Part One Part One Background Intro.docx

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Part O
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Part One: Background
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Introduction
This publication, Infant/Toddler Learning and Development
Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community

organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
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and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.

Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and
neglect, and providing appropriate services
for children with disabilities or other special
needs.
What does quality look like in an in-
fant/toddler program?
Infants and toddlers thrive in places where
they can feel secure, express their drive to
learn, and build their competence. They rely
on adults for nurturance and guidance as they
learn. When infants and toddlers receive care

in a relationship that consistently meets their
physical and emotional needs, that relationship
becomes a base for exploration and discovery.
They learn from being in close relationships
in many different ways during the first three
years of life. For example:
• A three-month-old infant who is hungry or
tired counts on a caring adult to read her
cues and meet her needs.
• A teacher repeats a song or finger play af-
ter a six-month-old looks into her eyes and
coos, as if asking her to keep the experi-
ence going.
• A teacher, noticing the interest of a
thirteen-month-old who is pointing at a
picture in a book, labels the picture for the
child.
• A fifteen-month-old finds himself in a safe
and interesting environment that has been
organized by his caregiver, who is attuned
to his developmental capabilities.
• A twenty-two-month-old with asthma and
her family come to feel assured by the
treatment of her teacher, who knows how
to give medication and communicates
regularly with the family about the child’s
special health needs.
• A two-year-old whose family’s primary
language is different from the teacher’s
feels comforted when the teacher says one

or two familiar words to her in her fami-
ly’s language.
• A thirty-month-old, feeling frustrated or
angry, learns that she can trust her teacher
to help her with difficult feelings.
What program policies, practices, and
professional development activities
lead to high quality?
Program policies and practices that sup-
port the development of positive relation-
ships—in particular, relationships between
teachers and families and teachers and chil-
dren—provide the foundation for high-quality
care and education. Some examples of policies
and practices are as follows:
• Primary care
• Small groups
• Continuity of caregiving relationships
• Safe, interesting, and developmentally
engaging environments and materials
• Inclusion of children with disabilities or
other special needs
• Curriculum that is responsive to individual
children’s interests, needs, and develop-
mental abilities
The professional development of teachers

also enhances program quality. Teachers de-
velop professionally through education, study,
experience, and ongoing communication with
children’s families. Professional development
can lead to changes in teachers’ perspectives
and approaches in such ways as the following:
• Teachers learn how to be responsive to
young children and to support their learn-
ing and development.
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• Teachers learn the importance of being
emotionally available to young children
and their families and of interacting in
sensitive, predictable ways.
• Teachers learn how to respond to individu-
al interests, strengths, family experiences,
and approaches to learning.
What does research say about the com-
ponents and the importance of quality?
In the last two decades, many studies have
identified the benefits of good-quality care for
young children. A large-scale national study
conducted by the National Institute of Child
Health and Human Development (NICHD
1997) looked at home-based and center-based
care. The NICHD researchers observed more
than 600 nonmaternal child care settings of

all kinds: grandparents, in-home care, child
care homes, and centers. The NICHD study
documented that safe, clean, stimulating en-
vironments with small groups and low adult-
to-child ratios were correlated with sensitive,
responsive, and cognitively stimulating care.
The research team reported that this higher
quality of care, which included more positive
language stimulation and interaction between
the child and teacher, was positively related
to the child’s (1) language abilities at fifteen,
twenty-four, and thirty-six months of age;
(2) cognitive development at age two; and
(3) eventual school readiness (NICHD 2000).
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Another large-scale study, the Cost, Qual-
ity, and Outcomes Study (1995), looked at
nearly 400 child care centers in four states,
including California. The researchers found
that children who attended higher-quality child
care centers had higher cognitive (for example,
math and language abilities) and social skills
(for example, better peer relations and fewer
behavior problems) in early elementary school
(Peisner-Feinberg and others 1999a).
Although dedicated teachers try to do what
is good for children, unfortunately, research-
ers have also found that many families with
children under the age of thirty-six months
do not have access to good or excellent care.
Less than 10 percent of the centers that were
originally studied in the Cost, Quality, and
Outcomes Study (Peisner-Feinberg and others

1999b), including California programs, were
judged to be of high quality. Rather than bene-
fiting from early care, young children are often
adversely affected by groups that are too big,
by undesirable adult-to-child ratios, by teachers
with little training, and by programs with low
teacher pay and high teacher turnover.
What are the long-range benefits of
high-quality programs?
James J. Heckman, a Nobel laureate in
economic sciences, analyzed the impact of
early experience on a person’s later success and
concluded that society should invest in the very
young. He states (2000, 3):
Learning starts in infancy, long before formal
education begins, and continues throughout life. .
. . Significantly, this is a time when human ability
and motivation are shaped by families and non-
institutional environments. Early learning begets
later learning and early success breeds later
success, just as early failure breeds later failure.
Success or failure at this stage lays the founda-
tion for success or failure in school, which in
turn leads to success or failure in post-learning.
Heckman goes on to say that when one
considers the long-term economic benefits of
having a society of self-confident, motivated
learners, no other period in life is more impor-
tant.

