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Author: Terri Jo Swim (Author)
INFANTS AND TODDLERS: CAREGIVING AND RESPONSIVE CURRICULUM DEVELOPMENT, 9th Edition, guides you through the acquisition of skills necessary to provide high-quality care for infants and toddlers in any educational setting. This edition’s new subtitle better reflects the book’s goal of providing appropriate caregiving and educational techniques, as well as curriculum ideas, for infants and toddlers from birth to age three. Overviews of key child care philosophies as they relate to the child, the caregiver, and parent involvement are presented along with case studies and lesson plans that help you translate theory into practice.
This revised, expanded, and updated edition was developed with the intention of guiding the reader through the acquisition of skills necessary to provide high-quality care for infants and toddlers in any educational setting.
Information based on current theories and research, as well as standards for infant-toddler teacher preparation, is reflected throughout the book. The ninth edition’s new subtitle, Caregiving and Responsive Curriculum Development, better reflects the book’s goal of providing appropriate caregiving and educational techniques, along with curriculum ideas, for groups of very young children and for individual children within those groups. Early childhood educators, administrators, advocates, and parents will find practical information that can be put to immediate use to promote the highest quality care and education possible for all children, birth to age 3.
Major Revisions in the Ninth Edition
As with previous editions, Infants and Toddlers: Caregiving and Responsive Curriculum Development, Ninth Edition, strives to bridge the gap between theory and practice. As scholar-practitioners, teachers need to use theory to inform their practice and in turn use their practice to inform theoretical understanding. Building from the strong foundation of previous editions, the text has been updated and thoroughly revised. Although notable differences set this edition apart from the previous edition, points of continuity remain. For example, in this ninth edition, the child continues to be at the center of care and education. Defining infants and toddlers as engaging, decision-making forces within their environments sets a tone of excitement and enthusiasm. No longer can we afford to agree with the description of toddlerhood as the “terrible twos.” Rather, we need to embrace the image of the child as capable, competent, and creative. Doing so opens a number of educational options that were unavailable previously.
Results of research on brain structures, functions, and development as well as social and emotional development have been expanded as foundations for this edition. For example, links among cortisol levels, parenting behaviors, and memory skills for very young children are investigated. In addition, incorporating key components of the high-quality infant-toddler and preschool programs in Reggio Emilia, Italy, has improved our understanding of what developmentally appropriate practice looks like in action.
Respecting children; designing effective physical, social, and intellectual environments; building partnerships with families; and planning individually appropriate curricula are discussed throughout this edition.