Inclusive Child Care for Infants and Toddlers: Meeting Individual and Special Needs.

Autor/in	O'Brien, Marion
Titel	Inclusive Child Care for Infants and Toddlers: Meeting Individual and Special Needs.
Quelle	(1997), (385 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-55766-296-7
Schlagwörter	Leitfaden; Child Development; Day Care; Disabilities; Early Intervention; Inclusive Schools; Individual Differences; Infant Behavior; Infant Care; Infants; Mainstreaming; Nutrition; Parent Participation; Parent Teacher Cooperation; Play; Preschool Education; Teaching Methods; Toddlers; Toilet Training + Suchen Sie Ihr Suchwort? Kindesentwicklung; Tagespflege; Handicap; Behinderung; Inclusive school; Integrative Schule; Individueller Unterschied; Säuglingspflege; Infant; Toddler; Toddlers; Kleinkind; Ernährung; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Spiel; Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Infants; Toilettenbenutzung
Abstract	With an increasing emphasis on inclusive child care, that is, care for children with and without disabilities within the same setting, there is a greater need for tested and workable approaches to provision of such care. Based on a developmental-ecological model of care and early intervention, this book is a resource for practitioners providing infant and toddler care in inclusive settings and a training guide for students and beginning teachers. Chapter 1 of the guide, "A Developmental-Ecological Approach to Inclusive Infant-Toddler Care," outlines infants' and toddlers' psychological tasks and describes how the approach helps with those tasks. Chapter 2, "Child Care as a Setting for Early Intervention," focuses on potential benefits of merging the child care and early intervention systems. Chapter 3, "Parents as Partners," concerns ways to communicate with and involve parents and help families help their children. Chapter 4, "Organizing Inclusive Infant-Toddler Care," describes a plan for operating inclusive full-day infant-toddler care programs. Chapter 5, "Exploration and Experience," describes how to organize experience and exploration to facilitate learning. Chapter 6, "Responsive Teaching Techniques for Infants and Toddlers," presents responsive teaching techniques and suggestions for facilitating inclusion. Chapter 7, "Responsive Guidance for Infants and Toddlers," suggests ways to deal with troublesome and frustrating situations. Chapter 8, "Food and Nutrition," discusses organizational strategies for feeding groups of children and meeting nutritional requirements. Chapter 9, "Diapering and Toilet Training," concerns organization of these repetitive tasks, including working with families on toilet training. Chapter 10, "Transitions," addresses how to facilitate common transitions during the day, such as arrival and departure, and nap time. Chapter 11, "Administering Inclusive Infant-Toddler Care," highlights a supportive administrative structure, and training and supervision techniques. Chapter 12, "Evaluating Quality in Inclusive Infant-Toddler Care," discusses program evaluation methods. Four appendices include sample play activities for inclusive infant and toddler care, and planning and recording forms. Contains 70 references. (Author/KB)
Anmerkungen	Paul H. Brookes Publishing Company, P.O. Box 10624, Baltimore, MD 21285-0624; phone: 800-638-3775 ($34.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC