TheNextInfantsarealwaysLearningaboutwhotheyTheNextInfantsarealwaysLearningaboutwhotheycantrust,tryingnewwaystousethings,findingoutsocialrules,exploringfantasy.LearningisapartofeverythinginfantsTheimportanceofearlylearningisnowbeingsharedWehaveknownhowcrucialearlyexperienceistobrainWhatisbeingwidelysharedwiththepublicismanywaystohelpchildrenHowever,muchofwhatisbeingrecommendedisadult-directed然而，現在大部分推薦的是以成人主導的刺激WhattheinfantininterestedinisoftenleftCognitiveresearchshowsthatinfants’interestandmotivationarecentraltoSothelogicalnextstepsupportinginfants’learningistomakesureinfants’Whatwe’velearnedoverthelastfewyearsisthatinfantscomeintotheworldbothcompetentandvulnerable.Ononehand,theyarebornTheyareincrediblymotivatedtomasterlanguage,searchformeaning,solveproblems,andpracticethecrawl,thewalk,andtherun.Ontheotherhand,infantsareOntheotherhand,infantsareborndependentonTheyneedthemforsafetyandsurvivalandseekthemoutforprotectionandTheyalsodependonadultsforruleoflivingandrelatetothemaslearningTobeeffectivepartners,caregivershavetofindwaystohelpinfantsincreasetheircompetenceandlessentheirvulnerability.Yetbeforetakinganyaction,caregiversshouldbasetheireffortsonwhattheinfantistryingtolearn.Infact,infantshavetheirowncurriculawhichtheyactivelyItisasthoughevenbeforebirththeyhaveenrolledinfourPhysicalDevelopmentSocialRelations身體發展社會關系IntellectualDevelopmentAswesee,infants’masteryofthesecoursesisthefoundationfordevelopingthephysical,social,language,pre-mathandpreliteracyskillstheywillneedtosucceedinPhysicalLet’sstartwithphysicalInfantspursuethiscoursewithInfantspursuethiscoursewithTheystartoutlifewithbiologicallybuilt-inreflexes,andtheirabilitytomovenaturallyTheyaredriventoexperimentwithandpracticelarge-muscleskillsandsmall-muscleWhatevertheirlevelofability,infantsstrivetoincreasetheirphysicalThecaregiver’sjobistomakeitsafeandeasyforthemtodoInfantsconstantlytrytofigureoutwhattheycandowiththeirbodiesandtesthowfartheycangoandstillbesafe.Bylatetoddler-hood,withhelpandencouragement,theseself-motivatedlearnersmasteranincrediblearrayofphysicalskillstheywilluseinschool.Butthesearenottheonlyskillstheyaredeveloping,theyarealsokeenlyinterestedinbuildingsocialrelations.SocialChildrenstarttheirworkingthiscoursebysearchingfortrustingandsecureconnectionswiththeircaregivers.TheynaturallyseekoutsupportandexpecttheircaregiverstobethereforEachday,theyworkhardtoEachday,theyworkhardtomaintainanddeepenemotionalChildrenalsorelyoncaregiverstoprovidethemwithasecurebasefor(650)Infact,relationshipsarewearingagooddealtotakeplaceforearlyWithoutthissecurebase,intellectualdiscoverywillbeseverelyByimitatingandinteractingwithtrustedcaregivers,yourchildrenlearntocommunicate,usingobjectsandgetalongwithpeople－skillsallnecessaryforschoolInfantsareexquisitelyattunedtoboththepositiveandnegativeresponsestheygetfromthosetheyareclosetoandusethoseresponsestobegintodefinewhotheyare.ThisearlydevelopmentofasenseofselfandsocialcompetenceiscrucialtoallotherLanguageLanguagedevelopmentgoeshandinhandwiththegrowthoftrustingInfantsactivelyandcontinuallyengageincommunicationandseekoutwaystobetterunderstandtheworld.Theyarefascinatedwiththehumanvoice,andrepeatedlyimitatetheircaregiver’sTheyalsopracticewiththeircaregiversandbythemselves－rhythmsofspeech,ofword,andsentencestheyofword,andsentencestheyhear.AllareimportantstepsinbuildingThroughinteractionwiththoseclosetothem,theylearnthegive-and-takeofcommunicationandkeepgettingbetteratit.Astheybecomemoresophisticatedwithlanguage,theystarttouseittoguideChildren’sever-increasingmasteryoflanguageenablesthemtotakeonmoreandmorecomplexsocialandintellectualchallenges.IntellectualWithregardtointellectualdevelopment,infantslearnintwoways-throughrelationshipsandfrommakingdiscoveriesontheirown.Cognitiveresearchshowsthatinfantslearnbyobservingandimitatingthosearoundthem;andby-continuallyinventingnewandbetterwaysofdoingthings.Startingwithsimplestrategies,suchasmouthingorshaking,infantslearnaboutanobject’shardnessorstickiness.TheyalsolearnwhattheycanandcannotdowithdifferentkindsofTheyarebeginningtousemathematicalreasoningtoclassifythingsintoThroughpracticeandplay,theygetgoodat,forexample,pouringwaterorbouncingballs,becomingconfidentenoughtoexperimentwithpouringballsortryingtobouncewater-makingbrand-newdiscoveriesanddevelopingnewstrategies.BycombiningnewstrategieswithBycombiningnewstrategieswithfamiliarones,infantsbuildascientificunderstandingofhowthingsmoveandfitinspace.Theyexplorewaystousetheirbodyasatool,anobjectasatool,oreventheircaregiverasatool.Theylearnabouttherelationshipbetweencauseandeffectandexperimentwithhowtocausethingstohappen.Theycometounderstandthatpeopleandobjectsstillexistandcanbekeptinmemorywhentheyareoutofsight.YoungchildrenbeginfascinationwithintellectualactivityatTheybusythemselvestryingtofigureoutbasicprinciplesthatarethefoundationofallfuturelearning.Throughtheirstudyandourassistance,theydevelopacomplexunderstandingofthelogicandscienceoftheworld.Thewaypresentedinfants’curriculumasthoughinfantsstudyonecourseatatime,We’vedoneonlytoidentifyclearlythecontentofinfantlearning.Intruth,infantslearnamuchmoreintegratedTheypickupmanydifferenttypesofinformationatthesametimeandoftenswitchfocusfromonecoursetoanother.TheydothembothnaturallyTheydothembothnaturallyandBecauseinfantsaresuchactivelearners,itmaysay,thereisnotalotforacaregivertodotohelpthem.NothingcouldbefurtherfromtheTheroleofthecaregiverisInfantsneedasensitivefacilitatortopresentlearningopportunitiesthatfitwiththeirResearchshowsthatthemosteffectivewayforchildrentogainthesocialandintellectualcompetencetheywillneedinschoolsforcaregiverstoberesponsivetothechildren’sinterestsratherthantoteachspecificlessons.Tobeginwith,thisisdonebysensitiveobservationanddocumentationofthechildren’sdevelopment,andthenbyplanningandsettingupenvironmentsandbyselectingequipmentandmaterialsthatmatchthechildren’sinterests.Abigpartoffacilitatinginfantlearningisforthecaregivertoadaptenvironmentsandinteractionstoresponsetothechild’schanginginterestsandneeds.ObservingthatChristinehaslostinterestinabook,thiscaregiverfollowsherleadandswitchestoanewactivity.Adaptationalsomeansmovingfromonetypeoffacilitation,likeassistinglearningaboutsize,weight,andgravity,toanother,experiencingsocialconnectedness,bothessentiallifelessons.Whencaregiversadapt,Adaptationalsomeansmovingfromonetypeoffacilitation,likeassistinglearningaboutsize,weight,andgravity,toanother,experiencingsocialconnectedness,bothessentiallifelessons.Whencaregiversadapt,whattheyareactuallydoingismakingthemostoflearningTheyseewhatthechildisinterestedinandfindwaystoenrichSupportPracticeandAnoftenignoredpartofthecaregiver’sroleisthesupportofchild-initiatedpracticeandrepetition.Throughpracticerepetition,thischildislearningphysicalskills,vocabulary,andthegive-and-takeofsocialinteraction.Onewaytosupportpracticeistonotinterruptaninfantwhohasstarteddoingsomethingoverandoveragain.Thiscommunicatesbothacceptanceandencouragementofthechild’spassionforInfantslovetorepeatwhattheyseeandAcaregiversupportsthisimitationbyrepeatingthechildren’sactionsandwordsandbygivingthemtimetoimitateoneanother.Whencaregiversgivechildrentheluxuryofpracticeandrepetition,childrenaretomasterskillsandusethattomasterskillsandusethatmasteryasajumping-offpointforfurtherExpandToexpandlearning,acaregiverneedstoprovidetheamountofnoveltyandcomplexitythechildisready.Acaregivercanelaborateonachild’splay,poseproblems,introducemorecomplexity,andaddchallengingmaterials.Waystoexpandearlycommunicationbyusingwordsandsimplephrasesandrespondingtothechild’ssounds.Asaninfantgrowsolder,a