COURSE NUMBER, TITLE and CREDITS EDUU326: Infant and Toddler Care and Education BULLETIN COURSE DESCRIPTION

This course examines the physical, social-emotional, and cognitive learning and development of infants and toddlers from birth to three. Students will analyze current brain research and gain an understanding of how to provide developmentally appropriate early learning experiences, build caring relationships, and create supportive environments for children zero to three. Students will apply their understanding of developmental milestones and plan early care and education experiences that focus on early language learning and play-based emergent curriculum that meets the early learning guidelines established by the National Association for the Education of Young Children (NAEYC). This course will emphasize legal and ethical roles and responsibilities of caregivers for providing a healthy, safe, and nutritious early care and education setting. Students will examine assessment and observation tools used to identify infants and toddlers with special needs and examine guidelines for early intervention. Emphasis will be on establishing and facilitating supportive parent and family reciprocal relationships, respecting the cultural values of the family, and providing a rich, stimulating learning environment and experience for infants and toddlers. This course will also include 15 hours of fieldwork focused on observations in early care and education. Credits: 3

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LEARNING OUTCOMES and ASSESSMENT: Learning Outcomes are statements that specify what learners will know, understand, or be able to demonstrate at the end of a learning experience. Types of Learning Outcomes include:
Course Learning Outcome Result of finishing a course. Program Learning Outcome Result of finishing a program. Institutional Learning Outcome Result of finishing a degree at an institution, reflecting the core learning values and experiences of all graduates.

A Signature Assignment is an assignment used to measure a students mastery of a program or institutional learning outcome. If a course you are taking includes a Signature Assignment, it will be clearly marked (**SIGNATURE ASSIGNMENT**). Access the following link(s) for information on the Program Learning Outcomes (PLOs) and Curriculum Map related to this course:
Click Here for BA, Early Childhood Education - PLO

Access the following link(s) for information on the Institutional Learning Outcomes (ILOs) and Curriculum Map related to this course:
Click Here for Learning Outcomes

ESSENTIAL EQUIPMENT AND FACILITIES This course is delivered in an 8-week format. The blended class meets on campus each week and that learning environment is extended through weekly online collaborative and independent learning activities. Classroom instructional strategies include experiential activities, large and small group activities, presentations, and discussions. The online instructional strategies for the blended course, delivered through Blackboard, include threaded discussions, journals, wikis, blogs, readings, videos, links to web research and resources, and the use of audio/video synchronous and asynchronous multimedia tools. The fully online version of this course, if offered, requires that each student take personal responsibility for completing all required readings and assignments independently, as well as actively participating in online discussions and collaborative activities each week throughout the 8-week term. Online instructional strategies through Blackboard include threaded discussions, journals, wikis, blogs, readings, videos, links to web research and resources, and the use of audio/video synchronous and asynchronous multimedia tools. Some courses will have scheduled synchronous meetings. COURSE LEARNING OBJECTIVES By the end of the course the student should be able to . . .

