Question

100 POINTS !!

Can someone help me with either of these four questions you can pick



1. Define concepts in early learning pedagogy to infant, toddler and preschool curriculum and program development in early learning settings.
2. Design learning environments and experiences that value and respect social, cultural and linguistic diversity, including Indigenous peoples’ worldviews.
3. Analyze inclusive and meaningful early learning environments and experiences for infant, toddler, and preschool children to support children’s learning and holistic development, based on the children’s interests, capabilities, strengths, and areas of need.
4. Design and promote safe and healthy early learning environments and experiences to support independence, reasonable risk-taking and healthy development, and well-being.

Answer 1

Curriculum for babies?” The answer is “Yes.” The development that

occurs from birth to 3 years lays the foundation for all later learning

(National Research Council and Institute of Medicine, 2000). To ensure an

effective foundation for later development and success, infant/toddler experiences

should be designed to meet the individual needs of each child.

Infant/toddler learning is also largely relationship and context dependent: the

support and interactions of adult caregivers are critical to the growth and learning

of these youngest children. Many infants and toddlers spend

this important period nurtured in the context of their families.

However, the National Household Education Survey conducted

in 2005 found that 42 percent of children under 1 year of age and

more than 50 percent of 1- and 2-year-olds spent a portion of each

week in nonparental care (Iruka & Carver, 2006).

Because the developmental foundation built during this period

has lifelong implications, the responsibility for children’s

learning while in out-of-home care is too significant to be left

to chance. An individualized curriculum provides a way for

teacher-caregivers to be intentional about the way they support

development and learning in children under 3 and ensures that all

aspects of development are being monitored and appropriately

supported in a variety of ways.

The implementation of a well-planned, individualized curriculum

is a hallmark of high-quality programs for infants and toddlers. But the question

often surfaces: “Just what is an infant/toddler curriculum?” According to Frede

and Ackerman (2007), “At its simplest, curriculum is defined as what to teach and

how to teach it.” (p.2) For most educators this concept is self-evident, especially

in discussions of school-aged or even preschool children. When the teachercaregiver is working with infants or toddlers, however, the idea of curriculum

becomes more difficult to conceptualize.

The purpose of this module is to familiarize consultants with the concepts

of curriculum and individualization as means of promoting infant/toddler

development through intentionally designed early learning experiences, and

to prepare them for consultation that will support quality in infant/toddler care

environments

Step-by-step explanation: