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Good, Better Best: Building Early Childhood Programs That Support Each Young Learner HandoutWhat do we mean by . . .The Shift From All → Each and Every?NAEYC. (2009). Standards for early childhood professional preparation. Washington, DC: NAEYC. Retrieved from Practices?Buysse, V., & Wesley, P. W. (Eds.). (2006). Evidence-based practice in the early childhood field. Washington, DC: Zero to Three.Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9(4), 2-11.Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137–148.Professional Development?National Professional Development Center on Inclusion. (2008). What do we mean by professional development in the early childhood field? Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. . (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. Professional Development Center on Inclusion. (2009). Research synthesis points on early childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. 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. Inclusive Practices: Resources and Landing Pads Services, Inc. (2000). A creative adventure: Supporting development and learning through art, music, movement and dialogue: A guide for parents and professionals. Alexandria, VA: Head Start Information & Publication Center. Ten Resources Thoughtful Words and ImagesGoogle Images Word Snipping ToolAccessories → Snipping ToolExisting Video Collections California Map to Inclusion and Belonging – Video Collection Matter video library of Northern Iowa Empowering Preschool Quality (to view clips online) (to order free DVDs) Video Library You Create Your Own, See What Your Tax Dollars Already CreatedCONNECT Modules of CONNECT Resource Library Instructor Supports Modules for Instructors Center 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 synthesis points on practices that support inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. practice landing pads Assistance Center on Social Emotional Development for Young Children Start Resources That Are Not Just for Head Start ProgramsEarly Childhood Learning and Knowledge Center Center on Cultural and Linguistic Responsiveness minutes from catalog to classroom Importance of Home Language series and Updating the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five: Learning Extensions for Supporting All Dual Language Learners Center on Parent, Family and Community Engagement Center on Quality Teaching and Learning Minute In-Services (expansions, asking questions, engaging children in conversations) Services, Inc. (2000). A creative adventure: Supporting development and learning through art, music, movement and dialogue: A guide for parents and professionals. Alexandria, VA: Head Start Information & Publication Center. Start Center on Inclusion Great Resources From Your Counterparts (With Attribution)Heartland Equity and Inclusion Project Community College Early Childhood Professionals for Inclusion Pads Resources Being Black Is Not a Risk Factor: A Strengths-Based Look at the State of the Black Child Foundations for School Readiness: Fostering Developmental Competence in the Earliest Years the Positive Development of Minority Children ’m Tyler Name is Jude ’s IEP , Different, and Diverse: Understanding Children Who Are Dual Language Learners of QualityAbecedarian and Health: Improve Adult Health Outcomes with Quality Early Childhood Programs That Include Health and Nutrition Abecedarian Project: High Quality Early Child Care Has Long Lasting Effects Study Shows Power of PreK Talk (monthly) To join, send an email with no message to subscribe-babytalk@listserv.unc.eduChildren’s Champions E-Mail List (NAEYC) (intermittent) Center Notes (Early Childhood TA Center) (weekly)View or search all issues of eNotes at Fred Rogers Company Professional Development (monthly) National Policy Digest from the Ounce National Policy Team (weekly)To subscribe, please contact Ashanti Huey, policy associate (ahuey@), or Anna Torsney-Weir, policy associate (atorsneyweir@).Natural Resources (weekly) To subscribe to the Natural Resources listserv, send an email with no message to subscribe-natural_resources2@listserv.unc.eduTeaching Tolerance (monthly) Association of Early Childhood Educators (AMEI-WAECE) News of the Week Subscribe at YouTube Downloader Children Discovering Their Shadows Child Experiencing Rain that Make/Keep It RealBunnett, R. (1995). Friends at school. New York: Star Bright Books.Ability Diversity ResourcesEvidence SourcesChild Care and the Americans with Disabilities Act Delay as an Eligibility Category (concept paper) (position statement)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) Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder Principles and Practices for the Delivery of Family-Centered Services Importance of Early Intervention for Infants and Toddlers with Disabilities and their Families Individuals with Disabilities Education Act (IDEA) Synthesis Points on Early Childhood Inclusion Parameters for the Assessment and Treatment of Children and Adolescents With Autism Spectrum Disorder (13)00819-8/fulltextPromoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation (DEC Position Statement) Synthesis Points on Quality Inclusive Practices ResourcesBOOKSCampbell, P. H., Milbourne, S. A., & Kennedy, A. A. (2012). CARA’s kit for toddlers: Creating adaptations for routines and activities. Baltimore: Brookes.Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.Gargiulo, R., & Kilgo, J. L. (2014). An introduction to young children with special needs: Birth through age eight (4th ed.). Independence, KY: Cengage.Milbourne, S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Missoula, MT: DEC. , M. J., & McCormick, L. (2014). Teaching young children with disabilities in natural environments (2nd ed.). Baltimore: Brookes.Sandall, S.R., & Schwartz, I.S. (2010). Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore: Brookes.Santos, R. M., Cheatham, G. A., & Durán, L. (Eds.) (2012). Supporting young children who are dual language learners with or at-risk for disabilities. (Young Exceptional Children Monograph Series No. 14). Los Angeles, CA: The Division for Early Childhood of the Council for Exceptional Children.ARTICLESBarriers and Solutions in Involving Culturally and Linguistically Diverse Families in the IFSP/IEP Process Becoming a Resilient Family: Child Disability and the Family System Steps: Paving the Way to Kindergarten for Young Children with Disabilities Language Development and Language Learning Difficulties Inclusion is Benefitting One Child Without Disabilities: Dillon’s Story (articles on early childhood education and children with disabilities) Relationships Between Families and Practitioners During the Early Years Children with Special Needs: Are You and Your Early Childhood Program Ready? and Literacy Development in Children Who Are Deaf or Hearing Impaired HYPERLINK "" 's Play! Assistive Technology Interventions for Play Environments: A Letter From a Mother to Friends, Families, and Professionals with Families of Children with Special Needs the Social Competence of Young Children with Disabilities Families of Children with Disabilities in Inclusive Programs is the Difference Between an IFSP and an IEP? ResourcesA-B-C In Everyday Activities literacy learning practices for young children with disabilities (PowerPoint presentation) a Friend to Play , Her Family, and Early Intervention the Early Signs of Autism Spectrum Disorders Into Focus (video))A Chance to Read Outcomes Step by Step Childhood Intervention: The Power of Family Years and Parent Involvement ’s Parent-Teacher Conference of Inclusion Birth to Five Being Kids: Supports & Services for Infants and Toddlers and Their Families in Everyday Routines, Activities & Places ’s Story: A Mother’s Voice Name is Jude During the Final Home Visit ’s IEP Meeting Documentation with Families Video Documentation with Families Needs Kids and the Power of Play HYPERLINK "" Quest Multimedia Training Library: Including Infants and Toddlers with Disabilities for Including Children with Disabilities in Classroom Activities Family Circles: All About Relationships Top Special Needs Videos of 2013 Video to Celebrate Progress Video to Share with Family Members I Feel Like Me (Shane’s Inspiration) ResourcesThe A-Z of Adapting Books for Students with Disabilities in Virginia the Right Questions in the Right Ways: Strategies for Ethnographic Interviewing Supports : Embedded Interventions : Transition : Communication for Collaboration : Family-Professional Partnerships : Assistive Technology : Dialogic Reading Practices : Tiered Instruction High-Quality, Functional IFSP Outcomes and IEP Goals Training Package Awareness Through Language Arts and Literacy: Resources for Prekindergarten and Elementary School Identification Identification: Screening, Evaluation and Assessment Intervention for Young Children on the Autism Spectrum: Parent’s Perspectives Early Intervention Program: A Parent’s Guide Intervention Services in Natural Environments Learning Opportunities (content, handouts, videos in English and Spanish) Engagement and Children with Disabilities: A Resource Guide for Educators and Parents Practice Principles and Practices Start Center for Inclusion Training Module Process: Planning and Implementing Family-Centered Services in Natural Environments Importance of Early Intervention for Infants and Toddlers with Disabilities and their Families in Least Restrictive Environments Matters podcast series about Specific Disabilities for Children with Sensory Challenges Instruction for Individuals with Autism, Cerebral Palsy, Down Syndrome and Other Disabilities Resource Center for Family-Centered Practice Outcomes of Early Intervention for Infants and Toddlers with Disabilities and their Families in Time (history of developmental disabilities) First