Journal of Early Childhood Teacher Education, 2003
... Rena A. Hallama,*, Robyn L. Ridgleya, Martha J. Buellb ... that em-ploy paraprofessionals gen... more ... Rena A. Hallama,*, Robyn L. Ridgleya, Martha J. Buellb ... that em-ploy paraprofessionals generally provide training for their home visitors (Black, Dubowitz, Hutcheson, Berenson-Howard, & Starr, 1995; Dawson et al., 1991; Duggan et al., 1999; Jarrett, Katz, Sharps, Schneider, & ...
Twenty children aged 5 and 6 years were observed attempting to write a letter alone and with thei... more Twenty children aged 5 and 6 years were observed attempting to write a letter alone and with their mothers' assistance. Children produced more sophisticated products with adult mediation, using conventional spelling, writing longer messages, and using more mechanical details such as punctuation and salutations. Children's self-talk about the meaning of the message was associated with higher product quality in the solo task. Interactive talk about conventions (spelling, page placement, etc.) was associated with dyadic product quality. Children's rank order for message length and conventional details was maintained across tasks. Evidence of maternal fine-tuning of scaffolding behaviors in response to the child's independent level of print performance was revealed in a qualitative analysis of dyadic interaction. Most mothers appeared to have a sense of the developmental progression of writing skills.
... functional. Code skills are addressed as the need arises in the context of "... more ... functional. Code skills are addressed as the need arises in the context of "authentic"literacy activities, but are not included as isolated targets of instruction (Adams, 1990; Goodman, 1992; Stahl et al, 1994; Stahl & Miller, 1989). The ...
Background Family Child Care (FCC) is an important sector of the early care and education system,... more Background Family Child Care (FCC) is an important sector of the early care and education system, and is included in most statewide Quality Rating and Improvement Systems (QRIS). The sparse data on the literacy opportunities available in FCC are concerning from a QRIS perspective. Currently, there are no data on the relationship between global, and literacy specific measures of quality, and how these correspond to QRIS ratings in FCC settings. Objective To provide empirical, descriptive data on the language and literacy opportunities found in FCC programs participating in statewide QRIS, and to explore the relationship between measures of global quality, literacy quality and QRIS ratings. Method This is a descriptive, cross-sectional study based on 66 FCC programs participating in QRIS in two states. Observational data were collected via the FCC Environmental Rating Scale-Revised and the Child/Home Early Language and Literacy Observation and compared with state administrative data on QRIS Level. It was hypothesized that global quality, literacy quality and QRIS scores will be positively related. Results The global and domain-specific quality measures were positively correlated with each other, and both were positively correlated with QRIS rating. Conclusions While the relationship between global quality and literacy quality and QRIS ratings was expected, the level of quality of the literacy environment was modest. While FCC programs were equipped with books, other literacy features, in particular writing opportunities were lacking. Discussion and guidance regarding global and domain specific measurement and the ways these shape QRIS supports for FCC are offered.
ABSTRACT This study examined the early English language and literacy skill development of 179 chi... more ABSTRACT This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were assessed with a battery of assessments to measure their language and early literacy skills twice each year. Linear growth model analyses show that Spanish-speaking ELLs made significant gains from pre- to post-test after receiving a double dose of an intervention (Head Start and Early Reading First), and there was a significant effect for years enrolled in the programme on Spanish-speaking ELLs.
T he need for accessible, high-quality infant and toddler care has increased significantly due to... more T he need for accessible, high-quality infant and toddler care has increased significantly due to a growingawareness of how crucial the first three years of life are to brain development, coupled with an increase in the number of families needing out-of-home care. Despite this need, the majority of child care for infants and toddlers fails to meet quality standards (Helburn, 1995). One critical factor in promoting quality care is the education and training of child care providers. Project CREATE (Caregiver Recruitment, Education, and Training Enhancement) was developed to address this factor in community-based child care programs in the state of Delaware. According to the Children’s Defense Fund (1999), approximately 6 million UlS. infants and toddlers are placed in out-of-home care. This number is likely to escalate as a consequence of welfare reform. As the need for child care continues to grow, research on how the environment affects brain development has reached a critical mass (Lindsey, 1998; Shore, 1997). Science has shown what caregivers always have known: the first three years lay the foundation for a child’s cognitive, social, and emotional development, setting the trajectory for life (Lally, Mangione, Honig, & Wittmer, 1988; Teo, Carlson, Mathieu, Egeland, & Sroufe, 1996). Articles in general readership publications such as Newsweek (Begley, 1996) and Time (Nash, 1997) have brought this message to a wide audience. Policymakers and the public are beginning to realize that steps must be taken to ensure quality programs for infants and toddlers (Newberger, 1997).
