Intentional Planning for Infants and Toddlers
Anna Nippert, M.S.
David P. Lindeman, Ph.D.
January 2018
Kansas Inservice Training System
University of Kansas Life Span Institute
Adapted for accessibility and transferred to new website October 2022
The KCCTO-KITS Infant-Toddler Specialist Network is a program of the Kansas Child Care Training Opportunities, Inc. and the University of Kansas Life Span Institute at Parsons and is supported through a grant from the Kansas Department for Children and Families’ Child Care and Early Education Services. However, information or opinions expressed herein do not necessarily reflect the position or policy of the agency and no official endorsement should be inferred.
Letter from the Director
March, 2018
Dear Early Childhood Professional:
Intentional planning is an essential practice to support optimal development for young children in child care settings. Intentionality means being deliberate, or having a purpose. Therefore, when you think about intentional planning for the children in your care, it is more than just keeping children busy or engaged. It means spending time thinking about the materials, environment, routines and teaching strategies to use with young children to give them opportunities to practice the skills they currently possess, while supporting the acquisition of new developmental skills, knowledge, vocabulary and positive interactions. But what should you know in order to plan for high-quality environments and engaging activities for young children? This TA Packet will walk you through the steps of intentional planning for young children including understanding developmental milestones and sequence, recognizing children’s unique stories through the power of observation, and putting it all together to plan for engaging opportunities that will support children in all aspects of development throughout the daily routine.
We hope that you will find that the packet contains helpful information. After you have examined the packet, please complete the evaluation found at the end of this packet. Thank you for your interest and your efforts toward the development of quality services and programs for young children and their families.
Thank you for your interest and your efforts toward the development of quality services and programs for young children and their families.
David P. Lindeman, Ph.D.
KITS Director
Setting the Stage: What you need to know for Intentional Planning
Developmental Milestones
Children typically develop in a predictable timeline and sequence. While we know skills do not emerge at the same time for every child, there are general age ranges when we expect certain skills to emerge. We refer to these as developmental milestones. Developmental milestones can help you begin to understand a child’s current skills and what to expect next, helping you plan activities that will support the child as they work at mastering higher level skills. As you begin to think about intentional planning, examining developmental milestones for a child’s age is a good starting point. However, it is important to note that there is variation in development between children, so care should be taken to know what skills the child is already doing, compared to the skills that are listed for a particular age.
There are many wonderful resources for accessing developmental milestones. The Center for Disease Control’s Learn the Signs, Act Early resources can provide you with developmental milestones for children birth to age five. In addition to the developmental milestones, the Learn the Signs, Act Early website gives you access to free materials to order or download, a 1-hour training module for early care and education professionals, a Milestone Tracker app for parents and professionals, information on what to do if you are concerned about a child’s development, and many, many more resources on learning the signs of typical and atypical or delayed development.
As you examine the developmental milestones that most closely match with the children in your care, you will begin to see predictable patterns of development that can help guide you in your intentional planning of activities to support these developmental steps.
Practice Check!
Download and print the developmental milestones (.pdf) from the Learn the Signs, Act Early. Choose one child in your care. Using the Learn the Signs Developmental Checklist most closely associated with his/her age, complete the checklist based on the developmental milestones you KNOW he/she has mastered. Highlight the milestones that you are unsure of, and refer back to that as you are interacting with the child later in the day/week. (You will use this child as a practice child throughout the rest of this TA Packet.)
Kansas Early Learning Standards
Another tool that can support you in understanding appropriate expectations for young children is the Kansas Early Learning Standards. The Kansas Early Learning Standards were revised in 2014 by a group of professionals using the latest research and knowledge base, and aligned with the Kansas K-12 College and Career Ready Standards. These standards can be used by early childhood professionals to help guide the creation of purposeful activities within early childhood programs. As you begin to think about intentional planning for young children in your program, review the Kansas Early Learning Standards for more information on the developmental sequence of learning for young children, as well as content that is appropriate for the children in your care.
Practice Check!
Refer back to the ‘practice child’ you chose for the developmental checklist. Using the Kansas Early Learning Standards, find an Early Learning Standard in the Communication & Literacy section related to understanding literature that corresponds with your practice child’s age. Can you find these standards? How have you thought about these skills as being related to understanding literature? How do these skills build foundational skills for children to understand literature during their elementary and secondary school years?
Relationships, Interactions and Teaching Strategies
In addition to understanding developmental milestones, to be purposeful planners for early childhood programs, professionals must recognize and value the importance of relationships, interactions and teaching strategies when working with young children. Positive relationships form the basis of strong social-emotional competencies for young children. In turn, these social-emotional competencies are needed to support all areas of development—the whole child. Children rely on positive relationships to form the basis of the learning environment. By intentionally creating positive relationships with each child in your care, you are working towards a stronger foundation for planning individualized, purposeful activities. Additionally, through your relationships with the children, you will learn valuable information that relates to their developmental milestones, strengths, areas of need, interests and goals, which we will discuss later in this TA Packet.
