Respectful Individualised Curriculum: The Heart of Quality ... · guide our care practices • The...

KLC International Institute Pte Ltd | Reg No. 201003423H | 3 June 2014 – 2 June 2018

Hotline: 6337 8338

Website: www.klc.edu.sg

Email: enquiry@klc.edu.sg

Serangoon (Main Campus) 587 Upper Serangoon Road Crestar Building, Singapore 534564

Dhoby Ghaut Campus 36 Prinsep Street #01-01, Singapore 188648

Yio Chu Kang Campus 449 Yio Chu Kang Road, Singapore 805946

Jurong East Campus Blk 135 Jurong Gateway Road #03-341, Singapore 600135

25th – 27th February 2016 (Thursday – Saturday)

KLCII Dhoby Ghaut Campus36 Prinsep Street #03-01

Singapore 188648

DAY 1

Morning: 9am - 12.30pm Afternoon: 2pm - 5.30pm

Philosophical foundation for Respectful & Responsive Caregiving• Philosophicalfoundationsof infant-toddlercare• Theunderpinningtheoreticalprinciplesthat

guide our care practices• Thedistinctionsbetweeninfant-toddlerand

preschool curricula• Thepedagogyof infant-toddlercare

Relationships – The Context for curriculum implementation and learning• Thecentralityof emotionaldevelopmentininfancyandtoddlerhood• Nurturingrelationships-crucialforthedevelopmentof trust,

empathy, compassion, generosity, and conscience• Infantsandtoddlersarecapableof empathicresponses.

DAY 2

Morning: 9am - 12.30pm Afternoon: 2pm - 5.30pm

Developmentally Appropriate Practices and Individualization • Theconceptof DAPinindividualizinginfant-

toddler curriculum• Experiencesplannedforchildrenareuniquelytiedtoeachchild’sdevelopmentalprofile.

Development and Implementation of Infant-Toddler Curriculum • TheInbornInclinationtoLearnAndDevelop• Gettingthebalancebetweenadultstimulationandchildindependent

exploration• Intentionalandholisticapproachinplanninglearningexperiences• Integratingobservationsintocurriculumplanning

DAY 3

Morning: 9am - 12.30pm Afternoon: 2pm - 5.30pm

Empowering & Enabling Environment for infants and toddlers• GuidingPrinciplesforPlaySpace• Differencesinenvironmentaldesignfordifferent

age-groups: non-mobile, crawlers and walkers• Creatingaresponsivelearningenvironmentto

embrace diversity• ThinkingaboutLearning:Selectionof

developmentally appropriate and culturally diverse play things

Key Partners and Resources Supporting Individualization• Engageinpartnershipswithfamilies• Understandtheneedsof infants,toddlersandtheirfamiliesanduse

what they know to offer children individualized care and routines.• Connectchildrenandfamiliestoarangeof communityservices.

Putting It Together For A Perfect Dance• Focusof infant-toddlercurriculumisonprocess• Followtheleadof thechildren:

Need-based approach

Morning and afternoon tea refreshments will be provided.

SMEs Non SMEs

Course Fee $1605.00 $1658.50

Nett Fees after funding* (incl 7% GST): $255.00 $573.50

All fees stated are inclusive of 7% GST.*Funding is applicable for company-sponsored trainees only masterclass+

Respectful Individualised Curriculum:The Heart of Quality Care for the Early Years

Information is accurate as of November 2015.

