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53 Part Tw o This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/ Toddler Programs,” applies to the entire program, providing relationship-based care and orga- nizing the early care and education environment. The guidelines in Chapter 5 provide a sound basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines, Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,” focuses on particular domains or areas of infant/toddler development and also describes a curricu- lum process for infant care teachers. Each guideline includes a rationale and suggested practices to help programs and teachers to attain the guideline. Every infant/toddler center and family child care home will have unique ways of achieving guidelines. The practices provide a starting place to help programs find ways to work toward each guideline. They are presented in categories so that recommendations on spe- cific topics can be easily found. Many program leaders will recognize practices that they already have in place to provide high-quality care for infants and toddlers. Teachers and program leaders will be able to go beyond these recommendations as they use this publication to guide program improvement. The guidelines set forth in this publication relate to the California Department of Education’s (CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus only on learning and development Desired Results. Additional detailed information on these con- nections appears in the chart in Appendix C, which maps the links between guidelines and the Desired Results Developmental Profile-Revised. All the guidelines together are intended to guide practitioners in the field toward continu- ous quality improvement that will support the complementary goals of high-quality care and the Desired Results system. Part Two: The Guidelines 54 55 “The . . . environment must be a space that welcomes the individual and the group, the action and the reflection. . . . [A]n infant toddler center is first of all a relational system where the children and the adults not only are formally initiated into an organiza- tion, a form of our culture, but also have the possibility to create culture. The creative act is much more possible when educational creativity involves not only the children, not only the teachers, but also the parents and the entire society around the children.” —C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care Chapter 5 Guidelines for Operating Infant/Toddler Programs C h a p t er 5 ...
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53 Part Two This section presents two sets of guid.docx
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53 Part Tw o This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/ Toddler Programs,” applies to the entire program, providing relationship-based care and orga- nizing the early care and education environment. The guidelines in Chapter 5 provide a sound basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines, Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,” focuses on particular domains or areas of infant/toddler development and also describes a curricu- lum process for infant care teachers. Each guideline includes a rationale and suggested practices to help programs and teachers to attain the guideline. Every infant/toddler center and family child care home will have unique ways of achieving guidelines. The practices provide a starting place to help programs find ways to work toward each guideline. They are presented in categories so that recommendations on spe- cific topics can be easily found. Many program leaders will recognize practices that they already have in place to provide high-quality care for infants and toddlers. Teachers and program leaders will be able to go beyond these recommendations as they use this publication to guide program improvement. The guidelines set forth in this publication relate to the California Department of Education’s (CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus only on learning and development Desired Results. Additional detailed information on these con- nections appears in the chart in Appendix C, which maps the links between guidelines and the Desired Results Developmental Profile-Revised. All the guidelines together are intended to guide practitioners in the field toward continu- ous quality improvement that will support the complementary goals of high-quality care and the Desired Results system. Part Two: The Guidelines 54 55 “The . . . environment must be a space that welcomes the individual and the group, the action and the reflection. . . . [A]n infant toddler center is first of all a relational system where the children and the adults not only are formally initiated into an organiza- tion, a form of our culture, but also have the possibility to create culture. The creative act is much more possible when educational creativity involves not only the children, not only the teachers, but also the parents and the entire society around the children.” —C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care Chapter 5 Guidelines for Operating Infant/Toddler Programs C h a p t er 5 .
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53 Part Two This section presents two sets of guid.docx
priestmanmable
53 Part Tw o This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/ Toddler Programs,” applies to the entire program, providing relationship-based care and orga- nizing the early care and education environment. The guidelines in Chapter 5 provide a sound basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines, Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,” focuses on particular domains or areas of infant/toddler development and also describes a curricu- lum process for infant care teachers. Each guideline includes a rationale and suggested practices to help programs and teachers to attain the guideline. Every infant/toddler center and family child care home will have unique ways of achieving guidelines. The practices provide a starting place to help programs find ways to work toward each guideline. They are presented in categories so that recommendations on spe- cific topics can be easily found. Many program leaders will recognize practices that they already have in place to provide high-quality care for infants and toddlers. Teachers and program leaders will be able to go beyond these recommendations as they use this publication to guide program improvement. The guidelines set forth in this publication relate to the California Department of Education’s (CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus only on learning and development Desired Results. Additional detailed information on these con- nections appears in the chart in Appendix C, which maps the links between guidelines and the Desired Results Developmental Profile-Revised. All the guidelines together are intended to guide practitioners in the field toward continu- ous quality improvement that will support the complementary goals of high-quality care and the Desired Results system. Part Two: The Guidelines 54 55 “The . . . environment must be a space that welcomes the individual and the group, the action and the reflection. . . . [A]n infant toddler center is first of all a relational system where the children and the adults not only are formally initiated into an organiza- tion, a form of our culture, but also have the possibility to create culture. The creative act is much more possible when educational creativity involves not only the children, not only the teachers, but also the parents and the entire society around the children.” —C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care Chapter 5 Guidelines for Operating Infant/Toddler Programs C h a p t er 5 .
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In today’s complex world, it’s more challenging than ever to maintain a high-quality early childhood program. You’re under increasing pressure to strengthen school readiness for all children, with and without disabilities—and meet rigorous program standards at the same time. We’re here to help. Your goals are our goals, and that’s why we’ve compiled these resources for you: free downloads you can use right away, plus practical books and tools to help you achieve long-term success. In line with the goals of the Head Start Child Development and Early Learning Framework and Head Start Program Performance Standards, the resources on these pages will help you strengthen program quality and get all children ready for school.
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