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Developing Experiences with Infants and Toddlers

“The adult’s role is not to teach, but to observe and reflect on what infants/toddlers are experiencing and how they learn — and then to support the process through interactions, their relationship with the child, and provision of experiences in an environment that contributes to the child’s success”. (U.S. Department of Health and Human Services, 2010)

What do you want to discover with infants or explore with toddlers? How do you want to participate in fostering their growth and development? How can you let children take the lead, building on their interests, and sometimes modifying your plans in order to truly partner in their development and learning? In this Competency Assessment, you will develop and implement a respectful, supportive, and challenging experience with very young children—in an infant setting or in a toddler setting.

Keep in mind for this Field Experience Competency Performance Assessment, your goal is to:

Explain what the Competency Assessment entails to your Host Teacher, and then participate in a reflective conversation with the Host Teacher of the infant program or the toddler program. During the conversation, discuss how best you can participate in fostering the development and learning of a child or group of children in each age group. Ask for the teachers' help not only to identify the children, but also to understand who they are as individuals - their interests, developmental levels, abilities, and cultural contexts. Also, discuss how best you can build on children's interests, apply developmentally appropriate practice, and respect that all interactions with young children need to be based on relationships that involve observation, care, and individualization for strengths, needs, and interests.
Complete the Infant or Toddler: Planning Template based on what you have learned from your Host Teacher and the resources for this Competency.

Full Answer Section

Discovery and Exploration:

Infants:I'm curious to discover how infants communicate through preverbal cues like facial expressions, body language, and babbling. I'd explore ways to respond to their vocalizations and gestures, fostering turn-taking and early communication skills.
Toddlers:I'd like to explore toddlers' problem-solving skills and creativity. Perhaps we could build a block tower together, encouraging them to take the lead in design and construction. I'd observe their decision-making process and offer gentle support or suggestions when needed.

Fostering Growth and Development:

Interactions:I'd prioritize warm and responsive interactions with both infants and toddlers. For infants, singing songs, providing gentle touch, and narrating my actions can promote language development and emotional well-being. With toddlers, I'd engage in conversations, offer open-ended questions, and encourage them to use their words to express themselves.
Relationships:Building trusting relationships is crucial. I'd focus on being a reliable caregiver, responding to their needs promptly and attentively. Through positive interactions and playfulness, I hope to create a safe and secure environment where they feel comfortable exploring and learning.

Following the Child's Lead:

Interests:By observing their play and interactions, I can identify their current interests. For both age groups, I'd incorporate those interests into our activities. For example, if an infant enjoys looking at colorful objects, I could offer them safe, visually stimulating toys to explore. If a toddler is fascinated with cars, we could create a car wash activity with toy cars and water.
Modification:I understand that flexibility is key. I'm prepared to modify my plans based on the child's cues. If an infant seems overwhelmed by a particular activity, I'd offer something calmer. If a toddler loses interest in something, I'd be open to exploring a different idea together.

Collaboration with Host Teacher:

Understanding the Children:My first step would be to talk with the Host Teacher. I'd seek guidance on identifying specific children or small groups to work with, learning about their individual personalities, developmental stages, abilities, and cultural backgrounds.
Developmentally Appropriate Practice:The Host Teacher's insights will be invaluable in shaping my approach. Together, we can plan activities that are developmentally appropriate and cater to the children's specific needs and interests.
Building Relationships:I understand the importance of building relationships with both the children and the Host Teacher. Through open communication, collaboration, and mutual respect, we can create a learning environment that fosters the growth and development of all those involved.

Next Steps: Once I've engaged in this conversation with the Host Teacher and gained a deeper understanding of the children, I can complete the Infant or Toddler: Planning Template. This will allow me to create a plan for a specific activity that aligns with the children's interests and developmental stages.

Sample Answer

The quote from the U.S. Department of Health and Human Services (2010) resonates deeply with my approach to interacting with young children. I believe the most effective way to support their growth is through observation, fostering a supportive relationship, and providing stimulating experiences that build on their natural curiosity.