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1. Recognize and analyze criteria for establishing high quality infant and toddler child care environments. 2. Design developmentally appropriate learning activities for the care and education of culturally diverse young children. 3. Design strategies for implementing a caring, relationship-based curriculum for infants and toddlers. 4. Identify and define the developmental milestones for physical, social, emotional, and cognitive growth of infants and toddlers. 5. Plan, implement, and evaluate curriculum experiences that support childrens self regulation, social competence, independence, and creativity through play and social interactions. 6. Articulate an understanding of learning and attachment theories and brain-based research on how infant and toddlers develop emotionally and cognitively. 7. Develop facilitation strategies for working with parents, families, communities, early childhood service providers, and health professionals. 8. Review and evaluate research-based observation and assessment instruments that indicate the need for early intervention with infants and toddlers with special needs. 9. Select and critique materials and experiences that support and enhance all aspects of infant and toddler growth and development. 10. Identify stages of language development during the first three years of life and implement strategies for supporting language learning. 11. Define state regulations that pertain to the health, safety, and routines of infant and toddlers. 12. Articulate ethical responsibilities to protect infants and toddlers from suspected abuse or neglect and explain legal procedures for reporting abuse or neglect to appropriate community agencies. REQUIRED TEXTS http://www.brandmanuniversity.bkstr.com Gonzalez-Mena, J., & Eyer, D. W. (2009). Infants, Toddlers, and Caregivers (8th ed.). NY: McGraw-Hill. ISBN 0073378542 / 9780073378541. RECOMMENDED TEXTS California Department of Education (2009). California Infant/Toddler Learning and Development Foundations. CDE Press. ISBN 978-0-8011-1693-3 .Available Online: http://www.cde.ca.gov/sp/cd/re/documents/itfoundations2009.pdf California Department of Education (2006). Infant/Toddler Learning and Development Program Guidelines. CDE Press. ISBN 978-0-8011-1619-3 . Available Online: http://www.cde.ca.gov/sp/cd/re/documents/itguidelines.pdf

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WEBSITES California Department of Education Desired Results for Infants/Toddlers http://www.cde.ca.gov/sp/cd/ci/drdpforms.asp U.S. Department of Health and Human Services Administration for Children and Families: National Infant and Toddler Child Care Initiative http://nitcci.nccic.acf.hhs.gov/index.htm Zero to Three - http://www.zerotothree.org/ National Association for the Education of Young Children (NAEYC) Website http://www.naeyc.org The Program for Infant/Toddler Care (PITC) - http://www.pitc.org/

MAJOR STUDY UNITS Week One: Infant- Introduction to Toddler Care and Education Foundations for Infant-Toddler Learning and Development Developmental Domains Stages of Infant-Toddler Development Guiding Principles of Developmentally Appropriate Practice Three Rs of Interaction - Respectful, Responsive, and Reciprocal Defining Infant-Toddler Education Week Two: Infant-Toddler Curriculum Curriculum as Caregiving Attachment and Separation Anxiety Play as Curriculum The Role of the Adult Supporting Infants and Toddlers as Active Learners Setting Up the Environment Week Three: Perceptual and Motor Development Foundations for Perceptual and Motor Development Sensory Integration and Sensorimotor Experiences Multi-Sensory Experiences and the Outdoor Environment Brain Growth and Motor Development Reflexes Large Motor Skills and Locomotion Small Motor Skills and Manipulation Week Four: Cognitive and Language Development Cognitive Development Foundations Brain-Based Learning Developmentally Appropriate Practices The Cognitive Link to Language Supporting Childrens Learning Interests
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Providing Opportunities for Focused Exploration Social Cultural Influences and Bilingualism The Progression of Language Development o Receptive Language o Expressive Language The Brain and Early Language Development

Week Five: Social Emotional Development Foundations for Social Emotional Development Developing a Sense of Self and Others The Development of Emotions and Feelings o Temperament and Resiliency o Coping with Fears and Anger Developing Self-Direction, Self-Regulation, and Self-Esteem Stages of Psychosocial Development Guidance and Discipline Week Six: Developmentally Appropriate Environments and Inclusion Physical Environment Learning Environment Social Environment Universal Design for Learning Children with Special Needs: o Infants Affected by Drugs and Alcohol o Sensory Impairments o Cognitive Delay o Communication Disorders o Emotional Disorders Week Seven: Working with Families Recognizing Family as Primary Relationship in a Child's Life Adult Relationships in Infant-Toddler Environments Parent Education Valuing Cultural and Linguistic Diversity Helping Families with Stress Developing Programs with Families NAEYC Code of Ethical Conduct and Statement of Commitment Legal and Ethical Responsibilities for Protecting Children from Abuse and Neglect Week Eight: Guidelines for Infant-Toddler Program Evaluating Program Quality California Infant-Toddler Program Guidelines Creating a Safe, Healthy, and Sanitary Physical Environment Planning Comfortable and Ordered Environments to Support Learning

