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8-Utilizing caregiving routines as curriculum

Children learn through play and interactions. I learned from NEAYC DAP statement
that young infants see security, mobile infants are eager to explore, and toddlers
are working on their identity. When we build relationships with families and the
children, any moment we spend with them becomes a teachable moment.
Preschoolers learn best with positive and caring relationships with adults and
children. We can use caregiving routines as teachable moments with young
children. I learned caregiving routines such as feeding, diapering, and napping are
important opportunities to form close, caring relationships with infants. When we
write our curriculum, it is based on our observations and documentations of what
child needs help with. I learned from NAEYCs DAP position statement that when
we use developmentally appropriate practices in effective teaching we chose a
strategy to fit a particular situation. DAP take what a child already knows and can
do and the learning goals in the curriculum we create. Routines are learning
opportunities for the child, and as such, should be carried out at the childs pace,
allowing the child to participate fully and make choices. When young children are in
caring, supportive environments, they learn to form trust. When a child feels secure,
caregiving routines can satisfy the childs need for attention, stimulation,
interactions, and attachment. Routines provide an opportunity to build a
relationship with each child. When routines are carried out in a consistent manner,
they can build a bridge between home care and center based care. Young children,
especially babies need consistent, predictable routines. When routines are
predictable, the infant learns a sense of control by letting them know what comes
next. Routines provide opportunities for adults to enhance an infants development
in all domains. I learned from Wisconsin Model Early Learning Standards that a
childs future health and well-being are directly related to the development and
strengthening of their large and small muscles, involvement in sensory experiences,
and the promoting of healthy behavior. Good physical health and motor
development allows for full participation in learning experiences. Development and
learning begins at birth for all children in all setting. The development that occur
from birth to age three lays the foundation for later learning. Through caregiving
routines an infant learns about relationships and responsive caregiving. Learning
emerges through exposure to concepts, play, and activities. The WMELS sets the
standards we follow in our curriculum and activity plans for children. Through close
observations, we identify what an infant is focused on, and how a child is learning.
Through interaction and experiences that allow infants to follow their own agenda
within a context designed to support their development, we implement caregiving
routines as curriculum. Because babies self-select their object of attention and
arena of practice, the planning and implementation of experiences that support a
childs learning is based on close observations, documentation, reflections, and
individualized curriculum. Teachable moments are ever-present in an infant/toddler
setting, either as affirmation of effective observations and response or as reflections
on practices that can be improved. The WMELS help guide us and provide the
opportunities to explore and apply new skills through child-initiated and adult-

initiated activities, and through interaction with peers, adults, and materials.
Positive relationships help children gain the benefits of instructional experiences
and resources. Any moment with a young child can turn into curriculum for a
teachable moment, we just have to observant.