by Carla-Littel-Hildebrand, T.E.A.C.H. Counselor
Have you tried to explain to others outside the early education field what it means to “teach” infants and toddlers? As a fellow teacher, I know we fight against the “babysitter” label and claims that we are not really teaching.
But the research and our own experiences tell us differently. Teachers of infants and toddlers develop responsive care routines, build a trusting relationship with the child and family, design safe, engaging environments, and create developmentally appropriate experiences that expand learning. Young children require these experiences for healthy brain development.
“The vulnerable baby is dependent on relationships with adults for physical survival, emotional security, a safe base for learning, help with self-regulation, modeling and mentoring social behavior, and information and exchanges about the workings of the world and rules for living.”1
It is truly an awesome, and fast-moving responsibility. Have you ever taken a long weekend or vacation and upon your return, the children in your care have made significant advances in one or more developmental domains? As an Early Head Start Teacher, this is one of my fondest memories. The child that didn’t walk is now trying a few steps. Another can roll over and yet another child is beginning to use the “baby signs” you have been diligently modeling.
As a reflective caregiver, you observe these milestones and assess the needed environmental changes, create opportunities to scaffold on new learning, and assess the social emotional needs of the children as they embark on skill acquisition.
“If caregivers are mindful of how a child’s whole experience-particularly the emotional tenor-influences the developing brain – they can provide caring relationships that help the child feel secure and open to an engaging world of exploration and learning throughout the early years.” 2
Teaching infants and toddlers requires a flexibility that is unique, with caregiving taking on the nature of a “dance” – with the teacher encouraging each infant to try out more complex steps so as to master new compositions, beats, and tempos.3
Training with an Infant /Toddler focus
It can be difficult to find training that specifically addresses the needs and concerns of Infant Toddler Teachers. Not at the WECA Conference! WECA has heard your voice and is offering a range of workshops November 10-11, 2017 at Chula Vista.
Pam Bennett and Cheryl Heiman will start us off with an inspirational Early Ed Talk followed by an innovative workshop, “Bebe Café.” We’ll come together for a facilitated conversation, sharing our wisdom, expertise, challenges, concerns, and passions in a collective learning experience. Don’t miss out on this exceptional opportunity to learn with colleagues and dive deeper into the issues that are most relevant to you as an early childhood teacher.
To find out more and to register go to: http://wisconsinearlychildhood.org/conference/
Citations:
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Lally, J., & Mangione, P. (2017, May). Caring Relationships, The Heart of Early Brain Development. NAYEC, 17-23.
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Raikes, H. H., & Pope Edwards, C. (2009). Extending the Dance in Infant & Toddler Caregiving. Bear, DE: Paul H. Brookes Publishing Co., Inc.
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Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs (C. Copple, Ed.). Washington, DC: NAEYC.
Additional Infant and Toddler Resources:
States across the country are introducing policies that are designed to improve the quality of early education for infants and toddlers. These policies were created to achieve a variety of goals including: improving infant/toddler trainings for providers, increasing access to comprehensive services for infants/toddlers, and establishing core competencies that providers should know before working with infants/toddlers. In Wisconsin, the introduction of the 
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