The Full Participation of Each Preschool Child

Activity 1: Observing the Components of Full Participation

Directions:

1. Identify two children you work with on an ongoing basis: one boy and one girl. Try to pick children you may not know as well as others as this will be a chance to get to know them better. Thinking about each child, write down examples of things you are already doing for each child on the charts below and on the next page. For example, what are ways in which you create a sense of belonging for the boy? The girl?

2. Do you have any blank boxes in the examples column? Write down things you will do to support each child’s full participation.

1

Your Name ___________________________________

Child’s Name____________________________________

Component of Full Participation Examples

Create a sense of belonging for each child

Honor each child’s unique culture, heritage, language, beliefs, and circumstances

Celebrate and nurture each child’s gifts and abilities

Promote learning within the context of relationships

Promote learning through playful interactions within environments

Use evidence-based practices

Use strategies to make sure each child is included

Engage each family; acknowledge their uniqueness and build on their strengths

2

The Full Participation of Each Preschool Child

Activity 2: What Do Families See?

Directions:

3. Survey families in your classroom/program using the form on the next page. Ask families to add specific comments or feedback on the back of the form.

4. Summarize the responses. As an individual, what changes could you make to respond to the things families do not currently see? As a program, how could you use the information in the survey to identify areas for continuous quality improvement?

3

4

Characteristics of Effective Family-Professional PartnershipsFamily Version

Nev

er

Som

etim

es

Alw

ays

Not

Ap

plic

able

Enhanced CommunicationDo we . . . Ask open-ended questions about the people, places, and activities that are important to you?

Listen to your perspectives without sharing our own opinions first?

Learn about how your family prefers to communicate (e.g., phone, email, in person)?

Use an interpreter to support interactions with family members who speak another language?

Learn and use key words and phrases in the languages of the children?

Seek your input on topics when there are differences that need to be openly addressed?

Persist in communicating with you, even when you have not responded?

Demonstrate how disagreements or differences of opinion do not interfere with our commitment to your family and child?

High ExpectationsDo we . . . Ask you what you see as your child’s strengths?

Focus on your child’s strengths and interests and not just your child’s needs?

Ask you about your goals for your child?

Involve you in all decisions about your child?

Celebrate with you as your child meets new milestones?

RespectDo we . . . Show genuine interest by asking you what is important to know about your culture, language(s),

celebrations, and customs?

Listen to you with particular attention to insights and information about cultural and linguistic preferences and priorities?

Ask you how we should address each member of the family?

Ask you how you have been involved in your child’s program in the past and how you would like to be involved in the future?

CommitmentDo we . . . Hold meetings at times and places suited to your needs and availability whenever possible?

Reflect the cultures, languages, celebrations, customs, and values of each family in our environments, interactions, and curriculum?

Discuss ways to find options that are responsive to your cultural values and priorities?

5

Use a process for regularly soliciting and implementing input from you to inform classroom and/or program decisions?

Adapted from: CONNECT Module 4 http://community.fpg.unc.edu/connect-modules/learners/module-4; Teaching at the Beginning: Partnering with Parents http://teachatb.org/partneringwithparents/; NCLR Core Qualities for Successful Early Childhood Education Programs http://docplayer.net/7000687-Core-qualities-for-successful-early-childhood-education-programs-overview.html; Language Castle http://www.languagecastle.com/2014/09/fast-5-gamechangers-really-get-parents-dlls-engage/

The Full Participation of Each Preschool Child

Activity 3: Discovering Your Personal Culture

Directions:

1. Take 5-10 minutes to think about who you are as a cultural being.Consider personal dimensions like

Place of birth Birth order Where you have lived Gender Number of children/adults Religion Socio-economic status Disability or medical issues Race, ethnicity, and/or tribe Language(s) and/or dialect(s) Roles and relationships (mother, sister, guardian, etc.) Likes, dislikes, and biases Education Groups you belong to – Political? Social? Sports? Travels Life-shaping experiences (e.g., loss, illness, transitions) Family (in whatever way makes sense for you – blood relations, pets, friends, etc.) Preferred environments – Quiet? Noisy? Music playing? Group preferences – time alone? One-on-one interactions? Group interactions?