Guided by research, practice, and the
advice of experts, this publication identifies
policies and practices that beget early learning
and development and pave the way for later
success. Making an investment in infants, tod-
dlers, and families means making an invest-
ment to support the preparation, continuing
professional development, and appropriate
compensation of infant care teachers.
Do infants and toddlers need teaching
or caring?
Adults who care for infants and toddlers
spend every moment both teaching and car-
ing.2 In centers and family child care homes,
early childhood professionals are simultane-
ously caregivers and teachers, as their work
affects infants’ health, safety, development,
and learning. They attentively care for a
child’s well-being as they discover ways to
support the individual child’s curiosity and
exploration. What to name this complex role
is a challenge. This publication uses the term
infant care teacher to emphasize the compre-
hensive nature of providing care and facili-
tating learning and development. Infant care
teachers treat caregiving routines as learning
opportunities for the infant and set the stage
for learning by providing developmentally
appropriate, safe, inclusive, and engaging
learning environments. They also introduce
materials, make comments, offer suggestions,
and ask questions of children based on obser-
vation and study of the children’s learning and
development.

How are the infant/toddler guidelines
linked to the CDE’s Desired Results
system?
As stated earlier, the purpose of the guide-
lines is to help programs improve the quality
of the early care and education they provide.
Improved quality in turn should lead to better
outcomes for infants, toddlers, and their fami-
lies. Progress in implementing these guide-
lines is tracked and the outcomes of program
improvement are documented through the
California Department of Education’s com-
2 The word adult is used to describe the role of the adult,
including a teenage parent who has taken on adult responsibili-
ties as a parent.
prehensive assessment system called Desired
Results for Children and Families. This system
defines four general goals for children, includ-
ing those with disabilities or other special
needs, and two goals for families:
1. Children are personally
and socially competent.
2. Children are effective
learners.
3. Children show physical

and motor competencies.
4. Children are safe and
healthy.
5. Families support their
children’s learning and
development.
6. Families achieve their
goals.
The Desired Results
system consists of three
components. Children’s
developmental progress is
first assessed through the
California Department of
Education’s Desired Results
Developmental Profile-Re-
Teaching and Caring Occur
Together from the Beginning
of Life
Infants learn the rhythms of
speech, gestures, social rules,
and the meaning of facial
expressions from adults during

the first months of life. Every
moment in which an adult
provides care to a young infant
is a moment rich with learning.
Above all, young infants learn
how people respond to their
communication and behavior.
For example, when an adult
responds to a young infant who
is crying because of hunger, the
infant not only experiences the
satisfaction of being fed but also
learns that his crying will bring a
response from an adult.
vised (DRDP-R). These profiles address the
first four Desired Results for children and give
a comprehensive picture of individual chil-
dren’s learning and development. The DRDP-
R provides a profile of each child across
indicators such as self-concept, self-regula-
tion, social interaction skills, language de-
velopment, preliteracy knowledge and skills,
cognitive development and problem solving,
premathematics knowledge and skills, motor
development, and awareness of health and
safety. Then the program’s progress in meeting
goals for families is assessed through a family
interview form. A program gains insights from
information reported by families on how well
it is helping families support their children
and achieve their goals. The third component
of the Desired Results system focuses on
program quality. Depending on the type of
setting it is, a program periodically uses the
Infant/Toddler Environment Rating Scale, the

Early Childhood Environment Rating Scale, or
the Family Day Care Rating Scale to assess its
quality.
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In addition to informing programs on
how well they are implementing the guide-
lines, the Desired Results system is an integral
part of facilitating the learning and develop-
ment of infants and toddlers. Programs use the
DRDP-R to plan learning environments and
experiences that fit children’s current level
of development and provide an appropriate
amount of challenge. Because the infant/tod-
dler guidelines and Desired Results system
work hand in hand, the link between them will
be referenced throughout this publication.
How do the infant/toddler
guidelines relate to the prekindergar-
ten guidelines?
This publication is a companion to the
Prekindergarten Learning and Develop-
ment Guidelines published by the California
Department of Education in 2000. The pre-
kinder-garten guidelines describe high-qual-
ity programming for preschools and make
recommendations for curriculum and prac-
tice. The infant/toddler guidelines resemble
the format and approach of the prekindergar-
ten guidelines. The infant/toddler guidelines