ABSTRACT Early care and education programme quality is usually assessed at the classroom level. O... more ABSTRACT Early care and education programme quality is usually assessed at the classroom level. One such measure of classroom quality is the classroom assessment scoring system (CLASS). In an effort to ensure higher quality programming, the CLASS is being used to direct teacher professional development. However, there has been relatively little research on environmental features that lead to differences in CLASS scores. As the CLASS becomes a regulatory tool, more research is needed on factors that can affect CLASS scores. In this quasi-experimental, descriptive study, we compare CLASS scores over the course of three years. Our data indicate patterns of seasonal fluctuation with rising scores fall to spring, but the scores revert to lower levels in the subsequent fall. We also found a relationship between CLASS scores and the proportion of boys in a classroom. These findings call for additional exploration of the factors that influence preschool CLASS scores.
This study examined the effect of community college coursework on the beliefs and on the classroo... more This study examined the effect of community college coursework on the beliefs and on the classroom practices of teachers in child care centers. Thi~y-four teachers participated; 19 were teachers who had received scholarships to attend community college programs in child development and in early childhood education, and 15 were comparison teachers. At the time of pretesting, al1 participants had high school diplomas and some inservice training. At posttest, the scholarship teachers had completed at least 12-20 credit hr of community college coursework. Results revealed that the classrooms of the program participants had made significant gains on the Early Childhood Environment Rating Scales (ECERS) or the Infant-Toddler Environment Rating Scales (ITERS) and the Teacher Belief Scale between the pre-and posttest and were also more developmentally appropriate, as measured by the ECERS or the ITERS, than the comparison teachers at the time of posttest. The findings are discussed in relation to professional development in the early childhood field. The call for improved qualifications for teachers of young children is widespread and persistent among early childhood leaders (Bredekamp & Willer, 1992; Morgan et al., 1993). Arguments for a model of professional development for the early childhood workforce are predicted on the purported relationship between teacher background and classroom quality. Although
Using the same approach of family involvement and empowerment that has guided Head Start, Early H... more Using the same approach of family involvement and empowerment that has guided Head Start, Early Head Start offers its services to pregnant women and children, birth to age 3. One of the characteristics that differentiates Early Head Start from traditional Head Start is the ,mandate to offer full-day, full-year services to infants and toddlers. The way to meet this objective is by forging partnerships between Early Head Start and child care programs. The paper describes Northern Delaware Early Head Start's (NDEHS's) child care partnership model, covering issues such as: building on existing strength; getting started/program assessment; child and family specialists; working with child care providers; meeting family needs; obstacles; and capacity building. The paper concludes by asserting that because the resources of Head Start are limited, innovative ways of partnering with child care programs, such as the itinerant model described, are essential. (EV) Reproductions supplied by EDRS are the best that can be made from the original document.
Center for Disabilities Studies Delaware Early Care and Education Baseline Quality Study i About ... more Center for Disabilities Studies Delaware Early Care and Education Baseline Quality Study i About the Center for Disabilities Studies The Center for Disabilities Studies at the University of Delaware is one of the 61 university affiliated program Centers for Excellence in Developmental Disability Research Education and Service (UCEDD) in the United States. The Center was established in 1992 and works in conjunction with individuals with disabilities to better their lives. The Center staff and affiliated faculty teach both pre-service and in-service courses for teachers, social service workers, and other service providers working with individuals with disabilities and their families. The Center operates state-of-the-art programs and assists both public and private organizations in adopting the procedures developed to operate those programs. Center staff and affiliated faculty also serve on state and national policy boards and commissions that address housing, transportation, education, advocacy, child care, health care, and other service areas. Center staff also conduct evaluations of programs serving individuals with disabilities and assist in policy development at both the local and state levels. The Center for Disabilities Studies is located in 166 Graham Hall at the University of Delaware in Newark. The Director of the Center is Dr. Michael Gamel-McCormick. About the Delaware Early Childhood Center The Delaware Early Childhood Center (DECC) has operated statewide since 1979. The Center is administered by the Lake Forest School District and has offices in Harrington, Dover, Georgetown, and New Castle. DECC has received funding from a variety of sources over the years. DECC has a staff of more than 90 employees, including professionals and paraprofessionals who bring with them extensive and diverse training and experience in early childhood, special education, and related areas. At any point in time, DECC serves more than 800 young children and their families in Delaware.
