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From All to Each and Every: Resources for Growing Professionals Who Can IndividualizeComponents of Developmentally Appropriate PracticeNational Association for the Education of Young Children (NAEYC). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: Author. APPROPRIATERevised Tennessee Early Learning Developmental Standards (birth – 48 months) Tennessee Early Learning Standards for Four-Year-Olds APPROPRIATENAEYC. (2005). Where we stand on responding to linguistic and cultural diversity: Recommendations for effective early childhood education. APPROPRIATEDivision for Early Childhood (DEC)/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. . (2014). DEC recommended practices in early intervention/early childhood special education. Professional Development Center on Inclusion. (2011). Research synthesis points on practices that support inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. sisPointsInclusivePractices-2011_0.pdf-685802922905Handout created by Camille Catlett (camille.catlett@unc.edu). Available to download at created by Camille Catlett (camille.catlett@unc.edu). Available to download at StandardWhat Did You See?Approaches to LearningSocial Emotional DevelopmentLanguage ArtsMathScienceSocial StudiesCreative ArtsPhysical Development and HealthEducational Services, Inc. (2000). A creative adventure: Supporting development and learning through art, music, movement and dialogue. Alexandria, VA: Head Start Information & Publication Center. Evidence Based Practices that Support Each ChildUniversal Design for LearningBuilding Inclusive Childcare Universal Design for Learning, M., Cross, A.F., Traub, E.K., & Hutter-Pishgahi, L. (2006, September). The universal design of early education: Moving forward for all children. Beyond the Journal: Young Children on the Web. , L. A., Boat, M. B., & Bae, Y. (2013). Integrating principles of universal design into the early childhood curriculum. Dimensions of Early Childhood, 41(1), 3-13 Early Literacy Through Universal Design & Assistive Technology by Design: Inclusive Approaches that Support Each Preschool Child Choice and Preference to Promote Improved Behavior Design for Learning (UDL)Multiple Means of RepresentationKinestheticVisualAuditoryMultiple Means of EngagementAttentionChoicesCuriosityMotivationInterestsPreferencesMultiple Means of ExpressionSigning/GesturesSpeakingSingingAssistive TechnologyTyping/textingDrawingAssistive TechnologyAT for infants/toddlers for preschool technology for infants, toddlers, and young children Module 5: Assistive Technology . (2003). Assistive technology: Supporting the participation of children with disabilities. Beyond the Journal: Young Children on the Web. LearningCONNECT Module 1: Embedded Interventions Instruction: Doing What Comes Naturally Instruction for Early Learning Learning Opportunities (videos, PowerPoints) Being Kids: Supports & Services for Infants and Toddlers and Their Families in Everyday Routines, Activities & Places evidence on embedded instruction for early learning , P. H., Milbourne, S. A., & Kennedy, A. A. (2012). CARA’s kit for toddlers: Creating adaptations for routines and activities. Baltimore: Brookes.Center for Early Literacy Practice Guides with Adaptations , D. J., & Bodrova, E. (2012). Assessing and scaffolding make-believe play. Young Children, 67(1), 28-34. , S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Missoula, MT: DEC. EngagementCONNECT Module 4: Family-Professional Partnerships Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills Center on Parent, Family and Community Engagement Kinds of Resources to Support IndividualizingYour Tax $$ at Work LearningCONNECT Modules on Early Literacy Learning on the Social and Emotional Foundations of Early Learning Professional Development Center on Inclusion . (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. of Inclusion Birth to Five Assistance Center on Social Emotional Development for Young Children Just for Head StartEarly Childhood Learning and Knowledge Center Center on Cultural and Linguistic Responsiveness minutes from catalog to classroom Importance of Home Language series for Supporting All Dual Language Learners Center on Parent, Family and Community Engagement Center on Quality Teaching and Learning Minute In-Services Porch series Start Center on Inclusion Time webinars Map to Inclusion and Belonging Matter video library of Northern Iowa Empowering Preschool Quality (to view clips online) (to order free DVDs) Video Library Talk (monthly) To join, send an email with no message to subscribe-babytalk@listserv.unc.eduNatural Resources (weekly) To subscribe to the Natural Resources listserv, send an email with no message to subscribe-natural_resources2@listserv.unc.eduWhat Did You See?Universal Design for LearningFamily EngagementCulturally Responsive ApproachesPeer SupportsLinguistically Responsive ApproachesChecklist of Effective Partnerships with FamiliesWhat Should You See?Did You See It?YESNOEnhanced CommunicationAsking families open-ended questions about the people, places, and activities that are important to themListening to families’ perspectives without sharing your own opinions firstLearning about how families prefer to communicate (e.g., phone, email, in person)Using an interpreter to support interactions with family members who speak another languageLearning and using key words and phrases in the languages of the childrenSeeking families’ input on topics when there are differences that need to be openly addressedBeing persistent about communicating with each family, even when they have not been responsive thus farDemonstrating how disagreements or differences of opinion do not interfere with your commitment to the family and childHigh ExpectationsAsking families what they see as their child’s strengthsFocusing on the child’s strengths and not just the child’s needsAsking families about goals for their childInvolving families in all decisions about their childCelebrating with families as children meet new milestonesRespectAsking families what is important to know about their culture, language(s), celebrations, and customs and showing genuine interestListening to families with particular attention to insights and information about cultural and linguistic preferences and prioritiesAsking how you should address members of the familyAsking families how they have been involved in their child’s program in the past and how they would like to be involved in the futureReflecting the cultures and languages of families in each classroom or programCommitmentHolding meetings at times and places suited to the families’ needs and availability whenever possibleReflecting the cultures, language(s), celebrations, customs and values of the families in environments, interactions, and curriculumDiscussing ways to find options that are responsive to families’ cultural valuesDeveloping and using a process for regularly soliciting and implementing input from families to inform program decisionsAdapted from: CONNECT Module 4; Teaching at the Beginning: Partnering with Parents ; Language Castle ; NCLR Core Qualities for Successful Early Childhood Education Programs ................
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