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4889500-20256500Extending Your Reach: Resources and Practices to Support High Quality Early Childhood Professional DevelopmentA Master Class for Early Childhood Professional Development LeadersCamille Catlett camille.catlett@unc.eduTweety YatesTyates2@illinois.eduThis handout is available to download at Development DefinitionNational 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. Tools to Your Intentional Professional DevelopmentPracticesUse extensions (e.g., Bunnett, R. (2006). Friends at school. Cambridge, MA: Star Bright Books)Know where to find the evidence and the examplesHave ready examples and illustrations for students/learners, e.g., personas Resources, Activities and AssignmentsThe IRIS Center internet sources for images Commons Public Library Domain Collections sources for videosAnnenberg Learner CONNECT Modules Results Access Project Video Library Matter Video Library Channel Videos 487362513589000Developmentally Appropriate Practice28727406413500NAEYC. (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 variationVermont Early Learning Standards 1-Page Overview Introduction Module Toolkit sections Did You Notice?DEVELOPINGSELFApproaches to LearningSocial and Emotional DevelopmentGrowing, Moving and Being HealthyCOMMUNICATION& EXPRESSIONLanguage DevelopmentLiteracy DevelopmentCreative Arts and ExpressionLEARNING ABOUT THE WORLDMathematicsScienceSocial StudiesA Creative Adventure to Support Contextually Appropriate PracticesVermont Young DLL Resource Toolkit ín Colorado! (0-9)Diversity: Contrasting Perspectives (0-5)National Center on Cultural and Linguistic Responsiveness (0-5) Switching: Why it Matters and How to Respond (0-7) (English) (Spanish)The Importance of Home Language series (0-5) , Different, and Diverse: Understanding Children Who Are Dual Language Learners(0-5) Strategies to Support Dual Language Learners (DLLs) When Adults Do Not Speak Their Language (0-5) Based on Best Practices for DLLs in PreK-3rd Grade: Instructional Strategies and Language Instruction (3-9)What Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families (0-8)WIDA (3-9)Make the Connections: What kind of Asian are you? (0-8)Two Dialects in the Classroom (5-9)Resources to Support Individually Appropriate PracticesResource List: Fabulous and Free: Resources to Support High Quality Inclusion First Language by Kathy Snow the FactsFact 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. 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. 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 : Interaction Resources Performance Checklists →Interaction Checklists →Adult-Child Interaction Checklist Guides for Practitioners →Interaction Practice Guide for Practitioners: Peer Interaction Guides for Families →Interaction Practice Guide for Practitioners: Peer Interaction 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.Evidence-Based Practices that Support Individual Learners and InclusionNational Professional Development Center on Inclusion. (2011). Research synthesis points on practices that support inclusion. Chapel Hill: UNC, FPG Child Development Institute, Author. Based Practices that Support Each ChildUniversal Design for LearningBuilding Inclusive Childcare Universal Design for Learning Principles of Universal Design into the Early Childhood Curriculum Early Literacy Through Universal Design & Assistive Technology by Design: Inclusive Approaches that Support Each Preschool Child Universal Design of Early Education: Moving Forward for All Children Choice and Preference to Promote Improved Behavior $$ Stone-McDonald, A., Wendell, K., Douglass, A., & Love, M. L. (2015). Engaging young engineers: Teaching problem-solving skills through STEM. Baltimore: Paul Brookes.Assistive TechnologyAT for infants/toddlers for preschool Technology: Supporting the Participation of Children with Disabilities technology for infants, toddlers, and young children Module 5: Assistive Technology Module 1: Embedded Interventions Instruction: Doing What Comes Naturally Instruction for Early Learning Learning Opportunities (videos, PowerPoints) Being Kids: Supports & Services for Infants and Toddlers and Their Families in Everyday Routines, Activities & Places Evidence on Embedded Instruction for Early Learning SupportsAssessing and Scaffolding Make-Believe Play $$ Campbell, 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 $$ Milbourne, S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Missoula, MT: DEC. Did You See?Universal Design for LearningLinguistically Responsive ApproachesCulturally Responsive ApproachesConnections to Family and CommunityScaffolding/Peer SupportsMake the Connections: Birthday Candle Animal School ’s Story: A Mother’s Voice to LearningToolkit section: Approaches to LearningChildren Speaking About the Importance of Play (3-9) Toy Industries of Europe (TIE) teamed up with Early Childhood Ireland to ask children what they think about play. Crisis in the Kindergarten: Why Children Need to Play in School (5-6) 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.Free Resources That Promote Life Skills For Young Children (0-9) Mind in the Making and First Book have combined forces to compile lists of books and tips that support seven essential life skills. The lists are organized by topic and age group (0 to 2, 3 to 5 years, 6 to 8 years, and 9 to 12 years). For each life skill (e.g., focus and self-control), relevant children’s books are listed that can be used to support/develop that skill. Options for using each book are provided on a downloadable tip sheet; many tip sheets are available in both English and Spanish. Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth Through Age 8 (0-8)This joint position statement from the National Association for the Education of Young Children and the Fred Rogers Center is intended primarily to provide guidance to those working in early childhood education programs serving children from birth through age 8. Although not developed as a guide for families in the selection and use of technology and interactive media in their homes, the information here may be helpful to inform such decisions.Make the Connections: Three Generations Talk About Play DevelopmentToolkit section: Social-Emotional Development Resources for Incorporating the VELS in Social-Emotional Development Presentations School (3-9)FirstSchool partners with school communities to focus on improving PreK-3rd grade?school experiences?for African American, Latino and low-income?children and their families. The FirstSchool website offers research and resources to build the capacity of individuals and school communities to achieve these outcomes.? Center on the Social and Emotional Foundations of Early Learning (0-5)Book Nooks (3-5)These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children’s books. Examples of suggested activities include using rhymes to talk about being friends, making emotion masks to help children identify and talk about different feelings, playing games around what to do with hands instead of hitting and music and movement activities to express emotions.Classroom Routine Support Guides These guides were developed to assist teachers and caregivers in problem-solving a plan to support young children who are having challenging behavior. Routine-Based Support Guide (2-5) Elementary K-2nd Grade (5-8) Routine Based Support Guides These guides were developed to assist family members and caregivers in building relationships with infants, toddlers and young children as well as in developing supportive plans. Building Relationships with Infants (0-3) Elementary (4-8) Training Modules (0-3) These modules 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 social-emotional development. Materials include PowerPoints, handouts, video clips, and a trainer’s guide. Preschool Training Modules (3-5)These modules focus on promoting the social and emotional competence of young children. Topics include how to build relationships and create supportive environments, social-emotional teaching strategies, individualized intensive interventions, and leadership strategies. Materials include PowerPoints, handouts, video clips, and a trainer’s guide. Practical Strategies for Teachers and Caregivers (3-5) Tools and resources that provide “practical strategies” for teachers, caregivers and parents. These resources include Book Nooks, Scripted stories, tools for teaching social emotional skills and tools for developing behavior support plans.The Pyramid Model Goes to College (3-5) A series of higher education activities based on the CSEFEL preschool modules. The activities are designed to be embedded in coursework and include ideas for in-class activities and assignments.What Works Briefs (0-5)Each 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.What Works Training Kits (0-5)Based 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.National Center on Quality Teaching and Learning (NCQTL) (0-5) Minute In-Service Suites (3-6)15-minute In-service Suites are a professional development resource organized around one topic or big idea and address effective teaching and assessment practices. They include PowerPoint slides, handouts, activities, and resources. Examples related to social emotional are: Building Relationships, Interest Based Learning, Managing the Classroom and Behavior Guidance.Front Porch Series Broadcast Calls (3-6) The Front Porch Series are archived broadcast calls where national experts share current research as well as practical applications in early childhood education. They include recorded presentations, Q&A transcripts, and related resources.Teacher Time (3-6) Teacher Time series is a set of webinars and related teaching tips and materials. Social emotional examples address problem solving, coping with big emotions, transitions, and challenging behaviors.Technical Assistance Center on Social Emotional Intervention for Young Children (3-5) Teaching Tools for Young Children with Challenging Behavior (3-5) 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.? Make and Take Workshops (3-5) and Take Workshops are workshops designed to provide information on a focused topic with the opportunity to “make and take” materials back to the classroom. Materials include powerpoints, handouts, videos, activities and additional resources. Topics include: Thoughtful Transitions Reduce Traffic Jams and Challenges; Reducing Challenging Behavior by Clarifying Expectations, Rules, and Routines and Problem Solving.Make the Connections: Technology will never replace love , Moving and Being HealthyToolkit section: Growing, Moving and Being Healthy for Incorporating the VELS in Growing, Moving and Being Healthy Presentations Between Movement and Learning (3-9) children 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. The Healthy Child: Assembly Required (0-9)Kate Gallagher’s brilliant TED Talk discusses the assembly required in order to build physically, emotionally, cognitively, and socially healthy children.Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children (3-5) study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. Results indicated that higher active play was associated with better self-regulation, which in turn was associated with higher scores on early reading and math assessments.Promoting the Health, Safety and Well-Being of Young Children with Disabilities and Developmental Delays (0-8) This 2013 position statement from the Division for Early Childhood elaborates on six recommendations for promoting the health, safety and well-being of young children with disabilities and developmental delays. Make the Connections: Like a Girl Gets Around DevelopmentToolkit section: Language Development Resources for Incorporating the VELS in Language & Literacy Presentations Resources: Early Catastrophe: The 30 Million Word Gap by Age 3 (0-4) 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.Gestures and Signs your child making eye contact, pointing to objects, babbling, or smiling to try to tell you something? Teaching your child some simple gestures and signs can make it easier for her to communicate. It can help her make the connection between her communicating what’s on her mind and getting what she wants. Go to this URL to learn more about this recommended practice and to see a video of what it can look like.Taking Delight in Words: Using Oral Language To Build Young Children's Vocabularies (3-9) article explains how early childhood teachers from pre-K to elementary school can support vocabulary development. Activities and strategies are presented with a focus on using words from texts read to children rather than read by them.Taking Positive Language School-Wide (5-9) article reminds us that the language used by and administrators is a significant part of building a culture of competence and success for young children.Make the Connections: Catch a bubble Development Toolkit section: Literacy Development Resources for Incorporating the VELS in Language & Literacy Presentations Minute In-Service Suites (3-6) A