We are thrilled to announce that April 1, 2014, is the expected delivery date of our new bundle of joy, the Infant CLASS™ measure.
Designed for classrooms where children range in age from birth through 18 months, the Infant CLASS measure is organized under one domain that captures the key interactions between caregivers and infants that predict children's learning and development: Responsive Caregiving.
Responsive Caregiving is comprised of four dimensions, including:
Together, these dimensions describe classrooms where teachers participate in shared experiences and infant play, attend quickly to infants’ cues and needs, follow infants’ leads and expand on experiences, and engage in back-and-forth communication exchanges.
A key difference between the Infant CLASS Measure and our tools for older age levels is that this measure focuses more on verbal and physical interactions between infants and caregivers and less on classroom management. This is because the degree of sensitivity and interactive skills of teachers are more influential to infant development.
How can you find out more? Visit our website to learn more about how you can purchase the Infant CLASS Dimensions Guide, subscribe to the Infant CLASS Video Library, or be notified when Infant CLASS Observation Trainings begin.
Hey there, Teachstone community! My name is Stephanie Lewandowski, and I am the Senior Product Manager for myTeachstone. Before joining Teachstone, I built digital products for education companies, financial institutions, and government agencies. I’m passionate about delivering impactful products, particularly the tools that make the everyday work of teaching and learning a little bit easier. As a parent, and as a product manager, I know how invaluable early childhood education is, and I’m inspired by the teachers in both my personal and professional life.
At Teachstone, we sometimes hear from educators that they aren’t sure how to help facilitate exploration in their learning environments. The CLASS® Manual gives some specific examples, like asking the children to predict which ball will roll further, or making faces back and forth with an infant. But, in this blog post, I want to talk about how the learning environment space itself. The set-up and materials you use can support stronger interactions with children as well.
We know positive relationships are important, but factors such as absenteeism, racial or cultural differences, and other biases can make it difficult for teachers to form those meaningful relationships with every child in their class. And, after a tumultuous 2020-2021 school year, teachers and students alike may need stronger relationships more than ever before.
Ask any educator why they do what they do, and they’ll most likely respond ‘for the children’ without missing a beat. It’s why I was a teacher and why a lot of my friends were teachers. It’s the impact we can have on the children in our care that motivates us, drives us, and is the foundation of our passion.
I can look back and for every single class I taught, I can rattle off the names of the children who I had a super strong relationship with, and those that were on the other extreme–a relationship that was weak, or fragmented.