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Fostering a Rich and Responsive Environment Meeting Needs of Infants/Toddlers Recordkeeping and the Desired Results Infant-Toddler Profile Program Evaluation

INSTRUCTIONAL STRATEGIES This course is delivered in an 8-week format. The blended class meets on campus each week and that learning environment is extended through weekly online collaborative and independent learning activities. Classroom instructional strategies include experiential activities, large and small group activities, presentations, and discussions. The online instructional strategies for the blended course, delivered through Blackboard, include threaded discussions, journals, wikis, blogs, readings, videos, links to web research and resources, and the use of audio/video synchronous and asynchronous multimedia tools. The fully online version of this course, if offered, requires that each student take personal responsibility for completing all required readings and assignments independently, as well as actively participating in online discussions and collaborative activities each week throughout the 8-week term. Online instructional strategies through Blackboard include threaded discussions, journals, wikis, blogs, readings, videos, links to web research and resources, and the use of audio/video synchronous and asynchronous multimedia tools. Some courses will have scheduled synchronous meetings. METHODS OF EVALUATION FOR DETERMINING GRADES: SUGGESTED ASSIGNMENTS Weekly Discussion Private Journal Blog Entries Quizzes (5 quizzes) Fieldwork o Infant-Toddler Observation/Curriculum Plan (Perceptual/Motor) o Infant-Toddler Observation/Curriculum Plan (Cognitive/Language) o Infant-Toddler Observation/Curriculum Plan (Social/Emotional) o Infant-Toddler Program Quality Evaluation Checklist Self Assessment Philosophy of Infant/Toddler Care and Education Paper Infant/Toddler Program Planning PowerPoint and Presentation

POINT SYSTEM Please refer to the information posted inside your Blackboard course shell.

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STUDENT PERFORMANCE REQUIREMENTS Grade Point System B = 84-86 C = 74-76 B- = 80-83 C- = 70-73 C+ = 77-79 D+ = 67-69

A = 94-100 A- = 90-93 B+ = 87-89

D = 64-66 D-= 60-63 F=59 and below

ATTENDANCE POLICY Requirements for students attendance and participation will be defined by each instructor based on the following policy: Monday of the first week is considered the first day of class for online and blended instruction. This includes instruction for fully online classes and online instruction supporting blended classes. Regular onsite attendance is expected for student success. If a student misses more than one onsite class or one week of engagement in an online class, the student may, at the discretion of the instructor, fail the course. Students are expected to attend all classes, particularly the first night of class. Students who will miss more than one class have the responsibility to discuss their attendance with the instructor in advance. Students should also consider withdrawing from a course if they will be absent more than once. Instructors may, but are not obligated to, accommodate students under extraordinary circumstances, but the student must request accommodation and provide requested supporting documentation. If a student misses a portion (e.g., arriving late or leaving early) of an onsite course, the students grade may be adversely affected. Students who are not in attendance for at least 75 percent of any scheduled class may be considered absent for that class. Students should discuss missing portions of a class with their instructor to determine how their grade may be affected. Regular online attendance/participation and engagement is expected for student success in both fully online and blended courses. Online participation is evident through posting to a discussion board, wiki, virtual office or classroom meeting, a drop box, attending a virtual seminar, completing real-time activities or quizzes, or other course-related activities (synchronous or asynchronous). Schools and programs may have different attendance policies. Refer to school and program specific information for additional attendance policies.

