Tammy Carney

ED 350 Infant & Toddler

APL
January 25, 2012
1. A professional disposition attitude/behavior/appearance.
From my personal experience, I have learned that a personal disposition is the way we
carry ourselves inside and outside. Were able to take positive criticism, be open to new
ideas and be willing to learn from others, continue to grow, learn, and contribute ideas
and suggestions as a professional. We attend most if not all school functions and inservices when required and punctually. We act and dress according to the standards of our
work place. We maintain self-control in the classroom, be a positive role model,
demonstrate good personal hygiene, follow confidentially, show respect, serve as an
advocate for children, communicate openly and support families.
2. The construction of classroom materials.
From my personal experiences, I have learned that materials need organized, on low-open
shelves for free use of the children. Materials are sturdy and in good condition and
checked daily for safety. Be sure enough materials are provided to avoid problems such
as two children wanting the same toy and avoid waiting. We need an assortment of
washable toys, examples would be: rattles, teething rings, balls, pop beads, nesting toys,
containers, and cuddle toys. Push/pull toys are needed to encourage walking and gross
motor play. Furniture should be toddler size. Low sturdy furniture should also be
available for children to pull items out themselves and pull themselves up on. A bar on
the wall would allow for this too. We need soft washable items such as cuddle toys, soft
toddler size furniture (couch, chair) or cushions/pillows for toddlers. Infants need bouncy
seats, bumpo chairs, exersaucers, plenty of belly and back time with items to look and
reach for. Planning an individual care plan for infants that include: arrival, departure,
eating, diapering, dressing, sleeping, daily goals to support classroom lesson plan that is
designed for the toddlers if there are infant and toddler combined, and departure. Lesson
plans will be created on the childrens interest in the classroom and supported with the
Indiana State Foundations. Observations and assessments of every child will be
performed to ensure the children are reaching their maximum potential and be guidance
to us if there are any signs of possible learning delays. If learning delays are detected
early we can get first steps involved for infant and toddlers up to the age three, with
parent consent. When they turn three they would transfer to the public school for
additional support, if needed. Daily sheets for infant and toddlers are provided to families
for daily communication between teachers and families. Each sheet contains the
following information: Daily sheets share a childs day. How their childs day went, how
much and what they ate, diapering and potty information, their mood, what I learned
today, and a place for items needed. Cribs and cots are provided for rest as needed. Play
areas are protected and have open accessible spaces for exploring. A variety of outdoor
play will be available as weather permits and a place for large motor play when it does
not.

3. The use of a variety and effective instructional strategies with individual, small
and large groups of children.
From my personal experience, I have learned that with infant and toddlers large group
time is not developmentally appropriate practice (DAP) they do not have the ability yet to
sit through long periods. Its important to have a daily schedule that will help provide a
balance of activities including: quiet and active, individual and small group. (When
planning and implementing activities they should be planned around the childrens
interest in your class. Children learn best when they can relate to what they are learning.
When they are interested they will learn. Infants should be held frequently and comforted
when crying, Infants are given one on one attention during feeding and diapering, Infants
need conversation at all times. We need to engage in many one on one interactions with
infants/toddlers, including singing songs /musical movement and playful interactions
such as finger/puppet play. We need to acknowledge infant/toddler babblings/talk with a
verbal response, or physical gesture. We never talk back in baby talk, if they
mispronounce a word we just repeat it the way the word is pronounced. Teachers engage
in conversation with toddlers. If a toddler is playing with cars and trucks we may ask
which one is their favorite? Our questions should always be open ended; there is no right
or wrong answer. We need to give toddlers simple words to use to express feeling
(happy, sad, mad, grumpy, excited).We can start to say stop that hurts if a friend is being
unkind. We can also show picture story books on feelings so children can see the
emotions in the book and associate them with their feelings. Verbal toddlers are then
encouraged to use words in conflict situations such as (tell me how that made you feel,
share with your friend how that made you feel).
4. The incorporation of all domains of development and fine arts, literacy,
mathematics, science, technology, and social studies content into the classroom
experiences and activities.
From my professional experience, I have learned that the classroom environments must
be welcoming, nurturing and safe for all children to have interactions and experiences
that promote their physical, social, emotional, cognitive, language and literacy of their
well being.
We meet these by, greeting each child and his/her family warmly, and acknowledge them
upon arrival and departure daily. Making sure each child feels safe, accepted, and
protected. This is supported by daily practices that reinforce respect for people, feelings,
ideas, and materials. If a child is showing anger, for example, it is ok to tell the child it is
ok to be angry. It is not ok to hurt yourself, others, or personal property, but it is ok to
talk about it. Children must be under adult supervision at all times. The environment
should include representation of each child and their family (including all age groups,
abilities, and cultures), which might include books, pictures, photographs, music/songs,
games, toys, dress-up clothes/materials, and foods. This will also allow ownership within
their environment. A cubby or place for storage of each childs personal belongings and
possessions should be labeled with the childs name. Teachers must communicate with
and listen to children (verbal and non-verbal messages) with lots of one-on-one attention
throughout the day and at the childs eye-level. Teachers should also be on the floor with
the infants and toddlers the majority of the time. The floor is where they will spend the

