CSEFEL - UNC's Frank Porter Graham Child Development …



4787900601980Connecting the Smallest Dots: Resources and Practices to Support Each Infant and ToddlerCamille Catlett00Connecting the Smallest Dots: Resources and Practices to Support Each Infant and ToddlerCamille Catlett-386715381000Evidence-based Resources at Your FingertipsThree key conceptsAll → Each & EveryAaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago Public High Schools. Journal of Labor Economics, University of Chicago Press, 25, 95-135.Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives 8(1). , B. A., Lefgren, L., & Sims, D. (2008). The persistence of teacher-induced learning gains. NBER Working Paper 14065. Washington, DC: National Bureau of Economic Research, Inc.Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation. NBER Working Paper No. 14607. Washington, DC: National Bureau of Economic Research, Inc.Nye, B., Hedges, L. V., & Konstantopoulos, S. (2004). Do minorities experience larger lasting benefits from small classes? Journal of Educational Research, 98, 94-100.Rockoff, J., (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247–252.Rothstein, J. (2010, February). Teacher quality in educational production: tracking, decay, and student achievement. Quarterly Journal of Economics 125(1), 175-214.Knowledge Acquisition + Knowledge ApplicationNational 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. → Evidence-based PracticesSnapshot on evidence-based practice Practices to Support Inclusion evidence-based practices to improve qualityMeaningfully partner with families to support infants and toddlersEnsure cultural and linguistic congruencyAdditional strategies to support each infant, toddler and familyBecome a skilled observer and objective describer of what you seeApply knowledge of early development to facilitate optimal developmentIntentionally promote social-emotional developmentIntentionally promote language developmentPromote play as a vehicle for learningUse Evidence-Based Practices to Improve Quality EvidenceDEC/National Association for the Education of Young Children (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. 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 quality inclusive practices. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. Technology (AT) for infants/toddlers training programs that support early intervention providers technology for infants, toddlers, and young children Module 5: Assistive Technology Research Institute Assistive Technology (AT) to Promote Literacy in Infants and Toddlers Design for Learning (UDL) , 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. Inclusive Childcare Universal Design for Learning video Center to Improve Practice (NCIP): Early Childhood Guided Tour Instruction and Other Naturalistic Interventions Module 1: Embedded Interventions Learning Opportunities (videos, PowerPoints) Instruction for Early Learning Strategies , P. H., Milbourne, S. A., & Kennedy, A. A. (2012). CARA’s kit for toddlers! Baltimore: Brookes. Center for Early Literacy Practice Guides with Adaptations Models of Instruction for Response to Intervention in Early Childhood Education: Description and Implications (jointly prepared by NAEYC, DEC, and the National Head Start Association) Professional Development Center on Inclusion. (2012). Response to intervention (RTI) in early childhood: Building consensus on the defining features. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. Partner with Families to Support Infant-Toddler Well-BeingEvidenceFostering Parent and Professional Collaboration: Research Brief Their Say: Parents Describe Why and How They are Engaged in Their Children’s Education the right questions in the right ways: Strategies for ethnographic interviewing , A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors and the collision of two cultures. New York: Noonday Press.Fialka, J. (2001). Dance of partnership: Why do my feet hurt? Young Exceptional Children, 4(2). , J. Feldman, A K. and Mikus, K.A. (2012) Parents and professionals partnering for children with disabilities: A dance that matters. Thousand Oaks, CA: Corwin Press.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.Pulido-Tobiassen, D., & Gonzalez-Mena, J. (1999). A place to begin: Working with parents on issues of diversity. Sacramento, CA: California Tomorrow.AudioVisualChasnoff, D. (Director), & Cohen, H.S. (Executive Producer). (2000). That’s a family! San Francisco: Women's Educational Media.CONNECT Module 3: Communication for collaboration Module 4: Family-Professional Partnerships Being Kids Documentation with Families Video to Celebrate Progress Video to Share with Family Members Family Tools Parent Training Modules Center on Parent, Family & Community Engagement Educators to Engage Families Factors Framework Backpack Connection Series Cultural and Linguistic CongruencyEvidenceDEC. (2005). Position Statement: Responsiveness to family cultures, values, and languages. 