1.

Integrate strategies that support diversity and anti-bias perspectives:

Strategies that support diversity and anti-perspective perspectives are those
that consider each child individually. When children are infants and toddlers you
cannot ask them or observe how they interact with their environment to glean
clues about that childs culture or background so it is essential to communicate
with their parents. They will be your best source of understanding in how they wish
their child to be cared for according to their culture and values. At the offset it is
important for the center or school to be clear in their philosophies with parents.
This allows the parents the opportunity to judge how good a fit the center or
facility will be for their child. As I have said in all my other reflections, it is
necessary to judge each situation or value on its merits alone, not filtered through
your views. This takes practice and effort, but the truth of any situation or child or
culture is available to those who are patient and eagerly trying to understand.
2. Analyze development of infants and toddlers (conception to three
years):
Children develop in the womb when one egg and one sperm are united at the
time of conception. Millions of cells and eventually the fetus is created from this
union. The prenatal development is divided into three periods: germinal,
embryonic, and fetal. The zygote or fertilized egg attaches itself to the uterine wall
during the germinal period two weeks after conception. During the embryonic
period which is about two to eight weeks after conception is when cell production
increases dramatically and the organs and layers that will become, for example,
the nervous system, as in the case of the mesoderm, form. The fetal period lasts
about seven months and during this time the fetus becomes fully developed.
Infants are born with basic reflexes like the rooting reflex which is when an infants
face is stroked or touched it will turn its head to the side in an effort to find
something to suck. They develop their gross motor skills first, for example, such as
holding their head up by themselves, sitting up unaided and rolling over. Children
develop incrementally; first they move their legs, kick, crawl, scoot, walk etc. It is
the same with their ability to communicate. While their brains are not fully
developed upon birth they are forming connections in their brains constantly as
they interact with their environment. It is amazing to learn that childrens brains
have approximately 100 billion nerve cells when they are born, all this started from
a single cell.
3. Correlate prenatal and postnatal conditions with development:
There is no doubt that the health of the mother during their pregnancy
affects the health of their child. In extreme cases where the mother engages in
drug and alcohol use there are often physical, and /or cognitive defects in the
infant. There are lists of substances mothers should stay away from because of
their potential for birth defects (teratogens). In mothers of children who smoke
many children are more likely to be premature, have lower birth rates and be a
higher risk for SIDS. The diet of the mother is also crucial to the babys
development in the womb, if the mother is deficient in nutrients needed for the
babys development then birth defects, premature birth, and in severe cases,
death can result. Places like Chernobyl and Hiroshima bear the evidence out that
the environment of the mother directly affects the health and development of the
fetus. After the baby is born, if it is not fed and cared for physically and
emotionally, it will suffer. Many doctors recommend breastmilk. It is also important

to the infants development to form a bond with their parent soon after birth. They
argue that this bond will lead to optimal development in the years to come.
4 Summarize child development theories:
.
Jean Piaget is one major contributor in the work of child development. He
believed that children go through 4 stages: sensorimotor stage, preoperational
stage, concrete operational stage, and the formal operational stage. In the
sensorimotor stage, birth to 2 years, the child learns through interactions with their
environment. At this stage they do not understand about object permanence. Or
that an object that is no longer in sight still exists. In the preoperational stage, 2 to
7 years, the child does not understand abstract ideas and thinking and relies upon
the concrete physical environment to gain understanding. In the concrete
operational stage, 7 to 11 years, the child is able to understand abstract reasoning
and create logical conclusions through their many years of interaction with the
concrete environment. In the formal operational stage, 11 into adulthood, the child
is able to function in their environment and make new conclusions as they
encounter new experiences. Another prominent figure in child development
theories is Lev Vygotsky. He believed that a childs development is inseparable
from the culture and society in which they grow. In his theory there is great value
placed on the interaction between the child and skilled adults who teach the child
within their cultural, social group. Another important figure in child development
theories is Erik Erikson. Erikson puts forth the idea that a child progresses through
8 stages. Within each stage the child is confronted with a unique developmental
task. For example, when children are between 1 and 3 they go through the
autonomy versus shame and doubt stage. At this age the child starts to become
more autonomous, but if they are punished or restrained too harshly they will likely
develop a sense of shame or doubt.
5
.

