Making Sense of Quality as Babies Do: Loving and Learning Together

1. Making Sense of Quality as Babies Do: Loving and Learning Together Peter L. Mangione, Ph.D.Advanced Training 2014

2. Partners for Quality (PQ) • Goals: • Improve the Quality of Care for Infants and Toddlers • Advance the Profession of Early Care and Education • Strategy: • Provide Training and Technical Assistance to Infant and Toddler Programs and Care Teachers

3. Technical Assistance (TA) . . . • is the provision of targeted and customized supports by a professional(s) with subject matter and adult learning knowledge and skills to develop or strengthen processes, knowledge application, or implementation of services by recipients. Early Childhood Education Professional Development:Training and Technical Assistance Glossary.A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA).

4. Technical Assistance (TA) • Supports the reflective processes that professionals need to translate the theories and information learned through education and/or training into best practices. Early Childhood Education Professional Development:Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA).

5. Technical Assistance (TA) • Most TA methods are relationship-based; they benefit from the building of positive, trusting, and respectful relationships. • May be delivered by an individual or a team, to one individual or a group. Early Childhood Education Professional Development:Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA).

6. Technical Assistance (TA) • May include combinations of information and resource dissemination and referrals, coaching, mentoring, consultation, and professional development advising, peer-to-peer TA, as well as other forms of support. Early Childhood Education Professional Development:Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA).

7. Technical Assistance (TA) • May be provided face-to-face or through distance, technology-based, or hybrid methods. Early Childhood Education Professional Development:Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA).

8. Mentoring . . . • is a relationship-based process between colleagues in similar professional roles, with a more-experienced individual with adult learning knowledge and skills, the mentor, providing guidance and example to the less-experienced protégé or mentee. Mentoring is intended to increase an individual’s personal or professional capacity, resulting in greater professional effectiveness. Early Childhood Education Professional Development:Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA).

9. Coaching . . . • is a relationship-based process led by an expert with specialized and adult learning knowledge and skills, who often serves in a different professional role than the recipient(s). Coaching is designed to build capacity for specific professional dispositions, skills, and behaviors and is focused on goal-setting and achievement for an individual or group. Early Childhood Education Professional Development:Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA).

10. Consultation . . . • is a collaborative, problem-solving process between an external consultant with specific expertise and adult learning knowledge and skills and an individual or group from one program or organization. Consultation facilitates the assessment and resolution of an issue-specific concern or addresses a specific topic. Early Childhood Education Professional Development:Training and Technical Assistance Glossary. A joint project of National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA).

11. Nurturance that helps them: • to feel secure • to feel confident in who they are • to do and learn what they’re able to do and learn • What does quality mean to babies?

12. “Family relationships have more influence on a child’s learning than any other relationship he has.” (p. 10) • California Infant/Toddler Learning & Development Program Guidelines

13. Learning begins in relationships, is informed by relationships, and is stimulated by relationships

14. Loving and learning are not separate. CarlinaRinaldi

15. The Importance of Daily Interaction • Through cultural learning children gain: • A feeling of belonging • A sense of personal history • Security in knowing who they are and where they come from

16. What the Baby Learns about Self from Interaction • I am listened to or not. • What I choose to do is valued or it isn’t. • How I express my emotions is accepted or it isn’t. • I am allowed to explore or I am not. • Mostly my needs are met or they are not. Ron Lally

17. Family and Home: The Starting Point • Children build their basic sense of trust, security, and stability on cultural foundations learned at home. Therefore, continuity, consistency, and respect in the early care environment for cultural foundations are essential to children’s growth. Carol Brunson Day. 2013.“Culture and Identity Development: Getting Infants and Toddlers Off to a Great Start.” In Infant/Toddler Caregiving: A Guide to Culturally Sensitive Care, Second Edition.

18. Culturally Responsive Services The goal of culturally responsive care and education is to create and foster an equal playing field for all the infants and toddlers in a program. Louise Derman Sparks. 2013. “Prejudice, Bias, and Inequity in the Lives of Infants and Toddlers.” In Infant/Toddler Caregiving: A Guide to Culturally Sensitive Care, Second Edition.

