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4.6: The Infant and Toddler Learning Process-The Starting Poing

  • Page ID
    153795
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    Research has shown that infants are ready to learn from birth; they are able to absorb information from the sights, sounds, and scents around them, to store it, to sort it out, and to use it. This information helps infants understand the world and the people around them.

    Research has also shown that infants and toddlers are quite dependent on primary relationships for their physical and emotional needs to be met. Aware of this need, teachers plan their interactions with infants and toddlers to address both the vulnerability and the competence of children. In doing so, teachers simultaneously attend to the children’s need for close, consistent relationships with nurturing adults and to the children’s curiosity and motivation to learn.[1]

    clipboard_e8168adeb0535debaac18920fae8a0256.png
    Figure 4.12: One way to balance the need for close relationships and curiosity is to stay nearby during play. A caregiver can provide a secure base that allows the children to explore and emotionally check in as needed.[2]

    References

    [1] The California Infant/Toddler Curriculum Framework by the California Department of Education is used with permission

    [2] Image by the California Department of Education is used with permission


    This page titled 4.6: The Infant and Toddler Learning Process-The Starting Poing is shared under a not declared license and was authored, remixed, and/or curated by Jennifer Paris, Kristin Beeve, & Clint Springer.