BRANDMAN UNIVERSITY ACADEMIC WRITING STANDARDS Specific writing standards differ from discipline to discipline, and learning to write persuasively in any genre is a complex process, both individual and social, that takes place over time with continued practice and guidance. Nonetheless, Brandman University has identified some

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common assumptions and practices that apply to most academic writing done at the university level. These generally understood elements are articulated here to help students see how they can best express their ideas effectively, regardless of their discipline or any particular writing assignment. Venues for writing include the widespread use of e-mail, electronic chat spaces and interactive blackboards. Brandman University is committed to guaranteeing that students can expect all electronic communication to meet Federal and State regulations concerning harassment or other hate speech. Individual integrity and social decency require common courtesies and a mutual understanding that writing--in all its educational configurations--is an attempt to share information, knowledge, opinions and insights in fruitful ways. Academic writing (as commonly understood in the university) always aims at correct Standard English grammar, punctuation, and spelling. The following details are meant to give students accurate, useful, and practical assistance for writing across the curriculum of Brandman University. Students can assume that successful collegiate writing will generally: Delineate the relationships among writer, purpose and audience by means of a clear focus (thesis statements, hypotheses or instructor-posed questions are examples of such focusing methods, but are by no means the only ones) and a topic thats managed and developed appropriately for the specific task. Display a familiarity with and understanding of the particular discourse styles of the discipline and/or particular assignment. Demonstrate the analytical skills of the writer rather than just repeating what others have said by summarizing or paraphrasing Substantiate abstractions, judgments, and assertions with evidence specifically applicable for the occasion whether illustrations, quotations, or relevant data. Draw upon contextualized research whenever necessary, properly acknowledging the explicit work or intellectual property of others. Require more than one carefully proofread and documented draft, typed or computer printed unless otherwise specified.

DOCUMENTATION Any material not original to the student must be cited in APA documentation. Deliberate use of information or material from outside sources without proper citation is considered plagiarism and can be grounds for disciplinary action. See the explanation of Academic Integrity below.

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ACADEMIC INTEGRITY As a learning community of scholars, Brandman University emphasizes the ethical responsibility of all its members to seek knowledge honestly and in good faith. Students are responsible for doing their own work, and academic dishonesty of any kind will not be tolerated. "Violations of academic integrity include, but are not limited to, cheating, plagiarism, or misrepresentation of information in oral or written form. Such violations will be dealt with severely by the instructor, the dean/center director, and the standards committee. Plagiarism means presenting someone else's idea or writing as if it were your own. If you use someone else's idea or writing, be sure the source is clearly documented." Other guidelines for acceptable student behavior are specified in the Brandman University Catalog. On-line Brandman University library resources: http://www.brandman.edu/library AMERICANS WITH DISABILITIES ACT STATEMENT According to the Americans with Disabilities Act (ADA) of 1990, an individual with disability is defined as having functional limitations resulting from a diagnosed disability and applies to an individual who has a physical or mental impairment that substantially limits one or more of the individuals major life activities; has a record of such an impairment; or is regarded as having such an impairment. In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that may impair or impact their ability to successfully complete assignments, tasks or satisfy course criteria are requested to notify their Campus Advisor or Campus Director in order to understand how to apply for Student Disability Services. If and when, the student is granted formal approval by the Director of ADA Services, both the student and professor will be notified. It is highly suggested that the student contact their professor to discuss the accommodations during the first week of the session. The granting of accommodations will not be retroactive and cannot jeopardize the academic standards or integrity of the course. SELECTED BIBLIOGRAPHY Brophy-Herb, H.E., Horodynski, M., Dupuis, S.B., Bocknek, E., Schiffman. R., Onaga, E., Van Egeren, L.A., Fitzgerald. F. E., Cunningham-Deluca, M., Hawver, S., Adkins, M., & Thomas S. (2009). Emotional development in infants and toddlers: Perspectives of early head start staff and parents. Infant Mental Health Journal, Vol. 30(3), 203222. California Department of Education. (2006). Infant/Toddler Learning & Development Program Guidelines. California Department of Education (2008). Preschool Learning Foundations http://www.cde.ca.gov/re/pn/fd/documents/preschoollf.pdf. Center on the Developing Child (2008). Science-Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children (2007). Harvard University. Retrieved from http://www.developingchild.net/pubs/persp/pdf/Policy_Framework.pdf.

