Abstract
The purpose of this paper is to evaluate the various aspects of Infant and Toddler Programs (ITP). They play a crucial role in the development of children between the ages of zero and three years. Consequently, stakeholders must ensure guidelines and best practices are employed. The outcome of such an approach would be a quality ITP. In this paper, an assessment of factors that constitute a quality ITP occurs. They include the application of health and safety regulations, age appropriateness, and small groups which guarantee a low caregiver to child ratio. Accordingly, individualized programming is possible. These elements are also vital for an effective program which should also incorporate a safe environment and tailored interventions for each baby. Caregivers should ensure professionalism by applying ethical and legal guidelines available while also taking part in professional development activities. Further, the caregivers should take deliberate steps to foster healthy relationships between the children and other stakeholders, especially the parents.
Key terms: Infant, toddler, program, caregiver, safety, learning.
Infant and Toddler Programs (ITP) provide children between the ages of zero and three years with a foundation for positive developmental growth based on evidence-based practices. the focus of the programs is particularly on vulnerable children due to factors like domestic violence, poverty, and other forms of socio-economic difficulties. Further, the programs are critical in addressing the growth needs of children with developmental challenges. For an ITP to be considered effective, it must be able to adapt to the various settings that a child lives in, including the school, home, or care center. Moreover, it should be able to provide a healthy and safe environment for the children to learn. Consequently, in this paper, an evaluation of minimum standards and practices that an ITP can adopt will occur, alongside an evaluation of the role of staff and caregivers in the developmental processes of the children.
Essential Policies and Practices of Quality Infant and Toddler Programs
Some of the basic policies and practices for a quality ITP include the need to apply the applicable health and safety regulations. In many jurisdictions, authorities have prescribed minimum health and safety requirements for a child center (Administration for Children and Families, 2020). A quality program always applies such guidelines. Moreover, all staff needs to be trained adequately, especially concerning concepts of Early Childhood Development (ECD) (Jansen, 2017). This step would ensure that the staff handles situations depending on the specific and unique needs of each child. Further, the environment of such a program, whether at school, home, or care center, needs to be age-appropriate. Appropriateness includes elements like having defined spaces for play, eating, sleeping, and interacting with caregivers. The setting should also be soothing in terms of factors such as interior design and color. The physical space also needs to be secure from both manmade and natural harm.
The number of toddlers and children per group also needs to be optimal. This aspect is measured by the ability of each child to get an optimal time and attention from a caregiver. In some jurisdictions, regulations exist on the number of caregivers needed per a certain number of children. A quality program adheres to such requirements. Additionally, a quality program is one that assigns a child to a specific caregiver. This approach is vital because it creates continuity in the relationship between the two. Accordingly, it elevates a child’s trust based on attachment theory. Secure attachment leads to normal emotional and psychological development for the child (Keller, 2018). The curriculum that the children use learning should incorporate principles of ECD such as incorporating the milestones of child development and the experiences that a center would provide the child. These elements should be combined with individualized programming to ensure that the unique learning needs of each of them are taken into consideration.
ITP Curriculum and Environments
Safe and Healthy Environment
Guaranteeing a safe environment is a critical element in the implementation of an effective curriculum program. Such an environment is one that minimizes exposure to hazardous events for both the child and the caregivers. Consequently, safety needs to be incorporated into the initial design of a center rather than it being an afterthought. Thus, an environment that lowers the risk of children getting infected and spreading diseases is needed (Administration for Children and Families, 2020). Other potential risks like choking hazards should also be taken into consideration in the design phase. Supervision is an essential aspect of creating a safe environment. Therefore, the setting of ITP should be in an area where constant observation is available and that caregivers should be in a position to make relevant interventions when necessary. Accordingly, it is appropriate for a center to possess a checklist of safety features required by both public regulations and best practices.
Importantly, the safety aspects of the environment should support a child’s curiosity and interaction with nature and the materials available. The variables required to guarantee a safe environment are numerous. The rationale for this view is that the safety features should facilitate the healthy development of the children. Thus, factors that may increase the likelihood of injuries should be addressed. One of the hallmarks of healthy child growth is motor development. Therefore, the presence of adequate playing space also contributes to a healthy environment and an effective curriculum program.
