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Home > Reflective Teaching in Early Education, 2nd Ed > 3. Teaching for learning > 10. Planning > Reflective Activities > To consider the learning needs of babies and toddlers


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Enquiry [supplementary chapter]
  5.    Techniques of enquiry
       [supplementary chapter]

  6. 2. Creating conditions for learning
  7.    5. Contexts
  8.    6. Relationships
  9.    7. Engagement
  10.    8. Spaces

  11. 3. Teaching for learning
  12.    9. Curriculum
  13.    10. Planning
  14.    11. Pedagogy
  15.    12. Communication
  16.    13. Assessment

  17. 4. Reflecting on consequences
  18.    14. Outcomes
  19.    15. Inclusion

  20. 5. Deepening understanding
  21.    16. Expertise
  22.    17. Professionalism

To consider the learning needs of babies and toddlers

Aim

To consider the learning needs of babies and toddlers.

Evidence and reflection

Observe babies and toddlers engaging with technology in the home. Watch how quickly even a very young baby learns to associate pressing buttons with the appearance of their favourite TV show or the ringing of the phone with Mum being occupied and what she does, for example holding the phone to her ear. Initially babies will press any or all buttons before refining their search. These are examples of early associative learning and show us how the brain is making connections and assimilating information.


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