Childcare for ages 0 1 2
 |
Description
Book Introduction
Play-centered! Infant-centered!
At the national level, the focus of childcare is shifted to children and play, and the childcare process is designed to be centered around infants and toddlers and is based on play.
An era has begun in which individual infants and toddlers create their own play in each childcare setting, rather than simply reenacting what was planned and created.
In response to these changing times, this book presents a model of childcare that recognizes infants as subjects of rights and allows them to grow and create based on attachment.
This book tells the story of a childcare setting that moves beyond the traditional infant care approach of protecting children safely, to understanding infants as active beings and creating an environment that suits them.
It also introduces the actual appearance of infants who create their own world as play subjects and expand their social relationships with their peers.
This book offers a thoughtful response to those in childcare settings seeking concrete solutions to the changing perspectives on childcare, to infant classes seeking to create unique childcare programs for infants and toddlers, and to caregivers and educators hoping for a childcare environment that respects children's rights.
Let's start by trusting the children...
At the national level, the focus of childcare is shifted to children and play, and the childcare process is designed to be centered around infants and toddlers and is based on play.
An era has begun in which individual infants and toddlers create their own play in each childcare setting, rather than simply reenacting what was planned and created.
In response to these changing times, this book presents a model of childcare that recognizes infants as subjects of rights and allows them to grow and create based on attachment.
This book tells the story of a childcare setting that moves beyond the traditional infant care approach of protecting children safely, to understanding infants as active beings and creating an environment that suits them.
It also introduces the actual appearance of infants who create their own world as play subjects and expand their social relationships with their peers.
This book offers a thoughtful response to those in childcare settings seeking concrete solutions to the changing perspectives on childcare, to infant classes seeking to create unique childcare programs for infants and toddlers, and to caregivers and educators hoping for a childcare environment that respects children's rights.
Let's start by trusting the children...
index
· Translator's Preface
· Entering
1.
From two-way relationships to social networks
(1) What is attachment?
Do what you have to do yourself
Early childhood education and elementary education
Attachment formation in infant care
(2) How are human relationships formed?
From two-way relationships to diversity (social networks)
Raised at home until age 3?
The importance of perennials
Raising them at home means
Father's presence
2.
The amazing abilities of babies
(1) Babies' abilities
free baby
Philosophizing Baby
(2) Baby's brain
Two Major Discoveries in Brain Science
synapsis
mirror neurons
Read other people's minds
Self and others
(3) From brain development to sensory organ development
Exercise in Development
Three learning abilities we are born with
Number of people
What babies know
centuries
Language acquisition
There is meaning in crying
Conditions for speaking
Agreement on the meaning of language
When does hearing develop?
rhythm
Infants and Melodies
Encounter with music
musical expression
Musical environment in childcare
Why do we make music?
(4) Human relationships from infancy
Peer relationships
(5) Infant development
Sequentiality of development
Direction and continuity of development
Things that affect development
Curriculum that reflects development
Infant care in a low birth rate society
3.
Infant care practice
(1) Daycare room
Area division
Green rate
Meaning by age
History by Age
Age-specific for infants
Play area
sleeping space
dining area
(2) Team childcare
The role of the midwife
Characteristics of human parenting
From homeroom childcare to team childcare
(3) Nap
Why do we take naps?
Is a nap necessary?
(4) Play
The meaning of play
toys
Role play
(5) Children's group
Peer relationships for infants
(6) Color, shape, texture, number
The need for cognitive experience
(7) Public notice
Joint observation
social reference
(8) Adaptive childcare
Introduction of co-regulation and social reference
(9) Development
Thoughts on development
An environment that supports development
4.
Young-ai-hae
(1) Understanding development
fetal development
Postnatal development
(2) Future infant care
Think about development
Good understander
· Entering
1.
From two-way relationships to social networks
(1) What is attachment?
Do what you have to do yourself
Early childhood education and elementary education
Attachment formation in infant care
(2) How are human relationships formed?
From two-way relationships to diversity (social networks)
Raised at home until age 3?
The importance of perennials
Raising them at home means
Father's presence
2.
The amazing abilities of babies
(1) Babies' abilities
free baby
Philosophizing Baby
(2) Baby's brain
Two Major Discoveries in Brain Science
synapsis
mirror neurons
Read other people's minds
Self and others
(3) From brain development to sensory organ development
Exercise in Development
Three learning abilities we are born with
Number of people
What babies know
centuries
Language acquisition
There is meaning in crying
Conditions for speaking
Agreement on the meaning of language
When does hearing develop?
rhythm
Infants and Melodies
Encounter with music
musical expression
Musical environment in childcare
Why do we make music?
(4) Human relationships from infancy
Peer relationships
(5) Infant development
Sequentiality of development
Direction and continuity of development
Things that affect development
Curriculum that reflects development
Infant care in a low birth rate society
3.
Infant care practice
(1) Daycare room
Area division
Green rate
Meaning by age
History by Age
Age-specific for infants
Play area
sleeping space
dining area
(2) Team childcare
The role of the midwife
Characteristics of human parenting
From homeroom childcare to team childcare
(3) Nap
Why do we take naps?
Is a nap necessary?
(4) Play
The meaning of play
toys
Role play
(5) Children's group
Peer relationships for infants
(6) Color, shape, texture, number
The need for cognitive experience
(7) Public notice
Joint observation
social reference
(8) Adaptive childcare
Introduction of co-regulation and social reference
(9) Development
Thoughts on development
An environment that supports development
4.
