Early Years Professional Development Centre

The Ten Essential Elements of Quality Infant-Toddler Programs are designed to promote high-quality caregiving in all infant-toddler programs, whether the setting is a home, classroom or center. They represent a holistic approach (to caregiving) that is based on cutting-edge research and best practices. The goal is for infant-toddler programs to support positive developmental trajectories for all children, including those children who are particularly vulnerable due to stress, poverty or other adverse early experiences.

This module explores two of the five areas where young children need to develop self-regulation strategies as identified by Canadian expert, Dr. Stuart Shanker. Explore the skills and challenges for children in aspects of  biological (temperament and physiology) and emotional regulation. 

This is a module designed for practicing Early Childhood Educators who desire to review elements of their current practice with the intention of designing, implementing and altering parts of their practice to meet the particular needs of very young children and improving their responsiveness to, and interactions with, babies and toddlers. Your reflection might be on a major scale, or be related to a more minor issue that would be addressed. An integral part of the philosophy must be reflective of culture and family; not only the individual child.

This module is an overview of Reflective practice, and part of a series designed for infant and toddler professionals. The first module is relevant to all age groups as a starting point for the journey of reflective practice.

If Early Childhood Education is to be recognized and accountable as a field that is providing much more than child-minding, intentional reflective practice and quality enhancement are essential.

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Module two continues the discussion of the what and how of reflective practice, with a more specific emphasis on infant and toddler settings, We look at sources of content for reflection, including:

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• practice guidelines

• research

This is the third in a series of modules guiding reflective practice for Early Childhood Educators. In it, we look at social, personal and professional influences on our practice. A considerable amount of thought and independent work is recommended.

This is the last of a series of modules designed for practicing Early Childhood Educators who desire to design and implement programs to meet the particular needs of very young children. It is at a level suitable for thinkers and agents of change.

We are offering a progressive series of 4 modules that will get you started and support you in enhancing practice and quality in your settings. The format for the modules is self-study, meaning that there is material for you to read and questions and issues for you to think about and answer a diversity of questions, both practical and "big picture".  Many downloadable activities are provided to guide your reflections.

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Module 1  Infants and Toddlers – Reflecting on and Improving Practice

Module 2  Infants and Toddlers – Practice and Research-Based Approaches

​Module 3  Infants and Toddlers - Contexts for Reflection

​Module 4  Infants and Toddlers –Philosophies and Values in Practice