You may want to refer to the Iceberg of Culture illustration on page 2 for additional ideas.

2. Write each dimension of your personal culture on the handout on page 3. Add as many circles as you need. Please take at least ten minutes to complete this personal culture map. Feel free to be creative with the size and the shape of your cultural vision. A sample is provided on page 4.

The more you know about your personal culture, the better you will be able to support the full participation of each preschool child.

3. Put your map in a safe location and add to it as you discover new things about your personal culture.

6

7

Personal Culture Map for ___________________________ (your name here)

8

9

10

The Full Participation of Each Preschool Child

Activity 4: It’s Hard to Be What You Can’t See

Directions:As described in Marian Wright Edelman’s article It’s Hard to Be What You Can’t See (http://www.huffingtonpost.com/marian-wright-edelman/its-hard-to-be-what-you-c_b_8022776.html), children benefit tremendously from seeing and hearing about people who look and sound like they do. Keep that in mind as you complete the next three steps.

1. Review the children’s books that are available in your classroom. As you look through them, consider who the children in your classroom are. Use the checklist on the next page to help you think about different dimensions of full participation to look for.

2. Who or what’s missing from your current collection of children’s books? Make a list of the qualities or attributes you did not find in your current collection of books. What images, books, puppets, and other instructional materials does that mean you should look for?

3. On page 3, you’ll find information about several collections of children’s books in categories that mirror the components of full participation. This might be a place to get ideas for books you need in your classroom to help support each child to see what they can be.

11

Checking for Full Participation in Children’s Books

CHARACTERISTICS 1, 2, 3 YES NO N/A COMMENTS1. Look at the illustrations. Do you see stereotypes or tokenism?

2. Check the story line. Are the issues and problems current and relevant?

3. Look at the lifestyles. Do they support or refute stereotypes?

4. Look at relationships among the characters. How are different families depicted?

5. Look at how the characters treat each other. Do characters model views or actions that you would like children to emulate?

6. Look at the roles of adult characters who are diverse. Are they treated like mature, capable individuals? Or like children?

7. Look at the roles of the individuals who are diverse. Are these characters shown as active and capable? Or sad and helpless?

8. Note the heroes. Are there also heroines or sheroes? 9. Consider the effect on a child’s self-image. Are there one or more characters with whom a young child who is diverse can readily identify in positive and constructive ways?

10. Consider how the educational value of the story. Will it help to expand a child’s world view? Will it build knowledge of other cultures and lifeways?

11. Watch for loaded words. Is person-first language used (e.g., a child with a disability)? Is current and preferred terminology used? HINT: Look at the copyright date. Sometimes older books have outdated terminology or images.

12. Consider the author’s or illustrator’s background. What unique perspectives do they bring to their work?

This checklist was adapted by Camille Catlett and Sue George from the sources listed below.1. Derman-Sparks, L. and the A.B.C. Task Force. (1989). Anti-bias curriculum: Tools for EMPOWERING young children. Washington, DC: NAEYC. 2. Ten quick ways to analyze children’s books for sexism and racism (http://www.chil-es.org/10ways.pdf) 3. Barnes, E., Berrigan, C., & Biklen, D. (1978). What’s the difference? Syracuse, NY: Human Policy Press.

12

CHILDREN’S BOOKS Revised 8-7-17

African-American28 Black Picture Books That Aren’t About Boycotts, Buses or Basketballhttps://scottwoodsmakeslists.wordpress.com/2016/01/30/28-black-picture-books-that-arent-about-boycotts-buses-or-basketball/

1000 Black Girl Books Resource Guide http://grassrootscommunityfoundation.org/1000-black-girl-books-resource-guide/

African-American Experience Children’s Literary Reference Guide (2011-2016)http://blogs.slj.com/afuse8production/2016/02/01/african-american-experience-childrens-literary-reference-guide-2011-2016/

Top 100+ Recommended African-American Children’s Books http://aalbc.com/books/children.php

Anti-Bias/Social Justice10 Books That Empower Kids to Stand Up and Speak Out http://www.readbrightly.com/10-books-empower-kids-stand-speak/

35 Picture Book for Young Activists http://www.allthewonders.com/books/thirty-five-picture-books-for-young-activists/

Guide for Selecting Anti-Bias Children’s Books http://www.tfcbooks.org/guide-anti-bias-childrens-books

BullyingChildren’s Books About Bullying http://www.best-childrens-books.com/childrens-books-about-bullying.html

The End of Bullying Begins with Me: Bullying Prevention Books for Young Children http://www.amightygirl.com/blog?p=10255

National Bullying Prevention Center http://www.pacer.org/bullying/resources/toolkits/activities/?gclid=CjwKEAiAh560BRDu-aD93r-J_zoSJACrxZG2-LcmYLVwEt0IHm2QU5aR8TeHFdEhLlpRjTEiOvdzNxoCaH_w_wcB

Recommended Children’s Books on Bullying/Friendship Issues http://www.k12.wa.us/safetycenter/BullyingHarassment/WorkGroup/RecommendedBooks.pdf

Culturally ResponsiveSelecting and Using Culturally Responsive Children’s Bookshttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/fcp/docs/selecting-culturally-appropriate-books.pdf

DisabilityExplaining Special Needs to Your Child: 15 Great Children’s Books http://www.friendshipcircle.org/blog/2011/11/10/explaining-special-needs-to-your-child-15-great-children%E2%80%99s-books/

Finding My Way Books https://www.findingmywaybooks.net/

Little Parachutes http://www.littleparachutes.com/category/health/disabilities/

Diverse Family Structures50+ Picture Books About Mixed Race Families http://coloursofus.com/picture-books-about-mixed-race-families/

Children's Books that Include Diverse Family Structureshttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/docs/lgbt-children-books.pdf

13

Dual Language LearnersCulturally Relevant Books in the ELL Classroom http://www.colorincolorado.org/article/culturally-relevant-books-ell-classroom

Gender 12 Children’s Books that Challenge Traditional Gender Roles http://humaneeducation.org/blog/2012/06/11/12-childrens-picture-books-that-challenge-traditional-gender-roles/

Children’s Books that Break Gender Role Stereotypes http://journal.naeyc.org/btj/200303/Books4Children.pdf

Good Night Stories for Rebel Girls https://www.rebelgirls.co/ Looking at Gender Identity with Children’s Books http://www.welcomingschools.org/pages/looking-at-gender-identity-with-childrens-books

The Ugly Truth About Children’s Bookshttps://www.youtube.com/watch?v=Z1Jbd4-fPOE

Hispanic/LatinoLatinas Who Made a Difference http://www.colorincolorado.org/booklist/latinas-who-made-difference

Board Books and More: Hispanic Heritage http://www.colorincolorado.org/booklist/board-books-and-more-hispanic-heritage

Indian/Native American/Third NationIndians in Children’s Literature: Best Books http://americanindiansinchildrensliterature.blogspot.com/p/best-books.html

Native Women’s History: American Indian Heritage http://www.colorincolorado.org/booklist/remarkable-girls-women-american-indian-heritage

Social-Emotional Development/Challenging BehaviorCenter on the Social and Emotional Foundation for Early Learning (CSEFEL) Children’s Book List http://csefel.vanderbilt.edu/documents/booklist.pdf

14

The Full Participation of Each Preschool ChildActivity 5: Supporting Chooli’s Full Participation

Directions: Read the information below.

Chooli

Chooli is four and new to a Title 1 preschool program. She has grown up in a home where the Navajo traditions are strong and passed down from generation to generation. Chooli means Mountain in Navajo.

Chooli lives with her mother and grandmother in a home filled with traditional Navajo images and music. At home and at school, she is described as someone who frequently paints and draws. She also helps her grandmother in the family garden.

When she’s given a choice, Chooli always selects art activities. Even when she’s playing outside she is often alone, drawing images in the dirt or sand. Her teachers report that she does not demonstrate interest in large motor activities or games.

Think about what you have learned about how to engage families and how to create environments and interactions that reflect and respect the cultures and values of families. Then, in the boxes below, share some examples of how you would support Chooli and her family.

Supporting the Full Participation of Chooli and her Family

Family engagement

Preschool environments

and interactions

Development across

domains including

social-emotional & gross motor

15

The Full Participation of Each Preschool Child

Activity 6: Supporting Ramon’s Full Participation

Directions:

Read the information below, then complete the chart on page 2 to show how you would support Ramon if he were a child in your preschool classroom.

Ramon

Ramon is four years old and lives with his mom, dad, younger sister Maria, and his abuela (grandmother).

Ramon is the child most likely to come in from the playground with some living creature. At home he takes care of the family pets, and in the classroom he frequently selects real, plastic, and stuffed animals to play with, especially dinosaurs.

Ramon is a sequential dual language learner. He speaks Spanish at home and has a 25 word site vocabulary.

In his preschool classroom, Ramon is very quiet but watches intently to see what to do. He is picking up new labels in English every day.

The next two images show, based on New Mexico’s Early Learning Guidelines, what we might expect a four-year-old to know and be able to do in key areas of expressive and receptive language.

16

Provide examples of how you would support Ramon’s full participation in each of the categories listed below. Please provide at least two examples for each category.

How would you support. . . Evidence-based Practices and StrategiesRamon’s chronological development, and specifically his language and social-emotional growth?

Ramon’s continued growth and development in his home language?

17

Ramon as an individual learner with preferences and interests?

Engage and collaborate with Ramon’s family to support his learning and development?

The Full Participation of Each Preschool Child

Activity 7: Supporting Jake’s Full Participation

Directions:

Read the information below, then complete the chart on page 2 to show how you would support Jake if he were a child in your preschool classroom.

Jake

Jake is 4-1/2. He is an only child. He lives with his mother and father. His mother has some intellectual challenges. She takes very good care of Jake and sees that his clothes are clean and he is well fed. But she doesn’t know much about how to support the learning and development of a preschooler. By report, Jake has never used crayons, held or read books, or spent time with other young children.

Jake’s dad has had a difficult time finding work lately. The family has moved frequently as Jake’s father has searched for work. Jake has spent time at home with his mother. Jake’s father has recently found a new position that will, hopefully, allow the family a bit more financial stability. Based on concerns from Jake’s grandparents, he was recently evaluated and now has an IEP to support his fine motor and social-

emotional development. In addition, Jake has just started attending a PreK program into which his therapy services will be integrated.

At school, the things Jake plays with are cars, trains, trucks – anything with wheels. He avoids doing fine motor activities. When he is asked to do fine motor activities like stacking small blocks, threading beads, or completing simple puzzles, he appears to get frustrated, but doesn’t seem to be able to explain how he feels or why he’s

18

unhappy. His teachers report that he doesn’t have any friends yet and hasn’t mastered the concepts of sharing or turn taking.

The next image shows, based on New Mexico’s Early Learning Guidelines, what we might expect a four-year-old to be able to do in terms of fine motor development.

Jake’s therapist has recently asked the staff at his PreK to think about opportunities to support his fine motor and social-emotional development in the daily routines of the classroom – snack, free play, centers, etc. What are five ideas for supporting Jake’s development in both areas within the daily preschool routines? Include details, like how other children would be involved, what materials you would use, etc.

19

Supporting Jake’s Fine Motor and Social-Emotional Development

1.

2.

3.

4.

5.

The Full Participation of Each Preschool Child

Activity 8: Supporting Simon’s Full Participation

Directions:

Read the information below.

Simon

Simon was adopted at birth by his moms, Julie whom Simon calls mama and Kathy whom Simon calls mommy. Simon is on the autism spectrum, a diagnosis that was made when he was 18 months old.

From 18 – 36 months, Simon received early intervention services at his inclusive child care program. With great support from his teachers and family, Simon made significant progress – so much so that he no longer qualifies for early childhood special education services.

Formal testing has revealed that Simon is incredibly smart and his teachers report that he excels in all academic areas. His teachers and family both identify outdoor play as Simon’s favorite activity. By report, Simon’s favorite TV show is Chopped, which goes along with his strong interest in cooking and eating. This interest plays

out at school when Simon spends time in the housekeeping area. Lately several girls in his class have made disparaging remarks about boys not belonging in the kitchen.

