Innovations: The Comprehensive
Infant and Toddler Curriculum
A Guide for Completing a Possibilities Plan
Written by
Kay Albrecht, Ph.D. and Linda G. Miller, Ed.D.
References made in this guide are to:
Innovations: The Comprehensive Infant Curriculum
Innovations: The Comprehensive Toddler Curriculum
Innovations Infant and Toddler Development
Additional Innovations books are:
Innovations: The Comprehensive Infant Curriculum: A Self-Directed Teacher’s Guide
Innovations: The Comprehensive Toddler Curriculum: A Self-Directed Teacher’s Guide
Innovations: The Comprehensive Infant and Toddler Curriculum: Trainer’s Guide
All books are available from Gryphon House, www.ghbooks.com and Innovations in Early Childhood Education, www.innovationsinece.com
Step 1: Web
Getting Ready to Plan
1. Write the topic, skill, play idea, or play theme in the center of the section.
2. Brainstorm the following:
a. What ideas might interest children about this topic, skill, play idea, or play theme?
b. What skills or abilities might children learn in this topic?
c. What do I want to “teach” children about this topic, idea, skill, play idea, or play theme?
3. Identify the concepts children might learn, including both content (things you know) and process skills (things you do).
4. Consider each child’s age, stage, play preferences, and abilities related to this topic, skill, play idea, or play theme. / Tips
1. Webbing is designed to consider the possibilities—to open up your mind to the direction children’s learning might go as well as to make sure you have identified and planned content that is appropriate for your age group.
2. Follow many directions to explore what might happen and to make looking for the possibilities a regular part of observation.
3. Remember that you are planning for infants and toddlers—keep your concepts simple and discreet—think about the 1st thing you want children to know about the topic.
4. Think about both content and process learning. Add both to your web.
Resources
· Themestorming
· Concepts Learned Form
Related Parent Postcards
Infant Curriculum
· Process Is the Goal, page 156
Toddler Curriculum
· Process Is the Goal, page 503
Content Reference Pages / Examples Reference Pages
Infant Curriculum
page 24 / Infant and Toddler Development
pages 32-33 / Infant Curriculum pages 59, 77, 121, 143, 189, 207, 259, 279, 327, 347, 389, 409 / Toddler Curriculum
pages 71, 93, 163, 191, 235, 261, 323, 347, 407, 429, 487, 507
Toddler Curriculum:
page 25
A Guide for Completing a Possibilities Plan
Step 2: Possibilities
Getting Ready to Plan
1. There are many places to find Possibilities (activities and experiences) for your Plan. Look first in the Possibilities Planning Pages in each Possibilities Plan.
2. Then, consult some of the resources listed for additional ideas.
3. After browsing for a while, start to jot down ideas on your plan (don’t forget to note where you got them, so you can find them again).
4. Select more activities and experiences than you need because it is better to over-plan than to under-plan. / Tips
1. Possibilities are activities and experiences that may or may not be used, according to the developmental age, stage, and interests of the children.
2. The curriculum planning process is emergent, so don’t be concerned that everything be exactly right. You will adjust ideas in your plan at every step of the planning process and even when you begin to implement the plan.
Resources
· Games to Play with Babies
· Games to Play with Toddlers
· Games to Play with Twos
· Simple Steps
· First Art
Related Parent Postcards
Infant Curriculum
· What Is Developmentally Appropriate Care and Early Education for Infants? The Role of the Teacher, page 245
· What Is Developmentally Appropriate Care and Early Education? The Role of Curriculum, page 247
· Appropriate Expectations for Learning Academic Skills, page 254
Toddler Curriculum
· What Is Developmentally Appropriate Care and Early Education for Toddlers? The Role of the Teacher, page 310
· What Is Developmentally Appropriate Care and Early Education for Toddlers? The Role of Curriculum, page 312
· Appropriate Expectations for Learning Academic Skills, page 254
Content Reference Pages / Examples Reference Pages
Infant Curriculum
pages 24-29 / Infant and Toddler Development
none / Infant Curriculum
pages 60-61, 78-79, 122-123, 144-145, 190-191, 208-209, 260-261, 280-281, 328-329, 348-349, 390-391, 410-411 / Toddler Curriculum
pages 72-73, 94-95, 164-165, 192-193, 236-237, 262-263, 324-325, 348-349, 408-409, 430-431, 488-489, 508-509
