Final test Flashcards
Gradual Transitions
When possible, plan gradual transitions into care (and from the infant room to the toddler room).
Steps of gradual transitions
- Parent visits centre to observe share information about their child and ask questions.
- Parent and child visit the centre together and spend up to an hour in the playroom
- Parent and child visit together, starting at the same time of day, if possible, and once child is settled an engaged, the parent leaves for 10 or 20 minutes and then returns. (Make sure parents say goodbye and don’t sneak out)
- Parent stays for 10 minutes and then leaves, returning to join
their child and the rest of the
class for lunch. Parent and child go home after lunch. In a toddler room, they might stay and watch the transition to naptime - Child stays all day. Educators call the parent to let them know
how the child is doing
Possible Reasons for Biting
Sensory exploration
Teething
A defensive reaction
An attempt to initiate social interaction
boredom
Overexcitment
Protest
Attention seeking (sometimes happens when there is a new youngest child in the group)
Strategies to Prevent Biting
Make teething toys and cold cloths available
Redirect exploratory biting (eg, demonstrate how to stroke or pat your arm rather than biting it)
Provide adequate play space and duplicates of popular toys
Minimize transitions and avoid expecting children to wait.
Model and facilitate entering play with another child
Maintain a calm, but engaging environment
Find time to interact with every child.
Model age appropriate language to express feelings
With toddlers, encourage empathy by pointing out the impact of biting and having the biter get ice or a cold cloth for the child who was bitten.
Tantrums
There are two different kinds of tantrums:
When children are truly overwhelmed by the intensity of their emotions and need your help to calm down. Can’t control
When children cry or scream as a way of expressing protest or to get your attention. Can control manipulate
When children are truly overwhelmed by the intensity of their emotions and need your help to calm down
This may be caused by fatigue, separation, not feeling well, overstimulation, sudden change or fear.
When children cry or scream as a way of expressing protest or to get attention.
Toddler temper tantrums are a natural consequence of children’s growing need for autonomy and control.
Ask yourself if what you are expecting of them is unreasonable (for example, taking them grocery shopping when they are hungry and tired).
If necessary, remove the child from the situation (eg the store)
Make sure the child is safe and sit calmly nearby without interacting
When they begin to calm down, make it clear what is expected of them, but provide choice if possible. (It’s time to go outside. Do you want to wear your shoes or your boots?)
How do Infants and Toddlers Learn?
Active exploration
Observation and imitation
Trial and error
Repetition and practice
Adjusting and creating new and existing schemata (the plural of schema) by apply what they already know to new experiences.
Piaget: assimilation, accommodation and disequilibrium
loose parts, Learning and Development
Playing with loose parts supports development across all domains because through play, children are not only learning about the objects and how they relate to each other, they are also learning about themselves, and how they affect and respond to people and things in their environment.
Types of Loose Parts
Found and free materials: tomados de la naturaleza
Upcycled materials: espatulas, mescladores, cepillos, esponjas, pop ups
Purchased materials:
Todo lo que tenga color, sonido o textura funciona con los infant and toddlers
Considerations for Choosing Loose Parts of Infants and Toddlers
Sensory appeal
Texture, colour, sound, transparency and light
Function
Accessibilty
Quantity
Space and presentation
Safety
Loose Parts: Safety
Adult supervision of play is required at all times
Children that put things in their mouths should not be given access to small objects that they could choke on.
Objects should be durable and free of sharp edges and small removable parts
Objects and materials should be non-toxic
When considering the use of potentially risky objects like heavy stones or pointed sticks, the educator should take into account what they know about individual children
Like other play materials, loose parts should be washed and disinfected regularly.
Be careful with scents, use only scents that simulate natural scents such as mint.
Characteristics of Infant/Toddler Play
Object exploration
Assembly exploration
Instrumental exploration
Locomotion
Action
Object exploration
hearing
looking
touching
grasping
looking
colorfull
light
movement
faces
complex patterns
high contrast and bright color
toching
texture
contact with the world
mouths and hands to explore the shape and texture of objects and surfaces
likes and dislikes.