Additionally, early childhood professionals can learn intentional teaching strategies to scaffold learning for the children in their care. When an adult or more competent peer scaffolds learning for a child, it means that they create activities and situations in which the activity is just a bit too difficult for the child to do on their own, but just the right level of difficulty for a child to be successful with the help of an adult. By scaffolding activities for children, teachers are able to stretch the child’s abilities. The National Association for the Education of Young Children has identified intentional teaching strategies that can be used to scaffold learning for young children.
- Acknowledge: Excellent teachers notice what children say and do and give the child positive acknowledgement through commenting, smiling, or gesturing.
- “You helped Lucy open her granola bar. Look at her smile!”
- You observe Livia working to reach the soap and independently wash her hands. After she is successful she looks at you, noticing that you are watching. You give Livia a big smile and a thumbs up.
- Encourage: Excellent teachers encourage children to continue working at tasks, addressing children’s persistence and approaches to learning, rather than just the outcome.
- “You have been working hard on that puzzle. You only have 3 pieces left!”
- “You and Kyra have almost dug a hole all the way to the bottom of the sandbox! You have been working on that for a long time!”
- Give specific feedback: Excellent teachers use specific comments rather than general words.
- “That green bean just fell off again. Push down hard with your fork.”
- “Look. The train track is broken here. Fix this piece and we can try again.”
- Model: Excellent teachers model positive behaviors, problem solving skills, word choice, and attitudes. They employ a “do as I do, not just as I say” attitude.
- “The CD player is not working and I am getting frustrated. I need to take a deep breath and think of another way to play our music.”
- “Jesse, I really appreciate your help in carrying the breakfast to the table. There was so much to carry. Thank you!”
- Demonstrate: Excellent teachers understand when children need to see something demonstrated in the correct way. This is reserved for times that something must be done in a particular sequence for success.
- “When you have all of the peel off of your orange, you can stick your thumb in the top like this, then pull the sections apart. Now they are ready to eat!”
- “First I lay my snow pants on the floor, then I sit down and put my feet all the way through to the bottom before I stand up. Now I can pull them up and put my boots on!”
- Create or add challenge/Reduce challenge: Excellent teachers understand a child’s developmental level, and can modify activities to meet the child’s needs by adding or reducing a challenge.
- A teacher tapes paper to the table for a child who struggles to color and hold the paper still with the other hand.
- A teacher adds objects to an obstacle course for a child with advanced gross motor skills.
- Ask questions: Excellent teachers use open-ended questions to get children to think and respond.
- “What do you think your mom is doing at work right now?”
- “Where would be a good place to set up our picnic spot so we don’t get too hot?”
- Give assistance: Excellent teachers understand the developmental level of each child in their care, and are able to give just enough assistance to help the child be competent.
- “That applesauce is delicious! Let’s scoop it on your spoon together so you can eat another bite!”
- “You almost have your shoes on your feet! I’ll hold the tongue while you push your feet in. You did it!”
- Provide information: Excellent teachers give information such as words, facts and explanations.
- “It does look like a big cat, but it is much bigger and has a hairy mane. This big cat is called a lion.”
- “He is our maintenance worker. He is here to change our lightbulbs. Look. They are all dark. Let’s move our bodies back so he can put his ladder there and we can be safe.”
- Give directions: Excellent teachers give directions to support children’s actions and behaviors.
- “Kalea, your mouth is full of food. Wait until you chew it all up to put another bite in.”
- “Look here. All of the balls go into this big container so we can clean up our classroom.”(Copple & Bredekamp, 2009, pg. 36-38)
Note that the LAST two teaching strategies are to provide information and give directions. Often times, teachers will resort to these two teaching strategies FIRST. While they are necessary and useful teaching strategies, take care to ensure that they are not the FIRST and ONLY teaching strategies you use!
Practice Check!
Reflect on which Intentional Teaching Strategies you are proficient at and which ones you rarely use. How can you incorporate a more diverse use of ALL teaching strategies into play situations?
The Power of Observation: Watch & Reflect
Watch
Utilizing milestones, early learning standards and teaching strategies can only be successful if professionals are good observers of children. What does this mean? As professionals, we must take time to step back and watch children in their daily routines. As we watch them, we should be looking at observable behaviors and actions from many angles to help us learn more about him/her. The following is a list of some questions to consider when you are observing a child. (As you think about these questions, the words “target child” refer to the child you are observing and gaining information about.)
- “Where is the target child physically in the room?”
- (Near others? Alone? Always in the same area? Moving from space to space continually?)
- “What are the other children doing, and how does the target child respond to their activity?”
- (Watches? Joins? Avoids? Doesn’t seem to notice others?)
- “Where are the adults in the room and how does the target child respond to their presence or absence?”
- (Stays near adults? Doesn’t seem to notice adults? Wants to interact with adults by talking, showing, giving objects? Becomes distressed as adults come and go?)
- “How is the target child interacting with other children or adults in the room?”
- (Staying near? Avoiding? Asking to play? Watching/Laughing/Talking? Sharing Toys? Hitting/Taking Toys/Crying? Helping Others?)
- “What is the target child doing with materials/toys?”
