COVID-19 Resources for Child Care Providers



From All to Each and Every: Resources and Practices for Supporting Children of Diverse Cultures, Languages, and Abilities and their Families in the Era of COVID-19Camille Catlettcamille.catlett@unc.edu Butterfly Hug The realities of our work in a pandemicResearchDuring COVID-19, 1 in 5 Latino and Black households with children are food insufficient for Families56 Resources to Help Families during COVID-19 Parenting and Working During a Pandemic: Three Infographics Early Intervention Family Flyer Resources for Early Childhood Educators Coping with COVID-19 COVID-19 Resources for Child Care Providers Early Childhood Technical Assistance Center- Coronavirus Disease (COVID-19) before Bloom and Strategies to Support Children with Disabilities and their Families during COVID-19 Resources to Support Early Intervention and Early Childhood Special Education During the COVID-19 Outbreak for Faculty and Professional Development ProvidersActive Learning While Physically Distancing Building Relationships and Supporting Each Adult Learner Using Technology (recording and handout) Blackboards webinar and resources increase the emphasis on children of diverse cultures, languages, and abilities and their families?A World Worthy of Our Children the Workforce for Children Birth Through Age 8: A Unifying Foundation The Institute of Medicine’s seminal report supports building a workforce unified by the science of child development and early learning and the shared knowledge and competencies needed to provide consistent, high-quality support for the development and early learning of children from birth through age 8. Source: Power to the ProfessionPower to the Profession is a national collaboration to define the early childhood profession by establishing a unifying framework for career pathways, knowledge, and competencies, qualifications, standards, and compensation. Sources: Professional Standards and Competencies for Early Childhood EducatorsThis core body of knowledge, skills, values, and dispositions reflects what early childhood educators must demonstrate to effectively promote the development, learning, and well-being of each and every young child. Visit this site to read the NAEYC position statement in English and Spanish, view an executive summary, or access a side-by-side comparison between the 2010 Professional Preparation Standards and the new framework.Source: Education and Early Childhood Teachers’ Motivation to Remain in Teaching: An Exploration In an article in the August 2020 Journal of Early Childhood Teacher Education, researcher Cara M. Djonko-Moore shares that “early childhood teachers with high motivation to remain had significantly more undergraduate coursework focused on diversity, felt their teacher education programs better prepared them for teaching culturally and linguistically diverse children, and did an effective job working with children from diverse backgrounds.” definitions to define and clarifyWhat is culturally responsive teaching?“Asset-based approaches as alternatives to popular de?cit-oriented teaching methods, which position the languages, cultures, and identities of students as barriers to learning” Gift is equity?The state that would be achieved if individuals fared the same way in society regardless of race, gender, class, language, disability, or any other social or cultural characteristic. In practice, equity means all children and families receive necessary supports in a timely fashion so they can develop their full intellectual, social, and physical potential. Source: Look is family engagement?Family engagement refers to the systematic inclusion of families in activities and programs that promote children’s development, learning, and wellness, including in the planning, development, and evaluation of such activities, programs, and systems. Source: ’s Play is inclusion?Early 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. Source: When the Best of Us Stand Up and practicesCulturally Responsive TeachingDiversity: Contrasting Perspectives Culturally Responsive TeachingThis document starts by defining culturally responsive teaching (CRT) and delineating the benefits to children and families that accrue from teachers who are prepared to implement CRT. Teacher competencies are spelled out and followed by an analysis of ways in which professional teaching standards are being used to build early childhood educators who are prepared to use culturally responsive teaching practices. Responsive Teaching: A Reflection Guide : Identity Iceberg self-paced digital mini lesson will enable viewers to: 1) understand that identity is multi-dimensional and complex; 2) distinguish between personal characteristics that are clearly identifiable and those that are not with the metaphor of an iceberg; and 3) avoid making assumptions about others based on bias and stereotypes by seeking to understand personal and group identities. Culture, Diversity, and Equity Resources Equitable PracticesAdvancing Equity in Early Childhood Education with Equity: From the Early Years to the Early Grades: Data, Research, and an Actionable Child Equity Policy AgendaThis report includes three briefs, each specific to an area of particular inequity: 1) harsh discipline and its disproportionate application; 2) inclusive learning for children with disabilities; and 3) equitable access to high-quality learning opportunities for DLLs and ELLs. In addition to data analyses and a review of the latest research, this report also includes recommendations for immediate, meaningful steps toward dismantling these inequities for good. ’s Book Lists Practices for Young Black ChildrenDelivering on the Promise of Effective Early Childhood Education for Black Children: Eliminating Exclusionary Discipline and Concentrating on Inclusion authors of this resource have very skillfully woven solid evidence together with specific practices that can be used to prepare early childhood professionals to support the full participation of Black children and their families. Recommendations are organized thematically (e.g., culturally-responsive practice, high expectations of children, developmentally appropriate pedagogy with positive guidance) with specific examples provided for implementation at child/family, classroom, program, and system levels. The interpretation of Maslow’s hierarchy of needs vis-à-vis supporting Black children and families is just one of the thought-provoking features of this document. Black Boys Matter: Cultivating Their Identity, Agency, and Voice Black Boys Matter: Strategies for a Culturally Responsive Classroom This pair of articles reveals the evidence-based practices through which educators can make their classrooms learning spaces