Toddler Curriculum
pages 24-32
A Guide for Completing a Possibilities Plan
Step 3: Books
Getting Ready to Plan
1. Go to the school or public library.
2. Pick out related books (for title ideas see Book Lists in each possibilities plans).
3. Compare books to the Choosing Children’s Books Checklist.
4. Refer to the web. Identify books that can be made to support skill development, concept development, or play ideas or play themes identified by the web of this plan. / Tips
1. In addition to related books, make books. Involve parents in the process.
2. Make a wish list of books related to this topic and give it to the person who purchases books for your program.
3. Ask parents to share related books.
Resources
· Choosing Children’s Books Checklist
· Story Stretchers for Infants and Toddlers
Related Parent Postcards
Infant Curriculum
· Good Books for Babies, page 249
· Tips for Reading to Your Infant, page 275
Toddler Curriculum
· Good Books for Toddlers, page 314
· Tips for Reading to Your Toddler, page 339
Content Reference Pages / Examples Reference Pages
Infant Curriculum
pages 27, 242-243 / Infant and Toddler Development
pages 170, 215-216, 227-228 / Infant Curriculum
pages 75, 93, 140, 159, 205, 223, 277, 297, 344, 363, 406, 425 / Toddler Curriculum
pages 91, 117-118, 187, 212, 259, 278, 344, 364, 426, 450, 505, 531
Toddler Curriculum pages 27-28, 303-306 / Teacher Made Book Examples:
pages 147, 197, 214, 217, 268 / Teacher Made Book Examples:
pages 79, 81, 105, 173, 174, 200-201, 248, 269-270, 415, 416, 437-438, 495, 517
A Guide for Completing a Possibilities Plan
Step 4: Picture File Pictures / Vocabulary
Getting Ready to Plan
1. Look at the web you completed in step 1.
2. Identify vocabulary words you want to emphasize and highlight in this Plan.
3. Identify picture file ideas to collect.
4. Collect pictures to add to this theme. Mount and laminate them.
5. Write vocabulary words on 3x5 cards. Add an illustration or a picture to each word, when appropriate. Post the cards near your Possibilities Plan.
6. Write a Parent Note to parents to help you with finding pictures for this Plan. / Tip
Ask families to help you find necessary pictures and photos.
Resources
· Your finger play file
Related Parent Postcards
Infant Curriculum
· Appropriate Expectations for Learning Academic Skills, page 254
· Teaching Your Child to Read, page 255
Toddler Curriculum
· Teaching Your Child to Read, page 338
· Appropriate Expectations for Learning Academic Skills, page 362
Content Reference Pages / Examples Reference Pages
Infant Curriculum
page 29 / Infant and Toddler Development Book
pages 221-223 / Infant Curriculum
pages 75, 93, 140, 159, 205, 222-223, 227, 296-297, 344, 363, 406, 425 / Toddler Curriculum
pages 91, 117, 186, 211, 259, 278, 343, 364, 426, 450, 505, 530
Toddler Curriculum
pages 31-32
A Guide for Completing a Possibilities Plan
Step 5: Rhymes & Fingerplays
Getting Ready to Plan
1. Locate related rhymes and fingerplays to use in the Plan.
2. Write the rhymes on 3x5 cards and laminate or cover with clear contact paper.
3. Post near the Possibilities Plan. / Tip
If you can’t locate any related rhymes and fingerplays, modify ones you already know to fit this Plan.
Resources
· Your finger play file
· Where Is Thumpkin?
