1 / 29

Nebraska’s Pathway to Early Learning Guidelines

Nebraska’s Pathway to Early Learning Guidelines. Child Care & Development Fund (CCDF) Federal Requirements. Voluntary Early Learning Guidelines In early literacy and math For ages 3 to 5 Align with State’s K-12 standards Implement by Fall 2005. Nebraska Partnership.

joycek
Download Presentation

Nebraska’s Pathway to Early Learning Guidelines

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Nebraska’s Pathway to Early Learning Guidelines

  2. Child Care & Development Fund (CCDF) Federal Requirements • Voluntary Early Learning Guidelines • In early literacy and math • For ages 3 to 5 • Align with State’s K-12 standards • Implement by Fall 2005

  3. Nebraska Partnership • Nebraska Health & Human Services • Nebraska Department of Education • Nebraska Head Start Association • Head Start-State Collaboration Office • Early Childhood Training Center

  4. Critical Components of Early Learning & Development • Safe, supportive environments • Health & nutrition needs met • Relationships to support positive social and emotional development

  5. Critical Components of Early Learning & Development Experiences to support -curiosity & exploration -language, literacy, math; plus -development across all domains • Support & respect for family and cultural context

  6. Early Learning Guidelines: Nebraska’s Intent • Resource for planning • For early childhood caregivers, teachers, parents and others who work with young children, including children with disabilities

  7. Early Learning Guidelines: Nebraska’s Intent • What to expect or look for in the development and learning of young children • What adults can do to support learning for all children across domains of development and learning

  8. Early Learning Guidelines: Nebraska’s Intent • Include Birth – Age 5 • Include Multiple Domains • Align with Multiple Standards • Develop comprehensive support system • Build on current state EC initiatives

  9. Birth – Age 5 • Important to represent continuum of development and learning • Broad-based expectations (outcomes) • Ages 3 to 5 printed January 2005 • Birth to 3 available January 2006

  10. Multiple Domains • Social & Emotional Development • Approaches to Learning • Health & Physical Development • Language & Literacy Development • Mathematics • Science • Creative Arts

  11. Elements of each domain: • Introduction & Key Elements • Widely Held Expectations • Learning in Action: Examples for Child and Adult • The Environment • Alignments w/Standards • Strategies to Support Inclusive Environments

  12. Examples of Strategies to Support Inclusive Practices • Divide skills and behaviors into smaller steps • Provide choices so children have more control over their environment • Use appropriate verbal, visual, and physical cues in interactions and activities to meet the special needs of individual children

  13. Examples of Strategies to Support Inclusive Practices (cont.) • Use vocabulary and phrases in the child’s native language when introducing new ideas/concepts • Assure that materials in indoor and outdoor environments are easily accessible (height, size, location) • Provide physical guidance/support for children having difficulty with motor tasks

  14. Examples of Strategies to Support Inclusive Practices (cont.) • Provide good models of communication, including sign language and other alternative methods • Use special or adaptive devices and/or processes to increase level of communication and/or participation • Simplify a complicated task by breaking it into smaller parts or reducing the number of steps

  15. Examples of Strategies to Support Inclusive Practices (cont.) • Use shorter but more frequent activities and routines • Encourage hands-on and sensory experiences such as touching, holding, exploring, tasting, smelling, and manipulating • Adapt the environment to promote participation, engagement, and learning using a variety of textures

  16. Align with Multiple Standards Aligns with: • Nebraska State K-12 Standards • Reading/Writing, Science, Social Studies/History, Mathematics • Nebraska Rule 11 EC Regulations • Head Start Outcomes Framework

  17. Align with Multiple Standards Reflects: • Primary Program: Growing and Learning in the Heartland • Nebraska Rule 51 SPED Regulations • P-16 Initiative

  18. Meeting the DiverseNeeds of All Children • Individual personality, temperament and learning style • Experiences and family background, including language, culture, ethnicity, etc. • Special health considerations

  19. Meeting the DiverseNeeds of All Children (cont.) • Food allergies • Physical or cognitive disabilities • Preferences based on child and family interests

  20. Strategies to Support Children with Disabilities • Provide adaptive equipment and materials when the child needs support • Provide adult assistance/support as the child initiates action, then reduce support when the child shows ability to do some actions independently • Provide opportunities for interaction with typically developing peers

  21. Strategies to Support Children with Disabilities (cont.) • Modify materials and activities so the child can participate as independently as possible • Utilize peers as models, helpers, and friends to provide praise and encouragement • Assure that child care homes, centers, and preschool environments meet the needs of all children

  22. Strategies to Support Children with Disabilities (cont.) • Ensure that naturally occurring events, such as opportunities to use materials both independently and cooperatively, are purposefully arrange so the child has learning opportunities • Add new and/or specific activities as needed to meet individual needs • Provide visual supports (pictures, drawings, labels, color coding, picture schedules, etc.)

  23. Additional Supports • Print Resources Category: Where All Belong-Celebrating Children’s Diversity and Special Needs • Early Learning Guidelines Definitions • Inclusive language/terminology • Accommodations/modifications • Adaptations

  24. Implementation • State and local conferences • Mailing and ongoing distribution: beg. Jan. 2005 • Awareness training in regions: 2005 • Training of Trainers: Fall 2005 • 2- and 6-hour Domain Specific training: beg. Jan. 2006 • Support and resources: online and print

  25. Implementation Linkages • Curriculum planning tool for state-funded early childhood programs • Support document for early childhood outcomes: Results Matter in Nebraska

  26. Developing a Comprehensive Support System • Core Knowledge and Competencies • Professional Development Support • Program Practices and Environment • Parent Involvement and Support • Public Awareness and Engagement

  27. Nebraska’s Desired Outcome • Support learning and development of all young children • Improve quality of early childhood care and education in Nebraska

  28. For More Information… • Jan Thelen jan.thelen@nde.ne.gov • Jeanine Huntoon jeanine.huntoon@nde.ne.gov

More Related