Our Approach

SC PITC Network services are offered in two sections. Section 1 covers content included in PITC Modules I & II. Programs that successfully complete the first section are eligible to participate in Section 2 which covers content included in PITC Modules III & IV.

INTERACTIVE
The SC PITC Network training is presented using a comprehensive series of videos and active adult learning strategies. They are designed to help child care administrators and infant/toddler teachers become sensitive to infants' cues; connect with each infants’ family and culture; and develop techniques to provide responsive, relationship-based care.

BUILT ON PARTNERSHIP
The SC PITC Network recognizes that a program’s capacity for change is tightly bound to the leadership of its director. Our Infant/Toddler Specialists offer guidance to support that leadership and facilitate the achievement of goals. The impact of the SC PITC Network services in a program is directly linked to the commitment and participation of the director. We seek to support change through the establishment of strong partnerships in the program.  

REFLECTIVE
Reflection is a powerful tool that can enhance program quality and enrich the experiences that directors have with their staff and that teachers have with the children and with each other. The Infant/Toddler Specialists will support reflection at multiple levels:

• Reflective Action Planning sessions will be held on a regular basis. During these meetings the Infant/Toddler Specialist will come together with teachers and, under the guidance of the director, set goals, develop strategies to achieve goals, reflect on successes and challenges in meeting goals, and develop new strategies to meet those challenges. This ongoing process will support the program’s implementation of the program polices that are core components of high quality care.

• Team Teacher Reflection Meetings will be facilitated by the Infant/Toddler Specialist. During these meetings teachers who work as a team in the same classroom will come together to reflect on their observations, examine their current practices, and generate new ideas to meet the ever changing interests, needs, and development of the individual children in their care. The reflective process will be used to guide the adoption of a responsive curriculum.

• The Reflective Process is a continuous cycle of inquiry that supports a responsive curriculum. The cycle moves from observation to documentation to reflection & planning to implementation of curriculum.
  

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