- Mouthing, Filling/Dumping, Stacking, Throwing, Pretend Play)
- “What language, verbal or non-verbal, is the child using?”
- (Eye contact, Smiling, Crying, Screeching, Arching away, Cuddling, Looking away, Singing, Using spoken words)
Reflect
After identifying concrete, observable behaviors and actions that you have observed, you must also reflect on what the actions might mean. This is when we start to work towards understanding the child’s cues based on his/her behaviors. Think about these reflective questions:
- “How does the child’s behaviors/interactions match or not match with developmental milestones for children her age?”
- “How do I know if the child is enjoying this activity?”
- “How do I know if the child is finished with this activity?”
- “How do I know if the child is beginning to become distressed? Is this perhaps due to other children, adults, materials, or physical space?”
By observing children in their play and daily routines, and reflecting on what this tells us about the children in our care, we begin to have a better understanding of their developmental level, how they handle relationships with others in the program, and cues to their enjoyment or distress with an activity or situation. This is powerful and necessary information needed to plan intentional, individualized activities for your program. As we become better observers of children’s development, play and daily routines, we are able to start to understand the next valuable component of intentional planning: understanding child strengths and interests.
Understanding Children’s Assets and Interests
The most beneficial, engaging and developmentally appropriate activities that are planned for young children connect the child’s developmental level with their interests. Our discussion to this point has helped us understand the child’s development and cues, but we must also take some time to reflect on the child’s interests as we plan. The following article, Promoting Young Children’s Participation in Interest-Based Everyday Learning Activities (.pdf), explains the benefits of planning based on everyday interests for young children. Stop now and go to The Family, Infant and Preschool Program to read this article (.pdf). At the end of the article are Activity Checklists that will help you identify children’s interests that will lead to the development of engaging activities in your program.
Practice Check!
After reading the article “Promoting Young Children’s Participation in Interest-Based Everyday Learning Activities” use one of the Interest-Based Everyday Activity Checklists at the end of the article and complete based on the practice child you chose earlier in this packet. What interests particularly stand out to you from this checklist? What other interests does this child have that were not listed on the Checklist? Can you begin to think of engaging activities that are related to the interests you have checked?
At this point, you have gathered the necessary information to create intentional, individualized plans for the children in your care! The next section of this packet will help you put it all together to plan for activities and materials, interactions and teaching strategies, high quality environments, and transitions and routines.
Putting it All Together: Creating Intentional Plans for Your Program
This is where the fun begins as you take everything you know about the children in your care and begin to put it all together to make intentional, cohesive plans for your program or classroom. Many people think that planning only involves the play activities or materials that will be available to children during routine play time, however, there is much more to consider when creating intentional plans for infants and toddlers. During this part of the planning process, you must consider all of the following:
- Creating engaging play activities
- Selecting appropriate materials
- Changes to the environment that support your activities and materials
- Identifying important interactions and teaching strategies
- Planning for transitions and routines
The challenge, then, becomes articulating what you know about the children in your care and syncing those thoughts your ideas on intentional plans throughout the day in all of the above areas. The forms on the following pages will help you organize your thoughts and can be used as tools to communicate with parents and colleagues about the plans you are creating for individual children. It will be important for you to determine how often you would like to plan. Are you creating weekly plans? Plans to last for two weeks? Monthly plans? Knowing the length of time you intend to plan for will help you define how long you have to accomplish your goals, how much variety in materials, activities and environmental arrangement you need, and the depth to which you can explore the chosen topics. The forms will also help you plan for both individual children and groups of children. These forms include:
- Telling the Child’s Story
- Individualized Planning Form
- Weekly Web
- Weekly Activity Plan
Planning for Infants and Toddlers: Telling Their Story
| Name | Observations | Relevant Developmental Skills | Child Interests |
|---|---|---|---|
| Think about these things: | Do you have specific, recent observations of the child that has started you thinking about areas of growth and support for this child? | What are the child’s strengths that might help support her in other areas of growth? | What are her interests? What does she really enjoy? What makes her happiest during the day? What does she know a lot about? What can you use to create experiences that support growth in other areas? |
| Example: Hannah 2.5 years old | On the first day back after a week-long break when baby brother was born, Hannah wanted to show her friends her brother. She then sat by him while mom talked with the teacher. When mom told Hannah she was leaving and picked up the carseat, Hannah began to jump and cry, then held onto mom’s legs. After mom left, Hannah cried in the rocking chair with Miss P. for 15 minutes, then began looking at books. No other tantrums or periods of distress noted for the rest of the day. This pattern continued for the 4 days she came to school this week.
