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Resources to Support the Quest for Quality
Camille CatlettFPG Child Development InstituteUniversity of North CarolinaChapel Hill, NC
October 28, 2013
Contexts to Keep in Mind
Individually Appropriate
Developmentally Appropriate
CulturallyAppropriate
CONNECTThe Center to Mobilize Early Childhood Knowledge
http://connect.fpg.unc.edu/
Early Childhood Learning and Knowledge Center
Early Childhood Learning & Knowledge Center – National Center on Cultural & Linguistic Responsiveness
Multicultural Principles for Head StartPrograms Serving Children Ages BirthTo Five Organized around 10 principles
Every individual is rooted in culture The cultural groups in the communities and families
of each program are the primary sources for culturally relevant programming
Questions to support reflection, planning, and policy development
Resources for Supporting the Engagement of Each and Every Family
National Center on Quality Teaching and LearningNational Center for Quality Teaching and Learning
15-Minute In-Services
Expansions
Thick and Thin Conversations
Asking Questions
Engaging Children in Conversations
15 Minute In-Services
Engaging Children in Conversations
Zoning: Staffing to Maximize Learning
Fostering Children’s Thinking Skills
Asking questions
Collecting and using work samples
Expansions
SpecialQuest Multimedia Training LibrarySpecialQuest Multimedia Training Library
National Professional Development Center on Inclusion
What do we mean by inclusion?ACCESS
PARTICIPATION
[SYSTEMIC] SUPPORTS
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.
Definition of Inclusion
Research Synthesis Points on Quality Inclusive Practices
NPDCI
Evidence-base for practices that support access and participation
NPDCI
Landing Pads
A sampling of evidence and resources, related to each feature, to support your learning and professional development needs
Find them online at http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads
http://www.earlyliteracylearning.org/
General Practice Guides Especially for Parents
Resources for Supporting Engagement for Each and Every Family
http://csefel.vanderbilt.edu/resources/strategies.html#booknook
CONNECT
Landing Pads
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in
North Carolina
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in
North Carolina
http://scriptnc.fpg.unc.edu/resource-search
CONNECTSCRIPT-NCSupporting Change and Reform in Preservice Teaching in
North Carolina
EDU 144 Landin
g Pad
TECHNICAL ASSISTANCE CENTER ON SOCIAL EMOTIONAL INTERVENTION for young children
TACSEI Families Community
Resources for Supporting Engagement of Each and Every Family
CARA’s Kit
• Creating Adaptations for • Routines and Activities - • adaptations to increase • children’s engagement • and participation in
classroom activities and routines.
Meet Drew
• 3 years old• Lives with parents and two brothers, one older and one
younger• Diagnosed with autism at 30 months• Cognitive skills are near age-appropriate• Significant delays in social and communication skills• Rarely initiates or engages in social conversation• Favorite toys: trains, Disney figurines, markers• Tendency to tantrum• Difficult time following directions• Reacts strongly when told “no”
Putting It All Together
Drew can find transitions to be very challenging. Use the Adaptation Notes to think about ways in which you can help him be successful during transitions.
Meet Sophia
• 4 years old• Lives with parents , who arrived this fall from Colombia to take
faculty positions at a local university• Cognitive, motor, and social-emotional skills are age-
appropriate• Speaks and understands Spanish; loves to sing along to
favorite songs• Has a few English labels; rarely initiates or engages in social
conversation with her English-speaking classmates• Often seems very quiet or withdrawn• Loves: housekeeping area, singing songs in Spanish with her parents
Maintaining Your Intentionality
• How will you make sure that Ryan and Shelby can join in the game?
• What snack might you plan for today that _________ (who has a ground nut allergy) and __________ (who is lactose intolerant) could also eat?
