- Build a Special Bond with Each Baby
- Talk Together—All Day Long
- Help Babies Connect with Their World
- Try It
- Wrap Up
- Learning Guidelines and Standards
- attunement: understanding and smoothly responding to a baby’s nonverbal signals and communications; getting “in tune” or “on the same wavelength” with a baby as you get to know each other and build a special bond
- being present with a baby: giving the baby your full attention so you can get in tune
- bonding: the mutual love and trust between a baby and a family member or educator who gets in tune with him
- en face: (pronounced “on fas”) face-to-face, making eye contact, and attuned (or getting in tune)
- open-ended questions: questions that require critical thinking, invite opinion or explanation, and have the potential to result in multiple-word answers
- primary caregiver: the educator in an infant room or mixed-age setting who has primary responsibility for a particular baby, builds an enduring relationship with him and his family, and can help him connect with others in the program
- responsive interaction: back and forth conversation, play, or interchange in which partners take turns answering each other’s words, sounds, actions, or other communications
- verbal mapping: putting words to a baby’s actions or telling him what is happening or what will happen
Learning Guidelines and Standards
The content of this tutorial aligns with Massachusetts learning guidelines and standards.
Massachusetts Early Learning Guidelines for Infants and Toddlers
- Relates to, trusts and becomes attached to consistent educators.
- Acts as a social being by engaging with others and the world around them.
- Experiences and expresses a range of emotions.
- Develops positive sense of self.
Language and Communications Development:
- Demonstrates the meaning of language by listening.
- Engages in social communication.
- Refines reflexes into purposeful actions.
- Performs simple actions to make things happen and displays a beginning understanding of cause and effect.
- Explores the environment making new discoveries.
Physical Health and Well-Being Development:
- Develops ability to move the large muscles (gross motor).
Approaches to Learning:
- Shows eagerness and curiosity as a learner.
Massachusetts Quality Rating and Improvement System (QRIS)
Center and School Based:
- Curriculum and Learning 1A: Curriculum, Assessment, and Diversity: Level 2 Materials that promote cultural and individual identity, family relations, cultural appreciation, and cognitive and social development are integrated into the curriculum and children’s everyday experiences.
- Curriculum and Learning 1B: Teacher-Child Relationships and Interactions: Level 3 Educators engage children in meaningful conversations; use open-ended questions; provide opportunities throughout the day to scaffold children’s language which supports the development of more complex receptive and expressive language; encourage children’s use of language to share ideas; stimulate problem solving; and guides children in engaging in positive peer interactions.
Family Child Care:
- Curriculum and Learning 1B: Teacher-Child Relationships and Interactions: Level 2 Educator has participated in formal professional development on how to support positive relationships and interactions with children through positive, warm and nurturing interactions.
- Curriculum and Learning 1B: Teacher-Child Relationships and Interactions: Level 4 Educators engage children in meaningful conversations, as age and developmentally appropriate; use open-ended questions and provide opportunities throughout the day to scaffold their language which supports the development of more complex receptive and expressive language, support children’s use of language to share ideas, problem solve and have positive peer interactions.