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Focus on the Program

Infant and Toddler Care : Focus on the Program

Lesson 4 Overview

In this lesson, you'll describe how to set up the physical environment to make it developmentally appropriate for infants and toddlers. You'll also explain how to appropriately interact with infants and toddlers and describe how relationships with families can help the child care professional.

4.1 Describe how to set up the physical environment to make it developmentally appropriate for infants and toddlers Physical Environments READING ASSIGNMENT Read this assignment. Then, read Chapter 12 in your textbook.

Chapter 12 presents contrasting environments and then moves to focusing on health and safety, because those are primary concerns in any caregiving environment. Checklists are good tools to help you evaluate the health and safety of an environment to ensure you don’t forget something important. Health and safety aren’t the only concerns, though. In addition to ensuring children’s health and safety, the caregiving environment should also promote learning in both the play and caregiving areas.

The developmental appropriateness of the environment relates to both safety and learning. When setting up or maintaining a learning environment, the children who use it and the age span of the group must be considered. Although many center-based programs narrow the age span by grouping according to developmental level, mixed-age group programs also exist. Family child care homes often have a wider age span than center-based programs.

Caregivers and others concerned with the environment must give thought to the toys and materials used outside and inside. A high-quality infant-toddler environment has a balance in each of the following five dimensions, which are discussed in your reading assignment:

1. Soft-hard 2. Intrusion-seclusion 3. High mobility-low mobility 4. Open-closed 5. Simple-complex

Other environmental considerations are aesthetics, acoustics, and the degree of order maintained.

Scenario: Routines READING ASSIGNMENT Read the scenario and determine the best response.

Scenario

You’ve just started teaching at an early childhood center. The center director said he recently read that it’s best for toddlers to sit in low chairs and a table rather than in high chairs. He wants to know whether or not making the switch from high chairs to low tables and chairs is beneficial and developmentally appropriate. Use information from the text to discuss whether or not this is a safe and comfortable approach to mealtime and what this says about the philosophy of the program.

Question

What are your thoughts on switching to low tables and chairs and using child-sized serving utensils such as pitchers? What information from the textbook can you share with the director to help him make an informed decision?

Answer

You should talk about the value that low tables and chairs provide over high chairs. You should discuss that low tables and chairs that children can get in and out of themselves add to feelings of independence. Children are able to participate in the problem-solving process by having the ability to leave their chairs to clean up a mess such as spilled water. They also learn independence through serving themselves and eating with child-sized utensils, and pouring from child-sized pitchers.

Key Points

READING ASSIGNMENT

Key Points

When setting up or maintaining a learning environment, the children who use it and the age span of the group must be considered. Caregivers must give thought to the toys and materials used outside and inside. There should be balance between

Soft-hard Intrusion-seclusion High mobility-low mobility Open-closed Simple-complex

Exercise: Physical Environments

Respond to the following based on your reading.

1. _______ is always the first consideration when planning an environment for infants and toddlers.

2. Why must caregivers of young children pay careful attention to what’s being fed to the children in their care?

3. Why should caregivers make an effort to support breastfeeding mothers? 4. Why should honey and corn syrup never be served to infants younger than one year of

age? 5. Where should you store the supplies needed for diapering? 6. Much of the structure in an infant-toddler program originates from a/an _______ 7. What’s the most interesting object in the environment for newborns? 8. What’s the most important factor in a learning environment? 9. What are the spatial needs of infants vs. the spatial needs of toddlers?

Exercise Answer Key: Exercise: Physical Environments

1. Safety

2. The tastes and habits children develop in the first three years can influence them throughout their lifetime.

3. Breast milk is uniquely suited to human infants’ growing needs and offers protections against infection.

4. These foods may contain a certain kind of spore that causes food poisoning in infants. 5. Within arm’s reach of the diapering counter 6. well-planned environment. 7. The human face 8. That it’s developmentally appropriate for the age group 9. Infants can be frightened by lots of space, so a smaller, more confined environment is

appropriate. Toddlers need more space and gross motor challenges.

4.2 Explain how to appropriately interact with infants and toddlers The Social Environment READING ASSIGNMENT Read this assignment. Then, read Chapter 13 in your textbook.

A social environment can be understood only by observing the behaviors of the people in it. A goal for the social environment in infant-toddler programs is that each child develops a good self-concept, which includes body image and cultural and gender identification. Adults sometimes subconsciously treat boys and girls differently. The messages that children receive about gender roles are one aspect of the social environment.

Infants’ and toddlers’ self-concept is influenced by the way they’re treated. To gain high self- esteem, infants and toddlers need to be attached to someone who cares about them. Although the most important attachments occur at home, it’s also important for child care workers to feel an attachment to the children in their care. An adult’s image of the child can be an important factor in attachment and affect the child’s self-image. When caregivers don’t feel attached to a particular child, they sometimes find that careful observation of the child, to improve their understanding, can bring them closer. Holding a positive image of a child and focusing on strengths instead of weaknesses is a strategy for boosting a child’s self-image and self-esteem.

A multicultural approach to curriculum connects to self-concept and supports children’s cultural identity formation. To take a multicultural approach to infant-toddler care means caregivers must perceive and manage cultural differences when they occur so that the outcomes are positive.

