Preface to the 2nd edition

I.
Understanding Infant and Toddler Development

Chapter 1: Infant and Toddler Development Theory
1.
Principles of development
2.
Key perspectives explaining development
3.
Constructivist theory of infant and toddler development
4.
Developmental tasks and interactions at each developmental stage

Chapter 2 Developmental Characteristics by Area in Infants and Toddlers
1.
motor development
2.
sensory development
3.
cognitive development
4.
Communication development
5.
emotional development
6.
social cognitive development
7.
brain development

Chapter 3: Behavior: The Central Axis of Infant and Toddler Development
1.
Behaviors central to cognitive/learning development
2.
Behaviors central to language/communication development
3.
Behaviors central to socio-emotional development

II.
Play-centered, responsive, interactive curriculum

Chapter 4: Early Childhood Education and Interaction
1.
The meaning of early childhood education
2.
The Importance of Teacher Interaction
3.
Reactive teacher attitude

Chapter 5: Understanding Play-Centered Responsive Interaction Teaching
1.
Play-centered early childhood education
2.
Professor of Reactive Interaction

Chapter 6: Play-Centered Responsive Interaction Instruction
1.
Realizing early childhood education goals
2.
A developmentally appropriate, actionable approach
3.
Early Childhood Education and Responsive Interaction Teaching Strategies
4.
Responsive Interaction Teaching Strategies Based on Evaluation Indicators

Chapter 7: Implementing Play-Centered Responsive Interaction Instruction
1.
Step 1: Observe
2.
Step 2: Respond
3.
Step 3: Expand

III.
Applying Reactive Interactions in Your Work

Chapter 8: Age-Specific Responsiveness Interactions
1.
0 years old (0-11 months): Interact with your baby while making eye contact.
2.
1 year old (12-23 months): Respond immediately to even the smallest actions.
3.
2 years old (24-35 months): Respond meaningfully.
4.
3 years old (36-47 months): Act and talk in a child's way.
5.
4 years old (48-59 months): Respond with value.
6.
Ages 5 (60-72 months): Interact at the child's own initiative.

Chapter 9: Guiding Maladaptive Behaviors and Responsive Discipline
1.
Perspectives on Maladaptive Behavior
2.
Principles of behavior generation
3.
Understanding Responsive Discipline
4.
Responsive Discipline: Building Self-Regulation

References
Search

The structure of play-centered responsive interaction teaching is I.
Understanding Infant and Toddler Development, II.
Play-Centered Responsive Interaction Curriculum, III.
The application of reactive interaction in daily life is broadly divided into three parts.

I.
Understanding Infant and Toddler Development is divided into Chapters 1 to 3.
Chapter 1 describes the theory of infant and toddler development, and Chapter 2 describes the developmental characteristics of each area of ​​infant and toddler development, and explains the theories and characteristics that serve as the basis for understanding infant and toddler development from a constructivist perspective.
Chapter 3 describes the central behaviors of infant and toddler development. II.
The play-centered responsive interaction curriculum consists of chapters 4 through 7.
Chapter 4 describes early childhood education and interaction, Chapter 5 describes understanding play-centered responsive interaction teaching, and Chapter 6 describes early childhood education and the operation of responsive interaction teaching. In order to appropriately apply responsive interaction teaching in early childhood education and care, the central behavioral goals and responsive interaction strategies are explained.
Chapter 7 explains the stages of play-centered responsive interaction teaching, divided into observing (stage 1), responding (stage 2), and expanding (stage 3).
Finally, III.
The application of reactive interaction in daily life is organized into Chapters 8 and 9.
Chapter 8 describes the application of responsive interaction according to age, and Chapter 9, Guiding Maladaptive Behavior and Responsive Discipline, describes the guidance of maladaptive behavior, explains how to interact responsively during natural activities during the day, and explains disciplinary methods for maladaptive behavior of infants and toddlers that occurs in the classroom.