Extending The Dance In Infant And Toddler Caregiving

A guide on care giving that examines the important early relationship between parents, caregivers and teachers and helps to understand the benefits of relationship and attachment.

Now in a completely revised third edition Sue Doherty, anthropologist and author of the pioneering, practical book, Kinergetics: Dancing with Your Baby (1994), offers must-have cutting-edge research, advice, and insight. A groundbreaking look into the art and science of song, dance, and melodies--and their profoundly nurturing, therapeutic, and developmental effects for infants and caregivers. It is an unprecedented, eye-opening investigation into our evolutionary instinct to rock a baby in our arms. An inspiring and easily accessible guide exploring the expressive heartbeat of human nature. Discovering a baby's amazing capacities reveal how music and movement has helped shape humanity across cultures and throughout history. From acquiring language acquisition to learning to self-regulate, a baby makes impressive gains socially, emotionally, physically, and cognitively, when engaging with the rhythms of his or her surroundings. Doherty provides a convincing synthesis of current scientific evidence to promote a deeply immersive and stimulating physical engagement. Fully illustrated, she introduces the reader to various "carriages" to dance freely with a baby, and with the use of a baby carrier. There are chapters on bonding and the importance of touch, stress reduction in baby and caregiver, specific recommendations for babies with special needs, tips on necessary back-care, and tai chi and yoga for warm-up and cool-down. Doherty offers parents and caregivers fascinating science that spans infant development, child psychology, neuroscience, cultural anthropology, music and movement therapy and much more. And, as Julia Dimitrova and Michael Hogan argue in their Psychology Today review: " The book will also be of interest to psychologists, sociologists, anthropologists and educationalists interested in dancing toward greater insight and understanding of human development."

Focus on the wonder of learning with infants, toddlers, and twos. Use sensitive and responsive interactions and curriculum planning that support their development as effective communicators, problem solvers, and creative thinkers.

This volume extends the knowledge base supporting research-informed child care for infants and toddlers, while simultaneously highlighting areas of study ripe for future research. The authors demonstrate from a systems perspective, that the experiences and outcomes of very young children in child care are influenced by characteristics of and interactions between the children, adults, and settings. Varying methodological approaches as well as the utilization of newer data collection instruments inform the field’s understanding of current practices and procedures while offering guidance for future programming and policy. In turn, the chapters highlight a plethora of open questions and a need for a new generation of research to support the field of infant/toddler care. Future challenges are evident in the recognition of the inadequate nature of our current measures of child outcomes and classroom processes, the field’s unmet promise to incorporate interdisciplinary perspectives, and the need for newer methodological designs that blend the strengths of quantitative and qualitative approaches. These issues are important given the growing demand for infant/toddler care and the increasing recognition of the unique role of this age period in serving as the foundation for all later development. This book was originally published as a special issue of Early Education and Development.

This book conceptualizes the ‘lived spaces’ of infant and toddler early education and care settings by bringing together international authors researching within diverse theoretical frameworks. It highlights diverse ways of understanding the experiences of very young children by exposing the ways that the authors are grappling with the unknown. The work explores broadly the construct and meanings of ‘lived spaces’ as relational spaces, interactional spaces, transitional spaces, curriculum spaces or pedagogical spaces operating within the social, physical and temporal environment of infant-toddler education settings. The book invites interchange between and among diverse theories and approaches and through this build new understanding of infants’ and toddlers’ experiences and interactions in early education and care settings. It also considers the implications of this work for policy and practice in infant and toddler education and care.

The Relationship Worlds of Infants and Toddlers explores the concept of relationships as a core element of early childhood education and care. Taking as its starting point that children from birth to three learn and develop in a network of relationships, it examines what these relationships look and feel like, how they can be fostered and why they are important for children, educators and families who are involved in early years settings. In particular, it examines: Which kinds of relationships are important in early education and care settings? How can we understand the characteristics and meaning of these relationships for individuals and groups? How can we use our understandings to build relationships in early childhood programmes that benefit children, families and educators? The authors approach the topic of relationships in infant-toddler early childhood and care settings from a range of different perspectives. Drawing on real-world examples from their own research, they show how - by understanding the diverse features and functions of the many relationships at play in infant-toddler early childhood programmes - it is possible to create opportunities to strengthen these relationships and enhance the learning opportunities that these relationships provide. Compelling reading for both early years students and professionals this book provides a valuable resource with which to approach the diversity and dynamics of infant and toddler relationships.

This toolkit is designed to be a resource for researchers and technical staff of any discipline, working for governments and institutions interested in measuring and monitoring the quality of child care centers serving infants ages 0 to 3 years (36 months).