In interactions with adults, Simon often avoids eye contact. His responses in social interactions with adults are often curt and inconsistent. When there are changes in the classroom routines or other unexplained occurrences, Simon’s teachers report that he becomes agitated and angry.

20

Transitions can be challenging for Simon, especially if he is engaged in an activity he really likes, and needs to change to an activity he likes less. Use the form on the next page from CARA’s Kit to brainstorm ways in which to support Simon’s transitions. Pick a topic from the list below, then use the form to help you think about how you could adjust the environment, materials, directions, etc. to support Simon’s success.

1) Transitioning from outdoor play to an indoor activity2) Transitioning from circle time/morning meeting to time in learning centers3) Transitioning from a favorite learning center to a less favored learning center4) Transitioning from indoor play to snack time (after cleaning up)

Source: CARA’s Kit http://bookstore.dec-sped.org/product-p/001.htm Cost: $22.50 at Barnes & Noble

21

22

Simon becomes agitated or angry during unanticipated transitions.

Peaceful transitions for Simon

The Full Participation of Each Preschool Child

Activity 9: Henry Gets Around

Directions:On a smart phone, tablet, or computer, enter the URL below to access a video called Henry Gets Around. https://www.cde.state.co.us/sites/default/files/video/resultsmatter/HenryGetsAround.mp4

You’ll see Henry demonstrate a wide range of movement skills, including walking, climbing, running, and jumping, while supported by his ankle-foot orthosis and occasionally using a wheelchair.

Consider what it might be like if Henry were a child in your preschool classroom. Please share your thoughts below about how you would support Henry’s safety and full participation.

How might you need to adjust the space? How might you need to create safeguards if Henry should fall? Or supports for him to grab onto? What might be the advantages to the other children of making these changes? How would you support Henry’s social-emotional development along with his physical safety and

development?

23

YOUR IDEAS HERE

The Full Participation of Each Preschool Child

Activity 10: Supporting Rose’s Full Participation

Directions1. Read the information that is provided about Rose (below).2. Read the vision that Rose’s family has for her full participation (page 2). 3. Use all the facts you have to complete the All About Rose form (page 3). 4. Next, identify effective practices you would use to support Rose by filling in the Supporting Rose at

Preschool form (page 4).5. Consider the forms you used to think about how to support Rose’s full participation (pages 3 and 4).

Could these forms be useful in supporting other children?

Rose

Rose is a 5-year old whose family says she wakes up every morning full of excitement for her preschool. Her day starts and ends with a song, as music and her younger brother Charlie are her very favorite things.

Rose has Williams Syndrome, a rare, spontaneously occurring genetic syndrome. This makes some things more difficult for her. “With the right supports,” say her mom and dad, “she is able to shine and bring great joy, empathy and perseverance to every task!”

The ongoing health issues that are part of Williams Syndrome are under control, but Rose has an IEP and benefits from special instruction, speech/language, occupational therapy, and physical therapy services. Rose has a broad-based and unstable gait which requires attention to environmental design to keep her safe.

Rose is a visual learner who benefits tremendously from concrete language and examples. Sequential instruction with positive reinforcement is very important for Rose’s success.

24

25

26

What does Rose do well?

What does Rose like? Dislike?

Who are the important people in Rose’s life?

All About Rose

What is hard or frustrating for Rose?

What is Rose’s style of learning? What supports her learning? What challenges her learning?

What else have you learned about Rose that might help to support her learning and development?

Adapted from Pathways: A Child and Family Journey, Child Learning Center, Speech, Language and Hearing Services, University of Colorado at Boulder. (1999). Pathways: A child’s journey. Retrieved from http://tinyurl.com/y85tor5t

Supporting Rose at PreschoolWhat are evidence-based practices you would use

to support Rose’s full participation in these parts of the classroom schedule?

Arrival/departure

Circle Time

Small Group Play (sand and water, dramatic play, block play, etc.)

Cleanup and Transitions

Mealtime

Outdoor Time

How would you engage and collaborate with the members of Rose’s family?

How would you support collaboration with Rose’s other team members?

27