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) Print(2008). Dual language learners in early care and education settings. Zero to Three, 29(2), 52-53. Dual Language Learning identification of culturally and linguistically diverse children (aged 0-5) intentional about supporting each child: The difference you can make , B. (2008).The changing face of the United States: The influence of culture on early child development. Washington, DC: ZERO TO THREE. , J. (1996). Diversity: Contrasting perspectives. Crystal Lake, IL: Magna Systems. Play & Motor Development: A Multicultural Perspective Culturally & Linguistically Competent Services to Support Young Children, Their Families and School Readiness Competency: What It Is and Why It Matters Influences on Early Language and Literacy Teaching Practices and Culturally Relevant Early Childhood Environments Principles for Head Start Programs Center for Children in Poverty Center on Cultural and Linguistic Responsiveness All Children: Understanding Early Care and Education Participation Among Immigrant Families for Supporting All Dual Language Learners Parent and Caregiver Involvement in Early Literacy Practices with Young Children from DiverseBackgrounds and Abilities (PowerPoints and handouts in English and Spanish) a Skilled Observer and Objective Describer of What You SeePrintForman, G., & Hall, E. (2005). Wondering with children: The importance of observation in early education. Early Childhood Research and Practice, 7(2). of Normal Child Development (motor, language, fine motor, social) Center (videos on pregnancy, birth, newborn, etc.) Biology of Prenatal Development (video series) for Practicing Observation, Documentation and Assessment Skills Intervention Videos Awareness Foundation Motor Development Videos Young Children (video) Observation Strategies Toolkit for Mental Health Consultants Knowledge of Early Development to Facilitate Optimal DevelopmentEvidenceDivision for Early Childhood (DEC). (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation.. (2005). Developmental delay as an eligibility category (position statement) . (2009). Developmental delay as an eligibility category (concept paper). (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8: Position statement with expanded resources. of Normal Child Development (motor, language, fine motor, social) Biology of Prenatal Development (video series) Learning Brain Development and Lifelong Outcomes (video) Recognition of Child Development Problems (video) Minds: Cognitive Development in Early Childhood Development Milestones (video) Young Children (video) of typical and atypical cognitive development (PowerPoint) Awareness Foundation Motor Development Videos Science of Early Brain Development and Child Development Science of Early Childhood Development Development Development Development Development Foundations for School Readiness: Fostering Developmental Competence in the Earliest Years for Growing: Teaching Your Baby With Early Learning Games Together: Infant Development about Fine Motor Skills and How to Improve Them Motor-Cognitive Connection: Early Fine Motor Skills as an Indicator of Future Success Center for Quality Teaching and Learning principles of child development and learning that inform practice Promote Social-Emotional DevelopmentEvidenceCenter on the Social and Emotional Foundations for Early Learning (CSEFEL) Research Syntheses What Works Briefs for Early Childhood (DEC). (2007). Identification of and intervention with challenging behavior: Concept paper. Missoula, MT: Author. . (2007). Identification of and intervention with challenging behavior: Position statement. Missoula, MT: Author. Social-Emotional Curricula for Children 0-5 Years and Their Families Behavior Support: An Individualized Approach for Addressing Challenging Behavior Development in Dual Language Learners: A Critical Review of the Research Are Children Trying to Tell Us?: Assessing the Function of Their Behavior, I.R. (2011). Developing young children’s self-regulation through everyday experiences. Young Children, 66(4), 46-51. for Young Children: Fox, L. (2009). Promoting the social competence of young children with disabilities. Impact, 22(1), 14-15. , D. (2011). Guidance matters: Children who have serious conflicts. Part 1 – Reactive aggression. Young Children, 66(2), 58-60. for Young Children (supplemental materials for faculty) Gartrell, D. (2011). Guidance matters: Children who have serious conflicts. Part 2 – Instrumental aggression. Young Children, 66(4), 60-62. for Young Children (supplemental materials for faculty) , B. (2009). Promising practices to support friendships in inclusive classrooms. Impact, 22(1), 16-17, 35. , K., & Brilante, P. (2011). Solving the puzzle: Dual language learners with challenging behaviors. Young Children, 66(4), 12-17.AudioVisualCSEFEL Videos Foundations: Social and Emotional Development in the Earliest Years (audiocast) for Early Childhood Mental Health Consultation for Evidence-Based Practice: Young Children with Challenging Behavior Tools for Young Children With Challenging Behavior Infant/Toddler Training Module for Early Childhood Mental Health Consultation Childhood Mental Health, Social-Emotional Development, and Challenging Behaviors Social-Emotional Curricula for Children 0-5 