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This script was written to accompany a series of 118 color slides and presents the view that the important elements in caring for and teaching very young children cannot be packaged as a curriculum. Everything that goes into affectionate and satisfying child care, day after day, offers many opportunities for learning by babies, toddlers, and their caregivers. Expensive toys and equipment are for this type of "curriculum." Some child development theories are briefly presented, and infants and toddlers are shown learning through various aspects of routine daily care, exploration and play, and visits to doctor's office and nursery school. Results are reported of a study of 20 babies under the age of 2 receiving all-day care in a nursery using the old-fashioned "curriculum" presented in this slide series. Paired with babies brought up in their own homes by interested, involved mothers, they kept pace in mental, motor, and social development. Instructions are included for ordering the slide series. (AJ)

Includes bibliographical references (p. 177-184) and index

Includes index

The objective of this study was to provide intensive, consistent experience in the following developmental areas: relation to objects and vocal and gestural imitation. The curriculum was developed in an inner city industry-based day care center with 14 infants aged 8 to 19 months initially. The Hunt-Uzgiris Scales measuring development in these areas, the Development of Schemas in Relation to Objects, and the Development of Vocal and Gestural Imitation, were administered to each infant. Procedures were developed which emphasized activities at the infant's level of development while introducing experiences at the next developmental level and repeating previous activities. These procedures were developed and carried out 2 half days per week during 4 semesters. Continuous written observations and several video tapes were made of instructional procedures and infant responses. The observational data indicate that during the course of a semester each infant progressed a minimum of one step along a scale and was capable of mastering a wide range of experiences at each step. Thus, the Hunt-Uzgiris Scales provided a reasonable starting point for the development of a set of intensive and coherent experiences at each developmental level. (Author/AJ)

The purpose of this guide is to present some of the tools used by the teachers of the Brookline Early Education Project in preparing teaching sessions with parents. The material is used during the Infant-Toddler phase of the BEEP program. It is relevant to families with babies between birth and two years of age. During this period, services of the project are delivered to the parents and through them to their child. Most of the work is done in the family's home usually with the child and one or both parents present. In some cases the work is done in the BEEP Center. In others, where the child is under the care of someone other than his parents, visits may be made in the day care center or in the caretaker's home. Sections included in this Curriculum are: (1) The Beep Home Visitor, (2) Themes of the Brookline Early Education Program, (3) Principles of Child Development and Related Parent Behaviors, (4) Curriculum Sequences for Physical, Social and Cognitive Development, (5) Questions to Structure Home Visits, (6) Questions and Issues Parents Have Raised,7) Potential Goals for Families, 8) Teacher Evaluation Interview, (9) References for the BEEP Education Program, (10) Forms for Recording Information. (Author/MS)

Presented are a description and evaluation report of the Infant Stimulation Curriculum developed by the Developmentally Delayed Infant Education Outreach Project. The curriculum, for infants developmentally between birth and 36 months of age, is described in terms of characteristics (such as basis in the normal developmental pattern), rationale, philosophy, and format. Listed are objectives in the curriculum development process (such as a simple readability level), and provided is a flow chart of the development process. Reported are results of an evaluation of each of the seven objectives including such findings as a readability level of sixth grade, and an expert opinion that all behaviors as stated are in fact observable behaviors. Also reported are results of field testing the curriculum with 68 children at five sites for the following three goals: determine if the behaviors as expressed are observable, determine if the behaviors are sequenced approximately, and determine if the activites listed for each behavior are appropriate for the child's level of ability. Appended are the curriculum readability work sheet, a questionnaire soliciting curriculum critiquing feedback, a toys and materials list, the curriculum assessment tool instructions, results of the first field testing, the revised assessment tool, and results of followup field testing. (DB)

Presented are a description and evaluation report of the Infant Stimulation Curriculum developed by the Developmentally Delayed Infant Education Outreach Project. The curriculum, for infants developmentally between birth and 36 months of age, is described in terms of characteristics (such as basis in the normal developmental pattern), rationale, philosophy, and format. Listed are objectives in the curriculum development process (such as a simple readability level), and provided is a flow chart of the development process. Reported are results of an evaluation of each of the seven objectives including such findings as a readability level of sixth grade, and an expert opinion that all behaviors as stated are in fact observable behaviors. Also reported are results of field testing the curriculum with 68 children at five sites for the following three goals: determine if the behaviors as expressed are observable, determine if the behaviors are sequenced approximately, and determine if the activites listed for each behavior are appropriate for the child's level of ability. Appended are the curriculum readability work sheet, a questionnaire soliciting curriculum critiquing feedback, a toys and materials list, the curriculum assessment tool instructions, results of the first field testing, the revised assessment tool, and results of followup field testing. (DB)

The utilization of videogames is not too common due to their consideration as an element that interferes with the educational and learning process. Thus, few teachers are ready to include videogames as didactic tools. Nevertheless, some educators who consider that they have a potential to become didactic tools are progressively adopting videogames as part of their teaching strategies. This paper presents the result of an academic experiment conducted with university students from the degree of Primary Education. The initial step in this experience consisted in determining whether videogames could be seen as another of the many tools employed to develop the infant stage educational curriculum. A survey was developed in order to achieve this goal. The interviewees answered this survey in two different stages, providing as a result that these future teachers would definitely be willing to incorporate videogames in their classrooms once they have been trained to do so.

Research on interaction and environment as factors in infant development is reviewed, descriptions of developmental stages and their implications for curriculum are discussed, and suggestions for using the "developmental roles" perspective in handicapped and normal infant education are outlined. Optimal experiences for infants and toddlers are reported as the presentation of motivating stimuli specific to the cognitive level of the infant, a healthy attachment relationship, and game experiences which teach the baby his effect on the environment. Activities, interactions, and environmental design are discussed for infant development at four different stages (sample activities are in parentheses): 0-4 months (kinesthetic stimulation to aid the child in processing information and attending to more and more complex stimuli); 5-8 months (stimuli inviting more active exploration like "Busy Boxes"); 9-18 months (involving the infant in all family tasks, such as cooking and laundry, to encourage feelings of competence); and 19-30 months (providing low shelves with simply arranged toys so the child can maintain his own environment). (SBH)

Research on interaction and environment as factors in infant development is reviewed, descriptions of developmental stages and their implications for curriculum are discussed, and suggestions for using the "developmental roles" perspective in handicapped and normal infant education are outlined. Optimal experiences for infants and toddlers are reported as the presentation of motivating stimuli specific to the cognitive level of the infant, a healthy attachment relationship, and game experiences which teach the baby his effect on the environment. Activities, interactions, and environmental design are discussed for infant development at four different stages (sample activities are in parentheses): 0-4 months (kinesthetic stimulation to aid the child in processing information and attending to more and more complex stimuli); 5-8 months (stimuli inviting more active exploration like "Busy Boxes"); 9-18 months (involving the infant in all family tasks, such as cooking and laundry, to encourage feelings of competence); and 19-30 months (providing low shelves with simply arranged toys so the child can maintain his own environment). (SBH)

Presented is the Infant Stimulation Curriculum (developed by the Developmentally Delayed Infant Outreach Project) for parents and teachers to use with children who are developmentally between birth and 36 months of age. Published in a card format at a sixth grade readability level, the curriculum includes introductory cards providing information on the purpose of the curriculum, ways to adapt the curriculum to handicapped children, and how to use the curriculum to identify a child's behavioral level and stimulate development through eight stages for each of the following areas: coordination, locomotion, cognition, receptive language, expressive language, and socialization. Provided is a chart on which to record the child's progress. Each area is covered by 44 to 72 cards, each of which specifies an observable behavior and suggests two or more activities to stimulate the target behavior. Examples of behaviors are ability to put a small can into a larger can (stage 5 of cognition), ability to pull a 1/2" x 3" peg out of a pegboard (stage 4 of coordination) and ability to dry own hands after washing (stage 8 of socialization). (DB)

