Supporting Early Development with the PITC Curriculum
The PITC Curriculum supports ongoing discovery, amazement, and wonder for infants and toddlers. The PITC Curriculum and Implementation training promotes fidelity of implementation and supports the efforts of family child care and center-based care teachers to facilitate high-quality individualized learning and development for children.
Primary Audience:
- In-home care providers
- Family child care providers
- Infant and toddler educators
- Site Supervisors
- Coaches
Secondary Audience:
- Early Head Start Programs
- Educational coordinators
- Resource teachers
By adopting the relationship-based, responsive approach to early care promoted by the Program for Infant/Toddler Care (PITC), PITC Curriculum planning tools and strategies support the efforts of family child care providers and center-based educators to facilitate high-quality individualized learning and healthy development for children from 0-3.
Unique to the PITC Curriculum is a planning process based on reflection, observation, and documentation of play and learning that respects each child's developing abilities, individual strengths and needs, family culture(s), and language(s). This planning process helps teachers deepen understanding, share meaning, support learning, and strengthen meaningful, caring relationships with infants and toddlers.
Session 1: Introduction to the PITC Curriculum
- Describe key concepts about how infants learn.
- Identify the care teacher’s role in supporting the infant’s learning agenda.
- Describe the components of reflective curriculum planning.
- Practice observing and documenting infant behavior in group settings.
- Identify the steps of the PITC curriculum planning process.
- Complete a PITC Curriculum Planning Tool.
- Describe the three ages of infancy.
- Identify the developmental domains included in the PITC curriculum.
- Use the PITC Learning Progressions to identify first steps in curriculum plans.
- Develop curriculum plans based on the developmental needs and interests of small groups of infants.
- Link developmental goals for infants with appropriate adaptations in their environment, interactions and communication, and daily routines.
- Consider the emergent nature of curriculum planning and implementation.
- Develop individual planning goals based on each infant’s particular developmental needs and interests.
- Describe how the practice of watch, ask, adapt supports implementation of the curriculum.
- Identify strategies to build on First Steps and expand the curriculum.
- Commit to strengthening their practice as curriculum planners.
PITC Curriculum Implementation Training
PITC Curriculum Technical Assistance Services