Service Curriculum
.
Curriculum
and Service
Provision
II.A. Adult/Child Interactions and Curriculum.................. 122
II.B. Alignment to the Illinois Early Learning Standards and Guidelines............................................................... 135
II.C. Family Involvement in Curriculum............................. 163
II.D. Family Culture and Curriculum.................................. 193
II.E. Program Flexibility....................................................... 203
II.F. Children’s Healthy Physical Development................... 209
121
Adult/Child Interactions and Curriculum
Illinois Birth to Five
Program Standard
II.A.
The curriculum reflects the centrality of adult/child interactions in the development …show more content…
The hallmark of the end of this stage is called object permanence, when the infant learns that objects exist even when they are out of sight. In the pre-operational stage, which occurs approximately from 2 through
8 years, children begin to think symbolically.
• John Bowlby, a British psychiatrist, studied infants who were separated from their parents. He developed theories on attach-
Alignment to the Illinois Early Learning Standards and Guidelines | II.B.3.145
ment, which refers to the infant’s behaviors, feelings, and cognition directed toward the primary caretaker. Attachment is an emotional tie that develops and endures over time and leads to the child’s seeking physical closeness with the attachment figure. Bowlby felt that attachment-promoting behavior was innate and had the biological function of protecting the child from danger by increasing parental interest and proximity. Attachment-promoting and
-strengthening behaviors include smiling, crying, and vocalizing.
• Mary Ainsworth, who studied one-year-olds during separations and reunions with their primary caregivers in her laboratory, described various kinds of attachment patterns that have
Curriculum
and Service
Provision
II.A. Adult/Child Interactions and Curriculum.................. 122
II.B. Alignment to the Illinois Early Learning Standards and Guidelines............................................................... 135
II.C. Family Involvement in Curriculum............................. 163
II.D. Family Culture and Curriculum.................................. 193
II.E. Program Flexibility....................................................... 203
II.F. Children’s Healthy Physical Development................... 209
121
Adult/Child Interactions and Curriculum
Illinois Birth to Five
Program Standard
II.A.
The curriculum reflects the centrality of adult/child interactions in the development …show more content…
The hallmark of the end of this stage is called object permanence, when the infant learns that objects exist even when they are out of sight. In the pre-operational stage, which occurs approximately from 2 through
8 years, children begin to think symbolically.
• John Bowlby, a British psychiatrist, studied infants who were separated from their parents. He developed theories on attach-
Alignment to the Illinois Early Learning Standards and Guidelines | II.B.3.145
ment, which refers to the infant’s behaviors, feelings, and cognition directed toward the primary caretaker. Attachment is an emotional tie that develops and endures over time and leads to the child’s seeking physical closeness with the attachment figure. Bowlby felt that attachment-promoting behavior was innate and had the biological function of protecting the child from danger by increasing parental interest and proximity. Attachment-promoting and
-strengthening behaviors include smiling, crying, and vocalizing.
• Mary Ainsworth, who studied one-year-olds during separations and reunions with their primary caregivers in her laboratory, described various kinds of attachment patterns that have