useful resource for professional development, each of these in-services contain a short video and a set of supporting materials. A trainer version of each in-service is also available and contains the presentation slides, notes and learning activities. Look under the heading “Language Modeling and Conversations” to find suites on expansions, asking questions, engaging children in conversations, thick and thin, and more.Center for Early Literacy Learning (CELL) (0-5)The 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.A Chance to Read (4-9)This program examines reading challenges that children with disabilities encounter and the ways in which family members, educators, researchers, and classmates help support their reading success. The program is presented through a series of video clips and includes links to helpful resources. A transcript of the videos is also available.Phonological Awareness is Child’s Play! (3-9) 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 (3-6) 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.Make the Connections: Routine in a Program: Reading at Circle Time Arts & ExpressionToolkit section: Literacy Development Resources for Incorporating the VELS in Creative Arts and Expression Presentations Resources: Creative Adventure (3-5), music, and drama activities are important endeavors in a young child's development. This 13-minute streaming video encourages Head Start classroom staff, teachers, and parents to employ visual and performing arts techniques to support learning, as well as creative expression. Filmed in classrooms and home-based settings, the video demonstrates activities that allow children to use their imaginations and experience creative adventures.Moving Bodies, Building Minds: Foster Preschoolers’ Critical Thinking and Problem Solving Through Movement (3-5) This 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.Music and Math: How Do We Make the Connection for Preschoolers? (3-5) 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.When Education Goes Wrong: Taking Creativity and Play Out of Learning (3-9) this TED talk, Nancy Carlsson-Paige speaks about how educational institutions, in their attempts to meet bureaucratic limitations, have eliminated creative play from early childhood education—resulting in the loss of problem-solving and critical-thinking skills in later years.Why Kids Need to Move, Touch, and Experience to Learn (3-9) 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.Make the Connections: Creativity Requires Time DevelopmentToolkit section: Math Development Resources Math Collaborative Videos (3-9)Search this website to find videos based on grade level, math concept, or Common Core alignment.Engaging Diverse Learners Through the Provision of STEM Education Opportunities (3-9) 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 (3-5)This 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 (3-6)This 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.What’s Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement (4-9)This paper relates mathematical skills measured at 54 months to adolescent mathematics achievement.Make the Connections: Drumming DevelopmentToolkit section: Science Development Resources Minds: Incorporating STEM into Early Childhood Classrooms (0-9)This webinar explores effective strategies for engaging young children though science, technology, engineering and math in preschool and early elementary classrooms. Did you know that by ten months of age, babies can distinguish a set of 2 items from a set of 3, or that providing young children with high‐quality STEM experiences early on can provide a foundation for later success in reading? Watch to learn more about how STEM may be incorporated into ECE settings.Foundations of Learning: Building STEM Skills (3-9) This educational 3-minute video explains why every school that is serious about STEM education needs to have a strong block play component in their curriculum.?The Project Approach and STEM are countless methods of teaching but it is clear that children learn best when engaged in authentic and relevant activities. Two well-known approaches, project-based learning and STEM-based learning, hold to the philosophy that true education inspires and motivates children to become lifelong learners. This articles provides details about options. Make the Connections: Princess vs Engineer deGrasse Tyson: Get Out Of Their Way EngagementToolkit section: Science Development Resources for Incorporating the VELS in Child, Family and Community Presentations Resources: Module 3: Communication for Collaboration (0-5) module describes effective communication practices for professional and families in early education and intervention. It links specific communications practices with particular purposes. Information on research findings and related policies are provided as well as examples of embedded interventions. CONNECT Module 4: Family-Professional Partnerships (0-5) 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. Included in the module are suggestions for activities, handouts, video and audio clips.Having Their Say: Parents Describe Why and How They are Engaged in Their Children’s Education (3-9) Mapp’s article describes the findings from a study identified factors that contributed to successful educational partnerships between schools and families. Data was collected through a series of interviews with parents and school administrators and teachers, as well as observations. The major findings from this study explained the nature of parents’ involvement and social and school factors that influence their involvement. The paper concludes with implications for practice and further research.Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature (0-8) (review) (PowerPoints)Colleagues from the National Association for the Education of Young Children (NAEYC) and Pre-K Now developed this review of the literature on family engagement as it pertains to young children from diverse ethnic backgrounds and early childhood program settings. PowerPoint slides summarize key findings and recommendations from the review.National Center on Parent, Family and Community Engagement (0-5) website from Head Start contains information on the Parent Family and Community Engagement Framework as well as related resources that are useful for educators and service providers. Make the Connections: Think before you judge a family 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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