difficult to segregate learning domains learning happens holistically learning originates in...

• Difficult to segregate learning domains• Learning happens holistically• Learning originates in relationships• Child’s interest is key

Developed by Lally, J.R., & Mangione, P. © WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.

What are we trying to accomplish when caring for infants and toddlers in groups?


Purpose of Infant/Toddler Care:Meet Parent/Family’s NeedsMeet Society’s Needs

Meet Infant’s Needs!Developed by Lally, J.R., & Mangione, P. © WestEd, The Program for Infant/Toddler Caregivers. This

document may be reproduced for educational purposes.

QUALITY OF CARE FOR INFANTS AND TODDLERS

“Quality of care ultimately boils down to the quality of the relationship between the child care provider or teacher and the child.”

Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development.


QUALITY OF CARE AND ATTACHMENT

Infants in high quality care tend to have secure attachments

High quality child care can compensate for child’s insecure attachments at home


DIMENSIONS OF QUALITY THAT CONTRIBUTE TO SECURE

ATTACHMENTSSensitivity/Responsiveness of Caregiver Group Size and Caregiver to Child RatioStability of Care, especially for infants who are emotionally insecure Developed by Lally, J.R., & Mangione, P. © WestEd, The Program for Infant/Toddler Caregivers. This


TO ESTABLISH SECURE ATTACHMENT WITH CHILD

CAREGIVER NEEDS TO:

Provide physical and emotional care to infant

Create continuity and give consistent care to infant

Make an emotional investment in child


RELATIONSHIP-BASED INFANT/TODDLER CARE

Primary Care

Small Groups

Continuity of Care

Individualizing CareDeveloped by Lally, J.R., & Mangione, P. © WestEd, The Program for Infant/Toddler Caregivers. This


Developed by Lally, J.R., and Mangione, P. © WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.

Who especially needs intimacy?

• Very young infants• Cautious children• Feisty children• Children from diverse cultures and languages• Chldren with special needs• Children with disrupted home lives• All infants and toddlers and their families• Infant/toddler caregivers


relationships support care and development

• Working with families and culture• Inclusion• Caregiving routines• Language and discovery• Planning the environment• Documenting and planning curriculum


Intimacy supports responsive care

• With fewer people to get to know, children and caregivers can develop closer relationships

• Fewer distractions make it easier for caregivers to tune in to children’s subtle cues

• Caregivers can be more responsive to diverse families and cultures

• It’s easier to keep track of different developmental and temperamental needs


Intimacy supports health and safety

• The caregiver knows the children well.e.g.:• when Georgia is tired or overstimulated she may

bite another child• if Benjamin, who is usually easygoing, cries

inconsolably, he may be ill• what medication Shawna needs, how much and at

what times• that Timmy is allergic to milk products and should

get soy milk


health and safety

• There are fewer infections to pass around and fewer children to be exposed to them.

• Caregivers can pay attention to potential hazards, such as toys a child could trip over.


Some barriers to creating intimacy

Lack of Administrative SupportLack of Center FundsLack of Time for TrainingTurnover of StaffCaregiver Apathy

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