majority of their day every day. Childrens feelings are acknowledged with an accepting,
non-critical verbal response or physical gesture. Teachers refrain from negative verbal or
physical responses to children at all times, which includes yelling, criticizing, scolding,
threatening, using sarcasm, name calling, yanking, pinching, squeezing, or spanking.
Teachers should never talk to other staff members in front of a child. Destructive or
disruptive behavior is addressed with children (face to face at eye level rather than from a
distance) by the teacher, explaining the effect of the behavior, stating the desired behavior
and redirecting, or helping the child make alternate choices. With toddlers, modeling the
behavior and helping the child with hand over hand is necessary. Toddlers, are not
usually doing two and three step direction. With our help they will learn too. Conflicts
are resolved with children through a problem-solving approach (we acknowledge
feelings, listen to children share what happened, ask for ideas or solutions on what we
can do next time, and follow through). The teacher should join in childrens play,
expanding upon their ideas and playing interactively. The availability of durable books
with short stories about common daily activities are an important part of literacy and
promoting the importance of literacy example is by providing sturdy, simple books with
pictures of real objects for toddlers to look at on their own and or implementing daily
language activities using books, pictures or puppets. Toddlers should be encouraged to
experiment with a variety of writing materials such as markers, crayons, pencils and
chalk. We need to respond to sounds/speech by talking about objects and events that
infants and toddlers experience, even as they may be experiencing at that time through
play.
5. The development on modification of curricula based on childrens diversity.
From my professional experience, I have learned that teachers must create and be able to
modify the environment and the experiences which meet the individual needs of all
children and their families, including children with disabilities, developmental delays,
and special needs. We can add materials to learning centers that represent different
diversities. An example would be adding foods and clothes to home center, or music
items that might represent a multicultural background.
6. The development and use of multiple assessments (informal and formal,
formative and summative) for instructional guidance.
From my professional experiences, I have learned that family questionnaires,
assessments, observations, note taking and a collection of work help a teacher know if a
child is learning and mastering skills relevant to his or her age group. When a student first
starts our school we do a Brigance test on the child, the teacher will have a questionnaire
to fill out and so will the parent/guardian. All parts are then added up to give us an idea
of where that child is at and what areas we need to work on. We just recently started
using the ISTAR KR Program which is through the Indiana Department of Education
which is working well with our curriculum Creative Curriculum, a curriculum designed
to be all about the children interest in your classroom.

