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CHLD 139:Regulations for Infant/Toddler Programs

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Objectives

Describe the characteristics necessary to become a competent caregiver.

1

Specify the various types of knowledge, skills, and dispositions professional educators should possess.

2

Defend the importance of formal educational experiences for teachers on child outcomes.

3

Justify how to match observational tools with your data needs.

4

Interpret licensing regulations & Title 22 guidelines for infant/toddler childcare programs

5

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Characteristics of a Competent Early Childhood Educator

Early Childhood Educators are Physically and Mentally Healthy

Physical health provides energy
Emotional stability helps deal with stress
Positive Self-Image

Gives you strength to make decisions

Caring and respectful

Brings pleasure, enjoyment and satisfaction

Professional

Striving to do your best

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Acquiring Professional Knowledge, Skills, and Dispositions

About Yourself

About Children

About Families

About Early Child Care and Education

Developmentally Appropriate Practice (DAP)

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PITC Six Essential Policy Anchors

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About Early Child Care and Education�

Developmentally Appropriate Practice (DAP): Encompasses emotional interaction, instructional planning, and various types of teaching and learning techniques involving children, families, colleagues, and the community.

Licensing regulations/Title 22
Accreditation standards/NAEYC
Early learning guidelines/California Infant/Toddler Framework & Foundations
NAEYC’s Code of Ethical Conduct

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Title 22/Licensing Regulations: California

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NAEYC Accreditation

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California Infant/Toddler Framework & Foundations

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NAEYC Code of Ethical Conduct

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NAEYC Code of Ethics

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Acquiring Professional Knowledge, Skills, and Dispositions

About partnerships

Families, Colleagues, Community

About advocacy

Professional Skills

Professional Dispositions

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Professional Preparation of the Early Childhood Educator

Impact of Teacher Education on Quality of Care and Education: A question: Does teacher preparation make a difference in the quality of care and education provided and child outcomes?

Because teachers of infants and toddlers are more likely to have lower level of education and early years are critical to brain development, we can no longer ignore this question.
CDA Competency Areas
NAEYC Teacher Preparation Standards

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Observing Young Children to Make Educational Decisions

You cannot plan appropriate curriculum or be attuned to a toddler if you have not observed what the child is trying to accomplish.

Play close attention to why you are gathering data, how you are gathering data, and how it is analyzed.

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Observe & Record

Planning requires specific, detailed knowledge

Why Observe?

Who to Observe?

What to Observe?

Why Record?

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How to Observe & Record

Narrative

Running records are long narratives.
Anecdotal records are brief narratives of one event.

Checklists and Rating Scales

Quick, efficient tools for gathering data.
Can be used to gather data on specific behaviors or self-help skills.
Checklist is a record of behaviors that a child can perform at a given time.
Rating scales are a listing of qualities of characteristics or activities.

How to Observe and Record?

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Tools for Observing and Recording

“Documentation refers to any activity that renders a performance record with sufficient detail to help others understand the behavior recorded…(Forman & Fife, 1998, p.241).”
Documentation panel
Portfolio

Authentic Documentation

Time and event sampling
Home-school journals

Other Observation Tools

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