| Prior to baby arriving, Hannah transitioned easily into the classroom, giving parents a kiss and waving out the window. Hannah remembers where her parents work and talks about what they are doing at work while she is at school. Hannah can relate past experiences to teachers and talk about what she did with her family. | Hannah loves to look at books. She is especially interested in telling stories about things she has done with her baby brother. Hannah plays in the dramatic play center every day. Hannah enjoys being a “helper” with the other children and teachers in the classroom. |
| Example: Tony 6 months | Tony used two hands to hold a toy and bring it to his mouth while on his tummy. He kicked his legs while manipulating the toy. | Tony reaches for and grasps toys, bringing them to his mouth while on his tummy. Tony squeezes toys repeatedly to create sounds. Tony pushes through his hands and arms and can lift his chest off the floor while on his tummy. | Tony enjoys making noises with toys, especially the ones with crinkle paper inside Tony likes singing, especially Pop Goes the Weasel and Twinkle Twinkle. Tony enjoys being close to adults while on his tummy. |
Planning for Infants and Toddlers: Individualized Planning Form
| Name | Goals—What would you like to see happen? | Activities/Materials/Changes to the Environment/Teaching Strategies/Routines and Transitions |
|---|---|---|
| Now put the information you know about the child into goals & activities | These are specific, short-term results you want to see in a specified period of time. These can correlate with how you choose to plan: weekly, bi-monthly, etc. The thought is at the end of that time, you will modify your goals based on the changes in the child over time. | This is where it all comes together: you think about the goals you have for the child, their strengths and their interests, and put it all together to create intentional, individualized plans for the child. When working with infants and toddlers, we must understand that intentional planning occurs during EVERY part of the day, so when planning we must consider:
|
| Example: Hannah | Hannah will tell mom and brother goodbye and wave out the window without crying. |
|
| Example: Tony | Tony will begin to army crawl to reach nearby toys. |
|
From Individualized Forms to Classroom Plans
The most important aspect of planning for infants and toddlers is to match what you know about the child to intentional activities, materials, changes to the environment, teaching strategies and routines. Once this is complete, you can choose to put that together into program or classroom plans. This can be organized in a variety of ways to meet the needs of your program staff and parents. The following are two examples with reasoning for why they may be a good choice for your program. Completed examples and blank forms can be found in the table of contents for this TA Packet.
KELS Classroom Form:
This planning form is based on the sections of the Kansas Early Learning Standards. Using a form similar to this gives you the opportunity to articulate to parents that you are addressing all areas of the Kansas Early Learning Standards on a daily basis. To use this form, you would take the individualized activities for each child and put their activities into the corresponding section of the program/classroom form. Using the form in this way also helps you, as the teacher, ensure that you are planning for each child in all content areas. The next page has a completed example for a program serving toddlers.
KELS Classroom Form (Blank)
Week of ______
Focus area(s):
- Approaches to Learning and Science
- (To be filled out)
- Mathematics
- (To be filled out)
- Creative Arts (Visual, Drama, Music, Dance)
- (To be filled out)
- Physical Development (Fine and Gross Motor)
- (To be filled out)
- Social/Emotional Development and Social Studies
- (To be filled out)
- Communication and Literacy
- (To be filled out)
KELS Classroom Form (Example)
Week of Nov 30 - Dec 4
Focus area(s): Literacy - retelling events from a story
- Approaches to Learning and Science
- Goop - Cornstarch and water with small African animals
- White glue creations - monitor drying process
- Mathematics
- Grouping animal families (African animals with unit blocks)
- Large foam shape blocks
- Grouping similar animals: cats, dogs antelope
- Creative Arts (Visual, Drama, Music, Dance)
- Visual - library paste sculpture, clay dough sculptures, ink pad exploration
- Drama - African animal puppets, animal capes, slings for babies
- Music and dance - gathering drum, animal action, rain sticks
- Physical Development (Fine and Gross Motor)
- Fine motor
- Drawing with purpose - holding crayons, write movement, copying observed movements
- Lacing cards and stringing beads
- puzzles
- Gross motor
- Trucks and airplanes
- Climbing mats
- Balancing objects while walking
- Fine motor
- Social/Emotional Development and Social Studies
- Caring for stuffed animals
- Pictures from Africa
- Where in the world is Africa?
- Communication and Literacy
- Flannel board stories - retelling familiar stories and songs
- African fables - "How the Elephant Got His Trunk", "How Rhino Got His Baggy Skin", "How Giraffe Became So Tall"
- Vocabulary - New animal names
Daily/Weekly Activity Plan
This planning form is arranged by day or week, depending on how frequently the activities are changed. This form clearly articulates to parents and staff the activities that will be offered and your plan for specific teaching strategies or targeted activities. This form is helpful when you have new staff or frequent rotating staff, as you can write instructions as specifically as you see necessary.