Years and Their Families Friends: Assisting Children’s Early Relationships Popular Resources on Promoting Social Emotional Development Beginnings: Supporting Young Children with Challenging Behavior (modules) and Addressing Trauma in Infants, Young Children, and Their Families of Screening Instruments for Social Emotional Concerns Assistance Center on Social Emotional Intervention for Young Children (TACSEI) Temperament in Infants and Toddlers Brief TO THREE TO THREE infographic Promote Language DevelopmentEvidenceCenter for Early Care and Education Research – Dual Language Learners (CECER-DLL) Early Literacy: Report of the National Early Literacy Panel, A Scientific Synthesis of Early Literacy Development and Implications for Intervention (executive summary) (full report)Effects of Reading to Infants and Toddlers on Their Early Language Development, to Read and Write: Developmentally Appropriate Practices for Young Children Language of Babies, Toddlers, and Preschoolers: Connecting Research to Practice Between Age of Onset and Frequency of Reading and Infants’ and Toddlers’ Early Language and Literacy Development Parent and Caregiver Involvement in Early Literacy Practices with Young Children from Diverse Backgrounds and Abilities English Language Learners: What the Research Does and Does Not Say Works for Early Language and Literacy Development: Lessons From Experimental Evaluations of Programs and Intervention Strategies Window to the World: Early Language and Literacy Development Cognitive Consequences of Early Bilingualism Influences on Early Language and Literacy Teaching Practices Early Catastrophe: The 30 Million Word Gap by Age 3 Language Development and Language Learning Difficulties Delight in Words: Using Oral Language To Build Young Children's Vocabularies is Language? What is Speech? (English and Spanish) Children’s Oral Language Development Learning and the Brain for Learning: Infants and Toddlers About Bilingual Children Kuhl: The linguistic genius of babies 13 Things Babies Learn When We Read With Them for Early Literacy Learning (CELL) ín Colorado! Childhood Learning & Knowledge Center (ECLKC) Rogers Center Early Learning Environment (ELE): Activities Beginnings: Early Literacy Knowledge and Instruction Experience Shapes Later Literacy Ready to Read Center for Family Literacy Reading Rockets and Rhymes as a Springboard to Literacy for Supporting All Dual Language Learners Early Literacy in Natural Environments (English and Spanish) of Predictable Books Assistive Technology (AT) to Promote Literacy in Infants and Toddlers Play as a Vehicle for LearningEvidenceThe importance of play in promoting health child development and maintaining strong parent-child bonds of play: Its uses and importance in early intervention/early childhood special education, S.J., & Mistrett, S. (2002). Let's play! Assistive technology interventions for play. Young Exceptional Children, 5(2), 19-27. , K., Foster-Sanda, S., Arzamarski, C., Briesch, J., & McClure, E. (2011). Overview of play: Its uses and importance in early intervention/early childhood special education. Infants and Young Children, 24, 225-245. of play in early childhood of play play for young children & Motor Development: A Multicultural Perspective of Play video segments 1-6 University Professor Karen Hutchison talks about the importance of play for young children Playing With Toys and Games Promotes Development and friendship for children with disabilities in the Early Years things every parent should know about play TO THREE infographic APPROACHES TO SUPPORTING DIVERSITY Do your policies reflect your intentionality? Do your efforts have an explicit and intentional emphasis on young children who are culturally diverse (includes racial, ethnic, socio-economic, and other aspects of diversity)? On young children who are dual language learners? On young children with disabilities?Do you have agreed upon definitions of key terms to use in your work (e.g., cultural competence, inclusion)?Do you have guiding principles to underscore your shared commitment to diversity in all aspects of your work?Do your family engagement efforts reflect your intentionality?Have you incorporated an explicit and intentional emphasis on authentically engaging families who are culturally and linguistically diverse? Are you also engaging families who have young children with disabilities?Is input from family members shaping the quality of your work? Are you building the capacity of diverse families to support the capability and success of their children?Are family members helping you to intentionally and effectively support practices that connect home cultures and experiences to their learning?Do your programs and practices with young children reflect your intentionality?Are you intentionally and effectively supporting practices that connect children’s cultures and experiences to their learning?Do environments authentically reflect the children, families, and communities you serve?Do materials authentically reflect the children, families, and communities you serve? ................
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