Upon successful completion of this course, students will be able to: analyze the programs that serve infants, toddlers, and families, the importance of a knowledgeable professional, and how to apply the relationship-based approach; describe implications for families and teachers in the diversity of family structures; explain the meaning of relationship-based theory, transactional and unified theory, biological systems theory, and ecobiodevelopmental theory; describe the major points of emotional and social development theories; explain how observation is a part of the assessment and the different types of assessment strategies; investigate the development of the fetus through the third trimester; explain the history and importance of attachment relationships and emotional learning and the effects of maternal depression; identify aspects of knowing the child—social development: communication, play, prosocial behavior, and conflict with peers and special needs; analyze how infants and toddlers develop cognitively within relationships, including cultural influences, the approaches to learning, the concepts they learn, and strategies to support learning; describe the basic policies and procedures necessary to keep infants and toddlers in group care safe and healthy; explain how to create a family and culturally sensitive program; create a responsive, relationship-based environment, including quality learning spaces, equipment, toys, and materials; analyze strategies and programs that are effective with children who exhibit challenging behavior and experience mental health issues; analyze how early development and learning programs can be effective in natural environments; evaluate key aspects of being an infant-toddler teacher, including the nature of the relationships with children, families, colleagues, and yourself; explain the elements of a relationship-based, reflective program, including the 3R approach (respect, reflect, and relate), reflective supervision, and mentoring and being mentored.