VALUESTeamwork | Management by objective | PartnershipContinuous learning | Care and concern

MISSIONToprovideexcellentandqualityeducational programmes and services

VISIONTo be a regional leader in lifelong education

CULTURE KLC International Institute embraces a corporate culture advocating Teamwork, Management by Objective, Partnership, Continuous Learning and Care & Concern towards a lifelong journey of educational excellence.

learning outcomesUpon completion of the programme, participants will be able to:

1. Articulate the essence of “infant-toddler curriculum” and “individualisation”

2. Understand the centrality of relationships in early years programme

3. Describe the context for curriculum implementation and learning

4. Explain that the experiences planned for children areuniquelytiedtoeachchild’sdevelopmentalprofile

5. Design an empowering and enabling play space for infants and toddlers

6. Identify key partners and resources in supporting individualised curriculum

mode of deliveryIntensive classroom facilitation that involves mini-lectures, video viewing, experiential activities, group discussions, role-play, and mini projects/presentation.

introduction The discussion on infant-toddler curriculum is often as perplexing to ECCE professionals as to many EY Practitioners who work directly with infants and toddlers. The concept of infant-toddler curriculum can only gain clarity if it could be reframed as developmental rather than content-driven, and with the belief that “each child has a curriculum” (Lally, 2000, p.6).

To be effective in any infant-toddler curriculum, one must be able to recognise and acknowledge the distinctions between infant/toddlerandpreschoolcurricula.Thesedistinctionsaredirectlylinkedtoqualitativedifferencesbetweenlearninganddevelopmentthat occur during the early years and preschool years. Unlike preschool curricula, which may have more prescribed topics and content,thelearningthatoccursduringtheearlyyearsislesscontent-specificandmorefundamentaltoalllearningprocesses.

The context for early years curriculum implementation and learning is relationships that set the tones for intimacy. Children in the earlyyearsneedthatemotionalconnectionsforallearlylearninganddevelopment.Also,duringthefirst3yearsof life,childrenneeds vary greatly and change constantly. According to Lally and colleagues, “Developmentally appropriate practice with infants andtoddlersrequiresthe[Practitioners’]abilitytoadaptapatternof carequicklytomeetchildren’srapidlychangingneeds”(2003,p. 8). An individualized infant/toddler curriculum will be developmentally appropriate by default, if the curriculum is guided by observation of and response to the individual child.

Based on ECDA’s Continuous Professional Development Framework, this training programme is tagged at Level 2.

Level of Competency Proficiency Level Core Knowledge Domain

Developing Level 2 PractitionerLearning Environment

and Curriculum

who should attendPractitioners & professionals who are involved directly or indirectly in caring for infants and toddlers in group care settings, such as:

• InfantCareCentreLicensees • CentreSupervisors • Infant-ToddlerCurriculumSpecialists • Trainers • InfantCareNurses • EYPractitioners • FamilyDayCareProviders

This programme aims to provide opportunities for ECCE professionals and EY Practitioners to come together to explore and experience the essence of Infant-Toddler Curriculum and Individualisation.

trainer profile

Ms Ruth Anne Hammond, M.A., author of Respecting Babies: A New Look at Magda Gerber’s RIE Approach (2009), and is best known as a RIE® Associate/ Mentor with Resources for Infant Educarers®. She studied under and worked directly with the program’s founder, Magda Gerber and is a long-time member of the RIE Board of Directors and was its president from 2005 to 2011.

Ms Hammond consults for childcare and conducts courses and trainings for parents, caregivers and other professionals. She also facilitates on-going Parent-Infant Guidance Classes in Pasadena, California, based on Magda Gerber’s respectful Educaring™ Approach and has taught courses for educators and parents in China and Singapore. Ms Hammond also teaches in the Human Development Department of Pacific OaksCollege, and led thePacificOaksChildren’sSchool Infant-Toddler/Parent Program in Pasadena for 17 years.

Ms. Hammond has her M.A. in Human Development with specializations in Infant/Toddler Development and Parent/Community Work. She holds a Bachelor of Fine Arts in Dance. She has trained at the Emmi Pikler Institute in Budapest, Hungary,

andisacertifiedtrainerwithWestEd’sPITC (Program for Infant/Toddler

Care) in California. Since 2008 she has been participating in

a study group on Affective Neuroscience and Regulation Theory with Dr. Allan N. Schore of the UCLA David Geffen School of Medicine.

Ms Ruth Anne Hammond