The way caregivers guide children’s behavior can influence self-concept. Prevention is the best guidance technique. An environment that’s appropriate for the children within it is a primary form of prevention. Setting limits and being clear about what behavior is unacceptable and then firmly but gently persisting when children test those limits is an effective alternative to punishment. Some punishment techniques that might be effective in one situation might not be effective in another. For example, a “time out” isn’t a punishment when it truly meets a child’s need for less stimulation. When cultural perspectives on discipline vary from program policies and practices, caregivers must respect differences and seek to understand them.

Children need to be around adults who see themselves as worthy—who respect and care for themselves. Such adults provide the models children need. Children are influenced by the behaviors they see in the adults around them, and self-care is one behavior that accompanies high self-esteem.

The idea of an anti-bias approach is best, but not always easy to apply. When adults in a child care program stand for equity and social justice and demonstrate it in their attitudes and related behaviors, children pick up on that aspect of the social environment. They may not be old enough to understand and reason, but infants and toddlers are old enough to model their behavior after adult actions. When adults treat each other with respect and honor differences, they’re teaching children to do the same by setting an example.

Scenario: The Social Enviornment READING ASSIGNMENT Read the scenario and determine the best answer.

Scenario

Abigail’s grandfather wants to volunteer in the toddler room. On the first day, he goes around and introduces himself to the children. He stops by Joey and Samantha who are working together to carry a basket of books to the carpet. Abigail’s grandfather leans down and says

to Joey, “What a strong little man you are!” He then turns to Abigail who is also carrying the books and says, “What a pretty little girl, I love that purple sparkly dress you have on. Let me help Joey with that basket”

Question

What did you notice about the interactions Abigail’s grandfather had with these two toddlers? What was his focus on? What are some strategies you can use to support children’s self- concept of gender identity? What information might you share with Abigail’s grandfather?

Answer

Your answers should reflect on Abigail’s grandfather’s focus on gender. You should also reference strategies from Table 13.2. Principle 1 Involve infants and toddlers in things that concern them. Don’t work around them or distract them to get the job done faster.

Key Points READING ASSIGNMENT

Key Points

A goal for the social environment in infant-toddler programs is that each child develops a good self-concept, including body image and cultural and gender identification. Infants’ and toddlers’ self-concept is influenced by the way they’re treated. To gain high self-esteem, infants and toddlers need to be attached to someone who cares about them. Prevention is the best guidance technique. An environment that’s appropriate to the children within it is a primary form of prevention. When cultural perspectives on discipline vary from program policies and practices, caregivers must respect differences and seek to understand them.

Exercise: Social Environments

Respond to the following based on your reading.

1. What’s the difference between self-concept and self-image? 2. What effect does punishment have on self-esteem?

3. How does an infant in a group childcare setting form his or her identity? 4. _______ is a prerequisite for high self-esteem in infants and toddlers. 5. Define redirection. 6. What’s a strategy that you can use to help expand children’s ideas about gender roles?

Exercise Answer Key: Exercise: Social Environments

1. Self-concept is children’s perceptions of the attributes and abilities they possess that they see as defining who they are. Self-image is the picture a person has of him- or herself, including body image and awareness.

2. Punishment damages self-esteem. 3. By identifying with and imitating caregivers 4. Attachment 5. Redirecting involves diverting a child from what he or she shouldn’t be doing to

something else that’s more acceptable 6. Any of the following:

Be careful not to treat boys and girls differently. Model expanded gender roles for yourself. Avoid exposing children to media messages that show stereotyped gender roles. Watch your language so you don’t link occupation with gender.

4.3 Describe how relationships with families can help the child care professional Adult Relations in Infant-Toddler Care and Education Programs READING ASSIGNMENT Read this assignment. Then, read Chapter 14 in your textbook.

Developing positive relationships with the adults in a child’s life—with their families and, if in a center-based setting, with fellow staff members—is essential to a quality child care program. Children learn about relationships by being exposed to adults building healthy relationships with one another.

Some people go into the child care profession because they prefer children to adults, which can make it hard when they learn how important adult relationships are. Typically, new caregivers see the child as their client, and it takes time to understand that the parent is the true client. The ultimate goal is for caregivers and parents to see one another as partners.

Open communication with each family is a key component in making sure that you’re successfully meeting the needs of all the children in your care. Parent education is a two-way street. Both parents and child care professionals have much to gain from observing one another and working together.

The child's health and welfare are related to that of their family. Some families face special kinds of challenges. Some have children with special needs, while others operate outside their own cultural and/or language groups. When challenges are too big for the program or family child care provider to meet, referral to an outside source of assistance may be necessary. As a last resort, it may become clear that a particular child’s needs would be better met in a different program.

Although much of this assignment is devoted to parent-caregiver relations, relations among staff members in center-based programs or family members in family child care programs are also important.

Scenario: Adult Relations READING ASSIGNMENT Read the scenario and determine the best response.

Scenario

Your classroom is full of fun, but sometimes messy experiences. You have a sand and water table, an easel with paint, and a mud kitchen outside. It’s the end of the day and Jaxon’s mother is picking him up to go home. As she walks through the door, she lets out a huge groan and says, “Not again! Every day when I pick you up, you have dirt on your pants!” She storms over to you and angrily asks, “Why do you allow Jaxon to get so dirty at school?”

Question

How would you handle this situation? Choose an answer and support with information from the text. (A) Tell Jaxon’s mom your philosophy is children learn by getting messy, and she

unfortunately just has to deal with it. (B) Let Jaxon’s mom know you heard her by repeating what she said, “You seem frustrated that Jaxon’s clothes are messy. Express your feelings on “messy” play. Let Jaxon’s mom know your feelings on the role of messy play in learning, but ultimately work together to create a solution that works for you both. (C) Tell Jaxon’s mom you promise he will never come home messy again and keep him away from all messy sensory experiences from that point on.