Presented is the Infant Stimulation Curriculum (developed by the Developmentally Delayed Infant Outreach Project) for parents and teachers to use with children who are developmentally between birth and 36 months of age. Published in a card format at a sixth grade readability level, the curriculum includes introductory cards providing information on the purpose of the curriculum, ways to adapt the curriculum to handicapped children, and how to use the curriculum to identify a child's behavioral level and stimulate development through eight stages for each of the following areas: coordination, locomotion, cognition, receptive language, expressive language, and socialization. Provided is a chart on which to record the child's progress. Each area is covered by 44 to 72 cards, each of which specifies an observable behavior and suggests two or more activities to stimulate the target behavior. Examples of behaviors are ability to put a small can into a larger can (stage 5 of cognition), ability to pull a 1/2" x 3" peg out of a pegboard (stage 4 of coordination) and ability to dry own hands after washing (stage 8 of socialization). (DB)

This paper asserts that infant-toddler teachers, like preschool teachers, need to be cognizant of individual children's developmental levels, chronological ages, and general developmental stages, as well as infant-toddler theories and developmentally appropriate practice for infants and toddlers. In that spirit, the paper describes the purpose and general aspects of a developmentally appropriate infant-toddler curriculum. The paper then discusses the relationship between infant-toddler development theories (such as those of Erikson, Piaget, and Vygotsky) and infant-toddler curriculum planning. A list is then provided of general questions for caregivers to use as they create a curriculum plan. The paper's last section provides a reference list of suggested reading on infant-toddler theories, developmental stages, and activities. (Contains 11 references.) (EV)

The Pride in Parenting (PIP) program was developed for mothers 18 years of age or older who had little or no prenatal care and their infants from birth to one year. The major goals of the program were to promote effective use of health services by mothers and their infants and to enhance infant development. The intervention program consisted of home visiting, a parent-infant developmental playgroup, and a parent support group designed to improve parenting skills and maternal social competence. This training model and curriculum from the program create a comprehensive instruction course to prepare lay home visitors for facilitating healthy changes in behaviors of high risk mothers. The training curriculum is designed for a 45-day intensive training program over a 9-week period. Following an introduction to the training, the curriculum units for home visitors (parent support specialists) cover: (1) communication and relationship-building skills; (2) coping with stress and problem solving and decision making; (3) helping clients build self-esteem and deal with feelings; (4) using curriculum support materials; (5) working with families; (6) cultural diversity/ethnicity among families; (7) postpartum care and planning; (8) family planning options; (9) infant feeding and nutrition; (10) health care in the first year; (11) child growth and development; (12) identifying family needs and accessing community resources; (13) managing home visits; (14) child growth and development--birth to 1 month; (15) 1 to 4 months; (16) 4 to 8 months; (17) 8 to 12 months; (18) 1 to 2 years; (19) children in violent circumstances; (20) behavior and discipline; (21) health promotion for families; (22) maintaining personal safety; (23) substance abuse; and (24) evaluation and closing ceremony. A questionnaire to ascertain trainees' knowledge of important training concepts is included in the first unit. (HTH)