| Routine | Time | Activities |
|---|---|---|
| Free Play | 7:30-10:15 | Sensory Table — Goop & Small African Animals — Mix cornstarch & water in tubs in the sensory table. Add small animals. You can use small containers of water to encourage the children to help mix the cornstarch and water. It should be a consistency that you can pick up, but then in oozes out into the tub. If it is too dry, add water. If it is too wet, add cornstarch. This is messy, so move sensory table to the windows by the sinks. It will dry on children’s clothes and just brush off, so no worries about smocks unless the children are okay wearing them. Art Table — Library Paste — 3D sculptures — Use boxes and collaging materials to make a 3D sculpture with the children. Help them understand that heavier objects require more library paste than lighter objects. The sculptures will be saved to be painted later in the week. Science Table — Legos — Help children use their fine motor skills to connect the Legos. Encourage building up and out...model different ways to connect the blocks to expand the children’s abilities. Dramatic Play — Crocheted food — this will hopefully help the children keep the play food out of their mouths. Slings for the babies — help the children tie blankets and us them as slings to carry the babies in. Experiment with different blankets, towels, etc. Baskets — Baskets will be used to attempt to carrying things on their head (balance). There will also be new dress-up clothes and shoes for pretend play. Encourage the children to do as much as they possibly can independently, but be there to assist as needed. Manipulatives — Stringing beads; puzzles — Make sure the children finish a puzzle if they get it out. Don’t expect them to do it independently — sometimes the puzzles are too hard — but they should be expected to stay with you and work together until the puzzle is finished and it is put back on the shelf. Other — Loft — Flannel board stories and songs; Under loft—African animal puppets — Encourage singing and retelling of familiar songs or stories with the flannel boards and puppets. The focus this week is to retell stories with prompts. Help start a story, or add words to help the children remember what comes first, next, last. |
| Snack | 9:00-9:30 | |
| Toileting | 9:30-10:00 | |
| Group | 10:15-10:30 | Welcome — Hello song; Stand Up Song; Jump Up & Down Discussion — New African Animal Names (printed pictures) Activities — What’s missing?
Dismissal — Gathering Drum Rhythm |
| Outside | 10:30-11:30 | Animal Capes (if the ground is dry outside) Balancing objects on their heads Trikes — encourage use of pedals |
ECRC Materials
Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8
Bredekamp, Sue; Copple, Carol
Pub. Info:
NAEYC 2009
Notes:
Revised from the 1997 edition, this book explains more fully the principles underlying developmentally appropriate practice and guidelines for classroom decision making. It offers an overview of each period of development and extensive examples of practices appropriate and inappropriate with children in that age group. Age level, infant-primary grade.
Developmentally appropriate practice: focus on infants and toddlers
Copple, Carol; Bredekamp, Sue; Koralek, Darel & Charner, Kathy editors.
ISBN:
9781928896951 (softcover)
Pub. Info:
Washington, D.C. : National Association for the Education of Young Children, [2013]
Notes:
Teachers of infants and toddlers can use this resource to learn about developmentally appropriate practice (DAP) so they can apply DAP in their work with infants and toddlers. Filled with information, practical ideas, and inspiration.
Appropriate Curriculum for Young Children: The Role of the Teacher #856
NAEYC
Pub. Info:
Washington, DC NAEYC
Notes:
Teachers provide appropriate curriculum outside the typical paper/pencil day to children often. This video focuses on how to include every day activities in curriculum planning.
Caring for Infants and Toddlers in Groups: 2nd edition developmentally appropriate practice
Peterson, Snady
ISBN:
0943657679
Pub. Info:
Washington, DC : Zero to Three, c2008
Notes:
This book is designed to help caregivers, program directors, coordinators, administrators, trainers, licensors, families, and leaders in the field of early care and education recognize and communicate to others the knowledge and skills that are needed to offer a nurturing group care environment that supports the healthy development of very young children. Offers case studies to emphasize the key components of child care.
Curriculum:
The creative curriculum for infants, toddlers & twos
Dodge, Diane Trister
ISBN:
8979537990
Pub. Info:
Washington, DC : Teaching Strategies, c2011.
Notes:
Why a curriculum for infants and toddlers? -- Who's who in a quality program -- Putting quality into action: the big picture -- Planning and evaluating your program -- Putting quality into action: routines day by day -- Putting quality into action: activities day by day -- Appendices. This revised edition of The Creative Curriculum for Infants & Toddlers incorporates suggestions from colleagues around the country for how to make its message crystal clear. The goal in this revision is to convey the concept that curriculum for infants and toddlers is all about building responsive relationships, and that adults must create an environment which offers a variety of experiences to interest and engage the youngest children. Volume 1: The Foundation, which outlines the research behind the curriculum and discusses the five central components of nurturing care and teaching. Volume 2: Routines and Experiences, which discusses the five routines and eight experiences that are essential to the development and learning of children birth to age 3, explaining how to plan intentionally while maintaining the flexibility to respond to the changing interests and abilities of young children. Volume 3: Objectives for Development & Learning: Birth Through Kindergarten, which explains the skills, knowledge, and behaviors that matter most to the continuing development and learning of very young children. A tool to help teachers observe children effectively.
The creative curriculum for family child care
Dodge, Diane Trister.
ISBN:
9781606171035 (set : pbk.)
Pub. Info:
Washington, D.C. : Teaching Strategies, 2009.
Building a High/Scope Program Infant-Toddler Programs
Kruse, Tricia S.
ISBN:
1573792667 (softcover : alk. paper)
Pub. Info:
Ypsilanti, MI : High/Scope Press, c2005. Notes: Table of contents: "This book provides practical ideas, strategies, and tips for addressing the challenges faced by teachers and caregivers working with infants and toddlers in full-or part-day programs in a variety of settings."