Answer

Answer (B) is correct. You should include information from the chapter about active listening and information regarding compromise and conflict resolution with families under the section “When Just Listening Isn’t Enough”. Both parties should state their feelings on the issue at hand. Instead of convincing a parent that one way is “right” or “wrong” the caregiver and parent should sort out the differences and brainstorm possible solutions.

Key Points READING ASSIGNMENT

Key Points

Children learn about relationships by being exposed to adults building healthy relationships with one another. Open communication with each family is a key component in successfully meeting the needs of all the children in your care.

Graded Project READING ASSIGNMENT Your project must be submitted as a Word document (.docx, .doc)* or Rich Text Format file (.rtf)*. Your project will be individually graded by your instructor and therefore may take up to five to seven days to grade. Be sure that your document contains a Title Page indicating the following information:

Project name/title of paper Your name Your student ID number Name of school Course number and name Project number Date of submission

To submit your graded project, follow these steps:

Log in to your student portal. Click on Take Exam next to the lesson you’re working on. Find the exam number for your project at the top of the Project Upload page. Follow the instructions provided to complete your exam.

Be sure to keep a backup copy of any files you submit to the school!

Overview

The Focus on the Program project involves real-world observations related to what you’ve learned throughout this course. To complete this assignment, you'll spend time observing the three-R interactions as outlined in your course textbook via the videos provided under the assignment instructions. This final project takes the place of a proctored exam and is worth 33% of your final course grade.

Instructions

Step One: For this assignment, you'll observe the videos below, take notes, and record in detail specific examples of the teachers or caregivers in each setting providing the three-R interactions of quality infant and toddler care. You must document one instance of respectful care, one instance of responsive care, and one instance of reciprocal care being provided in each observed setting; in the end, you’ll have six (6) instances of three-R interactions total.

Infant Classroom:

https://youtu.be/LIjjCDBchSw (youtu.be/LIjjCDBchSw)

Toddler Classroom:

https://youtu.be/GSR8PIGLkZY (youtu.be/GSR8PIGLkZY)

Step Two: After observing and documenting your observations, you’ll write a report describing each interaction you witnessed, along with your assessment of whether or not the caregivers you observed provided respectful, responsive, and reciprocal care to the children in their charge. Your completed essay will consist of two parts; part one will focus on your infant observations, and part two will focus on your toddler observations. In the end, you'll have 16 fully developed paragraphs of four to six sentences each.

Use the outline below to help organize your essay.

https://youtu.be/LIjjCDBchSw

https://youtu.be/GSR8PIGLkZY

Paragraph One. Begin with an introductory paragraph that introduces the reader to the setting in the infants’ classroom and previews what the reader will be learning in your report. For example, where does the observation take place? How many teachers, teacher’s assistants, or caregivers are present?

Paragraph Two. Describe in detail an instance when you observed the infants’ teacher providing respectful care. Provide objective (fact-based) observations. What did respectful care look like? How did you recognize the care being provided was, in fact, respectful care? What was the environment or event, situation or challenge the teacher encountered in that moment? What did the teacher do? What did the teacher say? What were the teacher’s facial expressions, body language, and tone of voice? How did the infant react and respond to the teacher when they were provided with respectful care? Use descriptive details and be specific in sharing your observations within your report.

Paragraph Three. Assess the quality of respectful care provided by the infants’ teacher above. Do you believe the infants’ teacher was effective in providing respectful care? What did he or she do well? In your opinion, what should he or she have done differently or done better? What would you have done if you were the infants’ teacher? What did you learn from your observation of this type of care? What will you do if/when you encounter a similar event in your infants’ classroom?

Paragraph Four. Repeat the steps above, this time describing an instance when you observed the infants’ teacher providing responsive care. Provide objective (fact-based) observations. What did responsive care look like? How did you recognize the care being provided was, in fact, responsive care? What was the environment or event, situation or challenge the teacher encountered in that moment? What did the teacher do? What did the teacher say? What were the teacher’s facial expressions, body language, and tone of voice? How did the infant or infants react and respond to the teacher when they were provided with responsive care? Use descriptive details and be specific in sharing your observations within your report.

Paragraph Five. Assess the quality of responsive care provided by the infants’ teacher above. Do you believe the infants’ teacher was effective in providing

responsive care? What did he or she do well? In your opinion, what should he or she have done differently or done better? What would you have done if you were the infants’ teacher? What did you learn from your observation of this type of care? What will you do if/when you encounter a similar event in your infants’ classroom?

Paragraph Six. Repeat the steps above, this time describing an instance when you observed the infants’ teacher providing reciprocal care. Provide objective (fact- based) observations. What did responsive care look like? How did you recognize the care being provided was, in fact, reciprocal care? What was the environment or event, situation or challenge the teacher encountered in that moment? What did the teacher do? What did the teacher say? What were the teacher’s facial expressions, body language, and tone of voice? How did the infant or infants react and respond to the teacher when they were provided with reciprocal care? Use descriptive details and be specific in sharing your observations within your report.

Paragraph Seven. Assess the quality of reciprocal care provided by the infants’ teacher above. Do you believe the infants’ teacher was effective in providing reciprocal care? What did he or she do well? In your opinion, what should he or she have done differently or done better? What would you have done if you were the infants’ teacher? What did you learn from your observation of this type of care? What will you do if/when you encounter a similar event in your infants’ classroom?