19. A culturally responsive program is committed to open, respectful conversations with each family and ongoing changes to create continuity between the family’s home and the program. Louise Derman-Sparks, 2013

20. Cultural Communities and Cultural Practices Framework • The cultural practices, or routine ways of doing things, define the cultural context in which humans develop. Using this approach, practitioners can explore how culturally based practices drive children’s developmental outcomes. • Wishard Guerra, A., & S. Garrity. 2013. “A Cultural Communities and Cultural Practices Approach to Understanding Infant and Toddler Care.” In Infant/Toddler Caregiving: A Guide to Culturally Sensitive Care, Second Edition.

21. Culturally Consistent and Culturally Responsive When you understand different values and beliefs, you will be able to collaborate with families to develop harmony between what happens at home and what happens in the program. It may not always be culturally consistent, but if you are at least as responsive as possible, the care you provide for infants and toddlers is more likely to support the culture of the home. Janet Gonzalez-Mena, 2013

22. Importance of the Home Language Knowing the family language facilitates cultural learning, smooth emotional communication, and the establishment of the relationship between teachers and families in early care settings. • Jia, G. & A. Wishard Guerra. 2013. “Creating Collaborative, Reciprocal Relationships with Linguistically Diverse Families.” In Infant/Toddler Caregiving: A Guide to Culturally Sensitive Care, Second Edition.

23. The Role of Nonverbal Communication Early in Life Whether learning one language or two languages, infants and toddlers rely greatly on nonverbal means—such as face-to-face contact, gestures, posture, and body contact—to communicate with their caregivers. Collaborating with the family is essential to learning about an infant’s or toddler’s experiences with nonverbal communication at home. Gisela Jia & Alison Wishard Guerra. 2013.

24. Activity 1: Watch DVD Clip “Providing Family-Oriented Programs” and Discuss How to Use in Providing PQ Technical Assistance • California Infant/Toddler Learning & Development Program Guidelines

25. Activity 1: Questions for Small Group Discussion • How might you use this clip in providing coaching? • How might you use this clip as a springboard for further immersion into parts of the infant/toddler learning & development guidelines? • California Infant/Toddler Learning & Development Program Guidelines

26. Perspectives to Explore: • Overarching Principles • The Infant/Toddler Learning Process • Contexts for Infant/Toddler Curriculum • The Reflective Curriculum Planning Process • Learning and Development Domains • California Infant/Toddler Curriculum Framework

27. Family at the core early learning & development • Early learning and development relationship-based • Emotions driveearly learning and development • Responsiveness fosters learning • Individualized teaching and care benefits all children • Responsiveness to culture and language supports children’s learning • Intentional teaching and care enriches learning • Time for reflection and planning enhances • California Infant/Toddler Curriculum Framework: Overarching Principles

28. Infants follow their own learning agenda. Infants learn holistically. Infants experience major developmental transitions in their first three years. Infants are in the process of developing their first sense of self. • California Infant/Toddler Curriculum Framework: Infant/Toddler Learning Process

29. The play environment as curriculum Interactions and conversations as curriculum Caregiving routines as curriculum • California Infant/Toddler Curriculum Framework: Contexts for Infant/Toddler Curriculum

30. California Infant/Toddler Curriculum Framework: The Reflective Curriculum Planning Process

31. Social-Emotional Development • Language Development • Cognitive Development • Perceptual and Motor Development • California Infant/Toddler Curriculum Framework: Learning and Development Domains

32. Activity 2: Using Activity 2.3A from Infant/Toddler Program Guidelines Workbook to Explore the Context of Caregiving Routines as Curriculum • California Infant/Toddler Curriculum Framework

33. California Infant/Toddler Curriculum Framework Activity 2: Small groups discuss Activity Activity 2.3A from Infant/Toddler Program Guidelines Workbook

34. California Infant/Toddler Curriculum Framework • Activity 2: Questions for Small Group Discussion • How might you adapt this activity to use in coaching focused on the principle of family-centered curriculum planning? • How might you use this activity in coaching focused on caregiving routines as curriculum?

35. Activity 3: Watch the Curriculum Planning Video Clip from the California Early Childhood Educator Competencies Online Video Resource and Discuss • California Infant/Toddler Curriculum Framework

36. Activity 3: Questions for Small Group Discussion • How might you use material that addresses practices across the birth-to-five age range for coaching focused on curriculum planning for infants and toddlers? • How might this video clip be used to explore quality from the babies’ point of view? • California Infant/Toddler Curriculum Framework

37. Nurturance that helps them: • to feel secure • to feel confident in who they are • to do and learn what they’re able to do and learn • What does quality mean to babies?

38. We Must Remember . . . “How you are is as important as what you do….” Jeree Pawl, 1998