were developed to link to the prekindergarten
guidelines and focus on experiences that help
young children make the transition to pre-
school programs.
Although the overall approach of the two
publications is similar, they are distinct due to
differences between the two age groups. For
example, this publication places the family at
the center of programs for infants and toddlers
since early development unfolds in the context
of the family. By building a relationship with
the family, infant/toddler programs take the
first step in facilitating the child’s learning
and development. In addition, because much
of what children learn in the first months and
years of life occurs during caregiving routines
(greetings and departures, diaper changing,
feeding, napping), the infant/toddler guide-
lines pay close attention to everyday routine
interactions. Preschool-age children still have
much to learn about themselves, but they have
already established a basic sense of identity. In
contrast, identity formation is just starting for
infants and toddlers. Their emerging sense of
self, sense of belonging, and sense of confi-
dence are intimately connected to their family
and culture. The messages family members
convey during interactions profoundly influ-
ence how infants and toddlers feel about them-
selves and what they expect from relationships
with adults and children. Finally, this publica-
tion necessarily places greater emphasis on
health and safety considerations than do the
prekindergarten guidelines. Because infants’
immune systems are still developing and they

are beginning to learn to move their bodies,
both the caregiving routines and the physical
environment require special attention.
What do the infant/toddler guidelines
offer?
The Infant/Toddler Learning and Devel-
opment Program Guidelines is based on the
field’s current understanding of young children
during the first three years of life. Designed
to encourage continuous improvement of
programs, the guidelines offer a blueprint
for early care and education. They focus on
several areas:
• Research-based practice. This publica-
tion summarizes research findings that can
guide day-to-day decisions and practices
when combined with information from
the children’s families, from teachers’ ex-
�
perience and education, and from special-
ists supporting individual children.
• Relationships and experience. The guide-
lines place relationships at the center of
healthy learning and development. Each
relationship—between child and teacher,
the family and teacher, staff members and
administration, and staff members and

specialists supporting individual children
and families—helps programs provide
high-quality early care and education.
• Alignment of curriculum with children’s
learning and development. In the guide-
lines, curriculum is defined as a process.
Teachers observe children, document their
observations, assess children’s develop-
mental progress, reflect on their observa-
tions and assessments, discuss them with
colleagues, and plan and introduce learn-
ing experiences based on this process. By
respecting children as active participants
in learning, teachers create an environment
of experiences that fit each child’s evolv-
ing interests and abilities. The DRDP-R
works hand in hand with this publication,
offering a framework to teachers as they
align curriculum with children’s learning
and development.
• Professional development, reflective
supervision, and reflective practice. The
guidelines provide direction for ongoing
professional development of teachers. An
important part of professional develop-
ment occurs when teachers reflect upon, or
think about, day-to-day experiences with
children and families as well as spend time
with supervisors reflecting on practice.
Research indicates that having well-pre-
pared staff is one of the key components
of high-quality care and education. In
settings with well-prepared teachers, all

infants and toddlers have a wider range
of language experiences, engage in more
complex play with objects, and are more
creative in solving problems and making
discoveries (Howes 1997).
• Context. The guidelines take into account
the impact of context on learning and
development. A young child’s life is in-
fluenced by everything—from the expres-
sion on a teacher’s face to neighborhood
sounds at night. Every moment of a child’s
life is a learning experience. The context
for learning and development includes the
social, emotional, and physical world in
which a child lives—all of which influ-
ence a child’s daily experience in care and
education, a family’s participation in the
program, and a teacher’s ability tqVre-
spond sensitively to a child’s strengths,
needs, and interests.
How is this publication
organized?
Part One summarizes the research and
ideas supporting these guidelines. Four chap-
ters make up Part One:
• Chapter 1 focuses on building relation-
ships with families. This chapter describes
how all infants and toddlers enter early
care and education programs as newly
�

developing members of families and com-
munities. Important throughout childhood,
the family’s involvement in
the development and care of their child
is intense during the infant/toddler years.
This publication recognizes the family’s
fundamental role by emphasizing a fam-
ily-oriented approach to the care
and education of infants and toddlers.
• Chapter 2 summarizes current research
on early development, including brain
development, that has shed new light
on how to nurture infants and toddlers.
• Chapter 3 defines the role of the teacher.
This chapter gives an overview of the
teacher as a reflective practitioner who
forms close, caring relationships with
young children and their families and ex-
plores ways to facilitate their learning and
development.
• Chapter 4 describes program leadership
and administration. Program leadership
and administration are essential in all
settings—infant/toddler centers where a
director often leads the program; a family
child care home where the provider leads
the program; or kith and kin care where
the child’s relative or neighbor is respon-
sible for both facilitating learning and at-