Paragraph Eight. Summarize your observations, and share what you’ve learned in your time, observations, and assessments in the infants’ classroom. Share several suggestions for improvement. What are your views of respectful, responsive, and reciprocal care in infants’ care? In your own practice, how will you know when to provide each type of care?

Paragraphs Nine through Sixteen. Following the steps outlined above, next share your detailed observations and assessments of the three-R interactions observed in the toddlers’ setting.

Writing Guidelines

1. Type your submission, double-spaced, in a standard print font and size. Calibri 11, Arial 11, and Times New Roman 12 are all recommended fonts and sizes. Use a standard

document format with one-inch margins. 2. Include a title page in APA format that includes your full name, the name and number of

this assignment, the name and number of this course, the name of the school, and the date of submission. Refer to the Sample APA Paper for ECE Students on the Early Childhood Learning Resource Center.

3. Be sure to cite all sources used to support your writing using in-text citations in the body of your essay and a references page at the end; use APA format* for both.

4. Review the grading rubric that follows this section to ensure all portions of the assignment are satisfied.

5. For additional guidance on completing this assignment, you're encouraged to access and review the course resources available on the Early Childhood College Programs and Courses Learning Resource Center: https://pflibrary.pennfoster.edu/earlychildhoodcenter/college (pflibrary.pennfoster.edu/ea rlychildhoodcenter/college)

*To learn how to cite sources in APA format, please review all available APA resources on the Early Childhood Learning Resource Center: https://pflibrary.pennfoster.edu/earlychildhoodcenter/college (pflibrary.pennfoster.edu/earlych ildhoodcenter/college)

Grading Rubric

Your final project will be graded according to the following rubric.

Focus on the Program Project

Grading Criteria Exemplary100–90 Proficient

89–80 Fair

79–70 Poor 69–0

Introductions The introductory paragraphs introduce the reader to the setting in the infants’ classroom and previews what the reader will be learning in your report. For example, where does the observation take place? How many teachers, teacher’s assistants, or caregivers are present?

10–9 8–7 6–5 4–0

https://pflibrary.pennfoster.edu/earlychildhoodcenter/college

Three-R Interactions The student has included detailed, objective documentation of one respectful interaction, one responsive interaction, and one reciprocal interaction between a caregiver and a child in each setting (six interactions total). The student’s descriptions correctly identify the type of interaction observed.

30–26 25–23 22–20 19–0

Assessment of Care The student has included detailed assessments of the quality of the respectful, responsive, and reciprocal interactions observed in each setting (six assessments total). The student’s assessments identify the effectiveness of the caregiver’s interaction with the child, what was done well, and what could be improved upon for future interactions. The student has explained what they've learned from the observed interaction.

40–36 35–33 32–30 29–0

Conclusions The conclusions summarize the student’s observations in each setting and share what has been learned through the student’s experiences with observations and assessments of three-R interactions. Several suggestions for improvement are included as well as the student’s views of respectful, responsive, and reciprocal care.

10–9 8–7 6–5 4–0

Overall Formatting and Mechanics Grammar, spelling, and format are appropriate, including components of APA and professionalism.

10 9 8–7 6–0

Exercise: Adult Relationships in Infant-Toddler Care

Respond to the following based on your reading.

1. List the three stages that caregivers commonly go through when they begin working with children.

2. When should communication with parents become a priority? What information can you collect from families that will help in forming a relationship?

3. What’s the main idea behind the Parent Services Project (PSP)? 4. What emotions are parents often covering up with anger? 5. How can you let parents know that you really heard them? 6. _______ is the key to adult relationships. 7. When would you refer a parent of a child who isn’t doing well in your program to an

outside source for assistance?

Exercise Answer Key: Exercise: Adult Relationships in Infant-Toddler Care

1. The stages a caregiver often goes through include the following:

Caregiver as savior Caregiver as superior to parents Caregiver as partner to parent and or family

2. From day one. It's helpful to collect information about the family's daily routine, habits, special needs, and ways of communicating.

3. The idea is to care for children by ensuring the well-being of the parents. 4. They’re often covering their own insecurities, their conflicting feelings, and their feelings

of guilt and stress with anger. 5. By restating the parents’ own words 6. Respect 7. After you’ve exhausted all other options and you’re still not meeting the child's needs.

Lesson 4 Review

Self-Check 1. Why is it a good idea to use checklists? a. They help you determine when to add certain toys to the environment. b. They help you evaluate the health and safety of the environment and ensure you don't forget anything. c. They help you keep track of the number of children in the environment. d. They help you evaluate the five dimensions. 2. What should the caregiving environment promote? a. Learning at home using flashcard materials and areas where the family caregiving routines are carried out b. Specific toy brands and other enrichment materials that enhance the caregiving routine c. Specific schedules and calendars that detail the caregiving routine d. Learning in both the play areas and the areas where caregiving routines are carried out 3. Luce notices that Micah, a toddler in her care, has become picky about what he will and won't eat. Luce confirms with Micah's parents that he isn't eating as well at home, and his

