Overview

Learn how to create and nurture communities of care for diverse children, families, and practitioners through responsive practice. In this text, the social and emotional worlds of babies and toddlers, their peers, and their caregivers come to life in the everyday moments of infant-toddler care and education. The authors show infants and toddlers as active, agentic, and intentional social partners from the start of life, highlighting their unique capacities for social engagement with both adults and peers. Interwoven within each chapter’s narrative are insights culled from extensive observations, teacher interviews, and video analyses. Part I emphasizes play, peer friendships, and humor as essential elements of infant learning, illustrated throughout with anecdotes of praxis in early care and education settings. Building on these aspects of babies’ ways of being in group care, Part II examines the complex roles of infant-toddler professionals and the critical importance of supportive and caring environments. Readers will explore the elements needed for in-depth and specialized professional preparation, including overarching principles of relationship-based practice. Book Features: Illuminates particular and understudied ways that infants and toddlers actively contribute to their own social learning and development. Shares how teachers learn to engage with and nurture infants’ and toddlers’ social capacities and experiences within child care settings. Uses anecdotes and vignettes from the authors’ research and practice with infants, toddlers, and caregivers to bring their experiences to life. Discusses themes that are important and unique for infancy and toddlerhood, such as play, friendships, humor, and professional love. Presents a unique set of chapters that reveal infants’ and toddlers’ perspectives, while also considering the caregiver’s actions within a responsive care framework.

Full Product Details

Author:   Susan L. Recchia ,  Minsun Shin ,  Eleni Loizou ,  Mary Benson McMullen
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 15.60cm , Height: 0.70cm , Length: 22.90cm
Weight:   0.204kg
ISBN:  

9780807768907

ISBN 10:   0807768901
Pages:   144
Publication Date:   24 November 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Acknowledgments1.  Introduction: Ways of Thinking About, Talking About, and Taking Steps Toward Social Inclusion The Many Faces of Inclusion The Need to Broaden the Research Framework Traditional Ways of Looking at Inclusion A Challenge to the Dominant Discourse about Inclusion An Inclusive Learning Environment: Classroom Components and Teacher Competencies Organization of the Book 2.  Welcoming Children with Disabilities to the Table: Classroom Components that Value Individual Differences What Researchers Say about the Social Competencies of Young Children with Special Needs Positive Responses to Diversity of Ability Mario's Story: Meeting the Needs of a Child with Cognitive Delays Who Is Motivated to Play with Others Adam's Story: Meeting the Needs of a Child with Physical Disabilities Who Is Highly Motivated to Move Independently Joey's Story: Meeting the Needs of a Child with Social Challenges Who Demonstrates Unusual Social Behaviors Final words: Bridging Developmental Differences How Can You Make a Difference?Questions for Further Reflection 3.  Rethinking Social Inclusion: Classroom Components That Empower All Children What Other Researchers Say about Social Inclusion of Children with Challenging or Inappropriate Behaviors Ira's Story: Dealing with a Child Who Is Marginalized in the Classroom Cody's Story: Responding to an Aggressive Child Abigail's Story: Dealing with a Quiet Child Who Loses the Teachers' Attention' Final Words: ''Moving toward Inclusive Classrooms That Value Everyone How Can you Make a Difference? Questions for Further Reflection 4.  Becoming a Teacher that Makes a Difference: Examining Values, Reconsidering Expectations, and Developing Competencies to Transform Classroom Practice Challenges of Inclusion What Other Researchers Say about the Role of Teachers in Facilitating Social Interactions in Early Childhood Classrooms A Reconceptualization of Early Childhood Inclusive Teaching The Six Teacher Competencies for an Inclusive Classroom Teacher Competencies as a Framework for Transforming Teaching and Learning in the Early Childhood Classroom 5.  Early Childhood Classrooms as Inclusive Learning Communities: Our Visions for the Future Synthesizing the Components and Competencies Through a Relationship Lens Overarching Principles for Inclusive Practice Bringing Early Childhood Inclusion to Life: Applying the Classroom Components and Teacher Competencies Where Do We Go from Here? Implications for Teacher Preparation and Ongoing Teacher Development References Index About the Authors

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Author Information

Susan L. Recchia is a professor emeritus in the Department of Curriculum and Teaching at Teachers College, Columbia University. Minsun Shin is an associate professor in the Department of Teaching and Learning at Montclair State University. Eleni Loizou is a professor in the Department of Education and Early Childhood Education Program at the University of Cyprus.

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