Early Childhood Paraprofessional Module

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Pre-test

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Activity 1

Brainstorming Activity

Characteristics of babies 10 days to 6 months

Characteristics of babies 1 year to 2 years

Characteristics of children 3 years to 5 years

Human Development

Section A

Principals of Typical Human Development

All people grow and develop in patterns and stages that may vary in the length of time required to complete each sequence, but the patterns are predictable from on person to another.

Theories of Development

Maturationist Theory

Behaviorist Theory

Psychosocial Theory

Cognitive Theory

Sociocultural Theory

Ecological Systems Theory

Brain DevelopmentHandout 1

Stages of Development

Step by step process

Does not necessarily proceed evenly

Proceeds from concrete and simple to abstract and complex

Language is unique to humans

Basic Principal of Human Development

Development in all people is similar

Development is an orderly process with stages/patterns that can be predicted

Development proceeds from the general to the specific

Handout 2

Basic Principal of Human Development

Development proceeds from the upper portions of the body toward the lower portions-from head to toe

Development proceeds from the center of the body to the outer body parts

Basic Principal of Human Development

Development proceeds at different rates

Development can proceed at different rates within an individual person

Physical, cognitive, social and emotional development are interrelated and affected by the interaction of heredity and environment

Terms Used in the Study of Human Development

Cognitive Development

Communication

Development

Developmental Delay

Handout 3

Terms Used in the Study of Human Development

Emotional Development

Physical Growth

Human Development

Language

Terms Used in the Study of Human Development

Learning

Maturation

Normal/Typical

Physical/Motor

Social

Terms Used in the Study of Human Development

Speech

Theory

Developmental Checklist

Birth to 24 months is time of greatest growth

24 to 36 months is one of many changes

3 to 5 years children learn by observing

Handout 4

Factors That May Impede Human Development

Down’s Syndrome

Hemophilia

PKU

Rhetts Syndrome

Sickle Cell

Prenatal

Natal

Postnatal

Handout 5

Simulation Activities

Simulation 1 – Hearing Loss

Simulation 2 – Vision Loss

Simulation 3 – Physical Disability

Instruction

Section B

Early Childhood InstructionSection B

Objectives:

1. On-going assessment of progress and

toward development/educational goals

2. Keeping data on progress

3. Developmentally appropriate

Early Intervention Categories of Disabilities

Birth To Three Years

Developmental Delay or Disability

Diagnosed Physical or Mental Condition

To Determine Eligibility

Multidisciplinary Evaluation

Eligibility

Individual Family Service Plan

Components of the IFSP

General Information

Current level of cognitive development speech and language social developmentphysical development

Child’s strengths

Family strengths

Outcomes to be achieved

Support services

Start and duration dates

Who is responsible for plan

Procedures for transition

IFSP

Early Childhood Special Education Program

3-5 Eligibility Criteria

Autism

Deaf-Blindness

Deafness

Hearing Impairment

Multiple disabilities

Non-categorical

Orthopedic

Other Health

Speech or Language

Traumatic Brain Injury

Visual Impairment

Individualized Education Plan

Written statement

Developed by a team to include parents

Is individualized based on the child’s needs

Components of an IEP (3-21)

Statement of measurable annual goals

Description of how goals will be measured

Time line for progress toward goals

Statement of special education and related services that are to be provided

Components of an IEP (3-21)

Statement of modifications or supports

1. to advance toward goals

2. to be involved and make progress in

general education

3. to participate in extracurricular and non

academic activities

4. Participation with non-disabled peers

IEP

ObservationObservation should:

Be done for a specific reason

Provide samples of behavior over time

Provide samples of behavior in variety of settings

Be objective

Why We Observe Children

Get to know each child

Document learning and development over time

Gives basis for planning

Document behaviors that support concerns

Improve teaching skills

Video

Getting to Know Children Through Observation

Arkansas Department of Human Services (26 minutes)

When We Observe Children

Have a focus

Vary situations

Vary times of day

Record over time

Use action words

Record what child says

Avoid labels

Avoid judgment words

Avoid interpreting

Record what child can do

Record as events occur

Activity 2

Observation or Judgment

Read each scenario. In groups discuss the

words that demonstrate observation,

judgments, labels or interpretations of

situations.