tending to administrative responsibilities.
Part Two, divided into two chapters, pres-
ents the guidelines. (See Appendix A for
a summary of the guidelines.)
• Chapter 5 contains guidelines for operat-
ing an infant/toddler program, including
developing relationship-based policies
and practices and maintaining a safe and
healthy environment.
• Chapter 6 describes the curriculum pro-
cess of facilitating learning for infants and
toddlers, including children with disabili-
ties or other special needs. Teachers, pro-
gram leaders, and family members share
important roles in responding to infants as
active and motivated learners.
Both chapters open with a brief introduction.
Each section begins with a rationale explain-
ing why the guideline is important. Action
points or recommendations are given for
applying the guidelines in diverse child care
settings. Desired Results and, when appli-
cable, indicators from the DRDP-R are also
identified for each of the guidelines.
Part Three lists resources on which the
guidelines are based. Resources consist of
research publications, curricula for infants and
toddlers, and lists of relevant organizations.
From beginning to end, this publication
invites teachers and program leaders to forge

relationships with families and, together with
families, create high-quality experiences for
all infants and toddlers. Such experiences not
only benefit children and families during the
first three years but also influence their devel-
opment throughout their lives.
�
Project: Risk Management Plan
Purpose
This project provides an opportunity to apply the competencies
gained in the lessons of this course to develop a risk
management plan for a fictitious organization to replace its
outdated plan.
Learning Objectives and Outcomes
You will gain an overall understanding of risk management, its
importance, and critical processes required when developing a
formal risk management plan for an organization.
Required Source Information and Tools
Web References: Links to Web references in this document and
related materials are subject to change without prior notice.
These links were last verified on April 19, 2015.
The following tools and resources that will be needed to
complete this project:
· Course textbook
· Internet access for research
Deliverables
As discussed in this course, risk management is an important
process for all organizations. This is particularly true in
information systems, which provides critical support for

organizational missions. The heart of risk management is a
formal risk management plan. The project activities described in
this document allow you to fulfill the role of an employee
participating in the risk management process in a specific
business situation.
The project is structured as follows:
Project Part
Deliverable
Project Part
Risk Management Plan – Due 4/17
Submission Requirements
All project submissions should follow this format:
· Format: Microsoft Word or compatible
· Font: Arial, 10-point, double-space
· Citation Style: Your school’s preferred style guide
Scenario
You are an information technology (IT) intern working for
Health Network, Inc. (Health Network), a fictitious health
services organization headquartered in Minneapolis, Minnesota.
Health Network has over 600 employees throughout the
organization and generates $500 million USD in annual
revenue. The company has two additional locations in Portland,
Oregon and Arlington, Virginia, which support a mix of
corporate operations. Each corporate facility is located near a
co-location data center, where production systems are located
and managed by third-party data center hosting vendors.
Company Products
Health Network has three main products: HNetExchange,
HNetPay, and HNetConnect.
HNetExchange is the primary source of revenue for the
company. The service handles secure electronic medical
messages that originate from its customers, such as large
hospitals, which are then routed to receiving customers such as
clinics.

HNetPay is a Web portal used by many of the company’s
HNetExchange customers to support the management of secure
payments and billing. The HNetPay Web portal, hosted at
Health Network production sites, accepts various forms of
payments and interacts with credit-card processing
organizations much like a Web commerce shopping cart.
HNetConnect is an online directory that lists doctors, clinics,
and other medical facilities to allow Health Network customers
to find the right type of care at the right locations. It contains
doctors’ personal information, work addresses, medical
certifications, and types of services that the doctors and clinics
offer. Doctors are given credentials and are able to update the
information in their profile. Health Network customers, which
are the hospitals and clinics, connect to all three of the
company’s products using HTTPS connections. Doctors and
potential patients are able to make payments and update their
profiles using Internet-accessible HTTPS Web sites.
NOTE: Any discussion of products not a part of this scenario,
such as health insurance products, will result in an automatic
50% reduction in points. Your paper is not a research paper on
risk management – it is a risk management plan to a very
specific situation and must relate to the scenario, above.
Information Technology Infrastructure Overview
Health Network operates in three production data centers that
provide high availability across the company’s products. The
data centers host about 1,000 production servers, and Health
Network maintains 650 corporate laptops and company-issued
mobile devices for its employees.
Threats Identified
Upon review of the current risk management plan, the following
threats were identified:
· Loss of company data due to hardware being removed from
production systems
· Loss of company information on lost or stolen company-
owned assets, such as mobile devices and laptops
· Loss of customers due to production outages caused by various

