Development and Learning of Toddlerr and infants

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Early influence and experience are essential to the growth and development of children’s cognition and their lifelong well-being. The brain of infants is unfinished at birth. Therefore, the part that process thinking and memory, as well as social and emotional conducts, are not developed. The mind thus matures in the world instead of in the womb (Eliason, 2017). As a result, young children are impacted by the experiences they undergo during their early growth stage. Moreover, relationships with parents and caregivers are not just influential to the young child’s mood but also impact the way their brain becomes “wired,” while building the brains architecture (Siegel, 2015). The relations and experiences that infants undergo have significant effects on their emotional development, learning skills and the role they play in their later life. The way a mother looks at her child in the eyes while feeding, the way a father talks gently to his newborn baby and the way caregivers play with the children are examples of simple, everyday moment that provide vital emotional nourishment.

Curriculum for infants and toddler can be defined as what young children experiences, and how and what they learn from these experiences. To a caregiver, it means what to teach and how to teach it.  The first three years that children experience are coupled with rapid learning and development of the brain. Therefore, the knowledge of how to support the teachings as well as the practical formulation is vital for children to reach their optimal potential. Moreover, curriculum goes hand in hand with evaluation. As a mechanism to develop an appropriate curriculum, the Massachusetts Department of Early Education and Care supports the development of curriculum by outlining the following guidelines. The curriculum should reflect values integral in a strength-based approach, which recognizes the family as the first teacher and acknowledge them as experts about their children’s growth. The curriculum should also identify relationships as crucial players in the learning and development process across all domains of growth among others.

The best way that parents or caregiver can oversee a positive development process in a child especially during the first three years involve care individualization. Care individualization thus involves a planned routine, interaction, experience and schedule that take into consideration the background of a family and appropriately support the unfolding development of every child at his or her pace (Sigelman, & Rider, 2014). These process of individualizing care, which is responsive to the infants and toddlers as well as to the family and caregivers engage related activities that include documenting, reflecting, interpreting, planning and evaluating. As a result, the providers of this care should quickly understand a child’s developmental stage, and be creative in offering support to enhance each child’s learning and development. Moreover, he or she should be intentional on every action.

Every culture is distinguished and characterized by deep-rooted and widely accepted ideas of how a person is supposed to act, feel and think. Moreover, research affirms that people not only poses different language and believes but also engage in specific behaviors, which may be normative to one culture but not to another. Cultural variation among parents in regards to conduct and perception is unique especially when observed in different ethnic groups in a single society or across societies (Eliason, 2017). Parenting is expressed through practices and cognition. Therefore, the beliefs – knowledge, attitude, goals, ideas, and goal, holds a critical place in the development of infants especially their mental health. With parents being the first educators, children not only assimilate their language but also cultural believes such as what to hold dear.

Reference

Eliason, S. (2017). Infant and Toddler Education and Care.

Siegel, D. J. (2015). The developing mind: How relationships and the brain interact to shape who we are. Guilford Publications.

Sigelman, C. K., & Rider, E. A. (2014). Life-span human development. Cengage Learning.

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