Tender Care and Early Learning Supporting Infants and Toddlers in Child Care Settings
Post, Jacalyn
ISBN:
1573790907
Pub. Info:
High/Scope 2000
Notes:
Caregivers in infant-toddler group settings will welcome this manual describing High/Scope's active learning approach with babies and children under preschool age. It's all there: the elements of active learning; key experiences for sensory-motor learners; the organization of space and materials; children's daily schedules and caregiving routines; and adult support based on child observation, team planning, and partnerships with parents. Learn how these all come together to promote tender care and early learning for the "under threes" in High/Scope ̈ child care centers and child care homes!
A practical guide to early childhood planning, methods and materials The what, why, and how of lesson plans
Petersen, Evelyn
ISBN:
0205174043
Pub. Info:
Boston Allyn and Bacon 1996
Notes: A very practical "Guide" for helping pre-service and inservice teachers put early childhood theories and information into daily practice. Aimed at long range, short range and daily lesson planning, it's coverage of such topics as "How to Plan and Document Individualized Teaching" and "Creating Developmentally Appropriate Lesson Plans" should be useful to anyone working with young children.
Learning Activities:
Active learning for infants
Cryer, Debby
ISBN:
0201213346 (pbk.)
Pub. Info:
Menlo Park, Calif. : Addison-Wesley Pub. Co., c1987.
Notes:
Over 300 activities for infants. May be used with small groups or individuals. "Baby Can" checklists help caregivers choose the right activities for each baby. Includes a Planning Guide, Activities for Listening, Talking, Physical Development, Creativity and Learning form the World around you. Age level, birth-12 months.
Active learning for ones
Cryer, Debby
ISBN:
0201213354 (pbk.)
Pub. Info:
Menlo Park, Calif. : Addison-Wesley Pub. Co., c1987.
Notes:
Over 300 activities for toddlers ages 12 to 24 months. May be used with small groups or individuals. "Ones Can" checklists help caregivers choose the right activities for each toddler. Includes a Planning guide, Activities for Listening, Talking, Physical Development, Creativity and Learning From the World Around You. Age level, 12-24 months.
Active learning for twos
Cryer, Debby
ISBN:
0201213362 (pbk.)
Pub. Info:
Menlo Park, Calif. : Addison-Wesley Pub. Co., c1988.
Notes:
Over 400 activities for children ages 24 to 36 months. May be used with small groups or individuals. 'Twos Can" checklists help caregivers choose the right activities for each child. Includes a Planning guide, Activities for Listening, Talking, Physical Development, Creativity and Learning From the World Around You. Age level, 24-36 months.
Active Learning for Threes
Cryer, Debby; Harms, Thelma; Bourland, Beth
ISBN:
0201213370
Pub. Info:
Menlo Park, Calif Addison Wesley 1988
Notes:
Over 400 activities for children ages 36 to 48 months. May be used with small groups or
individuals. "Threes Can" checklists help caregivers choose the right activities for each child.
Includes a Planning Guide, Activities for Listening, Talking, Physical Development, Creativity and
Learning From the World Around You. Age level: 36 - 48 months.
Active Learning for Fours
Cryer, Debby; Harms, Thelma; Ray, Adele
ISBN:
201494000
Pub. Info:
Menlo Park, CA Addison Wesley 1996
Notes:
Active Learning for Fours, the fifth book in the Active Learning Series, has over 470 activities for Fours, 48 months old through 60 months old. The activities are easy to read and do with one child or a small group; "Fours Can" lists help teachers, caregivers, or parents choose the right activities for each child. Ideas on planning environments for Fours and an easy system for writing plans help set the stage for a developmentally appropriate activity program.
Active Leaning for Fives
Cryer, Debby; Harms, Thelma; Ray, Adele
ISBN:
201494019
Pub. Info:
Menlo Park, CA Addison Wesley 1996
Notes:
Active Learning for Fives, the sixth book in the Active Learning Series, has over 500 activities for Fives, 60 months old through 72 months old. The activities are easy to read and do with one child or a small group; "Fives Can" lists help teachers, caregivers, or parents choose the right activities for each child. Ideas on planning environments for Fives and an easy system for writing plans help set the stage for a developmentally appropriate activity program.
Activities for responsive caregiving: infants, toddlers, and twos
Barbre, Jean
ISBN:
9781605540849 (pbk.)
Pub. Info:
St. Paul, MN : Redleaf Press, 2013.
Notes:
Very young children are rapidly changing and eagerly discovering their worlds. As a responsive caregiver, you support children’s development and create a nurturing environment filled with opportunities for them to joyfully explore, learn, and grow. This resource provides more than a hundred play-based activities to help infants, toddlers, and two-year-olds develop the skills they need to become active, happy lifelong learners. Each activity is easy to implement, engages children in playful experiences, and emphasizes primary and secondary learning outcomes in social-emotional, physical, cognitive, and language development. Use this book to strengthen your understanding about how children grow and create countless moments of nurturing through developmentally appropriate learning experiences.