parents often must cajole him into taking a few bites. Luce suggests that they try to get Micah to play more actively outside before mealtimes and to then offer a variety of small amounts of food at mealtimes from which Micah can choose what and how much he eats without urging him to eat more. How will these changes help Micah eat more and potentially avoid becoming a picky eater? a. By providing fresh air and exercise before meals and allowing Micah to choose how much he'll eat from a variety of nutritious foods, Micah will work up an appetite for what he's served. The small portions may also encourage him to eat most or all of what's on his plate. b. By providing fresh air and exercise before meals and allowing Micah to choose how much he'll eat from a variety of nutritious foods, Micah will have more control over his parents and caregivers, which may encourage him to eat more with less fuss. c. By providing fresh air and exercise before meals and allowing Micah to choose how much he'll eat from a variety of nutritious foods, he'll be too tired to be fussy about eating all of the food he's given. d. By providing fresh air and exercise before meals and allowing Micah to choose how much he'll eat from a variety of nutritious foods, Micah will receive the message that exercise is important. The small portions will encourage him to eat most or all of what's on his plate because he will become afraid that he won't get enough to eat if he fusses about food. 4. Elani cares for six toddlers. One toddler, Marta, has some physical disabilities that require her to use a wheelchair most of the time because she can't walk. During playtime, Elani has verified that it's safe to help Marta out of her wheelchair onto the shared play mat with the other children. Elani places a number of toys on the mat and carefully observes the children but allows them to move around their environment freely. Though most other children can walk, Marta can only crawl to reach the toys she wants. Sometimes another toddler will hand Marta a toy she points at, and sometimes Marta must get the toy for herself. Marta will smile and wave the toy when she reaches it. What message do you think Marta is receiving from this playtime environment? a. By failing to have the toys she wants handed to her, Marta may feel as though Elani doesn't like her and may develop poor self-esteem. b. By including Marta and allowing her to move around the environment with the other children, she may feel encouraged to develop her motor skills within her abilities as well as her social skills. c. By removing Marta from her wheelchair—her main source of mobility—Marta may feel she has lost her freedom to get around and play with the other children.

d. By placing Marta on the mat with the other children but not helping her to reach toys, Marta may feel separate from the other children and deprived of learning opportunities. 5. Pat is setting up a new caregiver space that has 600 square feet, as well as a diapering and napping area. The business will have three staff members as well as Pat. If Pat wants to provide care for infants and toddlers from birth to 36 months, what are the recommended guidelines for the number of children to be cared for? a. In a 600-square-foot area with separate diapering and napping spaces, the four staff members should be able to care for up to 16 children, with each staff member caring for no more than four children under the age of 24 months. b. In a 600-square-foot area with separate diapering and napping spaces, the four staff members should be able to care for up to 12 children, with each staff member caring for no more than three children under the age of 24 months. c. In a 600-square-foot area with separate diapering and napping spaces, the four staff members should be able to care for up to eight children, with each staff member caring for no more than two children under the age of 24 months. d. In a 600-square-foot area with separate diapering and napping spaces, the four staff members should be able to care for up to six children, with each staff member caring for no more than one child under the age of 24 months. 6. At the end of each day, Cara gathers all plastic toys in her toddler classroom and washes them in warm soapy water. She also cleans all surfaces with disinfectant wipes, mops the tile floor, and vacuums the thick carpet. Another caregiver, Paula, observes Cara's routine and says Cara doesn't need to perform all the tasks daily. What do you think is the best response that Cara could make? a. Cara should remind Paula that cleaning the classroom is part of their job responsibilities. b. Cara should tell Paula that she wants to maintain a clean classroom so that she can ask for a raise. c. Cara should ask Paula to help clean up so that Paula will understand the importance of cleaning the classroom. d. Cara should remind Paula that good health and safety practices state that caregivers should wash toys, disinfect surfaces, and mop and vacuum daily because the children may put items in their mouths or chew and suck on items on the floor or other surfaces. 7. Obesity is a big problem in the United States. Why else is it important for caregivers to

have concern about infant and toddlers' dietary habits? a. During children's first three years, caregivers must be responsible for helping different cultures change dietary habits even if the changes violate cultural restrictions. b. During their first three years, children may develop tastes and habits that can influence them throughout their lives. c. During children's first three years, caregivers must be responsible for setting limits on candy, doughnuts, and other low-nutrition foods. d. During their first three years, children's diets should severely restrict fat. 8. Jamie wants to help mothers feel comfortable continuing to feed their babies breast milk at her child care facility. What are some environmental cues that will help mothers feel more comfortable? a. A collapsible stool kept in the infant's napping room for mothers to use while breastfeeding, a cooler in the room for storing breast milk so that the milk will be close by when the baby gets hungry, and a safety and guidelines poster on the wall b. A rule that tells mothers they can only bring expressed milk for babies, a refrigerator for the milk, and a microwave near the refrigerator for heating the milk before feeding the baby c. A cot in the bathroom for mothers to use while breastfeeding and clean blankets mothers can use to cover up while feeding their babies d. A private space with a comfortable chair for mothers to use while breastfeeding, a refrigerator/freezer space for storing breast milk, and a poster on the refrigerator with a checklist detailing proper storage and handling guidelines 9. Janelle, an experienced caregiver, has a new assistant, Candy, in the toddler classroom. Janelle asks Candy to prepare some finger foods for the children's lunch. To help make it easier for the children to grasp their hot dogs, Candy cuts each one into round slices and then brings the food to the children at a table in the classroom. Before they can start to eat, Janelle tells Candy to quickly take the plates from the children. What do you think is the most important reason why Janelle intervened? a. Janelle is worried because children can easily choke on hot dog rounds. b. Janelle is worried because the children might start to eat before they can say grace. c. Janelle is worried that the hot dogs have cooled off too much since Candy took the time to cut them into rounds. d. Janelle is worried because she didn't remind Candy to wear gloves while preparing the food. 10. Angela owns a home-based child care facility that has a mixed-age group of children.

