd.orgFamily and Home: The Starting PointChildren build their basic sense of trust, security, and stability on cultural foundations learned at home. Therefore, continuity, consistency, and respect in the early care environment for cultural foundations are essential to childrens growth.Carol Brunson Day. 2013. Culture and Identity Development: Getting Infants and Toddlers Off to a Great Start. In Infant/Toddler Caregiving: A Guide to Culturally Sensitive Care, Second Edition.WestEd.org173/18/14Culturally Responsive ServicesThe goal of culturally responsive care and education is to create and foster an equal playing field for all the infants and toddlers in a program.

Louise Derman Sparks. 2013. Prejudice, Bias, and Inequity in the Lives of Infants and Toddlers. In Infant/Toddler Caregiving: A Guide to Culturally Sensitive Care, Second Edition.

WestEd.orgWestEd.orgA culturally responsive program is committed to open, respectful conversations with each family and ongoing changes to create continuity between the familys home and the program.

Louise Derman-Sparks, 2013

WestEd.orgCultural Communities and Cultural Practices FrameworkThe cultural practices, or routine ways of doing things, define the cultural context in which humans develop. Using this approach, practitioners can explore how culturally based practices drive childrens developmental outcomes.

Wishard Guerra, A., & S. Garrity. 2013. A Cultural Communities and Cultural Practices Approach to Understanding Infant and Toddler Care. In Infant/Toddler Caregiving: A Guide to Culturally Sensitive Care, Second Edition.

WestEd.orgWestEd.orgCulturally Consistent and Culturally Responsive When you understand different values and beliefs, you will be able to collaborate with families to develop harmony between what happens at home and what happens in the program. It may not always be culturally consistent, but if you are at least as responsive as possible, the care you provide for infants and toddlers is more likely to support the culture of the home.

Janet Gonzalez-Mena, 2013WestEd.orgImportance of the Home LanguageKnowing the family language facilitates cultural learning, smooth emotional communication, and the establishment of the relationship between teachers and families in early care settings.

Jia, G. & A. Wishard Guerra. 2013. Creating Collaborative, Reciprocal Relationships with Linguistically Diverse Families. In Infant/Toddler Caregiving: A Guide to Culturally Sensitive Care, Second Edition.

WestEd.orgThe Role of Nonverbal Communication Early in LifeWhether learning one language or two languages, infants and toddlers rely greatly on nonverbal meanssuch as face-to-face contact, gestures, posture, and body contactto communicate with their caregivers.

Collaborating with the family is essential to learning about an infants or toddlers experiences with nonverbal communication at home.

Gisela Jia & Alison Wishard Guerra. 2013.WestEd.org233/18/14California Infant/Toddler Learning & Development Program GuidelinesActivity 1: Watch DVD Clip Providing Family-Oriented Programs and Discuss How to Use in Providing PQ Technical AssistanceWestEd.org243/18/14California Infant/Toddler Learning & Development Program GuidelinesActivity 1: Questions for Small Group Discussion

How might you use this clip in providing coaching?

How might you use this clip as a springboard for further immersion into parts of the infant/toddler learning & development guidelines?WestEd.org253/18/14California Infant/Toddler Curriculum FrameworkPerspectives to Explore:Overarching PrinciplesThe Infant/Toddler Learning ProcessContexts for Infant/Toddler CurriculumThe Reflective Curriculum Planning ProcessLearning and Development Domains

WestEd.org263/18/14California Infant/Toddler Curriculum Framework: Overarching Principles

Family at the core early learning & development Early learning and development relationship-based Emotions drive early learning and developmentResponsiveness fosters learning Individualized teaching and care benefits all children Responsiveness to culture and language supports childrens learning Intentional teaching and care enriches learning Time for reflection and planning enhancesWestEd.org273/18/14California Infant/Toddler Curriculum Framework: Infant/Toddler Learning ProcessInfants follow their own learning agenda.Infants learn holistically.Infants experience major developmental transitions in their first three years.Infants are in the process of developing their first sense of self.WestEd.org283/18/14California Infant/Toddler Curriculum Framework: Contexts for Infant/Toddler CurriculumThe play environment as curriculumInteractions and conversations as curriculumCaregiving routines as curriculum

WestEd.org293/18/14California Infant/Toddler Curriculum Framework: The Reflective Curriculum Planning Process

WestEd.org303/18/14California Infant/Toddler Curriculum Framework: Learning and Development DomainsSocial-Emotional DevelopmentLanguage DevelopmentCognitive DevelopmentPerceptual and Motor Development

WestEd.org313/18/14California Infant/Toddler Curriculum FrameworkActivity 2: Using Activity 2.3A from Infant/Toddler Program Guidelines Workbook to Explore the Context of Caregiving Routines as Curriculum WestEd.org323/18/14California Infant/Toddler Curriculum FrameworkActivity 2: Small groups discuss Activity Activity 2.3A from Infant/Toddler Program Guidelines Workbook WestEd.org333/18/14California Infant/Toddler Curriculum FrameworkActivity 2: Questions for Small Group DiscussionHow might you adapt this activity to use in coaching focused on the principle of family-centered curriculum planning?How might you use this activity in coaching focused on caregiving routines as curriculum? WestEd.org343/18/14California Infant/Toddler Curriculum FrameworkActivity 3: Watch the Curriculum Planning Video Clip from the California Early Childhood Educator Competencies Online Video Resource and Discuss WestEd.org353/18/14California Infant/Toddler Curriculum FrameworkActivity 3: Questions for Small Group DiscussionHow might you use material that addresses practices across the birth-to-five age range for coaching focused on curriculum planning for infants and toddlers?How might this video clip be used to explore quality from the babies point of view? WestEd.org363/18/14What does quality mean to babies? Nurturance that helps them:to feel secureto feel confident in who they are to do and learn what theyre able to do and learn WestEd.orgWe Must Remember . . . How you are is as important as what you do.

Jeree Pawl, 1998

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