Infant and Toddler Care and Development (Taintor and LaMarr)
- Page ID
- 138946
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- Front Matter
- A Spanish language translation of this book can be found at https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/Infant_and_Toddler_Care_and_Development_(Taintor_and_LaMarr)
- 3: Health and Nutrition
- 3.1: Introduction
- 3.2: Breast Milk- Composition, Benefits and Rates
- 3.3: Complementary Foods
- 3.4: Concerns for Underconsumption and Overconsumption
- 3.5: Beverages
- 3.6: Healthy Dietary Patterns During a Toddler’s Second Year of Life
- 3.7: Supporting Healthy Eating
- 3.8: Sleep
- 3.9: Sudden Unexpected Infant Death (SUID)
- 3.10: Physical Activity
- 3.11: Conclusion
- 3.12: References
- 4: Overview of Brain Development
- 4.1: Introduction
- 4.2: Brain Development- Volume Growth
- 4.3: Structures of the brain
- 4.4: Lobes of the Brain
- 4.5: Other Areas of the Forebrain
- 4.6: Cerebral Lateralization
- 4.7: Neurons- Structure and Function
- 4.8: Development of brain networks
- 4.9: Growth Patterns of Brain Matter
- 4.10: Brain Systems Underlying Development
- 4.11: Conclusion
- 4.12: References
- 6: Motor Development
- 6.1: Introduction
- 6.2: Reflexes
- 6.3: Developing a Sense of Peripersonal Space
- 6.4: Pikler and Gerber
- 6.5: Motor Development Trends
- 6.6: Gross and Fine Motor Development
- 6.7: Individual Differences- The Role of Cultural Childcare Practices
- 6.8: Motor Development- Relation with Other Areas of Development
- 6.9: Conclusion
- 6.10: References
- 10: Cognitive Development- Strategies in Group Care
- 10.1: Introduction
- 10.2: Observing Cognition
- 10.3: The COVID-19 Pandemic- Proof of the Importance of Quality Learning Experiences
- 10.4: Environments that Support Cognitive Development
- 10.5: Materials that Support Cognitive Development
- 10.6: Interactions that Support Cognitive Development
- 10.7: Experiences that support Cognitive Development
- 10.8: Conclusion
- 10.9: References
- 11: Overview of Language Development
- 11.1: Introduction
- 11.2: Communication and Language Milestones in Infancy and Toddlerhood
- 11.3: Early Communication with Eye Gaze
- 11.4: Stages of Language Acquisition
- 11.5: Infant Vocal Development
- 11.6: Gesture Development
- 11.7: Statistical Learning
- 11.8: First Words
- 11.9: Charting language growth in infants and toddlers
- 11.10: Native Language Development in Non-English Languages
- 11.11: Development in Language Processing Efficiency
- 11.12: Conclusion
- 11.13: References
- 14: Multilingualism
- 14.1: Introduction
- 14.2: Defining Multilingualism
- 14.3: Demographics of Multilingual Children
- 14.4: Multilingualism- Beliefs and Misconceptions
- 14.5: How Multilingualism is Different
- 14.6: The Science of Multilingualism Development
- 14.7: Effects of Multilingualism on Development
- 14.8: Strategies for Caregivers Working with Multilingual Infants and Toddlers
- 14.9: Conclusion
- 14.10: References
- 15: Emotional Development
- 15.1: Introduction
- 15.2: Theories of Emotion
- 15.3: The Biology of Emotions
- 15.4: Emotional Beginnings
- 15.5: Emotion and Self- Regulation
- 15.6: Caregiver Role in Emotional Regulation
- 15.7: Emotional Competencies
- 15.8: Development of Sense of Self
- 15.9: Empathy
- 15.10: Emotions and Cognition
- 15.11: The Role of Language in Emotion
- 15.12: Knowing What They Can Do
- 15.13: Impulse Control
- 15.14: Expression of Emotion
- 15.15: Social Understanding and Self-Awareness
- 15.16: Facial Expression and Recognition of Emotions