She's very concerned about providing a stimulating learning environment for all the children, though it's not always easy. Angela notices that Deena, a new caregiver, often leaves the two older but immobile infants she cares for in restrictive car seats or high chairs or in their cribs. What should Angela ask Deena to do to provide better interaction with the infants and a more stimulating learning environment? a. Angela should ask Deena to make sure the infants remain in their restrictive seats but are placed in the center of the other children's activities so that the infants are stimulated and engaged. b. Angela should ask Deena to carry one infant with her during the morning shift and one infant during the afternoon shift as Deena performs her work duties to ensure the infants receive enough attention and engagement. c. Angela should ask Deena to use playpens and spend time with the infants on floor mats since older infants who are immobile need expanded space but must have some protection when the older children are playing nearby. d. Angela should ask Deena to put the infants in a crib together so that they'll have company and to check on them periodically throughout the day. 11. Kiki's classroom has a large, open, carpeted space. At various places around the open space, she sets up play stations with age-appropriate playsets and toys. She also includes an area with several large, soft pillows and sturdy books and creates a nook out of curtains that contains a bean bag chair and plush toys. What kind of social environment do you think Kiki has created? a. Kiki created a social environment where toddlers can become overstimulated by too much space and freedom and may need to spend quiet time in the nook area. b. Kiki created a social environment where toddlers can experience a range of interactions that encourage their development of motor and social skills and where they can feel comfortable whether they want to be alone, such as in the nook, or want to play energetically or quietly with one another. c. Kiki created a social environment where toddlers must play with one another and participate as part of the group to encourage development of motor and social skills. Toddlers who want to be alone in the nook area may require additional social and psychological help to ensure they don't fall behind their peers. d. Kiki created a social environment where toddlers must remain active throughout the day so that they'll eat and sleep properly at appropriate times. Toddlers who grow tired may rest on the large pillows or in the nook area.

12. Tyra arranges her toddler classroom with a large, open area in the middle, tables and chairs in the back where they're near a sink and the separate bathroom, and with shelves, cubby holes, and hooks near the main entrance. Tyra is using what kinds of cues to influence behavior in the learning environment? a. Tyra is using a behavioral environment that limits and confines certain behaviors, such as eating at the table, to help toddlers learn the classroom rules. b. Tyra is using a structured environment that provides cues to help the toddlers learn what they should do in each area, such as hanging up their coats near the entrance of the classroom in the arrival and departure area. c. Tyra is using a cognitive-behavioral environment to encourage the toddlers to use physical items in order to help them determine what they should think about the classroom rules. d. Tyra is using a Torelli environment that helps toddlers feel more comfortable in a large room by grouping items into various stations. 13. What is a primary disadvantage of a family home childcare environment? a. Some activities of the people in the family home may be less suitable for the infants and toddlers being cared for to witness. b. Some infants and toddlers being cared for may not adjust well to the home care environment. c. Some people in the family home may dislike having infants and toddlers in the house. d. Some homes can't be made safe enough to properly care for infants and toddlers in the house. 14. What is the primary philosophy of the Pikler Institute as it relates to infants and learning? a. To help infants discover from the beginning that the world is rigid and filled with rules they must learn to become successful b. To help infants discover from the beginning that they have physical limitations but unlimited imaginations c. To help infants discover from the beginning that they should remain passive but alert to the world around them so that they make fewer mistakes when trying something new d. To help infants discover from the beginning that they're competent learners capable of exploring the world and learning about it 15. Betty, an experienced caregiver, provides care for two infants, Colin and Serafina, both six months old. Betty notices that Serafina is much fussier during feedings than Colin is.

Betty tries various approaches to make feeding time less stressful without much success. What else could Betty do to improve feeding time for Serafina? a. Betty could talk to Serafina's mother to determine if the feeding time concern is also happening at home and the two women could discuss strategies Betty might try. b. Betty could consult a child care manual on infant feeding. c. Betty could change the times that she feeds Serafina. d. Betty could wait for the problem to resolve itself. 16. Lola has a toddler classroom with six toddlers. Lola notices that Abdul, 24 months, is interested in the other children's food at mealtimes and will sometimes try to take meat from the other children's plates. Lola is pleased that Abdul is interested in eating but concerned because his parents' cultural beliefs include the decision to avoid eating meat. What should Lola do? a. Lola should tell Abdul's parents that Abdul wants to eat meat. b. Lola should allow Abdul to eat small bites of meat when he expresses interest. c. Lola should talk with Abdul's parents to find out how they would like to approach Abdul's interest in eating meat. d. Lola should remove Abdul from the table if he persists in trying to take food from other children's plates. 17. Ethan, a toddler with some developmental disabilities as well as vision problems, wants to play tag with the other toddlers on the facility playground. However, Ethan's parents forbid him to play tag outside. They fear he will get hurt since his abilities to walk, run, and see aren't as developed as the other toddlers' skills. Cora, Ethan's child care teacher, believes that Ethan is capable of playing with the other children and wants to help him improve his developmental and social skills. However, Cora also wants to respect Ethan's parents. What's one way that Cora might find to improve the situation for Ethan and his parents? a. Cora could educate Ethan's parents about the importance of Ethan developing his physical and social skills within his abilities. b. Cora could assign another child care provider to read to Ethan while the other children play tag. c. Cora could bring Ethan outside with her to watch while the other children play tag. d. Cora could work with Ethan's parents to ensure she understands the full range of Ethan's health issues and then work with their concerns to adapt the game to lower the risk of Ethan being injured. 18. Why should caregivers communicate with parents on a daily basis about their infants?