· Complete Book of Rhymes, Songs, Poems, Fingerplays, and Chants
· One Potato, Two Potato
· Busy Fingers, Growing Minds
· Finger Frolics
Related Parent Postcards
Infant Curriculum
· Including Children in Routines, page 91
Toddler Curriculum
None
Content Reference Pages / Examples Reference Pages
Infant Curriculum
page 447 / Infant and Toddler Development
none / Infant Curriculum
pages 75, 93, 140, 159, 205, 223, 297, 344, 363, 406, 425 / Toddler Curriculum
pages 91, 118, 187, 212, 259, 278, 344, 365, 426, 450, 505, 531
Toddler Curriculum
page 553
A Guide for Completing a Possibilities Plan
Step 6: Music / Songs
Getting Ready to Plan
1. Locate music and songs to use with this Plan.
2. Listen to them, practice singing them both with and without accompanying music. / Tips
1. If you don’t find any songs or music that is just right, modify those you know to fit this Plan.
2. Make a wish list of music and songs to give to your director or curriculum coordinator.
Resources
· Transition Tips and Tricks
· Transition Magician
Related Parent Postcards
Infant Curriculum
· Drive-time Activities, page 219
Toddler Curriculum
· Drive-time Activities, page 208
Content Reference Pages / Examples Reference Pages
Infant Curriculum
page 27 / Infant and Toddler Development
none / Infant Curriculum
pages 68-69, 85-86, 131-132, 151-152, 199, 215-216, 269-270, 287-290, 335-336, 355-356, 399-400, 417-418 / Toddler Curriculum
pages 81-83, 105-106, 175-177, 201-202, 249-250, 271-272, 333-334, 355-357, 417-419, 439-441, 497-498, 519-521
Toddler Curriculum
pages 28-29
A Guide for Completing a Possibilities Plan
Step 7: Prop Boxes
Getting Ready to Plan
1. Look at the curriculum web drawn in Step 1. Compete a prop box planning form for each prop box that fits in this Plan.
2. Consider additional prop box ideas based on children’s interests and family experiences/culture. / Tips
1. Consider adding to an existing prop box to expand the play options for children.
2. Use choke tester to test any items added to a prop box.
Resources
· Prop Box Planning Form
· Prop Box Play
· Making Make-believe
Related Parent Postcards
Infant Curriculum
· Using Found and Discarded Items, page 248
Toddler Curriculum
· Using Found and Discarded Items, page 313
Content Reference Pages / Examples Reference Pages
Infant Curriculum
none / Infant and Toddler Development
pages 180, 194 / Infant Curriculum
pages 74, 92-93, 139-140, 158-159, 205, 222, 276-277, 296, 343-344, 362, 405, 425 / Toddler Curriculum
pages 90-91, 116-117, 185-186, 211, 258-259, 277-278, 343, 364, 425-426, 449, 504-505, 529-530
Toddler Curriculum
none
A Guide for Completing a Possibilities Plan
Step 8: Parent Possibilities
Getting Ready to Plan
1. Identify parent participation activities that fit with this Plan.
2. Write a Parent Note to Parents inviting them to participate in each activity.
3. Identify related Parent Postcards and make a plan for getting them distributed during the Plan. / Tips
1. Select a range of participation activities so all families have the chance to participate in some way.
2. Vary strategies in each Plan, increasing the changes that you will find something for everyone.
Resources
· Your Baby and Child: From Birth to Five
Related Parent Postcards
Infant Curriculum
· You Are Your Child’s Best Teacher, page 90
· We Are Now Partners, page 112
· Creating Partnerships—Two Way Communication, page 114
· Controlling Transition Stress, pages 136-137
Toddler Curriculum
· You Are Your Child’s Best Teacher, page 89
· We Are Now Partners, page 112
· Creating Partnerships-Two Way Communication, pages 114-115
Content Reference Pages / Examples Reference Pages
Infant Curriculum
pages 23, 47-48, 108-109, 177-178, 244, 319, 383,
Conferences,
375-381 / Infant and Toddler Development
pages 62-63, 101-107, 121-125, 130-131, 147-148 / Infant Curriculum
pages 72, 89, 135, 155, 203, 218, 273-274, 293-294, 360, 403-404, 421-422 / Toddler Curriculum
