· Infants and toddlers need responsive relationships because emotional development is the foundation of all later learning— an extension of Bowlby and Ainsworth’s attachment theory ( Ainsworth, Blehar, Waters, & Wall, 1978; Bowlby, 1969).
· The primary work of infant/ toddler care teachers is to support the parent- child relationship— an extension of Bronfenbrenner’s bio- ecological model ( Bronfenbrenner, 2004).
· Infants and toddlers construct their knowledge of their world through their experiences— an extension of Piaget and Bruner’s constructionist models of learning ( Bruner, 1996; Piaget, 1954).
· The construction of knowledge evolves within each child because of inherent abilities to build mental representations of objects, people, places, and events— an extension of Spelke’s core knowledge systems ( Spelke, 2000; Spelke & Kinzler, 2007).
· Infant/ toddler care teachers guide children’s learning through their own interactions and by providing an engaging, responsive, developmentally appropriate environment— an extension of Vygotsky’s sociocultural model and Hinde’s relationship- based theory ( Hinde, 1992; Vygotsky, 1962).
· Infant/ toddler care teachers need age- specific knowledge about development and need the skills of relationship- based, reflective practice— an extension of Erikson’s stages of development ( Erikson, 1950).