Module 2_1

Module 2_1

Massachusetts Early Learning Guidelines for Infants and Toddlers

Cognitive Development


1.      Pretest

2.      Outcomes Module 2 - Cognitive and Language and communication Development

3.      Read pages 46-64 and 120-143 of ELG for Infants and Toddlers

4.      Breeze presentation

                    PDF of presentation handout view: link

5.      Brain Map activity at web site:

6.      Choose one reading from the following:

·         Brains, fine motor skills, and holding a pencil

·         Why do babies like boxes best

·         Infant/Toddler Curriculum and Individualization

·         Standing the test of time: Infant nursery games

·         Planning curriculum for infants

·         Following a child’s lead: emergent curriculum for infants and toddlers

·         Using Music with Infants and Toddlers

·          Supporting Infant/Toddler Development, Screening, and Assessment

·         Talking to Families of Infants and Toddlers about Developmental Delays

7.      Read one website:

·         NAEYC. (2010). Engaging diverse families

·         The Center for Social and Emotional Foundations for Early Learning. (2006).Working with families inventory.  Nashville, TN:  Vanderbilt University.

·         Zero to Three. (2010). Everyday ways to support your baby’s and toddler’s everyday learning.  Retrieved January 7, 2011, from   

Available in English or Spanish.

·         Zero to Three (2010).  Early Literacy

·         Zero to Three. (2010). Language and literacy - School readiness 0-3.

·         Zero to Three.  Tips and tools on brain development

8.      Practice with Vocabulary at Study Stack

9.      Share parent brochure: Think with me!

10.      Complete

       a. Learning Activity

       b. Observation

       c. Families Engagement Inventory

11.  Post Test

Feedback to Google docs to print pre/post scores

Citation: Module 2_1. (2011, September 22). Retrieved November 06, 2014, from UMass Boston OpenCourseware Web site:
Copyright 2014, by the Contributing Authors. This work is licensed under a Creative Commons License. Creative Commons License