Efnisyfirlit

• Cover
• Title Page
• Copyright
• Dedication
• Contents
• Foreword to the First Edition
• Prologue to the First Edition
• Preface
• PART I. HOW INFANTS LEARN
• 1. Infants as Active Meaning-Makers
• Infants Are Born Researchers
• Infants as Subjects, Not Objects
• A Triangle of Relationships
• From Research to Practice: Education Begins in Infancy
• 2. Relationships Shape the Developing Brain
• Sequence of Brain Development
• Experience Wires the Brain
• Neurons and How They Work
• Brain Plasticity: Benefit and Risk
• The Social Brain
• From Research to Practice: Building Strong Brains
• 3. Knowledge from the Infant’s Point of View
• Three Types of Knowledge
• Learning Within Three Contexts
• From Research to Practice: Naming Knowledge in Infancy—Foundations for Learning
• 4. Policies That Support Relationships
• Primary Care
• Continuity of Care
• Small Group Size
• Culturally Respectful Care
• From Research to Practice: Reflective Supervision
• PART II. OBSERVING, DOCUMENTING, AND INTERPRETING TO SUPPORT INFANT LEARNING
• 5. Observing: Where Teaching and Learning Begin
• Observing, Documenting, and Interpreting
• Documentation That Supports Curriculum Planning
• Documentation to Assess Learning
• Documentation to Engage Families
• From Research to Practice: Re-visioning Curriculum
• 6. First Feelings: Emotional Development
• Attachment
• How Babies Respond to Stress
• Proposing Possibilities for Learning
• From Research to Practice: Infant Mental Health
• 7. Sense of Self and Other: Social Development
• Born Looking for Us
• Holding Others in Mind
• The Withdrawn Infant
• Caring and Cooperating
• Proposing Possibilities for Learning
• From Research to Practice: Shared Silent Stories
• 8. Taking Action: Motor Development
• Self-Organizing Movement Systems
• Motor Development: Not Universal
• When Free to Move
• Perceptual and Motor Challenges
• Proposing Possibilities for Learning
• From Research to Practice: Where Babies Find Themselves
• 9. Thinking: Cognitive Development
• Infants Investigate
• Infants Build Concepts
• Proposing Possibilities for Learning
• From Research to Practice: How Do We Know They Are Learning?
• 10. Communicating: Language Development
• Babies Seek Patterns in Language
• How the Brain Organizes Language
• Language Learning: A Shared Social Experience
• The Emergence of Speech
• Proposing Possibilities for Learning
• From Research to Practice: Literacy Begins in Infancy
• PART III. CONTEXTS FOR LEARNING
• 11. Play Spaces: Contexts for Wonder and Learning
• Play Spaces with Distinct Identity
• Familiarity and Surprise
• Seclusion
• Pathways to, Not Through, the Play
• Outdoors as a Learning Environment
• Safety, Sanitation, and Comfort
• 12. Care Routines: Contexts for Joy and Learning
• Welcoming, Peaceful Spaces for Care
• Care That Invites Participation
• Meals as Invitation to Participate
• Diapering as Invitation to Participate
• Napping as Invitation to Participate
• 13. Conversation and Interaction: Contexts for Understanding and Learning
• Respectful Guidance
• Acknowledge Feelings or Intent
• Clear Limits: Convey the House Rules
• Frame a Limited Choice
• Temperament: A Goodness of Fit
• Touchpoints
• Difficult Behavior: A Child Seeking Safety
• 14. Who Cares for Babies?
• Access to High-Quality Infant Care
• Documentation as Tool for Advocacy
• Afterword
• References
• Index
• About the Author