a. To build mutual benefit for the provider and parents to ensure communications remain clear and successful b. To build mutual understanding and trust and to ensure the welfare and optimal development of the infant c. To build communication channels so that rules and regulations are followed and administrative tasks are completed in a timely manner d. To build trust so that parents know the child care provider will follow any rules they set for their child 19. Fiona, a caregiver for toddlers, send a picture home with Eli, 28 months, where Eli is wearing a princess gown and a tiara. Eli's mother strongly objects and insists that under no circumstances should Eli be allowed to wear a dress or other "girls' clothes." At dress-up time, Eli wants to wear a tutu. What should Fiona do? a. Fiona should allow Eli to wear the tutu but ensure no other adult sees him. b. Fiona should tell Eli that he needs to dress like a boy and find a boy's outfit for him. c. Fiona should discontinue dress-up time and read a cowboy story instead. d. Fiona should redirect Eli to a different outfit that wouldn't traditionally be worn by girls. 20. How can communicating clear policies about their children's health records help prevent illness in a child care facility? a. Having clear policies in place can help alert parents to when a child must be excluded from child care for health reasons. b. Having clear policies in place can help parents keep track of immunization requirements. c. Having clear policies in place can help childcare facilities legally protect themselves if illness breaks out. d. Having clear policies in place can help other parents know which child is to blame if illness breaks out.

Self-Check Answer Key

1. They help you evaluate the health and safety of the environment and ensure you don't forget anything. Explanation: It's a good idea to use checklists to help you evaluate the health and safety of the environment and ensure you don't forget anything. Reference: Section 4.1

2. Learning in both the play areas and the areas where caregiving routines are carried out Explanation: The caregiving environment should promote learning in both the play areas and the areas where caregiving routines are carried out. Reference: Section 4.1

3. By providing fresh air and exercise before meals and allowing Micah to choose how much he'll eat from a variety of nutritious foods, Micah will work up an appetite for what he's served. The small portions may also encourage him to eat most or all of what's on his plate. Explanation: The changes Luce suggests may help Micah eat more and avoid becoming a picky eater by helping him work up an appetite. The small portions may be less overwhelming and easier for him to manipulate so that he can choose what and how much he eats. Reference: Section 4.1

4. By including Marta and allowing her to move around the environment with the other children, she may feel encouraged to develop her motor skills within her abilities as well as her social skills. Explanation: Including Marta and allowing her to move around with the other children in her own way can help her develop her motor skills and interact naturally, encouraging her to develop social skills. Reference: Section 4.2

5. In a 600-square-foot area with separate diapering and napping spaces, the four staff members should be able to care for up to eight children, with each staff member caring for no more than two children under the age of 24 months. Explanation: In the Far West Laboratory for Educational Research and Development and the California Department of Education guidelines, a 600-square-foot area with separate diapering and napping spaces and four staff can care for up to eight children, with each staff managing no more than two children under 24 months. Reference: Section 4.1

6. Cara should remind Paula that good health and safety practices state that caregivers

should wash toys, disinfect surfaces, and mop and vacuum daily because the children may put items in their mouths or chew and suck on items on the floor or other surfaces. Explanation: Paula should know cleaning the classroom is part of her job. Reminding Paula why it's important to clean may encourage her to perform these required tasks. Cara doesn't need to lie, say she cleans to get a raise, or ask for Paula’s help. Reference: Section 4.1

7. During their first three years, children may develop tastes and habits that can influence them throughout their lives. Explanation: With obesity on the rise, caregivers and parents should have concern about children's dietary habits. During their first three years of life, children may develop tastes and habits that will last throughout their lives, so helping to develop good nutrition early may benefit children both now and later. Reference: Section 4.1

8. A private space with a comfortable chair for mothers to use while breastfeeding, a refrigerator/freezer space for storing breast milk, and a poster on the refrigerator with a checklist detailing proper storage and handling guidelines Explanation: Jamie can use environmental cues for helping mothers to feel comfortable continuing to breastfeed by including a private space with a comfortable chair for mothers to use while breastfeeding, a refrigerator/freezer space for storing breast milk, and a visible checklist detailing proper storage and handling guidelines. Reference: Section 4.1

9. Janelle is worried because children can easily choke on hot dog rounds. Explanation: Janelle intervened because it isn't safe to give toddlers hot dogs cut into round pieces because children can easily choke on them. Instead, Candy should have cut the hot dogs lengthwise and then into smaller pieces. Reference: Section 4.1

10. Angela should ask Deena to use playpens and spend time with the infants on floor mats since older infants who are immobile need expanded space but must have some protection when the older children are playing nearby. Explanation: To provide more interaction and a stimulating learning environment for the

two older but immobile infants, Angela should ask Deena to use playpens and spend time with the infants on floor mats since older immobile infants need expanded space but must have protection when the older children are playing nearby. Reference: Section 4.2

11. Kiki created a social environment where toddlers can experience a range of interactions that encourage their development of motor and social skills and where they can feel comfortable whether they want to be alone, such as in the nook, or want to play energetically or quietly with one another. Explanation: The variety of activities and spaces allows toddlers to choose what they want to do with greater self-direction. While some toddlers may become overstimulated or work up an appetite, it's unlikely they'll do so because the environment offers too much space and freedom. Reference: Section 4.2