Creative Curriculum Learning Games Set
Sparling, Joseph; Lewis, Isabelle
Pub. Info:
Washington, DC Teaching Strategies 2007
Notes:
Use these proven, fun games to play with children from birth through 60 months of age. This 5-book series transforms the fundamentals of early childhood development into easy-to-use, flexible activities perfect for use in home visiting programs, in family child care homes, as send-home materials for families, and in parent education classes. Every game is presented on a full page, front and back, and is illustrated with engaging color photos.
Baby steps to STEM: Infants and toddler science, technology, engineering, and math activities
Barbre, Jean
ISBN:
9781605545080 (paperback)
Pub. Info:
St. Paul, MN : Redleaf Press, 2017.
Notes:
Innately curious, infants and toddlers love to explore, investigate, and discover-making the earliest years a perfect time to begin teaching the foundations of STEM. This book defines what science, technology, engineering, and math education looks like for this age group, and why it is so vital for children to develop STEM knowledge. Expand your understanding of STEM to lay the foundation for children to develop skills in critical thinking, communication, collaboration, and creativity. This book supplies fifty play-based developmentally appropriate activities for introducing STEM. All activities include extensions, inquiry questions, and tips on how to help parents strengthen children's learning at home. Jean Barbre, EdD, holds a master's degree in child and family studies from California State University Long Beach, a master's degree in counseling from California State University Fullerton, and a doctorate degree in educational leadership from Pepperdine University. She has more than thirty years of experience working with children and families in a variety of roles and currently teaches early childhood courses in community college and California State University system as well as presents at professional conferences across the country.
Ages & stages learning activities
Twombly, Elizabeth; Fink, Ginger
ISBN:
1557667705
Pub. Info:
Baltimore : P.H. Brookes Pub., c2004.
Notes:
Developed to coordinate with the Ages & Stages Questionnaires (ASQ) screening system, these inexpensive games and ideas for interaction can also be used independently. The activities address the same five developmental areas as ASQ communication, gross motor, fine motor, problem solving, and personal-social and help even the youngest children develop crucial early language and literacy skills. Early interventionists and other professionals can share these playful learning activities with parents of children who are either developing typically or need non-intensive support in one or more developmental areas.
Achieving learning goals through play: Teaching young children with special needs
Widerstrom, Anne
ISBN:
1557666989 (pbk.)
Pub. Info:
Baltimore, MD : P.H. Brookes Pub., c2004.
Notes:
Play is more than fun; it's a powerful teaching tool that helps young children learn. This guide gives early childhood educators creative, ready-to-use strategies for weaving individual learning goals into play activities throughout the school day. Developed for use with young children who have special needs-but equally effective for typically developing children.
KCCTO Courses to Support Intentional Planning
Responsive Planning for Infants and Toddlers
Credit Hours: 2
CDA Subject Area: 2—Physical and Intellectual Competence
Content Area: Learning Environment & Curriculum
Within the foundation of relationships and positive interactions, this course provides an insight into the process of responsive planning for infants and toddlers. Participants will gain an awareness of the importance of developing a responsive curriculum and understand the process of creating and implementing responsive lesson plans. Additionally, participants will explore how to create an environment that supports responsive planning.
Child Development: Connecting Development to Practice
Credit Hours: 3
CDA Subject Area: 8 - Growth and Development
Content Area: Child & Youth Growth & Development
Understanding development in the domains of physical, cognitive, social and emotional, and communications and language is an essential part of working with young children. This course is a follow-up to the Basics of Child Development and takes a deeper look into development for children birth through eight years of age. The course also provides tips and strategies for developmentally appropriate activities to support each of the developmental domains.
Infant and Toddler Child Development
Credit Hours: 2 KDHE credit hours
CDA Subject Area: 8 - Growth and Development
Join this class and explore the development of infants and toddlers. Learn about the importance of the following areas: attachment, perceptual development, movement and fine & gross motor skills, brain development, language skills and social emotional development. If you work with infants and/or toddlers, this course provides more in-depth information after completion of Introduction to Child Development.
Kansas Early Learning Standards
Credit Hours: 2 KDHE credit hours
CDA Subject Area: 5 - Program Management
This course introduces the 3rd edition of the Kansas Early Learning Standards developed by the Kansas Department of Education. These standards provide information and guidance to early childhood providers and teachers, including early primary grade teachers, on the developmental sequence of learning for children from birth through kindergarten. Providers and teachers will find this a dynamic resource as they plan for activities and engage in conversations with young children and their families around early learning.
Introduction to Designing Environments
Credit Hours: 3 KDHE credit hours
CDA Subject Area: 1 - Safe, Healthy Learning Environment
While human relationships play a key role in children's healthy development, the physical and temporal environments also have a significant impact. When environments are engaging, they support children's participation in activities that promote development and learning. This course will assist you in designing the physical space, the contents, and grouping arrangements in the indoor environment.
