Contents Foreword to the First Edition J. Ronald Lally Prologue to the First Edition T. Berry Brazelton Preface Part I. How Infants Learn 1. Infants as Active Meaning-Makers Infants Are Born Researchers Infants as Subjects, Not Objects A Triangle of Relationships from Research to Practice: Education Begins in Infancy 2. Relationships Shape the Developing Brain Sequence of Brain Development Experience Wires the Brain Neurons and How They Work Brain Plasticity: Benefit and Risk The Social Brain From Research to Practice: Building Strong Brains 3. Knowledge from the Infant''s Point of View Three Types of Knowledge Learning Within Three Contexts From Research to Practice: Naming Knowledge in Infancy--Foundations for Learning 4. Policies That Support Relationships Primary Care Continuity of Care Small Group Size Culturally Respectful Care From Research to Practice: Reflective Supervision PART II.

OBSERVING, DOCUMENTING, AND INTERPRETING TO SUPPORT INFANT LEARNING 5. Observing: Where Teaching and Learning Begin Observing, Documenting, and Interpreting Documentation that Supports Curriculum Planning Documentation to Assess Learning Documentation to Engage Families From Research to Practice: Re-visioning Curriculum 6. First Feelings Attachment How Babies Respond to Stress Proposing Possibilities for Learning From Research to Practice: Infant Mental Health 7. Sense of Self and Other Born Looking for Us Holding Others in Mind The Withdrawn Infant Caring and Cooperating Proposing Possibilities for Learning From Research to Practice: Shared Silent Stories 8. Taking Action: Motor Development Rising Up: Rotating, Sitting, Standing Moving Out: Locomotion Grasping Perceptual and Motor Challenges Proposing Possibilities for Learning From Research to Practice: Where Babies Find Themselves 9. Thinking: Cognitive Development Infants Investigate Infants Build Concepts Proposing Possibilities for Learning From Research to Practice: How Do We Know They Are Learning? 10. Communicating: Language Development Babies Seek Patterns in Language How the Brain Organizes Language Language Learning: A Shared Social Experience The Emergence of Speech Proposing Possibilities for Learning From Research to Practice: Literacy Begins in Infancy Part III. Contexts for learning 11.

 Play Spaces: Contexts for Wonder and Learning Play Spaces with Distinct Identity Familiarity and Surprise Seclusion Pathways To, Not Through, The Play Outdoors as a Learning Environment Safety, Sanitation, and Comfort 12. Care Routines: Contexts for Joy and Learning Welcoming, Peaceful Spaces for Care Care That Invites Participation Meals as Invitation to Participate Diapering as Invitation to Participate Napping as Invitation to Participate 13. Conversation and Interaction: Contexts for Learning Respectful Guidance Acknowledge Feelings or Intent Clear Limits: Convey the House Rules Frame a Limited Choice Temperament: A Goodness of Fit Touchpoints Difficult Behavior: A Child Seeking Safety 14. Who Cares for Babies? Access to Quality Infant Care Documentation as Tool for Advocacy Afterword to the First Edition Ed Tronick References Index About the Author.