The Pride in Parenting (PIP) program was developed for mothers 18 years of age or older who had little or no prenatal care and their infants from birth to one year. The major goals of the program were to promote effective use of health services by mothers and their infants and to enhance infant development. The intervention program consisted of home visiting, a parent-infant developmental playgroup, and a parent support group designed to improve parenting skills and maternal social competence. This training model and curriculum from the program create a comprehensive instruction course to prepare lay home visitors for facilitating healthy changes in behaviors of high risk mothers. The training curriculum is designed for a 45-day intensive training program over a 9-week period. Following an introduction to the training, the curriculum units for home visitors (parent support specialists) cover: (1) communication and relationship-building skills; (2) coping with stress and problem solving and decision making; (3) helping clients build self-esteem and deal with feelings; (4) using curriculum support materials; (5) working with families; (6) cultural diversity/ethnicity among families; (7) postpartum care and planning; (8) family planning options; (9) infant feeding and nutrition; (10) health care in the first year; (11) child growth and development; (12) identifying family needs and accessing community resources; (13) managing home visits; (14) child growth and development--birth to 1 month; (15) 1 to 4 months; (16) 4 to 8 months; (17) 8 to 12 months; (18) 1 to 2 years; (19) children in violent circumstances; (20) behavior and discipline; (21) health promotion for families; (22) maintaining personal safety; (23) substance abuse; and (24) evaluation and closing ceremony. A questionnaire to ascertain trainees' knowledge of important training concepts is included in the first unit. (HTH)

The Pride in Parenting (PIP) program was developed for mothers 18 years of age or older who had little or no prenatal care and their infants from birth to one year. The major goals of the program were to promote effective use of health services by mothers and their infants and to enhance infant development. The intervention program consisted of home visiting, a parent-infant developmental playgroup, and a parent support group designed to improve parenting skills and maternal social competence. This training model and curriculum from the program create a comprehensive instruction course to prepare lay home visitors for facilitating healthy changes in behaviors of high risk mothers. The training curriculum is designed for a 45-day intensive training program over a 9-week period. Following an introduction to the training, the curriculum units for home visitors (parent support specialists) cover: (1) communication and relationship-building skills; (2) coping with stress and problem solving and decision making; (3) helping clients build self-esteem and deal with feelings; (4) using curriculum support materials; (5) working with families; (6) cultural diversity/ethnicity among families; (7) postpartum care and planning; (8) family planning options; (9) infant feeding and nutrition; (10) health care in the first year; (11) child growth and development; (12) identifying family needs and accessing community resources; (13) managing home visits; (14) child growth and development--birth to 1 month; (15) 1 to 4 months; (16) 4 to 8 months; (17) 8 to 12 months; (18) 1 to 2 years; (19) children in violent circumstances; (20) behavior and discipline; (21) health promotion for families; (22) maintaining personal safety; (23) substance abuse; and (24) evaluation and closing ceremony. A questionnaire to ascertain trainees' knowledge of important training concepts is included in the first unit. (HTH)

Includes bibliographical references (p. 197-205) and index

Includes bibliographical references (p. 197-205) and index

This article is from Asia Pacific Family Medicine , volume 10 . Abstract Background: High infant and maternal mortality rates are one of the biggest health issues in Pakistan. Although these rates are given high priority at the national level (Millennium Development Goals 4 and 5, respectively), there has been no significant decrease in them so far. We hypothesize that this lack of success is because the undergraduate curriculum in Pakistan does not match local needs. Currently, the Pakistani medical curriculum deals with issues in maternal and child morbidity and mortality according to Western textbooks. Moreover, these are taught disjointedly through various departments. We undertook curriculum revision to sensitize medical students to maternal and infant mortality issues important in the Pakistani context and educate them about ways to reduce the same through an integrated teaching approach. Methods: The major determinants of infant mortality in underdeveloped countries were identified through a literature review covering international research produced over the last 10 years and the Pakistan Demographic Health Survey 2006-07. An interdisciplinary maternal and child health module team was created by the Medical Education Department at Shifa College of Medicine. The curriculum was developed based on the role of identified determinants in infant and maternal mortality. It was delivered by an integrated team without any subject boundaries. Students' knowledge, skills, and attitudes were assessed by multiple modalities and the module itself by student feedback using questionnaires and focus group discussions. Results: Assessment and feedback demonstrated that the students had developed a thorough understanding of the complexity of factors that contribute to infant mortality. Students also demonstrated knowledge and skill in counseling, antenatal care, and care of newborns and infants. Conclusions: A carefully designed integrated curriculum can help sensitize undergraduate medical students and equip them to identify and address complex issues related to maternal and infant mortality in underdeveloped countries.