Merging the literatures of how to enhance young children's vocabulary development and how to impr... more Merging the literatures of how to enhance young children's vocabulary development and how to improve learning through play, this study tested two vocabularyteaching protocols on at-risk preschool children: Explicit Instructional Vocabulary Protocol (EIVP) and shortened EIVP and a play session (EIVP + Play). From a group of 118 lowest-performing students, 49 children were divided into two groups and received either EIVP or EIVP + Play twice weekly in thirty-minute tutoring sessions over the course of four months. A total of 64 words were taught. The results revealed that children who received the EVIP + Play showed more growth on both receptive-vocabulary and expressive-vocabulary measures and that more children who received EIVP + Play met the benchmark on the receptive vocabulary, measured by their performance on the Peabody Picture Vocabulary Test (PPVT III). Additionally, children in the EIVP + Play group showed a steeper growth trajectory on the curriculum-based measurement tool. The premise and importance of guided play in literacy learning is discussed, and further research is suggested. "Vocabulary learning is an essential component of early literacy achievement" (Roskos et al. 2008, 49), one at the heart of oral language mastery and of reading comprehension (Hirsch 2003). Researchers find that children who enter school with poor vocabularies often experience difficulties in learning to read. They also report that the size of a child's early vocabulary predicts the child's later academic achievement (Walker et al. 1994). Similarly, Hart and Risley (1995) write that vocabulary at age three is strongly associated with reading comprehension at the end of third grade. Data suggest early mastery of vocabulary is important. Children may differ by several thousand basic word meanings (Biemiller and Slonim 2001) by the time they enter school. When children begin school with such large differences in vocabulary, the gap usually never closes and, in fact, it often widens. Although we have a good idea of the importance of developing a wide vocabulary early, we are less clear about how to best teach vocabulary to young children. Most current vocabulary teaching strategies focus on developing the vocabulary of children in kindergarten through eighth grade. Few vocabulary teaching strategies are aimed at children under five years old, mainly because we think of vocabulary growth in children of this age as only one component in their developing language skills (Yang 2006). We need studies that explore the efficacy of teaching vocabulary to young children to make sure our earlychildhood programs are research based. To develop effective strategies, researchers must consider not only the vocabulary literature but also the literature on early-childhood development. According to the National Association for the Education of Young Children (NAEYC 2009a), any instruction for young children ought to consider the children's ages and their developmental progress. NAEYC recognizes that play is a central component of developmentally appropriate practice (Bredekamp and Copple 1997) and a vehicle for developing language, cognition, and social competence. Thus, the literature on play has the potential to provide guidance for early vocabulary instruction. Play is critical for developing the oral language skills children need to learn how to read (Bergen and Mauer 2000). Researchers discovered that children at play often use higher forms of language than normal (Bruner 1982; Wells 1983; Johnson, Christies, and Wardle 2005). For example, Bruner (1983) found that "the most complicated grammatical and pragmatic forms of language appear first in play activity" (65). Other researchers have shown that when children learn through play, it stimulates their language development (Bransford,
International Journal of Disability Development and Education, Jun 1, 1999
To improve educational services to students with disabilities, the United States government has m... more To improve educational services to students with disabilities, the United States government has mandated that each state develop a Comprehensive System of Personnel Development. The following article highlights the results of a state-wide needs assessment conducted by ...
This course is designed to provide practical information, based on current theory, research, and ... more This course is designed to provide practical information, based on current theory, research, and practice, on becoming sensitive to the individual traits and needs of infants and toddlers and creating emotionally nurturing relationships with them. Strategies for helping children gain a positive and realistic sense of self, learn social skills, and follow social rules will be addressed. The critical importance of adapting caregiving techniques to rapidly changing developmental abilities of children as they move from being young infants, to mobile infants, to older toddlers will be emphasized as well.