Share with entire group 5 to 8 minutes

Handout 6

Keeping DataTypes of Data Collection

Checklists Behavior Checklists

Anecdotal Records Interviewing

Frequency or Duration Notes

Other Data CollectionHandout 7

Activity 3Read the list of words. If it describessomething you can see, hear, or count write“yes” on the line in front of it. If it does not describe a behavior that can be seen, heardor counted, write “no” in front of it.

Group discussionHandout 8

5 – 8 minutes

Activity 4

What is Your Learning Style?

Check the items under the three columns

that you feel is a good representation of

yourself.

Handout 9

10 minutes

Activity 5

Brainstorming Behavior Reinforcements

In your groups, develop a list of activities orevents that reinforce you to do some things

Discuss programs you have participated inthat supported efforts to change a behavior

(weight loss, stop smoking)

Developmentally Appropriate Practice

Age Appropriate

Individually Appropriate

Components to Consider

Curriculum activities

Adult-child interactions

Ideas for materials that include children with disabilities

Functional assessment strategies

Play-Based Learning

Play is a mechanism for enabling children to progress through developmental stages

Handout 10

Through Play Children Learn

To have fun by themselves & with othersMake choicesIncrease independenceShare & cooperateSolve problemsFollow rulesUse their imaginationComplete tasksImprove sensory-motor skillsLay the foundation for academic skills

Learning Environments

Activity 6

Working in groups, discuss the three

questions and share responses with the

Group.

Handout 11

Factors to Consider in Designing a Learning Environment

Schedule

Learning and play centers

Outdoor play

Materials that encourage children to use their imagination and try new things

Curriculum & Activities

Strategies for Language DevelopmentStrategies for Social & Cognitive DevelopmentStrategies for Physical DevelopmentAdaptations and ModificationsCenter Modifications

Handout 12Handout 13Handout 14

Behavior

Section C

Instructional Objectives

Identify behavior management techniques

that will benefit all children

Identify behavior management strategies

that may be used with individual children

with challenging behaviors

Classroom TechniquesStructure rooms and activities in a developmentally appropriate way

Positive reinforcement

Transition between activities

Help child to feel a part of the group

Other ways to avoid problems

Self-regulation as part of curriculumHandout 15

Structure Rooms and Activities

Children benefit from a stable and organized classroom

Rules should be clear and consistent

Negative behaviors should not be taken personally

Be aware of amount of stimulation in the classroom

Activity 7

In table groups:

Read the case study on

Amy and respond to

the questions.

Handout 16

Positive Reinforcement

Behavior followed by positive reinforcers tend to increase in strength and frequency.

An appropriate and inappropriate behaviorcan not be emitted at the same time.

If a child’s good behavior is strengthened through reward, the child is less likely to misbehave.

Activity 8In table groups:

Read the case study about Michael andrespond to the questions.

Handout 16

Effective Praise

Is specificImmediately follows the desired behaviorIs sincere

Activity 9 – Handout 17Change the negative statements to positive statements

Strategies

Observe, Identify and Describe Behavior

Learn each child’s strengths and limitations

Determine when behavior is occurring

Does the child understand

StrategiesIgnore and Extinguish Behavior

Ignore is to pay no attention to the behavior

Extinction is weakening a behavior by

removing the consequences that have

supported it

Strategies

Redirection

Replacing an inappropriate form of an

activity with and appropriate form of the

same activity

Activity 10

In table groups

Read the case study on

Billy and respond to the

questions

Handout 16

Strategies

Setting Limits

Clarifies for the child both the desired

behavior and the consequences of failure to

cooperate

Activity 11

In table groups

Read the case study on

Joshua and respond to

the questions

Handout 16

Strategies

Use Natural or Logical Consequences

Natural consequences are the inevitable

results of the child’s own actions

Logical consequences follow from the child’s

actions but involve adult intervention

Strategies

Shaping

Reinforcement of closer and closer

approximations of a desired behavior

Strategies

Stay in Charge

Develop a plan for what might be expected

and what the response should be

Handout 19

Strategies

Avoid Blaming

The child is not his or her actions

Do not expect perfection

Adaptations for Infants

Anticipate needs and act before the infant cries

Provide stimulation

Give lots of brief physical contact

Adaptations for Toddlers

Watch for frustration and intervene before

the child becomes frustrated

Rules should be simple, specific, and

consistent

Have a quiet spot so child can regain control

Points to RememberChanging behavior is not easy

Changing behavior takes time and patience

If what you are doing is not working try something different

Expect to make mistakes

Staff should support each other

We can not fix every child in every situation

Handout 19

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