that are welcoming and supportive for Black boys. Each offers insights about strengths-based approaches that can support each child to achieve their full potential.School Suspensions Are an Adult Behavior August 2016 TED talk by Dr. Rosemarie Allen offers both personal and professional insights into the challenges of early childhood suspensions and expulsions of Black children. She speaks on identified behaviors exemplified by preschoolers being labeled destructive and disruptive. Dr. Allen identifies how adults perceive child behavior in comparison to their own behaviors, and offers insights about the eager behavior of Black preschoolers. A reflection is provided on the preschool to prison pipeline, along with a call for action to become self-aware as adults in creating safe and equitable teaching environments for preschoolers, with particular attention to Black boys.Storytelling Skills Support Early Literacy for African American Children research brief summarizes the results of a study that shows that the oral storytelling skills of African American preschoolers affects reading skills?in elementary school?differently for boys and girls. Prior research suggests that historical and cultural factors foster strong storytelling skills among African American children, which has implications for their development as readers.Supporting Children who are Dual Language LearnersGathering and Using Language Information That Families Share This site can help adults to understand children’s past experiences with language/s so they are able to build upon those experiences for curriculum planning, individualizing and supporting continued progress.Importance of Home Language Series series of handouts is designed to provide early childhood professionals and families with basic information on topics related to children learning two or more languages. They emphasize the benefits of being bilingual, the importance of maintaining home language, and the value of becoming fully bilingual. These easy-to-read resources highlight important information that every adult living or working with young children who are dual language learners should know. Specific Strategies to Support Dual Language Learners When Adults Do Not Speak Their Language no educator can possibly speak all the languages children and families do, any educator can use effective practices to support children with home languages other than English. Each of these 2-4 page, formatted handouts offers evidence-based practices for supporting infants, toddlers, young children, and families. Teaching Young Dual Language Learners: A New Look at Planning the Environment this January 2017 webinar, Karen Nemeth, engages classroom teachers, program administrators, policymakers, and teacher preparation program faculty in building their understanding about planning and implementing high quality learning environments for dual language learners. Participants examine what’s on their bookshelves, in their displays, and throughout the room to support dual language learners and, using the new US DOE/DHHS DLL Toolkit, discuss how to plan and choose materials for a culturally and linguistically responsive environment and how to use those materials effectively.The Young Dual Language Learner: 20 Short Videos These videos demonstrate how monolingual English-speaking teachers (and bilingual teachers) who work with young children who are dual language learners can be effective in advancing the early learning of those children.Resources for Supporting Children who are Dual Language Learners HYPERLINK "" Inclusion for Children with or at Risk for DisabilitiesCONNECT Modules Each CONNECT module features video clips that illustrate the components of inclusion, from embedded instruction to transitions within and across settings. The module topics are embedded interventions, transition, communication for collaboration, family-professional partnerships, assistive technology, dialogic reading practices, and tiered instruction.Environments That Support High Quality Inclusion This webinar explores effective, research-based environmental modification practices. Participants will learn to make accommodations to support children birth to 5 with suspected or identified disabilities and hear about specific strategies for inclusive services, including changing classroom routines and environments to support individualization. The webinar will also share free resources to support in adjusting the environment to meet the needs of all children.Individualizing Videos set of short videos demonstrates the process that two teachers went through when planning for specific children who need more individualized instruction on some of their learning objectives. These vignettes will show clips of their planning meeting as well as what it looks like in the classroom when these plans are implemented.Routine-Based Support Guide guide was developed to assist teachers and caregivers in problem-solving a plan to support young children who are having challenging behavior. Organized around the routines/activities that would typically occur in an early childhood setting, the guide is designed to help early childhood professionals understand the purpose or meaning of the behavior, and to support them to select strategies to make the behavior irrelevant, inefficient, and ineffective. Reframing differencesChildren See Difference Differently differences that may be obvious to adults are not obvious to children. This delightful video reminds us of this fact in a light-hearted way. This can be an interesting video to show to children to see what differences they notice. “What’s similar? What’s different?” can also be a fun activity to do live with children.Exploring Similarities This brief video and activity from Sesame Street provides a thoughtful introduction to helping young children process that although everyone is different, we all share important feelings. The video shows what some children with autism like to do, then text below the video provides prompts for discussing similarities and differences.Identifying Similarities and Differences and noticing similarities and differences is a skill that is essential for development of reading, writing, mathematics, and science. It involves comparing, classifying, and developing analogies or metaphors. This website has several examples of ways to help children to discover these skills.Starting Small: Teaching Tolerance in Preschool and the Early Grades This training kit profiles seven innovative classrooms in which teachers are helping children practice fairness, respect, and tolerance. The Starting Small kit includes the 58-minute film on DVD and the Teacher's Guide, a 114-page set of additional information about each classroom as well as