WELCOME!

ILLINOISEARLY LEARNING

GUIDELINES

For Family Child Care andCenter-Based Providers

4 Hour Training for Providers Agenda

9:00 Welcome and Introductions9:12 Illinois Standards Orientation9:32 Introduction to the IELG9:42 Early Learning Guidelines in Action10:02 Practice!12:05 Guidelines in Action Summary12:10 Resources Toolkit12:25 Action Plan12:45 Reflection and Evaluation

Introductions Activity

Name

Role

Identify (by first name) one child between the ages of birth to three and a wish you have for their future.

Learning Objectives

As a result of participation in this four hour training, providers will:

Become aware of the history, purpose and role of the Illinois Early Learning Guidelines in the context of Illinois Learning Standards.

Develop a working knowledge of the Illinois Early Learning Guidelines, resources and toolkit.

Develop plans for the implementation of the Guidelines in planning and daily routines of interaction with children and families.

Illinois Standards Orientation

Birth – Grade 12

Introduction to the Early Learning Guidelines

History and Development

Purposes

Beliefs about Children and Development

What the Guidelines are not

History and Development of Guidelines

Statewide Collaboration

Illinois Early Learning Council

Infant Toddler Committee

IELG Work Group

IELG Domain Writing Team

Purposes

Create a foundational understanding

Improve the quality of care and learning

Develop a more qualified workforce

Enhancing the current system of services

Serve as a resource

Beliefs about Children and Development

“Children are actually growing and learning in all areas of development at all times” (pg.2)

Early relationships are most important and central to young children’s development.

Development occurs across multiple and interconnected domains.

Children develop in the context of their family, culture and community.

Play is the most meaningful way children learn and master new skills.

What the Guidelines are not

Not a curriculum

Not an assessment tool or developmental screening

Not an exhaustive resource of child development

Not a developmental checklist

Early Learning Guidelines in Action!

A look inside at‘How to Use the Guidelines’

Activity 1: Features of the Sections

Activity 2: Use of the Guidelines in a Family Child Care and Center-Based Setting

How to Use the Guidelines (see page 6)

How to Use the Guidelines (see page 7)

Activity 1 – Features Of The Sections

Pair and Share

Domains of DevelopmentStandards

Age DescriptorsIndicators for Children

Approaches to LearningSub Domains/Subsections

Call-Out BoxesStrategies for Interaction

Self-Regulation

Use of the Guidelines in a Center-Based Setting

• Relationships

• Sleep States

• Culture

• Birth Order

• Differences in Learning Abilities

• Temperament

Activity 2 – Essential Components

• Nurturing Caregivers

• Primary Caregivers• Appropriate

Activities• Documentation of

Observations• Learning

Differences• Scaffold Learning• Curricula Used

Practice!

Observe a Video Vignette

Documentation of facts: that are seen, heard, or done

Refer to the IELG

Reflect and Respond - Focused Teaching Cycle

Talking with Parents

Talking with Supervisor

Observation Worksheet: IELG (O-3 Years)(see handout and sample)

Date:

Age of Child: Initials of Child or First Name:

Activity: _______________

(DOMAINS OF DEVELOPMENT: WORKSHEETS 1, 2, 3, and 4)

Observation 1: VIDEO CLIP

http://www.youtube.com/watch?v=xRIVbRl3WZI

“Infant learning to walk”

Sample Video Observation Feedback

Vignette 1 “Learning to Walk”

12 months

Domain 1

Social and Emotional Development: 7-18 months – Children trust in, engage with, and seek reassurance from the primary caregiver (s). Children can confidently explore their environment when in close physical proximity to an attachment figure. (P. 32)

Indicators:

Distinguishes between primary caregivers and others Initiates and maintains interactions with caregiver(s)

Strategies for Interaction:

Comfort and reassure the child as needed Follow the child’s lead and read the child’s cues when

engaged in interactions

Domain 2

Physical Development & Health: 7-18 months (Gross Motor) – Children develop mobility, as they purposefully move from one place to another with limited control and coordination. (P. 58)

Indicators:

Moves from hands to knees to a sitting position Takes steps independently

Strategies for Interaction:

Create a safe environment for the child to move around in

Encourage the child to move by placing novel objects out of reach

Sample Video Observation Feedback (cont.)Domain 3

Language Development, Communication, & Literacy: 7-18 months – (Social Communication) – Children are participating in interactions with familiar others. Children also begin to demonstrate simple turn-taking skills while interacting. (P. 76)

Indicators:

Uses facial expressions, vocalizations, and gestures to initiate interaction with others

Communicates and responds by grunting, nodding, and pointing

Strategies for Interaction:

Name objects in the child’s environment Use words that are found in the child’s context and

culture

Domain 4

Cognitive Development: 7-18 Months (Spatial Relationships) – Children begin to use trial and error in discovering how objects and people move and fit in relationship to each other. (P. 102)

Indicators:

Begins to identify physical obstacles and possible solutions when moving around, e.g. crawls around a chair instead of under it

Drops objects such as toys and watches them more

Strategies for Interaction:

Create safe play spaces in which the child can crawl, climb, and move around

Provide time outside for the child to explore and interact

Observation Worksheet: IELG (O-3 Years)(see handout and sample)

Date:

Age of Child: Initials of Child or First Name:

Activity: _______________

(DOMAINS OF DEVELOPMENT: WORKSHEETS 1, 2, 3, and 4)

Observation 2: Video Clip

http://youtu.be/bafh7A_akg0

“Tubes and Bottles”Elias, 2 years 1 month

Sample Video Observation Feedback

Vignette 2 “Tubes and Bottles”

2 Years 1 Month

Domain 1

Social and Emotional Development: 16-24 Months – Children demonstrate an awareness of and the ability to identify and express emotions. (P. 37)

Indicators:

Expresses pride, e.g., smiles, claps, or says, “I did it” after completing a task

Attempts to use a word to describe feelings to a familiar adult

Strategies for Interaction:

Pay close attention to the cues the child is expressing Model appropriate ways to express different feelings

Domain 2

Physical Development & Health: 16-24 Months (Gross Motor) – Children now have gained more control over their movements and begin to explore different ways they can move their bodies. (P. 59)

Indicators:

Holds objects or toys while walking, e.g., pulls a car by a string while walking around the room

Attempts to climb objects, e.g., furniture, steps, simple climbing structures

Strategies for Interaction:

Provide opportunities for the child to run, climb, and jump outside

Create safe places for the child to climb, remain with the child in order to prevent falling and injury

Sample Video Observation Feedback (cont.)Domain 3

Language Development, Communication, & Literacy: 16-24 Months – (Social Communication) – Children increase their capacity for complex interactions as they use a greater number of words and actions, In addition to better understanding the rules of conversational turn-taking. (P. 77)

Indicators:

Initiates and engages in social interaction with simple words and actions

Pays attention to the person communicating for a brief period of time

Strategies for Interaction:

Describe the child’s play, e.g., “You are pushing that car too fast!”

Listen and respond to what the child is communicating

Domain 4

Cognitive Development: 21-36 Months (Logic and Reasoning) – Children have a greater understanding of causation and can predict and choose specific actions to attain a desired result. Children can begin to

Indicators:

Makes a prediction of what will happen next in a sequence of events

Applies past experiences to new situations

Strategies for Interaction:

Use child’s past experiences to bridge to new experiences, e.g., using chalk on the sidewalk to scribble instead of crayon and paper

Use stories and everyday conversations to ask the child to predict what may happen next

Guidelines in Action Summary

Practice using the Guidelines with a hands on approach

Observation of young children’s development is critical in Family Child Care and Center-Based programs

Document behavior of the child or groups of children

Utilize resources available

Practice Makes Better…A Better Opportunity for young children to become successful contributors to our workforce and society!

Resources and Toolkit

Illinois Early Learning Guidelines

Flow Chart for Implementation of the IELG

Focused Teaching Cycle

Observation Documentation

Your Action Plan!

IMPLEMENTATIONSTRATEGIES

Reflection and Evaluation

THANK YOU FOR YOUR PARTICIPATION!!!!