Teaching and Learning with Infants and Toddlers

Where Meaning Making Begins, Second Edition

Häftad, Engelska, 2020

AvMary Jane Maguire-Fong

489 kr

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In the short span of three years, infants learn to move with confidence and grace, to converse with ease, to investigate and solve problems, and to help others in need—building an exquisite foundation for all learning that follows. Maguire-Fong has updated her groundbreaking book designed to assist pre- and inservice professionals working with infants and their families. Each chapter draws from research and real-life infant care settings to provide valuable insights into how to design an infant care program, plan curriculum, assess learning, and work with families. This popular resource is inspired by the philosophy of early childhood education developed in the schools in Reggio Emilia, Italy; from the work of Magda Gerber and Emmi Pikler; and from the many dedicated researchers intent on figuring out how infants make meaning.Book Features:Explicit examples that illustrate how to teach in ways that respect how infants learn.A new in-depth section describing how to plan curriculum by observing, documenting, and interpreting infants' play and interactions.A newly illustrated section that describes how play spaces, daily care routines, and everyday conversations and interactions can be transformed into contexts for learning that fully support infants' amazing capacity to learn.Examples of curriculum planning and assessment that align well with state and national performance standards and curriculum frameworks.

Produktinformation

Utgivningsdatum2020-10-02
Mått215 x 279 x 10 mm
Vikt462 g
FormatHäftad
SpråkEngelska
Antal sidor192
Upplaga20002
FörlagTeachers' College Press
ISBN9780807764183

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Foreword to the First Edition J. Ronald LallyPrologue to the First Edition T. Berry BrazeltonPrefacePart I. How Infants Learn1. Infants as Active Meaning-MakersInfants Are Born ResearchersInfants as Subjects, Not ObjectsA Triangle of Relationships from Research to Practice: Education Begins in Infancy2. Relationships Shape the Developing BrainSequence of Brain DevelopmentExperience Wires the BrainNeurons and How They WorkBrain Plasticity: Benefit and RiskThe Social BrainFrom Research to Practice: Building Strong Brains3. Knowledge from the Infant's Point of ViewThree Types of KnowledgeLearning Within Three ContextsFrom Research to Practice: Naming Knowledge in Infancy—Foundations for Learning4. Policies That Support RelationshipsPrimary CareContinuity of CareSmall Group SizeCulturally Respectful CareFrom Research to Practice: Reflective SupervisionPART II. OBSERVING, DOCUMENTING, AND INTERPRETING TO SUPPORT INFANT LEARNING5. Observing: Where Teaching and Learning BeginObserving, Documenting, and InterpretingDocumentation that Supports Curriculum PlanningDocumentation to Assess LearningDocumentation to Engage FamiliesFrom Research to Practice: Re-visioning Curriculum 6. First FeelingsAttachmentHow Babies Respond to StressProposing Possibilities for LearningFrom Research to Practice: Infant Mental Health7. Sense of Self and OtherBorn Looking for UsHolding Others in MindThe Withdrawn InfantCaring and CooperatingProposing Possibilities for LearningFrom Research to Practice: Shared Silent Stories8. Taking Action: Motor DevelopmentRising Up: Rotating, Sitting, StandingMoving Out: LocomotionGraspingPerceptual and Motor ChallengesProposing Possibilities for LearningFrom Research to Practice: Where Babies Find Themselves9. Thinking: Cognitive DevelopmentInfants InvestigateInfants Build ConceptsProposing Possibilities for LearningFrom Research to Practice: How Do We Know They Are Learning?10. Communicating: Language DevelopmentBabies Seek Patterns in LanguageHow the Brain Organizes LanguageLanguage Learning: A Shared Social ExperienceThe Emergence of SpeechProposing Possibilities for LearningFrom Research to Practice: Literacy Begins in InfancyPart III. Contexts for learning11. Play Spaces: Contexts for Wonder and LearningPlay Spaces with Distinct IdentityFamiliarity and SurpriseSeclusionPathways To, Not Through, The PlayOutdoors as a Learning EnvironmentSafety, Sanitation, and Comfort12. Care Routines: Contexts for Joy and LearningWelcoming, Peaceful Spaces for CareCare That Invites ParticipationMeals as Invitation to ParticipateDiapering as Invitation to ParticipateNapping as Invitation to Participate13. Conversation and Interaction: Contexts for LearningRespectful GuidanceAcknowledge Feelings or IntentClear Limits: Convey the House RulesFrame a Limited ChoiceTemperament: A Goodness of FitTouchpointsDifficult Behavior: A Child Seeking Safety14. Who Cares for Babies?Access to Quality Infant CareDocumentation as Tool for AdvocacyAfterword to the First Edition Ed TronickReferencesIndexAbout the Author