UNC's Frank Porter Graham Child Development Institute
228605778500Recipes for Success: Evidence-Based Ingredients for Supporting Each Young Child’s Full Potential30524458255Camille Catlett camille.catlett@unc.eduThis handout is available to download at Catlett camille.catlett@unc.eduThis handout is available to download at Appropriate PracticeNAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. is known about child development and learning—referring to knowledge of age-related characteristics that permits general predictions about what experiences are likely to best promote children’s learning and developmentWhat is known about the social and cultural contexts in which children live— referring to the values, expectations, and behavioral and linguistic conventions that shape children’s lives at home and in their communities that practitioners must strive to understand in order to ensure that learning experiences in the program or school are meaningful, relevant, and respectful for each child and familyWhat is known about each child as an individual—referring to what practitioners learn about each child that has implications for how best to adapt and be responsive to that individual variationPennsylvania Infant, Toddler, and PreKindergarten Standards for Early Childhood Infant, Toddler, and PreKindergarten Standards for Early Childhood of these domains were bring supported?DomainExampleApproaches to LearningLanguage and LiteracyMathematical and Scientific ThinkingSocial Studies (connecting to community)Creative Thinking and ExpressionHealth, Wellness and Physical DevelopmentSocial and Emotional DevelopmentPartnerships with FamiliesCulturally, Linguistically and Contextually Appropriate Practices Know Yourself and the Attitudes You BringCreate your cultural genogramSpend 5-10 minutes thinking about the many groups you belong to, such as race, gender, nationality, religion, sexual orientation, disability, ethnicity, class, and family relationships.Add a circle for each piece of your personal cultural identity – for example, woman, sister, wife, mother, African American, middle class, and so forth.Which of these aspects of your personal culture are most important in shaping your life and decisions? How has each identity contributed to your view of yourself and people who share that identity, as well as those who do not share that identity? How has each identity contributed to your view of the world? Share your cultural genogram with another person.40690801445260You00You4259580560705005440680793115003451860237172500528066025736550047929801228090004511040102616000397002020059650057683401750060004792980181102000278130018110200033375601871980004511040258826000456438020059650036347405226050033375601003300046863005226050052425601155700080010213995Possible Aspects of Personal Culture to ConsiderPlace of birthBirth orderResidence during childhood or adolescenceGenderNumber of children in familyReligionSocioeconomic statusDisability or medical conditionsRacial or ethnic groupLanguagesDialectsLevel of educationAdverse Childhood Experiences (ACEs) – trauma, abuse, neglect00Possible Aspects of Personal Culture to ConsiderPlace of birthBirth orderResidence during childhood or adolescenceGenderNumber of children in familyReligionSocioeconomic statusDisability or medical conditionsRacial or ethnic groupLanguagesDialectsLevel of educationAdverse Childhood Experiences (ACEs) – trauma, abuse, neglect3070860438150035026603175004790440135890002512060574675Which circles have been most important in shaping your life?How has each circle contributed to your view of yourself? To your view of what’s important for young children?Which circles would be apparent to someone meeting you for the first time?Which circles have been most important in shaping your life?How has each circle contributed to your view of yourself? To your view of what’s important for young children?Which circles would be apparent to someone meeting you for the first time?Resources to Support Culturally, Linguistically, and Contextually Appropriate PracticesResource List: Vermont Young DLL Resource Toolkit Diversity Resources Diversity Resources ín Colorado! : Contrasting Perspectives Center on Cultural and Linguistic Responsiveness Switching: Why it Matters and How to Respond (English) (Spanish)The Importance of Home Language series, Different, and Diverse: Understanding Children Who Are Dual Language Learners for Supporting All Dual Language Learners to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families Film: What kind of Asian are you? Appropriate Practices Person First Language Sheet of Research on Preschool Inclusion Synthesis Points on Early Childhood Inclusion Position StatementDEC/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: UNC, FPG Child Development Institute. childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.Foundations of Inclusion Birth to Five Policy StatementUS Department of Health and Human Services/US Department of Education. (2015, September). Policy statement on inclusion of children with disabilities in early childhood programs. in early childhood programs refers to including children with disabilities in early childhood programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging. This applies to all young children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities. DEC Recommended PracticesDEC Recommended Practices in Early Intervention/Early Childhood Special Education (position statement)DEC Recommended Practices (2014) (video)Recognizing and Performing the DEC Recommended Practices Film: Routine in a Program - Rolling with Friends You See the Recommended Practices?Recommended Practice for InteractionObserved?INT1. Practitioners promote the child’s social-emotional development by observing, interpreting, and responding contingently to the range of the child’s emotional expressions.INT 2. Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, and/or other types of guided support.INT3. Practitioners promote the child’s communication development by observing, interpreting, responding contingently, and providing natural consequences for the child’s verbal and non-verbal communication and by using language to label and expand on the child’s requests, needs, preferences, or interests. INT4. Practitioners promote the child’s cognitive development by observing, interpreting, and responding intentionally to the child’s exploration, play, and social activity by joining in and expanding on the child’s focus, actions, or intent.INT5. Practitioners promote the child’s problem-solving behavior by observing, interpreting, and scaffolding in response to the child’s growing level of autonomy and self-regulation.Resources to Support Individually Appropriate PracticesResource List: Fabulous and Free: Resources to Support High Quality Inclusion Professional Development Center on Inclusion. (2011). Research synthesis points on practices that support inclusion. Chapel Hill: UNC, FPG Child Development Institute, Author. Design for LearningConn-Powers, 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 TechnologyAssistive 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 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. Los Angeles, CA: DEC. Film: Students with learning disabilities give their teachers advice Domains from the PA StandardsApproaches to Learning through PlayResource List: Play is the Heart of Development in the Kindergarten: Why Children Need to Play in School 2009 publication from Alliance for Childhood highlights evidence of changes in the amount of child-initiated play that occurs in kindergarten classrooms and offers both data and arguments for the importance of restoring that kind of activity.Importance of Play clip discusses the importance and benefits of unstructured play in a child’s development and provides examples of unstructured play. It also discusses the disadvantages of scheduled activities.The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds this article, the authors describe the benefits of play and discuss factors that have reduced play for children and its implications. It also suggests ways in which advocates can promote play for children. More specifically, it suggests ways that pediatricians can work with families, and other child professionals to promote a better developmental environment for all children.Let's Play! Assistive Technology Interventions for Play and Mistrett’s 2002 article discusses how assistive technology can be used in play to support the needs of children with disabilities and their families.Play’s Potential in Early Literacy Development article by Christie and Roskos summarizes what we currently know about two basic relationships: 1) the relationship between play processes (language, pretense, narrative development) and early literacy skills; and 2) relationships between the play environment – both physical and social – and early literacy activity and skills.The Power of Play video explains the importance of play in terms of unstructured play alone with other children or parents. It also provides examples of how parents and teachers can use provide opportunities and space for children to play.Featured Films: Three Generations Talk About Play therapy and Literacy SCRIPT-NC Resources: List: for Early Literacy Learning (CELL) HYPERLINK "" goal of the Center for Early Literacy Learning (CELL) is to promote the adoption and use of evidence-based early literacy learning practices. The website has downloadable practice manuals, including manuals that address adaptations for children of diverse abilities, video clips, family resources, and other materials.The Early Catastrophe: The 30 Million Word Gap by Age 3 article presents the findings from a longitudinal study, which sought to understand what aspects of a child’s early experience could account for the differences in rates of vocabulary growth among 4-year-olds. The study concluded by highlighting the importance of the early years’ experience in all aspects of the child’s development.Early Language Development and Language Learning Difficulties article presents an overview of the stages of early language development, the risk factors for reading difficulties, as well as the identification and prevention of reading difficulties. A short quiz is provided at the end.Phonological Awareness is Child’s Play! paper explains the importance of phonological awareness in reading development and describes useful and practical ways in which teachers can support children’s phonological awareness development. Attention is paid to how English and Spanish phonemes vary, and the implications for supporting each young reader.Storybook Reading for Young Dual Language Learners article explains the importance of storybook reading for dual language learners and offers strategies for implementing these in the classroom. An example of a storybook reading lesson plan is provided at the end.Supporting Parent and Caregiver Involvement in Early Literacy Practices with Young Children from Diverse Backgrounds and Abilities research brief presents a review of six studies on early literacy practices that support parent involvement. Three of these studies are intervention studies, which are briefly summarized in a table at the end of the paper. Implications for practice are discussed.Featured Film: Catch a bubble Mathematical Thinking and Expression/ Scientific ThinkingResource List: Math and Science Resources Diverse Learners Through the Provision of STEM Education Opportunities briefing paper highlights a variety of methods and materials for supporting an increased understanding of and emphasis on STEM.Help! They Still Don’t Understand Counting article describes a developmental framework for counting and how it can weave in with long-established best practices for supporting young children with and without disabilities. The article briefly discusses how difficulty with counting may or may not be indicative of a math disability.Teaching Math to Young Children: A Practice Guide practice guide provides five recommendations for teaching math to children in preschool, prekindergarten, and kindergarten. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, administrators, and other educators who want to build a strong foundation for later math learning.Featured Films: Princess vs Engineer deGrasse Tyson: Get Out Of Their Way Thinking and ExpressionResource List: Creative Activities Landing Pad Handout Resources: Bodies, Building Minds: Foster Preschoolers’ Critical Thinking and Problem Solving Through Movement article explains how critical thinking and problem-solving skills can be developed in preschoolers through movement. It also offers strategies for executing these movement activities and considerations for children with special needs and their families.Encouraging Self-Expression Through Art article offers some Do’s and Don’ts for encouraging a child’s creativity through art.Music and Math: How Do We Make the Connection for Preschoolers? article explains how teachers can use music to stimulate and enhance preschoolers’ math learning. Suggestions for activities are provided in the areas of classification, number, seriation, time, and memory skills.Why Kids Need to Move, Touch, and Experience to Learn students use their bodies in the learning process, it can have a big effect, even if it seems silly or unconnected to the learning goal at hand. For example, this resource shares how researchers have found that when students use their bodies while doing mathematical storytelling, it changes the way they think about math. “We understand language in a richer, fuller way if we can connect it to the actions we perform,” said?Sian Beilock, professor of psychology at the University of Chicago.Featured Film: A Creative Adventure , Wellness, and Physical DevelopmentResource List: Gets Around clip shows how a child with physical disabilities is able to participate fully in all the activities inside and outside the classroom. He walks, runs, climbs and jumps while being supported by his ankle-foot orthosis and sometimes gets around by using a wheelchair.Natural Environments: A Letter From a Mother to Friends, Families, and Professionals by a mother of a boy with Down syndrome, this article from Young Exceptional Children describes how the family made use of routines and activities in their natural environments to support their child’s development.Promoting the Health, Safety and Well-Being of Young Children with Disabilities and Developmental Delays This 2013 position statement from the Division for Early Childhood elaborates on the six recommendations presented by the DEC, explaining the rationale behind these recommendations and presenting the research evidence supporting the recommendations.Featured Film: Like a Girl Development Resource List: Resources: Teaching Tools for Young Children with Challenging Behavior tools developed by TACSEI and based on evidence-based practices can be downloaded from this website. Teaching Tools contains strategies to help teachers support young children with challenging behavior. Included are handouts and worksheets, as well as helpful techniques and strategies.? CSEFEL Training Modules (infant) (preschool)The four Infant-Toddler Training Modules are designed with a focus on promoting the social and emotional competence of very young children. Topics include understanding social-emotional development, understanding behavior, building and sustaining relationships, and supporting infant toddler social-emotional development. Materials include PowerPoints, handouts, video clips, and a trainer’s guide. Modules are available in Spanish.What Works Briefs short document in this series from CSEFEL offers a summary of evidence, followed by practical strategies and additional resources. Topics addressed range from Using Environmental Strategies to Promoting Positive Interactions to Helping Children Learn to Manage Their Own Behavior. Briefs are available in Spanish.What Works Training Kits on the What Works Briefs topics, these short training packages include PowerPoint slides with accompanying note pages, activities, and handouts, which provide a trainer with the materials needed to conduct a short staff development program on a focused topic.Featured Film: Technology will never replace love for Learning/Family EngagementResource List: Resources: Standards: Partnerships for Learning – Families, Early Care and Education Programs, and Communities Recommended Practices: FamilyPDF document edition Childhood Technical Assistance Center RP Resources Evidence-Based Commitments that Support Family EngagementClarify your values and terms, togetherDo 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 families in all aspects of your work? Have they been developed collaboratively with families?Halgunseth, L. C., et al. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. Washington, DC: NAEYC. , communicate, communicateIs communication with family members shaping the quality of your work? Are family members helping you to intentionally and effectively support practices that connect home cultures and languages to their learning?CONNECT Module 3: Communication for Collaboration Center on Parent, Family, and Community Engagement and respect diversity Do you welcome all families and all family structures, sizes, and arrangements?Are you building the capacity of diverse families to support the capability and success of their children?Diversity: Contrasting Perspectives relevant, evidence-based curricula and instructional approachesHave you identified specific competencies related to evidence-based practices for supporting each young child, including those who are culturally, linguistically, and ability diverse, and their families?Do you have explicit requirements for early childhood professionals in developing their capacity to support each young child and their family? CONNECT Module 4: Family-Professional Partnerships It All Together: Checklist of Effective Partnerships with Families (page 8) Checklist 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 decisionsCreated by Camille Catlett. Adapted 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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