Infants And Toddlers Essay

The purpose of this study was comparing infants and toddlers in segregated and integrated programs and whether this would affect the development of the children. A childcare program moves the same -age children from room to room every year known as “segregated” (41, Rutherford & Whitington). If infants and toddlers had the same educator “until the age of three”, a secure attachment will development (41, Rutherford & Whitington). Segregation creates stress for the child such as being exposed to a new environment, caregiver and losing a secure attachment with the educator. The more children in the room, the educators are less likely to respond which creates biological stress and can have lasting effects on the children. Children in an integrated

program will have responsive and caring teachings. The integrated program has small groups and a low teacher to child ratio thus meeting the wants and needs of the child and forming secure attachments. Relationships are created by daily interactions with the children and educators through experiences and routines. The educators are providing care, positive interactions, and responsive to each infant and toddler.

One method known as the learning stories records and evaluates the children’s learning and develops a teacher and child relationship and cognitive skills. However, the learning stories provide limited understanding and depth regarding the child’s interest and learning experience. Recording the children’s learning experience within a large group is difficult to achieve. The integrated program allows the educator and families to have an understanding of each other which improves learning stories. Learning opportunities cannot be offered unless educators have previous knowledge of the child’s abilities. Families and educators have informal interactions with one another during the pickup and drop off the child. However, there is limited research regarding non-verbal interactions with families and educators in an infant and toddler program.

The study used qualitative and quantitative measures and “four types of data were collected observational, documentation of learning, video, and meeting discussions.” (43, Rutherford & Whitington). This study compared infants and toddlers in segregated and integrated programs and educators and families’ thoughts on integrated programs. As a result, integrated programs “provided a better environment” and development compared to segregated program for infants and toddlers (45, Rutherford & Whitington). Educators and parents agreed that there were many benefits of an integrated program such as children were individuals and learned from one another and educators and parents had the opportunity to develop a relationship. The disadvantages of having an integrated program are planning lessons and activities for younger and older children and difficulties with staffing. The parents were concerned with routines being met and limited opportunities for same- age children interaction. Segregated programs raised a concerned whether it prevented infants and toddlers from educational opportunities. The integrated program structured allowed educators to spend more time with the children, which resulted in quality relationships. Parents and educators built a relationship over a period and educators recorded the children’s learning extensively. Integrated programs for infants and toddlers are consistent, built relationships, knowledge, and routine for children.

An integrated program for infants and toddlers is not ideal because infants and toddlers need the most care.

Every two hours infants must be fed and changed, and toddlers are learning to walk and use the bathroom. Infants are toddlers should be segregated and integration should begin at toddlers. Toddlers’ are starting to gain awareness of their environment and interact with their peers. The segregated program questions the educational system in the United States. Every year children are entering a new grade level and forming a secured attachment with teachers and parents and teachers are building a relationship. At the beginning of the school year, children are stressed because of the change in environment and forming relationships. While an integrated program, the children are in the same room with familiar faces and allows them to feel comfortable and explore their environment. An integrated program will benefit toddlers and young children in the long run building lasting friendships, secure attachment, and parents trusting the educator. I think some of the disadvantages of an integrated program is needing additional teachers and funding because the program will require more resources. Overall, integrated programs are in the best interest of the young children and early childhood programs should consider adopting this

type.