Working toward a Definition of Infant/Toddler Curricula: Intentionally Furthering the Development of Individual Children within Responsive Relationships. OPRE Report 2017-15

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Autor/inn/en	Chazan-Cohen, Rachel; Zaslow, Martha; Raikes, Helen H.; Elicker, James; Paulsell, Diane; Dean, Allyson; Kriener-Althen, Kerry
Institution	Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE); Child Trends; ICF International
Titel	Working toward a Definition of Infant/Toddler Curricula: Intentionally Furthering the Development of Individual Children within Responsive Relationships. OPRE Report 2017-15
Quelle	(2017), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Infants; Toddlers; Early Childhood Education; Curriculum; Student Needs; Developmentally Appropriate Practices; Interpersonal Relationship; Definitions; Curriculum Development; Curriculum Implementation; Early Intervention; Quality Control; Educational Policy + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Curricula; Lehrplan; Rahmenplan; Entwicklungsbezogene Bildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Begriffsbestimmung; Curriculum; Development; Curriculumentwicklung; Entwicklung; Qualitätskontrolle; Politics of education; Bildungspolitik
Abstract	This brief is an effort to explore the meaning of the word "curriculum" when applied to working with infants and toddlers. The idea for the brief emerged from the early childhood community--specifically two groups of applied researchers funded by the Administration for Children and Families, INQUIRE and NITR. [See insert box on page 12 for more information on these groups]. These groups were getting questions from state policy makers and practitioners about the meaning of the term "empirically based curricula for infants and toddlers," a requirement for many accountability systems. Questions included concerns about how to conceptualize curriculum in the context of working with infants and toddlers--especially how to incorporate this concept in a way that provides sufficient focus on individualization and the supportive and responsive relationships that are the hallmark of infant/toddler care and education. There was concern that use of a curriculum would by definition be developmentally inappropriate for infants and toddlers. There were also questions about how stakeholders should verify the use of a curriculum for this age group. This brief begins a discussion about the meaning of the term when applied to early education and care programs serving families with infants and toddlers, and focuses especially on how the concept of a curriculum can be incorporated into and used in programs in a way that is developmentally appropriate for this age range. In this brief, the authors aim to provide background and guidance to policy makers and practitioners in the context of this new emphasis on curricula for programs serving infants and toddlers. The authors first look to existing definitions of curricula for infants and toddlers to identify key elements that should be considered (see Tables 1, 2, and 3 in the appendix). They then examine how one might verify the use of a curriculum (see Table 4 in the appendix). This is not a review of existing published curricula. The authors intend this information to be useful to those providing group care and education services in home-based and center-based settings, including to Early Head Start and Migrant and Seasonal Head Start programs, although some of the strategies for verifying curricula use may differ across setting types. (ERIC).
Anmerkungen	Office of Planning, Research and Evaluation. Administration for Children & Families, US Department of Health and Human Services, 330 C Street SW, Washington, DC 20201. Web site: https://www.acf.hhs.gov/opre
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01