Play: Problems & Interventions
Credit Hours: 7 KDHE credit hours
CDA Subject Area: 3 - Social and Emotional Development, 4 - Relationships with Families, 7 - Observing and Recording Behavior
This course teaches how to recognize children who have play problems; how play problems limit the development of skills that lay the foundation for academic learning; six behavior patterns that signal children need help; a process for helping children observe, reflect, and intervene; and how teachers can use direct support, curriculum activities, and peers to help a child develop play skills. This course asks the participant to observe children and reflect on play behaviors.
Teaching Strategies to Enhance Transitions
Credit Hours: 3 KDHE credit hours
CDA Subject Area: 2 - Physical and Intellectual Competence
Are cleanup times and activity changes stressing you out? Transitions occur multiple times throughout the day in the early childhood program. In this course, participants will explore the importance of planning for transitions and learn the components of an effective transition.
The Role of Observation
Credit Hours: 4 KDHE credit hours
CDA Subject Area: 7 - Observing and Recording Behavior
Who? When? Where? Why? Take this course to answer all of these questions in regards to the importance of observation. Further, gain a better understanding of various tools and forms that can be used to observe the children within your environment, as well as, ways to document children’s learning over time to develop informal portfolios.
Blank Forms and Checklists
Planning for Individual Children: Routines-Based Planning Form (Blank)
- Play Activities
- Materials
- Changes to the Environment
- Relationship & Teaching Strategies
- Routines & Transitions
| Name | Goals - What would you like to see happen? | Activities/Materials/Changes to the Environment/Teaching Strategies/Routines and Transitions |
|---|---|---|
| Now put the information you know about the child into goals & activities | These are specific, short-term results you want to see in a specified period of time. These can correlate with how you choose to plan: weekly, bi-monthly, etc. The thought is at the end of that time, you will modify your goals based on the changes in the child over time. | This is where it all comes together: you think about the goals you have for the child, their strengths and their interests, and put it all together to create intentional, individualized plans for the child. When working with infants and toddlers, we must understand that intentional planning occurs during EVERY part of the day, so when planning we must consider:
|
KELS Classroom Form (Blank)
Week of ______
Focus area(s):
- Approaches to Learning and Science
- (To be filled out)
- Mathematics
- (To be filled out)
- Creative Arts (Visual, Drama, Music, Dance)
- (To be filled out)
- Physical Development (Fine and Gross Motor)
- (To be filled out)
- Social/Emotional Development and Social Studies
- (To be filled out)
- Communication and Literacy
- (To be filled out)
Telling Their Story Form (Blank)
| Name | Observations | Relevant Developmental Skills | Child Interests |
|---|---|---|---|
| Think about these things ► | Do you have specific, recent observations of the child that has started you thinking about areas of growth and support for this child? | What are the child’s strengths that might help support her in other areas of growth? | What are her interests? What does she really enjoy? What makes her happiest during the day? What does she know a lot about? What can you use to create experiences that support growth in other areas? |
Daily/Weekly Activity Plan (Blank)
| Routine | Time | Activities |
|---|---|---|
| Free Play | 7:30-10:15 |
|
| Snack | 9:00-9:30 | |
| Toileting | 9:30-10:00 | |
| Group | 10:15-10:30 |
|
| Outside | 10:30-11:30 |
|
Notes/Areas of Emphasis:
Implementation Checklist
| Question | Just Beginning | Developing | Accomplished | Proficient |
|---|---|---|---|---|
| I understand the developmental level of the children in my program in all developmental domains. | ||||
| I can connect the activities of the children in my care to the Kansas Early Learning Standards. |
| |||
| I use a variety of teaching strategies to meet the needs of individual children in my care. |
| |||
| I frequently take time to observe children in their play and reflect on their actions and behaviors. | ||||
| I understand individual children’s interests and abilities. | ||||
| I complete individualized plans for children based on observations, abilities and interests by identifying goals and a variety of ways to achieve those goals. | ||||
| I am creative in identifying both novel and familiar activities to support the development of the children in my care. |
Reference and Resources
Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, D.C.: National Association for the Education of Young Children.
CSEFEL: Center on the Social and Emotional Foundations for Early Learning. (n.d.). Retrieved December 29. 2017, from http://csefel.vanderbilt.edu/ - Webpage has since been discontinued.
Kansas State Department of Education. (2014). Kansas Early Learning Standards: Building the Foundation for Successful Children. Retrieved from Kansas Early Learning Standards (.pdf)
Learn the Signs. Act Early. (2017, October 16). Retrieved December 29, 2017, from CDC's Developmental Milestones
Swanson.J., Raab, M. R., Roper, N., & Dunst, C. J. (2006). Promoting Young Children’s Participation in Interest-Based Everyday Learning Activities. Retrieved December 29, 2017, from http://fipp.org/static/media/uploads/casetools/casetools_vol2_no5.pdf - Webpage has since been removed.
For more information on Individualizing Care for Infants and Toddlers, visit these resources
Early Head Start National Resource Center
- Individualizing Care for Infants and Toddlers Part 1 (.pdf)
- Individualizing Care for Infants and Toddlers Part 2 (.pdf)
Additional Resources
National Association for the Education of Young Children - Play
K-State Research and Extension - The Importance of Play
The ABC’s of Child Development
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