Full Description
In the short span of three years, infants learn to move with confidence and grace, to converse with ease, to investigate and solve problems, and to help others in need—building an exquisite foundation for all learning that follows. Maguire-Fong has updated her groundbreaking book designed to assist pre- and inservice professionals working with infants and their families. Each chapter draws from research and real-life infant care settings to provide valuable insights into how to design an infant care program, plan curriculum, assess learning, and work with families. This popular resource is inspired by the philosophy of early childhood education developed in the schools in Reggio Emilia, Italy; from the work of Magda Gerber and Emmi Pikler; and from the many dedicated researchers intent on figuring out how infants make meaning.Book Features:
Explicit examples that illustrate how to teach in ways that respect how infants learn.
A new in-depth section describing how to plan curriculum by observing, documenting, and interpreting infants' play and interactions.
A newly illustrated section that describes how play spaces, daily care routines, and everyday conversations and interactions can be transformed into contexts for learning that fully support infants' amazing capacity to learn.
Examples of curriculum planning and assessment that align well with state and national performance standards and curriculum frameworks.
Contents
Foreword to the First Edition J. Ronald Lally
Prologue to the First Edition T. Berry Brazelton
Preface
Part I. How Infants Learn
1. Infants as Active Meaning-Makers
Infants Are Born Researchers
Infants as Subjects, Not Objects
A Triangle of Relationships from Research to Practice: Education Begins in Infancy
2. Relationships Shape the Developing Brain
Sequence of Brain Development
Experience Wires the Brain
Neurons and How They Work
Brain Plasticity: Benefit and Risk
The Social Brain
From Research to Practice: Building Strong Brains
3. Knowledge from the Infant's Point of View
Three Types of Knowledge
Learning Within Three Contexts
From Research to Practice: Naming Knowledge in Infancy—Foundations for Learning
4. Policies That Support Relationships
Primary Care
Continuity of Care
Small Group Size
Culturally Respectful Care
From Research to Practice: Reflective Supervision
PART II. OBSERVING, DOCUMENTING, AND INTERPRETING TO SUPPORT INFANT LEARNING
5. Observing: Where Teaching and Learning Begin
Observing, Documenting, and Interpreting
Documentation that Supports Curriculum Planning
Documentation to Assess Learning
Documentation to Engage Families
From Research to Practice: Re-visioning Curriculum
6. First Feelings
Attachment
How Babies Respond to Stress
Proposing Possibilities for Learning
From Research to Practice: Infant Mental Health
7. Sense of Self and Other
Born Looking for Us
Holding Others in Mind
The Withdrawn Infant
Caring and Cooperating
Proposing Possibilities for Learning
From Research to Practice: Shared Silent Stories
8. Taking Action: Motor Development
Rising Up: Rotating, Sitting, Standing
Moving Out: Locomotion
Grasping
Perceptual and Motor Challenges
Proposing Possibilities for Learning
From Research to Practice: Where Babies Find Themselves
9. Thinking: Cognitive Development
Infants Investigate
Infants Build Concepts
Proposing Possibilities for Learning
From Research to Practice: How Do We Know They Are Learning?
10. Communicating: Language Development
Babies Seek Patterns in Language
How the Brain Organizes Language
Language Learning: A Shared Social Experience
The Emergence of Speech
Proposing Possibilities for Learning
From Research to Practice: Literacy Begins in Infancy
Part III. Contexts for learning
11. Play Spaces: Contexts for Wonder and Learning
Play Spaces with Distinct Identity
Familiarity and Surprise
Seclusion
Pathways To, Not Through, The Play
Outdoors as a Learning Environment
Safety, Sanitation, and Comfort
12. Care Routines: Contexts for Joy and Learning
Welcoming, Peaceful Spaces for Care
Care That Invites Participation
Meals as Invitation to Participate
Diapering as Invitation to Participate
Napping as Invitation to Participate
13. Conversation and Interaction: Contexts for Learning
Respectful Guidance
Acknowledge Feelings or Intent
Clear Limits: Convey the House Rules
Frame a Limited Choice
Temperament: A Goodness of Fit
Touchpoints
Difficult Behavior: A Child Seeking Safety
14. Who Cares for Babies?
Access to Quality Infant Care
Documentation as Tool for Advocacy
Afterword to the First Edition Ed Tronick
References
Index
About the Author