Young-ai-hae
(1) Understanding development
fetal development
Postnatal development
(2) Future infant care
Think about development
Good understander
Into the book
Seeing the same thing together is called co-seeing.
Public speaking is very important during infancy.
When babies play alone, they periodically look back to see if someone is watching them.
This is not about checking whether there is someone who sees you, but rather checking whether there is someone who sees the same thing as you when you are having fun or finding it interesting while playing.
(Omitted) It is a signal that you want to see what you are seeing together.
--- p.48
Rather than simply saying, "They sang loudly and powerfully," we need to have the perspective and sensitivity to perceive what is growing in children in their daily care.
--- p.102
Babies imitate, fight over, and communicate with other children nearby.
Then, little by little, they begin to form relationships and play with other children.
The power to relate in this way also develops continuously.
--- p.114
For infants, rather than dividing the space the child spends by date of birth, it is necessary to plan a space that promotes and supports the child's development.
A flexible space that adapts to the child's growth is needed.
--- p.127
When raising a baby, it is necessary to think of the developmental process only as a standard, and carefully observe each child's development, determine what kind of environment and stimulation are needed at that time, and prepare by looking ahead a little bit.
This is because each development does not suddenly appear at a certain age, but rather has a preparatory period.
Public speaking is very important during infancy.
When babies play alone, they periodically look back to see if someone is watching them.
This is not about checking whether there is someone who sees you, but rather checking whether there is someone who sees the same thing as you when you are having fun or finding it interesting while playing.
(Omitted) It is a signal that you want to see what you are seeing together.
--- p.48
Rather than simply saying, "They sang loudly and powerfully," we need to have the perspective and sensitivity to perceive what is growing in children in their daily care.
--- p.102
Babies imitate, fight over, and communicate with other children nearby.
Then, little by little, they begin to form relationships and play with other children.
The power to relate in this way also develops continuously.
--- p.114
For infants, rather than dividing the space the child spends by date of birth, it is necessary to plan a space that promotes and supports the child's development.
A flexible space that adapts to the child's growth is needed.
--- p.127
When raising a baby, it is necessary to think of the developmental process only as a standard, and carefully observe each child's development, determine what kind of environment and stimulation are needed at that time, and prepare by looking ahead a little bit.
This is because each development does not suddenly appear at a certain age, but rather has a preparatory period.
--- p.176
Publisher's Review
It's definitely special, but the word 'infant' is still unfamiliar.
The perspective of "protection vs. education" remains a concern for infants.
I love you, but I still feel distant from 'respect for children's rights'.
0 years old, 1 year old, 2 years old
As the age of children attending daycare centers decreases, the word 'infant', which refers to children aged 0, 1, and 2, beginning with 'man', is also frequently used.
Unlike infants, daycare teachers worry about not only the nurturing behavior of feeding, clothing, and bathing these small children, but also the education that must be done to meet the expectations of parents. They also feel the need for more active and structured infant care with issues such as ‘early development,’ ‘development-appropriate care,’ and ‘optimal development period.’
As times change, the topic of human rights applies to children as well, and interest in childcare that respects the rights of infants attending daycare centers is also increasing.
At this point, we come across the book “Childcare for 012 Year Olds” and after much thought, we decide to take action instead of worrying.
This book provides an opportunity to understand the developmental characteristics and needs of infants based on their behavior and to consider appropriate childcare activities.
It also provides guidance on how childcare workers should view infants and perform their roles as teachers in childcare situations.
Infant development is explained from the infant's perspective, within the peer group with which the infant lives, and by reflecting the sociocultural characteristics of the infant's life.
As you begin to think more about what is the right childcare for your infant, this book introduces you to the specific practical aspects of childcare.
It details the detailed process of childcare, including environmental composition, placement of objects, and routine operations.
We organize the daycare routine for infants, focusing on infants.
A strategy for infants who grow through autonomous play rather than just protection.
You can think about it together with “012-year-old childcare”!
The perspective of "protection vs. education" remains a concern for infants.
I love you, but I still feel distant from 'respect for children's rights'.
0 years old, 1 year old, 2 years old
As the age of children attending daycare centers decreases, the word 'infant', which refers to children aged 0, 1, and 2, beginning with 'man', is also frequently used.
Unlike infants, daycare teachers worry about not only the nurturing behavior of feeding, clothing, and bathing these small children, but also the education that must be done to meet the expectations of parents. They also feel the need for more active and structured infant care with issues such as ‘early development,’ ‘development-appropriate care,’ and ‘optimal development period.’
As times change, the topic of human rights applies to children as well, and interest in childcare that respects the rights of infants attending daycare centers is also increasing.
At this point, we come across the book “Childcare for 012 Year Olds” and after much thought, we decide to take action instead of worrying.
This book provides an opportunity to understand the developmental characteristics and needs of infants based on their behavior and to consider appropriate childcare activities.
It also provides guidance on how childcare workers should view infants and perform their roles as teachers in childcare situations.
Infant development is explained from the infant's perspective, within the peer group with which the infant lives, and by reflecting the sociocultural characteristics of the infant's life.
As you begin to think more about what is the right childcare for your infant, this book introduces you to the specific practical aspects of childcare.
It details the detailed process of childcare, including environmental composition, placement of objects, and routine operations.
We organize the daycare routine for infants, focusing on infants.
A strategy for infants who grow through autonomous play rather than just protection.
You can think about it together with “012-year-old childcare”!
GOODS SPECIFICS
- Publication date: January 20, 2021
- Page count, weight, size: 192 pages | 182*220*20mm
- ISBN13: 9791190115070
- ISBN10: 1190115077
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