Language Instructional Sequences (content, handouts, videos) and Friendship for Children with Disability Indicators of Inclusive Early Childhood Programs/Practices: A Compilation of Selected Resources Design for Learning and Assistive Technology Diversity ResourcesEvidence SourcesThe Changing Face of the United States: The Influence of Culture on Early Child Development Development 101: The Difference Between Boys and Girls in Early Learning and Development: Lessons from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B): Executive Summary Effect of Poverty on Child Development and Educational Outcomes Foundations for School Readiness: Fostering Developmental Competence in the Earliest Years the Positive Development of Minority Children Young Black Boys for Educational Success Left Behind: Expulsion Rates in State Prekindergarten Systems to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy and Practice (position statement)When the Bough Breaks: The Effects of Homelessness on Young Children We Stand: On Responding to Linguistic and Cultural Diversity ResourcesBOOKSBowman, B., & Moore, E. K. (Eds.). (2006). School readiness and social-emotional development: Perspectives on cultural diversity. Washington, DC: National Black Child Development Institute.Castro, D. C., Ayankoya, B. C., & Kasprzak, C. (2011). New voices/Nuevas voces guide to cultural and linguistic diversity in early childhood. Baltimore: Brookes.Curenton, S. M. & Iruka, I. U. (2013).Cultural competence in early childhood education. San Diego, CA: Bridgepoint Education.Derman-Sparks, L. & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors and the collision of two cultures. New York, NY: Noonday Press.Gonzalez-Mena, J. (2004). Foundations of early childhood education: Teaching children in a diverse society with resources for observation and reflection. Mountain View, CA: Mayfield.Lesser, L.K., Burt, T., & Gelnaw, A. (2005). Making room in the circle: Lesbian, gay, bisexual and transgender families in early childhood settings. San Rafael, CA: Parent Services Project.Lynch, E.W., & Hanson, M.J. (2011). Developing cross-cultural competence: A guide for working with children and their families (4th ed.). Baltimore, MD: Brookes.deMelendez, W.R., & Ostertag, V. (2012). Teaching young children in multicultural classrooms: Issues, concepts and strategies, 4th ed. Albany, NY: Delmar Publishers.Ramsey, P.G. (Ed.) (2004). Teaching and learning in a diverse world: Multicultural education for young children, 3rd ed. New York: Teachers College Press.Rogoff, B. (2003). The cultural nature of child development. New York: Oxford University Press.ARTICLESA-B-Cs of Bridging Home and School Expectations for Children and Families of Diverse Backgrounds. on Classroom Environments for Diverse Young Learners on Cultural and Racial Diversity and Solutions in Involving Culturally Linguistically Diverse Families in the IFSP/IEP Process. Development in Cultural Contexts: Implications of Cultural Psychology for Early Childhood Teacher Education with Families from Diverse Cultural and Linguistic Backgrounds: Considering Time and Communication Orientations Influences on Early Language and Literacy Teaching Practices and Discipline and Cultural Competence: Reflections From Teachers of Culturally Diverse Children Seats: Addressing the Problem of Unfair School Discipline for Boys of Color and Excellence: African-American Children’s Access to Quality Preschool: Addressing Diversity in Early Childhood Ni?os Aprenden en Casa: Valuing and Connecting Home Cultural Knowledge With an Early Childhood Program Storytelling: A Cultural Art That Promotes School Readiness Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families ResourcesAmerica’s Invisible Children a Culturally Responsive Teacher Class Divided Humility Responsive Teaching and Learning Danger of a Single Story : Contrasting Perspectives and Diverse Learners & Motor Development: A Multicultural Perspective Small: Teaching Tolerance in Preschool and the Early Grades Cultural and Linguistic Diversity in Early Childhood’s a Family! Mixed Race Family Resources60 Minutes From Catalog to Classroom Black Is Not a Risk Factor: A Strengths-Based Look at the State of the Black Child Competency: What It Is and Why It Matters Childhood and Family Homelessness Resource List Identification of Culturally and Linguistically Diverse Children (Aged 0 – 5) and Excellence: African-American Children’s Access to Quality Preschool the Positive Development of Minority Children Can You Create a Learning Environment that Respects Diversity Center for Children in Poverty Center for Cultural Competence Center on Cultural and Linguistic Responsiveness Development of Minority Children Transition Patterns for African American Boys Cultural Diversity and Cultural Competency: Self-Assessment Checklist for Personnel Providing Services and Supports to Children in Early Intervention and Early Childhood Settings