![]() The webbing approach to curriculum planning allows teachers to plan learning experiences and adjust their plans based on children's individual responses and interests. Finally, the curriculum planning process encourages teachers to observe children's emerging play themes and interests to inform future plans. In addition, the curriculum suggests providing uninterrupted time for children to explore and play according to their own interests. This may include providing climbing equipment, offering loose parts for children to arrange in a variety of ways, and making toys available on low shelves for children's independent choices. It includes guidance on how to create safe indoor and outdoor environments that support active physical play and exploration. Play and Exploration: The curriculum promotes infants' and toddlers' play and active exploration, which research suggests provide a rich context for learning in all domains. ![]() While the curriculum states that interactions during daily routines support children's social, emotional, physical, language, and cognitive development, it lacks specific direction or examples of how to engage in these interactions during caregiving routines. ![]() It also provides specific guidance on how to support children and families during transitions, arrivals, and departures. The curriculum recommends using individualized scheduling and interacting with children during basic care routines. Finally, the curriculum encourages teachers to talk with children throughout the day and respond to their vocalizations.ĭaily Routines as Opportunities for Learning: Innovations: The Comprehensive Infant and Toddler Curriculum provides guidance on how to establish developmentally appropriate schedules and routines for infants and toddlers. Many curriculum activities also offer examples of how to engage children in joint attention (e.g., "Look, a squirrel!" or "You are pointing at the wind chimes, Eric."). The curriculum activity books promote sensitive, responsive caregiving (e.g., guidance on how to cope with crying, suggestions to maximize interactions during care routines). Strategies include engaging in reciprocal interactions, making eye contact, smiling, and sharing in children's discoveries. Innovations: Infant and Toddler Development describes the development of attachment, and the curriculum materials provide strategies to build secure, trusting relationships with children. Responsive Relationships and Interactions: The curriculum consistently promotes responsive relationships and interactions with infants and toddlers, which research shows are foundational to children's development in all domains. Lacks guidance on how to ensure daily routines, learning experiences, and the physical environment are individually appropriate for children with disabilities, suspected delays, or other special needs.Lacks guidance on standardized and structured assessment instruments.Lacks measurable, developmentally appropriate learning goals.Provides limited guidance on how to integrate children's and families' cultures into interactions, the learning environment, and learning experiences.Provides limited guidance in the areas of Reasoning and Problem-Solving and Emergent Mathematical Thinking.Encourages ample opportunity for infants and toddlers to engage in movement, play, and active exploration.Offers comprehensive standardized training and materials to support implementation.Includes a range of strategies and resources to communicate with and engage families.Provides guidance and tools to support ongoing observation and documentation. ![]()
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