pages 87, 111, 182, 207, 255-256, 275, 337-338, 360, 422-423, 445, 502, 526
Toddler Curriculum
pages 24, 58, 142-143, 227-228, 308-309, 391, 474-475
A Guide for Completing a Possibilities Plan
Step 9: Innovations in Environments
Getting Ready to Plan
1. List the things you are going to add or take away to create the learning environment for this Plan.
2. Identify the things you need to do to refresh the learning environment.
3. Identify the things you are going to do to maintain the learning environment. / Tips
1. Don’t hesitate to throw out broken or damaged toys and books unless they can be recycled into safe play materials.
2. Store items that can be recycled in a locked, safe place, away from children.
Resources
· Early Learning Environments that Work
· Learn and Play the Recycle Way
Related Parent Postcards
Infant Curriculum
· Childproofing Your Home, page 361
Toddler Curriculum
None
Content Reference Pages / Reference Pages for Examples
Infant Curriculum
pages 23, 55-57, 118-120, 186-187, 257, 325-326, 386 / Infant and Toddler Development
pages 56-60, 175-176, 225-227, 289, 331-332 / Infant Curriculum
See Possibilities Plans in Infant Curriculum book / Toddler Curriculum
See Possibilities Plans in Toddler Curriculum book
Toddler Curriculum
pages 24, 67-69, 157-160, 231-234, 319-321, 402-405, 484-486
A Guide for Completing a Possibilities Plan
Step 10: Observation/Assessment Possibilities
Getting Ready to Plan
1. Look at the web completed in Step 1 to identify the situations in which you might observe children while they are playing. Add the list of observation situations to the Plan.
2. Review children’s assessment instruments to identify which children should have an anecdotal observation completed on them during this plan. Add these names to your Plan.
3. Review children’s portfolios to identify which children need updated portfolio entries or examples during this plan. Add these names to your Plan. / Tips
1. Keep observation tools close at hand to write down spontaneous notes.
2. Get in the habit of writing the date first, so it won’t be omitted.
Resources
· Innovations Infant/Toddler Assessment Instrument
· Blank Anecdotal Records
· The Art of Awareness: How Observation Can Transform Your Teaching
Related Parent Postcards
Infant Curriculum:
· Do Children Learn While They Play?, page 203
Toddler Curriculum:
· Do Children Learn While They Play?, page 183
Content Reference Pages / Examples Reference Pages
Infant Curriculum
pages 18-21, 32-33, 96-97, 162-163, 226-227, 300, 366-367 / Infant and Toddler Development,
pages 61-62, 72 / Infant Curriculum
See Concepts Learned Lists
pages 74, 92, 139, 158, 204, 222, 276, 296, 343, 362, 405, 424 / Toddler Curriculum
See Concepts Learned Lists
pages 90, 116, 185, 210, 258, 277, 342, 363, 425, 449, 504, 529
Toddler Curriculum
pages 18-22, 38-39, 122-123, 217, 282-283, 368-369, 454-455
A Guide for Completing a Possibilities Plan
Step 11: Interactive Experiences
Getting Ready to Plan
1. List all children in your group.
2. Review anecdotal notes done in the last week or so.
3. Identify time/activity where you might interact with each child.
4. List these times and interaction ideas. / Tips
1. Make it your goal to spend time each day one on one with each child. Plan when you can do it in case the opportunity doesn’t spontaneously present itself.
Resources
· Smart Start
Related Parent Postcards
Infant Curriculum:
· Including Children in Routines, page 91
· What Is Developmentally Appropriate Care and Early Education for Toddlers? The Role of the Teacher, pages 245-246
· Supporting Brain Development at Home, page 253
· Encouraging Independence and Autonomy, page 341
· Continuing to Support Independence and Autonomy, page 342
Toddler Curriculum:
· Facilitating Positive Self-concept for Your Child, page 230
· What Is Developmentally Appropriate Care and Early Education for Toddlers? The Role of the Teacher, pages 310-311
· Windows of Learning: Brain Development and the Young Child, pages 316-317
· Encouraging Independence and Autonomy, page 423
· Continuing to Support Independence and Autonomy, page 424
· Toddlers on the Edge, page 480-481
Content Reference Pages / Examples Reference Pages
Infant Curriculum
pages 22, 35-36, 101, 166-167, 233-234, 307-308, 369-370 / Infant and Toddler Development,
pages 53, 76-77, 110, 129-130, 322-326 / Infant Curriculum
See activities and experiences listed in each Possibilities Plan in the Infant Curriculum book / Toddler Curriculum
See activities and experiences listed in each Possibilities Plan in the Toddler Curriculum book
Toddler Curriculum
pages 22-23, 45-46, 127-128, 221, 294-295, 373, 457-458
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