Journal of Early Childhood Teacher Education, 2003
... Rena A. Hallama,*, Robyn L. Ridgleya, Martha J. Buellb ... that em-ploy paraprofessionals gen... more ... Rena A. Hallama,*, Robyn L. Ridgleya, Martha J. Buellb ... that em-ploy paraprofessionals generally provide training for their home visitors (Black, Dubowitz, Hutcheson, Berenson-Howard, & Starr, 1995; Dawson et al., 1991; Duggan et al., 1999; Jarrett, Katz, Sharps, Schneider, & ...
Twenty children aged 5 and 6 years were observed attempting to write a letter alone and with thei... more Twenty children aged 5 and 6 years were observed attempting to write a letter alone and with their mothers' assistance. Children produced more sophisticated products with adult mediation, using conventional spelling, writing longer messages, and using more mechanical details such as punctuation and salutations. Children's self-talk about the meaning of the message was associated with higher product quality in the solo task. Interactive talk about conventions (spelling, page placement, etc.) was associated with dyadic product quality. Children's rank order for message length and conventional details was maintained across tasks. Evidence of maternal fine-tuning of scaffolding behaviors in response to the child's independent level of print performance was revealed in a qualitative analysis of dyadic interaction. Most mothers appeared to have a sense of the developmental progression of writing skills.
... functional. Code skills are addressed as the need arises in the context of "... more ... functional. Code skills are addressed as the need arises in the context of "authentic"literacy activities, but are not included as isolated targets of instruction (Adams, 1990; Goodman, 1992; Stahl et al, 1994; Stahl & Miller, 1989). The ...
Background Family Child Care (FCC) is an important sector of the early care and education system,... more Background Family Child Care (FCC) is an important sector of the early care and education system, and is included in most statewide Quality Rating and Improvement Systems (QRIS). The sparse data on the literacy opportunities available in FCC are concerning from a QRIS perspective. Currently, there are no data on the relationship between global, and literacy specific measures of quality, and how these correspond to QRIS ratings in FCC settings. Objective To provide empirical, descriptive data on the language and literacy opportunities found in FCC programs participating in statewide QRIS, and to explore the relationship between measures of global quality, literacy quality and QRIS ratings. Method This is a descriptive, cross-sectional study based on 66 FCC programs participating in QRIS in two states. Observational data were collected via the FCC Environmental Rating Scale-Revised and the Child/Home Early Language and Literacy Observation and compared with state administrative data on QRIS Level. It was hypothesized that global quality, literacy quality and QRIS scores will be positively related. Results The global and domain-specific quality measures were positively correlated with each other, and both were positively correlated with QRIS rating. Conclusions While the relationship between global quality and literacy quality and QRIS ratings was expected, the level of quality of the literacy environment was modest. While FCC programs were equipped with books, other literacy features, in particular writing opportunities were lacking. Discussion and guidance regarding global and domain specific measurement and the ways these shape QRIS supports for FCC are offered.
ABSTRACT This study examined the early English language and literacy skill development of 179 chi... more ABSTRACT This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were assessed with a battery of assessments to measure their language and early literacy skills twice each year. Linear growth model analyses show that Spanish-speaking ELLs made significant gains from pre- to post-test after receiving a double dose of an intervention (Head Start and Early Reading First), and there was a significant effect for years enrolled in the programme on Spanish-speaking ELLs.
T he need for accessible, high-quality infant and toddler care has increased significantly due to... more T he need for accessible, high-quality infant and toddler care has increased significantly due to a growingawareness of how crucial the first three years of life are to brain development, coupled with an increase in the number of families needing out-of-home care. Despite this need, the majority of child care for infants and toddlers fails to meet quality standards (Helburn, 1995). One critical factor in promoting quality care is the education and training of child care providers. Project CREATE (Caregiver Recruitment, Education, and Training Enhancement) was developed to address this factor in community-based child care programs in the state of Delaware. According to the Children’s Defense Fund (1999), approximately 6 million UlS. infants and toddlers are placed in out-of-home care. This number is likely to escalate as a consequence of welfare reform. As the need for child care continues to grow, research on how the environment affects brain development has reached a critical mass (Lindsey, 1998; Shore, 1997). Science has shown what caregivers always have known: the first three years lay the foundation for a child’s cognitive, social, and emotional development, setting the trajectory for life (Lally, Mangione, Honig, & Wittmer, 1988; Teo, Carlson, Mathieu, Egeland, & Sroufe, 1996). Articles in general readership publications such as Newsweek (Begley, 1996) and Time (Nash, 1997) have brought this message to a wide audience. Policymakers and the public are beginning to realize that steps must be taken to ensure quality programs for infants and toddlers (Newberger, 1997).