- 15.17: Pulling the Pieces Together
- 15.18: Cultural Elements of Emotional Development
- 15.19: Emotional Competence and Self-Regulation- A Strategy to Support Emotional Development
- 15.20: Conclusion
- 15.21: References
- Glossary
- 18: Attachment and Reciprocal Relationships
- 18.1: Introduction
- 18.2: Attachment Theory
- 18.3: Attachment Behavior vs. Attachment Bond
- 18.4: Ainsworth Strange Situation
- 18.5: Contact Comfort
- 18.6: Internal Working Models of Attachment
- 18.7: Support for Caregivers
- 18.8: Attachment and Culture
- 18.9: Attachment and Separation Anxiety
- 18.10: Attachment Disorder
- 18.11: References
- 21: Licensing and Regulations
- 21.1: Introduction
- 21.2: Understanding Licensed Care and License Exempt Care
- 21.3: Requirements And Qualifications Of Staff Section 101152
- 21.4: Teacher to Child Ratios in Child Care Centers Section 101216.3
- 21.5: Supervising Children in Child Care Centers Section 101216.3
- 21.6: Children's Personal Rights Section 101223
- 21.7: Health And Safety Regulations Section 1596.866
- 21.8: Locks and Inaccessibility Requirements in Child Care Section 101238
- 21.9: Bodies of Water Requirements in Child Care Section 101238
- 21.10: Infant Care Transportation Summary Section 101425
- 21.11: Disaster Planning and Fire Safety Section 101174
- 21.12: Food Service Requirements for Child Care Centers Section 101227
- 21.13: Additional Infant Specific Regulations
- 21.14: References
- 26: Inclusive Caregiving
- 26.1: Introduction
- 26.2: Overview
- 26.3: What Programs Can Do To Be Inclusive of All Children
- 26.4: Learning about Individual Children
- 26.5: Promoting Inclusive Practices
- 26.6: Successful Inclusion of Children with Special Needs
- 26.7: How to Make Adaptions to Materials to Meet the Needs of an Infant or Toddler
- 26.8: Collaborating for Inclusion
- 26.9: Inclusive Play
- 26.10: Specific Considerations
- 26.11: Conclusion
- 26.12: Additional Resources
- 26.13: References
- 27: Indoor Environment
- 27.1: Introduction
- 27.2: The Impact of Our Environment
- 27.3: Key Environment Elements
- 27.4: Key Environment Elements
- 27.5: Key Environment Elements- Health
- 27.6: Key Environment Elements- Lighting and Comfort
- 27.7: Key Environment Elements- Convenience
- 27.8: Key Environmental Elements- Meeting Individual Needs- Child Size and Flexibility
- 27.9: Key Environmental Elements- Movement And Choice
- 27.10: Key Environmental Elements- Engagement
- 27.11: Key Environmental Elements- Welcoming Families
- 27.12: Supporting Development
- 27.13: Division and Definition of Space
- 27.14: Supporting Special Needs Children
- 27.15: Conclusion
- 27.16: References
- 28: Outdoor Environment
- 28.1: Introduction
- 28.2: Benefits of Outdoor Play and Exploration
- 28.3: Considerations for Creating Safe and Stimulating Outdoor Play Spaces
- 28.4: When Availability of Outdoor Play Space Is an Issue
- 28.5: Strategies for Maximizing Outdoor Learning Opportunities for Infants and Toddlers
- 28.6: Create a Program Culture that Supports Outdoor Play and Exploration
- 28.7: Conclusion
- 28.8: References
- 30: Documentation
- 30.1: Introduction
- 30.2: Getting Started
- 30.3: Observation and Documentation While Participating
- 30.4: Types of Documentation
- 30.5: Technology for Documentation
- 30.6: Key Concepts in Creating Documentation
- 30.7: Storing Documentation
- 30.8: Documentation and Families
- 30.9: Reviewing and Reflecting on Documentation
- 30.10: Documentation as a Tool for Planning
- 30.11: Documentation for Assessment
- 30.12: Conclusion
- 30.13: Reference