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Center on the Developing Child. (2008). The Science of Early Childhood Development; Closing the Gap Between What We Know and What We Do. (2007). Harvard University. Retrieved from http://www.developingchild.net/pubs/persp/pdf/Science_Early_Childhood_Development. pdf Cohen, D. H., Stern, V. with Balaban, N. (1996). Observing and recording the behavior of young children (4th ed.). New York: Teachers College Press. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2009). Publications, articles, and book chapters. Retrieved 3/9/2009 from http://02c3a95.netsolhost.com/pub/articles.php Curtis, D. & Carter, M. (2008). Learning Together with Young Children: A Curriculum Framework for Reflective Teachers. St. Paul, MN. Redleaf Press. Dickinson, D. R. & Neuman, S. B. (2005). Handbook of Early Literacy Research, Volume 2. New York, N.Y., Guilford Publications. ISBN 1-59385-184-7. Dodge, D. T., Koralek, D.G., & Pizzolongo, P.J. (2000). Caring for Infants and Toddlers. (2nd ed). Volume I and II. Washington, DC: Teaching Strategies, Inc. Dykman, R. A, Szabo, J. S., Casey, P. Kim, E. Y. & Pivik, R. T. (2007). Growth status related to brain responses, nutrition, home environment, and behavior in infants and toddlers. Developmental Neuropsychology, 31(3), 397427. Early Head Start National Resource Center (2008). Serving mobile infants: Sharing knowledge with infant-toddler teachers and home visitors. Retrieved from http://www.ehsnrc.org/PDFfiles/Serving_Mobile_Infants_TC.pdf Early Head Start National Resource Center (2008). Serving toddlerss: Sharing knowledge with infant-toddler teachers and home visitors. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/Professional%20Development/Staff%20Development/A ll%20Staff/Serving_Toddlers.pdf Early Head Start National Resource Center (2008). Serving young infants: Sharing knowledge with infant-toddler teachers and home visitors. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/Professional%20Development/Staff%20Development/A ll%20Staff/Serving_Young_Infants.pdf Edwards, P. A. (2004). Childrens literacy development: Making it happen through school, family, and community involvement. Upper Saddle River, NJ: Pearson Education, Inc.

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Erickson, M. F., Kurz-Reimer, K. M., & Kurz-Reimer, K. (1999). Infants, toddlers, and families: A framework for support and intervention. New York: The Guilford Press. Feeny, S, Christensen, D., & Moravcik, E. (2001). Who Am I in the Lives of Children? An Introduction to Teaching Young Children (6th ed). Upper Saddle River, NJ: Merrill Prentice Hall. Freeman, N., & Feeny, S. (2005). Ethics and the Early Childhood Educator: Using the NAEYC Code. Washington, DC: National Association for the Education of Young Children. ISBN: 0-935989-93-5. Gonzalez-Mena, J. (2002). Infant/Toddler Caregiving: A guide to routines (2nd ed.). Sacramento, CA: California Department of Education. Raikes, H, Love,J. & Chazan-Cohen, R. (2004) ,Infant-Toddler Intervention on the Road to School Readiness: Lessons From Early Head Start. The Evaluation Exchange, Harvard Family Research Project. Retrieved from http://www.hfrp.org/var/hfrp/storage/original/application/f2dd8f1de9603d4c6971851bf8c 24ce5.pdf. Howard, V., Williams, B., & Lepper, C. (2005) Very young children with special needs: A formative approach for todays children (3rd ed.). Upper Saddle River, NJ: Pearson Education. Karoly, L.A. & Bigelow, J.H. (2005). The Economics of Investing in Universal Preschool Education in California. CA. Rand Foundation. Karoly, L.A., Reardon, E., & Cho, M. (200). Early Care and Education in the Golden State: Publicly Funded Programs Serving California's Preschool-Age Children. Rand Corporation Retrieved from http://www.rand.org/pubs/technical_reports/TR538/ Kirp, D. L. (2007). The Sandbox Investment: The Preschool Movement and Kids-First Politics. Knowlton, L.W. & Phillips, C.C. (2009). The Logic Model Guidebook: Better Strategies for Great Results. CA. Sage Publications. Lally, J.R. (Ed.). (1990). Infant/Toddler Caregiving: A guide to social-emotional growth and socialization. Sacramento, CA: California Department of Education. Lally, J.R., & Stewart, J. (Eds.). (1990). Infant/Toddler Caregiving: A guide to setting up environments. Sacramento, CA: California Department of Education. Lally, J.R., Mangione, P.L., & Young-Holt, C.L. (Eds.). (1992). Infant/Toddler Caregiving: A guide to language development and communication. Sacramento, CA: California Department of Education.