7. Guidance/redirection techniques of individual, small group, and large groups of

children.
From my professional experience, I have learned that developmentally appropriate
techniques must be suitable to the childrens ages and relevant to the situation, such
as, having classroom rules and clear expectations, redirecting children to an
appropriate activity or learning center, showing children positive alternatives, being
a good role model and modeling the desired behavior, reinforcing appropriate
behavior by a sticker chart or money bucks, by catching good behaviors and
encouraging children to control their own behavior, and solving problems by talking
things out. When necessary, use developmentally appropriate redirection. Children
one year and up can be redirected to area for them to have some alone time to
regroup but must be provided a quiet activity. Time outs are not allowed. Age
appropriate redirection is necessary, an example is one minute per year, children
have no concept of time at this age and this shall never be used on Infants or toddlers
under the age of three years.. When the child is ready to return to the lesson, teachers
need to review the reason for the redirection and what behavior is expected in class.
Teachers will discuss the classroom rules thoroughly with children and explain why
it is necessary to have them. We do not want children to hurt themselves or others.
We want them to learn to respect other people and their property. Through the
language of support and positive reinforcement, expectations are made clear and
behavior is reinforced when these expectations are fulfilled. Developmentally
appropriate child guidance and management techniques are used at all times.
Example: I have three classroom rules: be kind to others, listen to teachers, be safe
and have fun. I have had my preschool add to be kind to others (children may add
by saying no kicking, no hitting, no pushing,) then for be safe and have fun (they
may say no running inside, no climbing on tables, listen to our teachers.) When they
break a rule I can ask them what rule are we breaking and didnt we agree that
pushing is being unkind to others?
8. The management of the classroom environment and duties.
From my professional experiences, I have learned that the purpose of guidance and
management is to enable the child to develop inner controls and self discipline. To
help the child accomplish this, we use positive and supportive communication.
Discerning right from wrong is a repetitive learning process. I want to approach
child guidance and management with positive action so that there is support for and
unacceptable behavior and a learning process is taking place with the childs growth
and development. With this in mind, these are the ways I guide and manage the
children:
Rather than focusing on negative outcomes, I encourage positive choices and
interactions. By doing this, I help the child recognize his or her actions.
I use redirection. This happens when I help the child choose different ways to handle
situations. Children are encouraged to problem solve on their own so they can learn

to determine the best solution for themselves. I am there to help offer or redirect if
needed. Repetition is the key for infant and toddlers. Communication is an important
part of guidance and discipline. When I talk to children about unacceptable behavior
I try to be sure they understand the rules and why they exist. Then I will encourage
the child to communicate to me their feelings and why they thought that choice was
made. This enables the child to process the best way to handle further situations that
may come. This is an ongoing, repetition. Eventually they will learn the best way to
problem solve on their own.
If the unacceptable behavior continues, the child may be separated from the group
and redirected to another area. Redirections are used as an opportunity for a child to
be removed from a situation so the teacher can communicate what has transpired.
Redirection should last no more than one minute per age of the child. It is hoped that
this will encourage the child to understand the importance of acceptable behavior.
Infants, we must discipline our selves, and know when to get help if baby for instance
will not stop crying; we made need a quick break. A toddler may be removed from the
classroom and brought to the office if all other opportunities are exhausted, until the child
is ready to return to the group. A child may lose a privilege if the misbehavior is severe.
Once the child is redirected, and separated from the problem the child is spoken to about
the problem, and then told the expectations of the class and reminded of class rules and
then the child is welcomed back to the group. If inappropriate behaviors continue a plan
of action will be implemented by the parent, teacher, and Center Director and outside
specialist if needed. Documentation must be met. If a child hurts themselves, another , or
personal property a report for opportunity of improvement needs filled out in detail
without names for confidentiality, and a bumps and bruises report needs filled out for the
victim. The report shall then be given to both guardians to be read and signed. A copy of
the report shall remain on file at the Center and given to the director. If the behavior
continues, the guardians may be notified to attend a meeting with the Director in order to
come to a satisfactory solution. In cases involving injury to another person or the
destruction of property, child may be suspended or asked to leave the center temporally
or permanently and parents asked to pay for the damages as stated in their parent
handbook they signed and read.
9. The interaction and communication with children and adults through verbal,
nonverbal, and media communication techniques.
From my professional experience I have learned that as an educator it is important to
know when to speak and when to listen. Being able to pay attention to a persons body
language will tell you a lot, and that will help us to stay professional. Its important that
when we speak we ask things openly and be willing to let others share their feelings and
thoughts. The quality of care you can provide to your students and their families is
dependent on the quality of communication that exists between you and your
professionalism with others.

10. The participation of professional meetings and school/program functions.

From my professional experience, I have learned that participation is an important part of
building a relationship with your fellow co-workers and bosses. It shows dedication and
importance. Its important that we stay informed and support our program positively and
always be willing to continue to learn, grow, and contribute as a professional.