ABSTRACT Early care and education programme quality is usually assessed at the classroom level. O... more ABSTRACT Early care and education programme quality is usually assessed at the classroom level. One such measure of classroom quality is the classroom assessment scoring system (CLASS). In an effort to ensure higher quality programming, the CLASS is being used to direct teacher professional development. However, there has been relatively little research on environmental features that lead to differences in CLASS scores. As the CLASS becomes a regulatory tool, more research is needed on factors that can affect CLASS scores. In this quasi-experimental, descriptive study, we compare CLASS scores over the course of three years. Our data indicate patterns of seasonal fluctuation with rising scores fall to spring, but the scores revert to lower levels in the subsequent fall. We also found a relationship between CLASS scores and the proportion of boys in a classroom. These findings call for additional exploration of the factors that influence preschool CLASS scores.
This study examined the effect of community college coursework on the beliefs and on the classroo... more This study examined the effect of community college coursework on the beliefs and on the classroom practices of teachers in child care centers. Thi~y-four teachers participated; 19 were teachers who had received scholarships to attend community college programs in child development and in early childhood education, and 15 were comparison teachers. At the time of pretesting, al1 participants had high school diplomas and some inservice training. At posttest, the scholarship teachers had completed at least 12-20 credit hr of community college coursework. Results revealed that the classrooms of the program participants had made significant gains on the Early Childhood Environment Rating Scales (ECERS) or the Infant-Toddler Environment Rating Scales (ITERS) and the Teacher Belief Scale between the pre-and posttest and were also more developmentally appropriate, as measured by the ECERS or the ITERS, than the comparison teachers at the time of posttest. The findings are discussed in relation to professional development in the early childhood field. The call for improved qualifications for teachers of young children is widespread and persistent among early childhood leaders (Bredekamp & Willer, 1992; Morgan et al., 1993). Arguments for a model of professional development for the early childhood workforce are predicted on the purported relationship between teacher background and classroom quality. Although
Using the same approach of family involvement and empowerment that has guided Head Start, Early H... more Using the same approach of family involvement and empowerment that has guided Head Start, Early Head Start offers its services to pregnant women and children, birth to age 3. One of the characteristics that differentiates Early Head Start from traditional Head Start is the ,mandate to offer full-day, full-year services to infants and toddlers. The way to meet this objective is by forging partnerships between Early Head Start and child care programs. The paper describes Northern Delaware Early Head Start's (NDEHS's) child care partnership model, covering issues such as: building on existing strength; getting started/program assessment; child and family specialists; working with child care providers; meeting family needs; obstacles; and capacity building. The paper concludes by asserting that because the resources of Head Start are limited, innovative ways of partnering with child care programs, such as the itinerant model described, are essential. (EV) Reproductions supplied by EDRS are the best that can be made from the original document.
Center for Disabilities Studies Delaware Early Care and Education Baseline Quality Study i About ... more Center for Disabilities Studies Delaware Early Care and Education Baseline Quality Study i About the Center for Disabilities Studies The Center for Disabilities Studies at the University of Delaware is one of the 61 university affiliated program Centers for Excellence in Developmental Disability Research Education and Service (UCEDD) in the United States. The Center was established in 1992 and works in conjunction with individuals with disabilities to better their lives. The Center staff and affiliated faculty teach both pre-service and in-service courses for teachers, social service workers, and other service providers working with individuals with disabilities and their families. The Center operates state-of-the-art programs and assists both public and private organizations in adopting the procedures developed to operate those programs. Center staff and affiliated faculty also serve on state and national policy boards and commissions that address housing, transportation, education, advocacy, child care, health care, and other service areas. Center staff also conduct evaluations of programs serving individuals with disabilities and assist in policy development at both the local and state levels. The Center for Disabilities Studies is located in 166 Graham Hall at the University of Delaware in Newark. The Director of the Center is Dr. Michael Gamel-McCormick. About the Delaware Early Childhood Center The Delaware Early Childhood Center (DECC) has operated statewide since 1979. The Center is administered by the Lake Forest School District and has offices in Harrington, Dover, Georgetown, and New Castle. DECC has received funding from a variety of sources over the years. DECC has a staff of more than 90 employees, including professionals and paraprofessionals who bring with them extensive and diverse training and experience in early childhood, special education, and related areas. At any point in time, DECC serves more than 800 young children and their families in Delaware.
