<p> CHAPTER 14: Curriculum and Planning for Toddlers: 16 to 36 Months</p><p>Chapter Preview</p><p>This chapter focuses on toddlers who are perfecting motor and communication skills they have learned. They can talk in sentences, dress themselves, use the toilet, and are eager to impact their world. They are learning to take turns, but most of all they are learning about themselves. </p><p>Learning Objectives</p><p>After reading this chapter, you should be able to:</p><p> Plan developmentally appropriate experiences for toddlers.</p><p> Develop a repertoire of experiences and activities to work with toddlers.</p><p> Identify typical and potential atypical patterns of growth and development.</p><p> Develop a system of planning and record keeping for toddlers.</p><p> Scaffold the learning of toddlers.</p><p> Support self-regulation and develop strategies for coping with challenging behavior.</p><p> Set boundaries to help toddlers learn about themselves and societal rules.</p><p> Develop skills to help toddlers transition between settings.</p><p> Develop transition plans to support toddlers and their families with Individualized </p><p>Family Service Plans to move from Part C to Part B of the IDEA.</p><p>Key Terms and Concepts</p><p>Challenging behavior is aggressive, antisocial behavior that challenges the skills of the adults in the classroom. Expansion takes the meaning of an utterance and puts it in a more complete form. For a toddler using telegraphic speech such as “Me go,” the expansion might be “Where do you want to go?” or “Are you ready to go now?” </p><p>Extension is broadening the context of an utterance. If the toddler says “Me go out,” you might respond, “If you want to go outside, you need to get your coat on.”</p><p>Fundamental motor skills are skills that serve as the basis for all the skills the children need to become physically active for life. These skills support fitness as well as games. </p><p>If these skills are not developed, children may avoid activities that require these skills.</p><p>Guidance is teaching self-regulation and appropriate behavior. </p><p>Positive behavior management is respectful treatment of all children.</p><p>Prereading involves daily time to read aloud to individual or small groups of toddlers.</p><p>Prewriting is introducing toddlers to the concept of a written language and for them to understand the connection between written and spoken language.</p><p>Punishment is designed to stop an unwanted behavior. </p><p>Testing limits is when toddlers try to figure out whether adults are going to enforce rules that are set. </p><p>Chapter Outline</p><p>Developmentally Appropriate Planning for Toddlers</p><p>Implementing the Curriculum for Toddlers</p><p>Materials and Methods for Working with Toddlers</p><p>Schedules, Routines, and Transitions</p><p>Including All Toddlers</p><p>Supporting Self-Regulation</p><p>Managing Challenging Behavior Recommended Reading</p><p>Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. New York:</p><p>Guilford.</p><p>Lally, J. R., & Mangione, P. (2006). The uniqueness of infancy demands a responsive </p><p> approach to care. Young Children, 61(4), 14–20.</p><p>McMullen, M. B., & Dixon, S. (2006). Building on common ground: Unifying practice with</p><p> infant/toddler specialists through a mindful, relationship-based approach. Young </p><p>Children, 61(4), 46–52.</p><p>Relevant Web Sites</p><p>Child Care and Early Education Research Connections (CCEERC) promotes high- quality research in child care and early education and the use of that research in policymaking. CCEERC aims to fulfill its mission by making child care and early education research accessible to researchers, policy makers, and practitioners. </p><p>CCEERC also offers guidance about research methods and research quality, and provides information on public policies. www.childcareresearch.org </p><p>The American Academy of Pediatrics (AAP), in collaboration with the Department of </p><p>Health and Human Services, the Child Care Bureau, and the Maternal and Child Health </p><p>Bureau, sponsors the Healthy Child Care America Campaign. It has resources for parents and early childhood educators. www.healthychildcare.org </p><p>The American Association for the Child’s Right to Play is the U.S. affiliate of </p><p>International Play Association (IPA), an international nongovernmental organization whose goal is to promote the child’s right to play among persons of all professions working for or with children. www.ipausa.org </p><p>The Book Vine for Children categorizes books in a variety of different ways including by age. Their selections are evaluated by a children’s librarian. They sell both individual books and packages of books about particular topics. www.bookvine.com </p><p>The Children’s Book Council (CBC) is a nonprofit trade association, and its members are publishers of trade books for children and young adults in the United States. The </p><p>CBC promotes the use and enjoyment of trade books for young people. www.cbcbooks.org </p><p>The Clearinghouse on Early Education and Parenting (CEEP) is part of the Early </p><p>Childhood and Parenting (ECAP) Collaborative at the University of Illinois at Urbana-</p><p>Champaign. CEEP provides publications and information to the worldwide early childhood and parenting communities. http://ceep.crc.uiuc.edu/index.html </p><p>The National Institute on Early Childhood Development and Education (ECI), part of the Office of Educational Research and Improvement, U.S. Department of Education, carries out a comprehensive program of research, development, and dissemination to improve early childhood development and learning. http://www.ed.gov/offices/OERI/ECI/index.html </p><p>The Red Leaf Press has a variety of books that are specifically written for infants and toddlers as springboards for discussing social issues (Feet are not for kicking, Hands are not for hitting). www.redleafpress.org The World Bank Early Child Development (ECD) focuses early childhood from a global and economic perspective. It has links to international and regional sites; resources; and links to data and statistics from various international organizations. http://www.worldbank.org/children </p>