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Lane, M.B., & Signer, S. (Eds.). (1990). Infant/Toddler Caregiving: A guide to creating partnerships with parents. Sacramento, CA: California Department of Education. Lantieri, L., and Goleman, D. (2008). Building emotional intelligence: Techiques to cultivate inner strength in children .Bolder, CO: Sounds True. Lawhon, T. & Cobb, J.B. (2002). Routines that build emergent literacy skills in infants, toddlers, and preschoolers. Early Childhood Education Journal, Vol. 30, No. 2. Lerner, J., Lowenthal, B. & Egan, R. (2003). Preschool Children with Special Needs: Children at Risk And Children with Disabilities. Boston, MA: Allyn and Bacon. Lombardi, J., & Bogle, M.M. (2004). Beacon of hope: The promise of early head start for Americas young children. Washington, D.C. Zero to Three Press. Mangione, P.L. (Ed.). (1995). Infant/Toddler Caregiving: A guide to cognitive development and learning. Sacramento, CA: California Department of Education. Mangione, P.L. (Ed.). (1995). Infant/Toddler Caregiving: A guide to culturally sensitive care. Sacramento, CA: California Department of Education. Mann, T., & Powers, S.(1997). Screening and assessment for Head Start programs serving infants and toddlers. Paper presented at the 24th National Head Start Association Training Conference, Boston, MA. Retrieved from http://www.ehsnrc.org/InformationResources/ResourceArticles/ftscreen.htm Morrison, G.S. (2003). Early childhood education today (9th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Nally, J. R. & Mangione, P. L. (2009). The program for infant/toddler care. In Roopnarine, J.L. & Johnson, J. E. (Eds.), Approaches to Early Childhood Education (pp. 25-47). Upper Saddle River, N.J. Pearson. National Association for the Education of Young Children (NAEYC). (2008). Standards for Early Childhood Professional Preparation: Advanced Programs. Retrieved from http://www.naeyc.org/faculty/pdf/2002.pdf. National Association for the Education of Young Children (NAEYC). (2009). Developmentally Appropriate Practice in Early Childhood Programs. Retrieved from http://sales.naeyc.org/Itemdetail.aspx?Stock_No=375&Category= National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. from http://www.naeyc.org/about/positions/pdf/capeexpand.pdf