Benchmark for Cultural Competence Tool HYPERLINK "" All Children: Understanding Early Care and Education Participation Among Immigrant Families and Updating the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five: Learning Extensions “Diversity”: Where to Begin Diversity ResourcesEvidence SourcesApproaches to Assessing the Language and Literacy Skills of Young Dual Language Learners (DLLs) Tools for Language and Literacy Development of Young Dual Language Learners (DLLs) California’s Best Practices for Young Dual Language Learners: Research Overview Papers Cognitive Development of Young Dual Language Learners: A Critical Review of the Research in Early Learning and Development Language Learner Teacher Competency Report Dual Language Learning the Use of Language and Literacy Assessments with Young Dual Learners Early Care and Education Practices for Dual Language Learners: A Critical Review of the Research and Literacy Development in Dual Language Learners: A Critical Review of the Research Children: Beyond Myths and Toward Best Practices Paper on Language and Literacy Development for Young English Language Learners (Ages 3-8) LINK Excel.Sheet.12 "\\\\ad.unc.edu\\fpg\\Projects\\Catlett\\BUILD\\BUILD Supplement 2 - Toolkit\\Toolkit entries\\BUILD Toolkit Spreadsheet_2-28-13.xlsx" "Learning Table Session 1!R77C2" \a \f 4 \h \* MERGEFORMAT to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy and Practice Social-Emotional Development in Dual Language Learners: A Critical Review of the Research Parent and Caregiver Involvement in Early Literacy Practices with Young Children from Diverse Backgrounds and Abilities Positive Language and Literacy Development in Young Language Minority Children: Research, Policy, and Practice the Impact of Language Differences on Classroom Behavior Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families We Stand: On Responding to Linguistic and Cultural Diversity ResourcesBOOKSBarrueco, S., López, M., Ong, C., & Lozano, P. (2012). Assessing Spanish-English bilingual preschoolers: A guide to best approaches and measures. Baltimore: Brookes.Curenton, S. M., & Iruka, I. U. (2013). Cultural competence in early childhood education. San Diego, CA: Bridgepoint Education, Inc. Derman-Sparks, L. & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.García, E. E., and Frede, E. C. (Eds.) (2010). Young English language learners: Current research and emerging directions for practice and policy. New York: Teachers College Press.Nemeth, K. N. (2009). Many languages, one classroom: Teaching dual and English language learners: Tips and techniques for preschool teachers. Beltsville, MD: Gryphon House.Santos, R. M., Cheatham, G. A., & Durán, L. (Eds.) (2012). Supporting young children who are dual language learners with or at-risk for disabilities. (Young Exceptional Children Monograph Series No. 14). Los Angeles, CA: The Division for Early Childhood of the Council for Exceptional Children. , P. O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language. Baltimore: Brookes.BOOKSArticles on Bilingual Development on First Language Acquisition Cognitive Consequences of Early Bilingualism with Families from Diverse Cultural and Linguistic Backgrounds: Considering Time and Communication Orientations Influences on Early Language and Literacy Teaching Practices HYPERLINK "" Language Learners: Effective Instruction in Early Childhood Language Learners in Early Care and Education Settings Early Catastrophe: The 30 Million Word Gap by Age 3 Dual Language Learning HYPERLINK "" Do Children Learn a Second Language? Do English Language Learners Learn to Read? to Talk and Listen: An Oral Language Resource for Early Childhood Caregivers Ni?os Aprenden en Casa: Valuing and Connecting Home Cultural Knowledge With an Early Childhood Program the Home Language Mandate: Practical Strategies for All Classrooms Storytelling: A Cultural Art That Promotes School Readiness : Challenging Common Myths About Young Dual Language Learners: An Update to the Seminal 2008 Report the Children of Immigrants for Early Academic Success Social–Emotional Development of Dual Language Learners: Looking Back at Existing Research and Moving Forward with Purpose Preschoolers' Early Literacy Development: A Longitudinal Experimental Comparison of Predominantly English and Transitional Bilingual Education Reading for Young Dual Language Learners the Impact of Language Differences on Classroom Behavior Learning a Second Language Means Losing the First ResourcesFOR PURCHASEBeyond Words: Effective Use of Translators, Interpreters, and Cultural Mediators Responsive and Family-Focused Training (CRAFT). Van Nuys, CA: Child Development Media.Language and Culture: Respecting Family Choices Story About El Grupo De Famílías ONLINEAfrican-American English (or Ebonics) in the Classroom Makes a Butterfly Makes a Heart Makes a Flower Makes a Heart Common Language of Care - Welcoming and Supporting Dual Language