Merging the literatures of how to enhance young children's vocabulary development and how to impr... more Merging the literatures of how to enhance young children's vocabulary development and how to improve learning through play, this study tested two vocabularyteaching protocols on at-risk preschool children: Explicit Instructional Vocabulary Protocol (EIVP) and shortened EIVP and a play session (EIVP + Play). From a group of 118 lowest-performing students, 49 children were divided into two groups and received either EIVP or EIVP + Play twice weekly in thirty-minute tutoring sessions over the course of four months. A total of 64 words were taught. The results revealed that children who received the EVIP + Play showed more growth on both receptive-vocabulary and expressive-vocabulary measures and that more children who received EIVP + Play met the benchmark on the receptive vocabulary, measured by their performance on the Peabody Picture Vocabulary Test (PPVT III). Additionally, children in the EIVP + Play group showed a steeper growth trajectory on the curriculum-based measurement tool. The premise and importance of guided play in literacy learning is discussed, and further research is suggested. "Vocabulary learning is an essential component of early literacy achievement" (Roskos et al. 2008, 49), one at the heart of oral language mastery and of reading comprehension (Hirsch 2003). Researchers find that children who enter school with poor vocabularies often experience difficulties in learning to read. They also report that the size of a child's early vocabulary predicts the child's later academic achievement (Walker et al. 1994). Similarly, Hart and Risley (1995) write that vocabulary at age three is strongly associated with reading comprehension at the end of third grade. Data suggest early mastery of vocabulary is important. Children may differ by several thousand basic word meanings (Biemiller and Slonim 2001) by the time they enter school. When children begin school with such large differences in vocabulary, the gap usually never closes and, in fact, it often widens. Although we have a good idea of the importance of developing a wide vocabulary early, we are less clear about how to best teach vocabulary to young children. Most current vocabulary teaching strategies focus on developing the vocabulary of children in kindergarten through eighth grade. Few vocabulary teaching strategies are aimed at children under five years old, mainly because we think of vocabulary growth in children of this age as only one component in their developing language skills (Yang 2006). We need studies that explore the efficacy of teaching vocabulary to young children to make sure our earlychildhood programs are research based. To develop effective strategies, researchers must consider not only the vocabulary literature but also the literature on early-childhood development. According to the National Association for the Education of Young Children (NAEYC 2009a), any instruction for young children ought to consider the children's ages and their developmental progress. NAEYC recognizes that play is a central component of developmentally appropriate practice (Bredekamp and Copple 1997) and a vehicle for developing language, cognition, and social competence. Thus, the literature on play has the potential to provide guidance for early vocabulary instruction. Play is critical for developing the oral language skills children need to learn how to read (Bergen and Mauer 2000). Researchers discovered that children at play often use higher forms of language than normal (Bruner 1982; Wells 1983; Johnson, Christies, and Wardle 2005). For example, Bruner (1983) found that "the most complicated grammatical and pragmatic forms of language appear first in play activity" (65). Other researchers have shown that when children learn through play, it stimulates their language development (Bransford,
International Journal of Disability Development and Education, Jun 1, 1999
To improve educational services to students with disabilities, the United States government has m... more To improve educational services to students with disabilities, the United States government has mandated that each state develop a Comprehensive System of Personnel Development. The following article highlights the results of a state-wide needs assessment conducted by ...
This course is designed to provide practical information, based on current theory, research, and ... more This course is designed to provide practical information, based on current theory, research, and practice, on becoming sensitive to the individual traits and needs of infants and toddlers and creating emotionally nurturing relationships with them. Strategies for helping children gain a positive and realistic sense of self, learn social skills, and follow social rules will be addressed. The critical importance of adapting caregiving techniques to rapidly changing developmental abilities of children as they move from being young infants, to mobile infants, to older toddlers will be emphasized as well.
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