12. Tyra is using a structured environment that provides cues to help the toddlers learn what they should do in each area, such as hanging up their coats near the entrance of the classroom in the arrival and departure area. Explanation: Tyra is using a structured environment that provides cues to help the toddlers learn what they should do in each area. By planning and maintaining the environment so toddlers consistently perform the same actions in that environment, Tyra is socializing the toddlers to have expectations for various behavioral settings. Reference: Section 4.2

13. Some activities of the people in the family home may be less suitable for the infants and toddlers being cared for to witness. Explanation: A primary disadvantage of a family home environment is that some activities may be less suitable for the infants and toddlers being cared for. For example, a teenager constantly watching television in front of the infants and toddlers may be modeling unsuitable behavior. Reference: Section 4.2

14. To help infants discover from the beginning that they're competent learners capable of

exploring the world and learning about it Explanation: The Pikler Institute's main philosophy is to help infants discover from the beginning that they're competent learners capable of exploring the world and learning about it. The Pikler Institute doesn't encourage viewing the world as full of rules as a place to remain passive and avoid making mistakes. Reference: Section 4.2

15. Betty could talk to Serafina's mother to determine if the feeding time concern is also happening at home and the two women could discuss strategies Betty might try. Explanation: Betty could talk with Serafina’s mother to gain more information about the problem. By working with the family, Betty may be able to resolve the problem or bring awareness to any underlying problems that may affect Serafina's health and well-being. Reference: Section 4.3

16. Lola should talk with Abdul's parents to find out how they would like to approach Abdul's interest in eating meat. Explanation: Working with parents to ensure respect of cultural beliefs is a critical aspect of childcare, so Lola should talk with Abdul's parents for preferred ways to approach his interest in eating meat. Whatever his parents decide, it's important for Lola to share information with them and respect their beliefs. Reference: Section 4.3

17. Cora could work with Ethan's parents to ensure she understands the full range of Ethan's health issues and then work with their concerns to adapt the game to lower the risk of Ethan being injured. Explanation: Cora can find a solution to respecting parental concerns while helping Ethan to develop. She can work with Ethan's parents to ensure she understands the full range of his health issues and then address their concerns to adapt the game and lower the risk of Ethan being injured. Reference: Section 4.3

18. To build mutual understanding and trust and to ensure the welfare and optimal development of the infant Explanation: Caregivers should have daily communication with parents about their

infants to build mutual understanding and trust and to ensure the welfare and optimal development of the infant. Reference: Section 4.3

19. Fiona should redirect Eli to a different outfit that wouldn't traditionally be worn by girls. Explanation: Fiona must honor Mrs. Charm's objections even if she disagrees, so when Eli wants to wear a tutu, Fiona should redirect him to a different outfit. It’s possible caregivers and parents will disagree about what's best, and under most circumstances, the caregiver will need to respect the parents’ wishes. Reference: Section 4.3

20. Having clear policies in place can help alert parents to when a child must be excluded from child care for health reasons. Explanation: Child care facilities should maintain separate and confidential health records on each child with help from the child's parents. Having clear policies in place can help alert parents to when a child must be excluded from child care for health reasons. Reference: Section 4.3

Flash Cards 1. Term: Self-Concept Definition: Part of a child's identity development related to body image, culture, and gender identification. Factors such as attachment, an adult's image of the child, using a multicultural approach, and how a child's behavior is guided can all influence high self-esteem and a child's concept of him or herself.

2. Term: High-Quality Infant-Toddler Environment Definition: An environment that balances five environmental dimensions, including soft-hard, intrusion-seclusion, high mobility-low mobility, open-closed, and simple-complex

3. Term: Multicultural Approach Definition: Caregivers must perceive and manage cultural differences when they occur so that the outcomes are positive.

4. Term: Prevention Definition: A guidance technique that includes an appropriate environment, sets limits, clearly identifies acceptable behavior, and gently but firmly persists in addressing unacceptable behaviors

5. Term: Self-care Definition: A practice by adults who see themselves as worthy and demonstrate respect and care for themselves

6. Term: Open Communication Definition: A key component to ensure you're meeting the needs of all children in your care by talking and sharing information with the family

7. Term: Structure Definition: A plan or setup of a physical environment that gives a clear message or expectation that influences one’s behavior in such a space. It's most important for an environment for young children to be structured in a developmentally appropriate manner.

8. Term: Learning Tool Definition: Anything that's safe and interesting can be a source of learning for an infant or a toddler. Some examples are books, scarves, flannel boards, cardboard boxes, and blocks.

9. Term: Self-image Definition: The picture a person has of himself or herself. Part of self-concept, one’s perception of oneself, relates to body image and awareness

10. Term: Body Awareness Definition: Knowing where one’s body is in space and learning its capabilities. Seen to emerge in infants and toddlers as their motor skills develop.

11. Term: Redirection Definition: A guidance strategy for changing children’s unacceptable or disruptive behavior. The idea is to help children move their energy in a different direction and involve them in

some positive activity. Redirection may look like distraction, but it's different.

12. Term: Needs and Service Plans Definition: Information regarding the child and family’s routine, habits, special needs, and ways of communicating. Also, any needs, concerns, or requests for social support or intervention. Opening communication between the family and community resources is one important goal of a needs and services plan.

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