Learners in Infant-Toddler Programs (webinar) Language Learners Multimedia Resources Policy and Practice for Young Dual Language Learners: What is the Research Base? (PowerPoints) for English Language Learners Language and Literacy: Implications for Serving Linguistically Diverse Children (audiocast) the Needs of Dual Language Learners (PowerPoints) About Bilingual Children Young Hispanic Dual Language Learners for a Knowledge Economy for English Language Learners Part 1: Language Learning, Part 2: Academic Skills -- curriculum English Language Learners in Preschool Classrooms the Oral Language Development of Young Dual Language Learners (webcast) HYPERLINK "" Resources60 Minutes From Catalog to Classroom Infant/Toddler Environments: Supporting Language & Learning in our Youngest Children Culturally & Linguistically Competent Services to Support Young Children, Their Families and School Readiness ’s Best Practices for Young Dual Language Learners: Research Overview Papers Common Myths About Young English Language Learners ín Colorado Influences on Early Language and Literacy Teaching Practices Language Learners: Effective Instruction in Early Childhood Language Learners and the CLASS Measure: Research and Recommendations Language Learners with Challenging Behavior Dual Language Learning HYPERLINK "" Language Learning: What Does It Take? and Using Language Information That Families Share Importance of Home Language Series Castle a Difference: A Framework for Supporting First and Second Language Development in Preschool Children of Migrant Farm Workers the Home Language Mandate: Practical Strategies for All Classrooms Principles for Head Start Programs Association for Bilingual Education Center on Cultural and Linguistic Responsiveness Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA) : Challenging Common Myths About Young Dual Language Learners: An Update to the Seminal 2008 Report the Children of Immigrants for Early Academic Success and School Readiness: Experiences of Children With Non-English-Speaking Parents Preparedness Checklist: A Tool to Assist Head Start and Early Head Start Programs to Assess Their Systems and Services for Dual Language Learners and Their Families All Children: Understanding Early Care and Education Participation Among Immigrant Families the Trend: Latino Families in Real Partnerships with Schools HYPERLINK "" , Different, and Diverse: Understanding Children Who Are Dual Language Learners for Supporting All Dual Language Learners Influences of Play on Second Language Learning Enhancement ChecklistStepConsiderationsEstablish course contextWho takes this course? Where does it fall in the sequence of the program? Describe the gist of the courseWhat are the major concepts or values students should take away from this course?Review the course descriptionDoes the course description match the gist? Does the course description underscore how the course is grounded in evidence-based practices?Does the course description match the values for cultural, linguistic, and ability diversity? Do they clearly articulate the ages of children to be addressed?Review the objectives/learning outcomesDo the objectives/outcomes match the gist? Do the objectives/outcomes reflect an emphasis on evidence-based practices?Do the objectives/outcomes reflect the values for cultural, linguistic, and ability diversity? Are the objectives/outcomes measurable? Are they reasonable?Review the assignmentsDo the assignments provide opportunities to measure achievement of each learning objective/outcome?Do the assignments incorporate opportunities for both knowledge acquisition and knowledge application? Do any of them presume prior knowledge or experience?Do the assignments occur in a logical sequence?Do the assignments match the gist? Include emphasis on evidence-based practices? Reflect the values for cultural, linguistic, and ability diversity?Do the rubrics incorporate an emphasis on the content and the values for cultural, linguistic, and ability diversity?Instructional sequence and resourcesDoes the sequence of instruction flow logically?Is the content thoughtfully distributed across the course?Do the instructional resources (activities, readings, handouts, guest speakers) consistently reflect program values for cultural, linguistic, and ability diversity? Evidence-based practices?Do print materials (text, readings) support the objectives/outcomes and the values?Are field experiences thoughtfully aligned with course experiences to promote discussion, reflection, and evidence-based practices?Course Assignment – Student Learning Outcome – Field Experience Alignment ChartCourse Number/Title AssignmentAlignment with Student Learning OutcomesWhat does the assignment measure?What, if any, are the field experiences related to this assignment?12345678Knowledge AcquisitionKnowledge Application1.2.3.4.5.6.7.8. ................
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