Analyze the role of heredity and the environment:

Children are genetic combinations of their parents genes. They receive half
of their genes from their mother and half from their father. So, obviously genes
play a role in how a child develops and acts. However, scientists struggle to distill
exact correlations between genes and behaviors and attributes shown in children.
If the effects of environmental factors are added in the complexity only grows. It is
clear, however, as I related earlier in previous reflection that adverse
environmental conditions adversely affect children in and out of the womb. There
is so much evidence to support this and common sense that I dont feel I need to
explain further. Of course, there is the ever present debate of how much the
environment shapes a person or how much heredity does. Many scientists across
different disciplines still cannot discern the ratio. I dont concern myself with these
debates beyond knowing that children are very sensitive to good and bad
environments. They model behaviors naturally. All children do, despite each having
a unique heredity. It is also true that genes can predispose people to certain
addictions or skills. Is it any wonder that so many talents like musicality and other
creative traits seems to follow family lines. While children raised around music
growing up young will be more inclined to appreciate music, this does preclude the
possibility that their genes also predisposed them to have the skills to create and
understand music or math in an extraordinary way.

6. Examine culturally and developmentally appropriate environments for infants and toddlers:

DAP environments for infants should recognize safety recommendations for

sleeping infants to reduce the risk of SIDS. I say this knowing that cultures have
different beliefs about how and when infants should be put to lie down for a nap or
to bed. If you live in a culturally diverse region where this would cause friction you
must decide how strict you are going to be about this policy and be very clear
about your guidelines. The environment should be rich in opportunities for children
to interact with it. Mirrors and open ended toys are excellent additions. Also,
toddlers love soft and cozy spaces, places where they can fit snugly in. There
should also be places for young children to climb and crawl and explore with their
mouths. Infants put everything in their mouths as a way of learning so all toys and
surfaces, etc. must be child safe. The environment should not be too busy either
with a lot of traffic coming and going. Children need stimulation, but they also
need a balance of quiet time.
7. Examine the role of brain development in early learning (conception through age three):

An infant is born with billions of nerve cells, but their brains are not fully
developed until adulthood. The number of nerve cells does not increase during the
first year, but the weight of the brain can double. During the first years of life the
brain is busy building a foundation network upon which it will build for the rest of
their lives. Each neuron is communicating with its neighbors through their
receptors called dendrites. As the child encounters new experiences they build
networks between neurons in general areas of the brain. A childs brain does not
develop in a step by step process, but it does have prime windows of time to learn
skills. By the age of three childrens brains are twice as active as adults. No doubt
on account of all the new information and inputs they are trying to process and put
in order in their brains. Children make meaning out of their experiences by
understanding larger patterns and connection new knowledge with already learned
knowledge. The more the brain works and connects experiences together the
better it is able to process and understand and create ab even larger network. In
order to excel children need challenges that are not way beyond their abilities, but
just enough out of their realm to stimulate growth and create varied pathways of
thought.
8. Examine caregiving routines as curriculum:
Since so much of an infants day is spent in caregiving routines like feeding,
diapering, and sleeping that it is a wonderful and consistent opportunity to create
a trusting bond between the child and caregiver. I always felt it a privilege to care
for childrens basic needs. Just because they are basic and not always pleasant
doesnt lessen their value. If done with care and respect the child will easily come
to trust you. I appreciated the introduction to Magda Gerbers philosophy this
semester. She put forth that a child should be told what is going to happen. Instead
of coming up behind an infant and grabbing them, they should be asked to be
picked up and spoken to all through diapering, telling the infant what you are going
to do next. It is during diapering and meals and rocking children or soothing them
so sleep that you are given the time to speak with them and introduce them to
new sounds and interactions. Interaction and observation with and of the
environment is the tool that educates young children according to Piaget. My

feeling is, if this is the case, then we should give the infant and toddler varied and
interesting interactions to learn with.