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.fpg.unc.edu/~scpp/nat_allies/na_resources.cfm

http://www.earlyliteracylearning.org/

General Practice Guides Especially for Parents

http://csefel.vanderbilt.edu/

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?