resources, activities, and reflections. In par-ticular, the segments that were filmed in a preschool classroom in Denver show techniques for helping children to develop the vocabulary to thoughtfully describe differences. The kit is free. We Are Different, We Are the Same This document offers five different activities that can be used to explore similarities and differences in a fun, thoughtful, and informative way. Children’s books that could also be used to explore these topics are listed (e.g., The Sneeches by Dr. Seuss), along with additional resources for educators.Family EngagementCONNECT Module 4: Family-Professional Partnerships This module presents effective practices for developing family-professional partnerships in a process of developing rapport, forming shared decisions, and partnering with the family to address challenges. Information on research findings and related policies are provided as well as examples of embedded interventions, activities, handouts, video and audio clips.Family Engagement: From the Early Years to the Early Grades 2016 joint policy statement from the US Departments of Education and Health and Human Services reflects the shared position that strong family engagement is central to promoting children's healthy development, school readiness, and academic achievement in elementary school and beyond. The policy statement reviews the research base, legal requirements, and best practices that support effective family engagement in children's learning, development, and wellness. It also identifies effective family engagement practices, provides recommendations, and highlights resources. An Executive Summary is available at Their Say: Parents Describe Why and How They are Engaged in Their Children’s Education Karen Mapp’s article describes the findings from a study that identified factors that contributed to successful educational partnerships between schools and families. The paper concludes with implications for practice and further research.Parent Engagement Practices Improve Outcomes for Preschool Children January 2017 research brief describes research-based approaches to effectively engage families and children at risk for poor school readiness. The brief highlights findings from recent studies with preschool children (ages 3-5) and focuses on effective parent engagement models that improve school readiness outcomes in well-controlled studies. It finds that supporting parents' efforts to help their children develop during the preschool years improves a child's school readiness, reduces behavior problems, enhances social skills, and promotes academic success.Three Magic QuestionsDo you have enough time for yourself or yourself and another person?When you lie awake at night worrying, what do you worry about?If there’s anything you could change in your life, what would it be?Mindfulness resources Dudley Everyday leadership DEC RECOMMENDED PRACTICES – OVERVIEW AND RESOURCES1What are the Recommended Practices? The DEC Recommended Practices were developed to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at-risk for developmental delays or disabilities. The purpose is to help bridge the gap between research and practice by highlighting those practices that have been shown to result in better outcomes for young children with disabilities, their families, and the personnel who serve them. While the benefits to children with or at risk for disabilities are clear, these evidence-based practices also support the other young children in any setting. The topics around which Recommended Practices have been gathered are:LeadershipAssessmentEnvironmentFamilyInstructionInteractionTeaming and CollaborationTransitionResources at this website include:Recommended Practices in English and SpanishGlossary of termsRecommended Practices with embedded examples (illustrations of what each practice might look like in different home and early childhood settings)Recommended Practices with interactive glossary (key terms are highlighted and linked to definitions)Practice Improvement Tools: Using the DEC Recommended Practices The Practice Improvement Tools were developed to support implementation of the evidence-based practices. They are based on the DEC Recommended Practices. Tools and resources are organized around the eight topics of the DEC Recommended Practices and are designed to guide educators, practitioners, administrators, and families in supporting young children who have, or are at-risk for, developmental delays or disabilities across a variety of early childhood settings. They include performance checklists, practice guides, and professional development guidance materials.Performance Checklists () can be used to learn about recommended practices, improve skills, plan interventions, and self-evaluate the use evidence-based practices. For example, under the Interaction topic, the Child-Child Interaction Checklist provided to individuals who are watching a video that shows children with and without disabilities in an inclusive classroom. Using the checklist, observers can identify the Recommended Practices that they see. They might then have a discussion of the Recommended Practices they don’t see, and how those practices might be incorporated. All Performance Checklists are available in English and Spanish.Practice Guides for Practitioners () provide information and illustrations of Recommended Practices in each of the topical areas. For example, one of the Practice Guides under the topic of environment is Adapting Children’s Learning Opportunities, which may be downloaded as a PDF or as a Mobile PDF Each Practice Guide includes information about and examples of the practice, a video that shows the practice, and a vignette illustrates how the practice might be used in a real world setting. The final section of the Practice Guide supports progress monitoring by sharing examples of what you should see if the practice is working. Family Practice Guides are also available, in English and Spanish. Each Family Practice Guide includes the same features as the Practice Guides for Practitioners (examples, video, etc.).Recommended Practice Modules () The Recommended Practice Modules are free modules developed for faculty and professional development providers. The modules support the implementation of the DEC Recommended Practices.?There is a free, interactive, multimedia module for seven of the eight areas of Recommended Practice. Each module includes learning objectives, information, examples and activities, voices from the field, and opportunities for practice. In addition there is a searchable resource library () and an area with additional resources for faculty and instructors (). ................
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