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National Association for the Education of Young Children (NAEYC). (1996). Guidelines for preparation of early childhood professionals. Washington, DC: NAEYC. National Association for the Education of Young Children (NAEYC). (2007) Early Childhood Program Standards Retrieved from http://www.naeyc.org/academy/standards/ . National Association for the Education of Young Children (NAEYC). (2002). Where we stand on curriculum, assessment, and program evaluation. Retrieved from http://205.213.162.13/OSEPtrng/module3/3.1NAEYC.pdf. National Institute for Early Education Research (NIEER). (2007). The State of Preschool. Retrieved from http://nieer.org/research/topic.php?TopicID=1 Paciorek, K.M. (2002). Taking Sides: Clashing Views on Controversial Issues in Early Childhood Education. Dushkin/McGraw-Hill. Popham, W. (2005). Classroom Assessment: What teachers need to know (4th ed.). Boston, MA: Allyn and Bacon. Robinson, A., & Stark, D.R. (2005). Advocates in Action. Washington, DC: National Association for the Education of Young Children (NAEYC). ISBN: 1-928896-21-9. Siegler, R. S. (2004). Childrens thinking (4th ed.). Upper Saddle River, NJ: Prentice Hall. Talan, T. N., Bloom, P. J. (2004 ). Program administration scale: Measuring early childhood leadership and management. New York: Teachers College Press. Tarlow, A. R. & Debbink, M.P. (2008). Investing in Early Childhood Development: Evidence to support a movement for educational change. New York. Palgrave MacMillan. Umansky, W., & Hooper S. R. (1998). Young Children with Special Needs. Upper Saddle River, NJ: Prentice-Hall. U.S. Department of Health and Human Services Administration for Children and Families Office of Planning, Research and Evaluation Administration on Children (OPRE).Youth and Families Child Outcomes Research and Evaluation Head Start Bureau. (2002 - Revised in 2004). Early Head Start Research: Making a difference in the lives of infant/toddlers and their families. Retrieved from http://www.mathematicampr.com/publications/pdfs/ehsfinalvol1.pdf U.S. Department of Health and Human Services Administration for Children and Families Office of Planning, Research and Evaluation Administration on Children (OPRE). Retrieved from http://www.acf.hhs.gov/programs/opre/

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U.S. Department of Health and Human Services Administration for Children and Families Office of Planning, Research and Evaluation Administration on Children (OPRE) (2002present). Early Head Start Research. Retrieved from http://www.acf.hhs.gov/programs/opre/ehs/ehs_resrch/index.html Weldin, D.J., & Tumarkin, S. R. (1999). Parent involvement: More power in the portfolio process. Childhood Education, 75, 90-95. Wortham, S. (2008). Assessment in Early Childhood Education (4th ed.). Upper Saddle River, NJ: Prentice Hall. Whole Child Initiative (ASCD) - http://www.wholechildeducation.org/ Zigler, E., Gilliam, W.S., & Jones, S.M. (2006). A Vision for Universal Preschool Education. MA. Cambridge University Press. Robinson, A., & Stark, D. R. (2002). Advocates in action: Making a difference for young children. Washington, DC: NAEYC. WEBSITES California Desired Results for Children and Families http://www.wested.org/desiredresults/training/ California Desired Results Access - http://www.draccess.org/ CAST Universal Design for Learning - http://www.cast.org/index.html Early Childhood Learning and Knowledge Center - http://eclkc.ohs.acf.hhs.gov/hslc Early Childhood Learning and Knowledge Center Early Head Start http://eclkc.ohs.acf.hhs.gov/hslc/Early%20Head%20Start Early Head Start - http://www.ehsnrc.org/index.htm Early Head Start Birth To Three Institute http://www.ehsnrc.org/Activities/BirthToThreeInstitute.htm Harvard Center on the Developing Child - http://www.developingchild.net/ National Association for the Education of Young Children (NAEYC) http://www.naeyc.org/ National Center for Early Development and Learning (NCEDL) http://www.fpg.unc.edu/~ncedl/ National Head Start Association - http://www.nhsa.org/ National Institute for Early Education Research (NIEER) - http://nieer.org/ National Scientific Council on the Developing Child - http://www.developingchild.net/ The Program for Infant/Toddler Care (PITC) - http://www.pitc.org/ Teaching Strategies - http://www.teachingstrategies.com/ - A Trainers Guide: Caring for Infants/Toddlers Washington Department of Early Learning - http://www.del.wa.gov/

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Washington State Skill Standards for Early Childhood Education - http://www.waskills.com/earlychildhood.html The Whole Child Initiative - http://www.wholechildeducation.org/ Zero to Three (Head Start) - http://www.zerotothree.org/

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