events, such as natural disasters, change management, unstable
software, and so on
· Internet threats due to company products being accessible on
the Internet
· Insider threats
· Changes in regulatory landscape that may impact operations
Management Request
Senior management at Health Network has determined that the
existing risk management plan for the organization is out of
date and a new risk management plan must be developed.
Because of the importance of risk management to the
organization, senior management is committed to and supportive
of the project to develop a new plan. You have been assigned to
develop this new plan.
Additional threats other than those described previously may be
discovered when re-evaluating the current threat landscape
during the risk assessment phase.
The budget for this project has not been defined due to senior
management’s desire to react to any and all material risks that
are identified within the new plan. Given the company’s annual
revenue, reasonable expectations can be determined.
Project Part 1
Project Part 1 Task 1: Risk Management Plan
For the first part of the assigned project, you must create an
initial draft of the final risk management plan. To do so, you
must:
You Risk Management Plan will contain the following sections:
1. A section titled Introduction discussing the purpose of the
plan. You must include details from the scenario, above,
describing the environment. 10 points.
2. A section titled Scope discussing the scope of the plan. 10
points
3. A section, titled Compliance Laws and Regulations. Using
the information in the scenario provided above, discuss
regulations and laws with which Health Network must comply.

30 points
4. A section, titled Roles and Responsibilities, that will discuss
the different individuals and departments who will be
responsible for risk management within the organization (this
was presented in your textbook). 20 points
5. A section, titled Risk Mitigation Plan, that discusses the
threats identified in the scenario and your proposed mitigations,
as well as any new threats.30 points.
Write an initial draft of the risk management plan as detailed in
the instructions above. Your plan should be made using a
standard word processor format compatible with Microsoft
Word.
Evaluation Criteria and Rubrics
· Did the student demonstrate an understanding of the
competencies covered in the course thus far?
· Did the student include all important components of a risk
management plan in the outline?
· Did the student demonstrate good research, reasoning, and
decision-making skills in identifying key components and
compliance laws and regulations?
· Did the student create a professional, well-developed draft
with proper grammar, spelling, and punctuation?
© 2015 by Jones & Bartlett Learning, LLC, an Ascend Learning
Company. All rights reserved.
www.jblearning.com Page 3
© 201
5

by Jones & Bartlett Learning, LLC, an Ascend Learning
Company
. All rights reserved.
www.jblearning.com
Page
1
Purpose
This project provides an
opportunity
to apply the competencies gained in
the
lesson
s
of this course to
develop a risk management plan for a
fictitious organization
to replace its outdated plan
.
You will
gain an overall understanding of risk management, its
importance, and critical processes
required when developing a formal risk m
anagemen
t p
lan for an organization.

Required Source
Information and Tools
Web References:
Links to Web references in this document and related materials
are subject to change
without prior notice. These links were last verified on
April
19
, 2015
.
The following tools and resources
that
will be needed to com
plete this project:
§
Course textbook
§
Internet access for research
Deliverables
process for all organizations. This is
particularly true in information systems, which provides critical
support for

organizational missions. The
heart of risk management is a formal risk management plan.
Th
e
project
activit
ies described in this
document
allow you to fulfill the role of an employee participating in the
risk management process in a
specific business situa
tion.
The project is
structured
as follows:
Project Part
Deliverable
Project Part
Risk Management Plan
–
Due
4/17

§
Format: Microsoft Word
or compatible
§
Font
: Arial, 1
0
-
point
,
d
ouble
-
s
pace
§
Citation Style: Your school’s preferred style guide
Scenario
© 2015 by Jones & Bartlett Learning, LLC, an Ascend Learning
Company. All rights reserved.
www.jblearning.com Page 1
Purpose

This project provides an opportunity to apply the competencies
gained in the lessons of this course to
develop a risk management plan for a fictitious organization to
replace its outdated plan.
You will gain an overall understanding of risk management, its
importance, and critical processes
required when developing a formal risk management plan for an
organization.
Required Source Information and Tools
Web References: Links to Web references in this document and
related materials are subject to change
without prior notice. These links were last verified on April 19,
2015.
The following tools and resources that will be needed to
complete this project:
Deliverables
process for all organizations. This is
particularly true in information systems, which provides critical
support for organizational missions. The
heart of risk management is a formal risk management plan. The
project activities described in this
document allow you to fulfill the role of an employee
participating in the risk management process in a
specific business situation.
The project is structured as follows:
Project Part Deliverable
Project Part Risk Management Plan – Due 4/17

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