Learning Environment
The learning environment should be able to support an effective curriculum program. Foremost, it should be a safe environment which entails having defined areas for the various activities envisaged in the curriculum. Further, the environment should be tailored to the changing developmental interests and needs of a child. Thus, age-appropriate materials supportive of sensory and motor development should be present in the center’s setting. Moreover, the learning environment should ensure that the children are exposed to a consistent yet flexible routine because it would build competence and independence among the children (Administration for Children and Families b, 2020). Critically, all activities in the learning environment should occur under the supervision of a responsive caregiver.
Staff’s Goal
The goals of the staff are varied. Principally, they should aim to create a conducive environment for the social and emotional development of the children. Additionally, they should also strive to attain professional development (Jansen, 2017). It contributes toward the improvement of the quality offered in an ITP. Cultural integration is also a crucial objective for the staff; thus, they should undertake their responsibilities in a culturally sensitive manner.
The staff should also endeavor to develop a positive relationship with both a child and his family, especially parents. The reason for this goal is that in the early stages of a child’s development, parents play a critical role in shaping the former’s experiences. Thus, caregivers should engage with the parents meaningfully to ensure that their services complement those of the guardians.
How Caregivers can Support Social and Emotional Development
Caregivers play an essential role in the social and emotional development of children. This outcome arises because of the prolonged period of interaction between a child and their caregiver. Accordingly, a caregiver needs to adopt a deliberate strategy to reinforce such development. Some of the elements of the strategy include observation. The caregiver should be able to observe a child’s cues then respond timely and appropriately (Administration for Children and Families b, 2020). Such supervision molds the social and cognitive development of the infant. Secondly, the caregivers can shape that development by providing the kids with individualized attention; hence, the need for small groups in a quality ITP.
Caregivers also support the emotional and social development of a child through consistency in care provision. The continuity creates a secure attachment. According to Keller (2018), such a step is associated with normal cognitive and emotional growth. Moreover, they should strive to create relationship-based experiences. Reimar (2011) holds that such experiences create optimal development even in children that are exposed to developmental obstacles. The justification for this view is that the experiences shape a baby’s brain development. Further, it also offers a caregiver an opportunity to evaluate whether the infant has attained all developmental milestones.
The caregivers should also devise experiential learning procedures that allow babies to explore their feelings and interact with others. It may include aspects like group play. During these activities, they should also encourage language development by constantly talking to the children. Language development is a central component of a child’s social and emotional growth.
Professionalism
Given the sensitivity of this stage on a child’s development, it is necessary for all caregivers and social workers to adopt professionalism. This outcome can be achieved by following the ethical standards set by professional social work organizations. Secondly, they should also adopt the legal requirements of the profession, as well as any guidelines from public authorities whose aim is to improve the welfare of the children. Finally, they also engage in professional development activities like continuing education.
Strategies and Recommendations
Caregivers can undertake several initiatives to promote healthy relationships in the care and education of infants and toddlers. They include attaining pertinent skills on ECD. Some of the foundational skills are learning to observe the children and gauging whether they attain their developmental milestones. Creating a responsive care environment is also beneficial because it encourages the growth of socially and cognitively normal children; thus, improving their level of interaction with others. Additionally, caregivers should also adopt individualized care plans. By tailoring the experiences of which child, it would be possible to mold them into engaging in beneficial relationships. Finally, collaboration with parents and other professionals is critical. For instance, if a caregiver determines that a child has a developmental problem, they should engage the parents and mental health practitioners to provide timely interventions.
References
Administration for Children and Families (2020). Nurturing environments. U.S Department of Health and Human Services. https://childcareta.acf.hhs.gov/infant-toddler-resource-guide/preparing-environment
Administration for Children and Families b (2020). Creating a responsive environment for young children. U.S Department of Health and Human Services. https://eclkc.ohs.acf.hhs.gov/curriculum/teacher-time-series/creating-responsive-environment-young-children
Jansen, A. (2017). ‘It’s So Complex!’: Understanding the challenges of child protection work as experienced by newly graduated professionals. The British Journal of Social Work, 48(6), 1524–1540. doi:10.1093/bjsw/bcx127
Keller, H. (2018). Universality claim of attachment theory: Children’s socioemotional development across cultures. Proceedings of the National Academy of Sciences, 115(45), 11414–11419. doi:10.1073/pnas.1720325115
Reimer, E. C. (2013). Relationship-based Practice with Families Where Child Neglect is an Issue: Putting Relationship Development under the Microscope. Australian Social Work, 66(3), 455–470. doi:10.1080/0312407x.2013.814694