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Massachusetts Early Learning Guidelines for Infants and Toddlers

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Massachusetts Early Learning Guidelines for Infants and Toddlers Section I: Introduction Massachusetts Early Learning Guidelines for Infants and Toddlers Developed by the Massachusetts Association for the Education of Young Children with an ARRA grant from the Department of Early Education and Care 1 | Massachusetts Early Learning Guidelines for Infants and ToddlersNovember, Rev.2010; 5.19.2011 Rev. May, 2011 The Massachusetts Department of Early Education and Care Board of Early Education and Care Members J.D. Chesloff, Chairperson Paul Reville, Secretary of Education JudyAnn Bigby, M.D., Secretary of Health and Human Services (Marilyn Anderson Chase,designee) Sharon Scott-Chandler, Esq. Elizabeth Childs, M.D. M.P.A. Joan Wasser Gish, J.D., M.A. Chi-Cheng Huang, M.D., Vice Chairperson Mary Pat Messmer Carol Craig O’Brien Eleonora Villegas-Reimers, Ph.D. Sherri Killins, Ed.D. Commissioner, Department of Early Education and Care EEC Board Approval of the Massachusetts Early Learning Guidelines for Infants and Toddlers, November 9, 2010 The funds supporting this initiative are Child Care and Development Fund (CCDF) funds received by the Commonwealth through the American Recovery and Reinvestment Act (ARRA) of 2009. The Massachusetts Early Learning Guidelines are available online at the EEC website: http://www.mass.gov/?pageID=eduagencylanding&L=4&L0=Home&L1=Government&L2=Depar tments+and+Boards&L3=Department+of+Early+Education+%26+Care&sid=Eoedu 2 | Massachusetts Early Learning Guidelines for Infants and Toddlers Rev. 5.19.2011 Acknowledgements The Department of Early Education and Care wishes to acknowledge and thank the following professionals and their agencies who contributed knowledge and expertise for the development of these Guidelines: The Massachusetts Early Learning Guidelines for Infants and Toddlers Development Team: Marie Enochty, Independent Educational Consultant and Trainer, Brewster, MA Marcia L. Farris, Executive Director, Massachusetts Association for the Education of Young Children Marilyn Favreau, Independent Consultant and Trainer, N. Andover, MA Jody Figuerido, Director, Institute for Education and Professional Development, Milford, MA Meghan Martin, Assistant Professor of Early Education and Infant Toddler Specialist, Quinsigamond Community College, Worcester, MA Marcela Simpson, Early Education and Care Specialist, IEPD, Milford, MA Kim Blanchard, MassAEYC Administrative Assistant Infant and Toddler Experts: Betty Bardige, A.L. Mailman Family Foundation, Inc. and Author, of Talk to Me, Baby Kori Bardige, Board of Directors, A. L. Mailman Family Foundation, Inc. Lori Coletti, Head Start Training and Technical Assistance Infant and Toddler Specialist Kitt Cox, Coordinator birth to Three Family Center, Ipswich, MA Peggie O’Hare, The federation for Children With Special Needs Kathy Modigiliani, Director of the Family Child Care Project Gwen Morgan, Senior Fellow in Early Care and Education Policy, Wheelock College Kate Roper, Project Director, MA Early Childhood Comprehensive Systems Project, Department of Public Health Ronna Schaffer, Director Early Head Start, Association for Human Services Craig Simpson, Infant Toddler Coordinator, Catholic Charities Chris Stetson, Infant and Toddler Teacher, Smith College Joanne Szmeretta, Professor, Leslie University Nancy Toso, Director of Training and Program Development, COMPASS for Kids Marlies Zammuto, Touchponts Association Infant and Toddler Stakeholders: Thank you to the many educators and other stakeholders who attended the evening focus groups and/or responded to the online survey. A Special Thanks To: Linda Gillespie, Technical Assistance Manager from the National Infant & Toddler Initiative at Zero to Three, The National Zero to Three for providing critical direction and expertise on infant and toddler guidelines across the country, and to the Region I Office of Child Care for their support. 3 | Massachusetts Early Learning Guidelines for Infants and Toddlers Rev. 5.19.2011 Table of Contents Section I: Introduction 1.1 Introduction to the Early Learning Guidelines for Infants and Toddlers ................ pg 6 Developing the Guidelines ……………………………………………………………………… pg 7 Guiding Principles ............................................................................................................... pg 8 Use of Guidelines ................................................................................................................ pg 9 Use by Specific Stakeholder Groups .................................................................................. pg 9 Structure of Guidelines Document .................................................................................... pg 11 Age Ranges ....................................................................................................................... pg 14 Alignment of ELG to Preschool Early Learning Experiences ............................................ pg 14 Section II: Infant Guidelines (birth – 15 months) 2.1 Introduction to the Infant Stage ................................................................................ pg 17 2.2 Social-Emotional Development in Infants: Introduction ......................................... pg 19 Social-Emotional Development Guidelines ....................................................................... pg 20 Enhancing Social and Emotional Development: Suggested Supportive Learning Experiences ..................................................................................... pg 31 2.3 Language and Communication Development in Infants: Introduction ................. pg 34 Language and Communication Guidelines ....................................................................... pg 36 Enhancing Language and Communication Development: Suggested Supportive Learning Experiences ................................................................... pg 47 2.4 Cognitive Development in Infants: Introduction ...................................................... pg 50 Cognitive Development Guidelines ................................................................................... pg 51 Enhancing Cognitive Development: Suggested Supportive Learning Experiences ......... pg 65 2.5 Physical Health and Well Being Development: Introduction ................................. pg 69 Physical Health and Well Being Development Guidelines ................................................ pg 71 Enhancing Physical Health and Well Being Development: Suggested Supportive Learning Experiences ................................................................... pg 80 2.6 Approaches to Learning: Introduction ...................................................................... pg 82 Approaches to Learning Guidelines .................................................................................. pg 83 4 | Massachusetts Early Learning Guidelines for Infants and Toddlers Rev. 5.19.2011 Section III: Toddler Guidelines (12 months to 33 months) 3.1 Introduction to the Toddler Stage .............................................................................. pg 88 3.2 Social-Emotional Development in Toddlers: Introduction ...................................... pg 90 Social-Emotional Development Guidelines ....................................................................... pg 91 Enhancing Social and Emotional Development: Suggested Supportive Learning Experiences ................................................................. pg 101 3.3 Language and Communication Development in Toddlers: Introduction ........... pg 106 Language and Communication Guidelines ..................................................................... pg 107 Enhancing Language and Communication Development: Suggested Supportive Learning Experiences ................................................................. pg 120 3.4 Cognitive Development inToddlers: Introduction .................................................. pg 124 Cognitive Development Guidelines ................................................................................. pg 125 Enhancing Cognitive Development: Suggested Supportive Learning Experiences ....... pg 144 3.5 Physical Health and Well Being Development in Toddlers: Introduction .......... pg 148 Physical Health and Well Being Development Guidelines .............................................. pg 149 Enhancing Physical Health and Well Being Development: Suggested Supportive Learning Experiences ................................................................. pg 158 3.6 Approaches to Learning in Toddlers: Introduction ................................................ pg 162 Approaches to Learning Guidelines ................................................................................ pg 163 Section IV Beyond the Basics: Best Practices 4.1 Introduction ................................................................................................................. pg 168 4.2 Primary Caregiving and Continuity of Care for Infants and Toddlers ................ pg 169 4.3 Interactions Between Adults and Infants and Toddlers ....................................... pg 172 4.4 Progress Reports for Infants and Toddlers ............................................................ pg 176 4.5 The Importance of Supporting Language Development in the First Three Years .................................................................... pg 179 4.6 Behavior Guidance for Infants and Toddlers……………………………………..pg 182 4.7 Physical Activity and Childhood Obesity Prevention ............................................ pg 185 4.8 The Importance
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