Early Head Start Home-based Environments

1. Early Head StartHome-based Environments Tammy Petrowicz, EHS Director Karla Sprouse, Infant Toddler Care Coordinator Child Development Resources

2. Agenda • Introductions, Review Agenda, Review Goals • EHS Program Performance Standards • The Parallel Process • Using the Home as a Resource • Mind Your Manners • Resources for the Home Visit • Group Socialization & the Environment • Discussion of Barriers, Concerns, Final Questions

3. Goals • Participants will: • Understand HSPS as they relate to home-based services • Be able to identify resources in the home that relate to child development activities • Be able to plan and implement a group socialization experience that meets the needs of the children

4. Performance Standards 1306.33 Home based program option. (b) (1) The purpose of the home visit is to help parents improve their parenting skills and to assist them in the use of the home as the child's primary learning environment. The home visitor must work with parents to help them provide learning opportunities that enhance their child's growth and development.

5. Performance Standards (2) Home visits must, over the course of a month, contain elements of all Head Start program components. The home visitor is the person responsible for introducing, arranging and/or providing Head Start services.

6. Performance Standards (c) Group socialization activities must be focused on both the children and parents. They may not be conducted by the home visitor with babysitters or other temporary caregivers.

7. Performance Standards (1) The purpose of these socialization activities for the children is to emphasize peer group interaction through age appropriate activities in a Head Start classroom, community facility, home, or on a field trip. The children are to be supervised by the home visitor with parents observing at times and actively participating at other times.

8. Performance Standards (2) These activities must be designed so that parents are expected to accompany their children to the group socialization activities at least twice each month to observe, to participate as volunteers or to engage in activities designed specifically for the parents.

9. Performance Standards (3) Grantees must follow the nutrition requirements specified in 45 CFR 1304.23(b)(2) and provide appropriate snacks and meals to the children during group socialization activities.

10. Performance Standards 1304.21 Education and early childhood development (a) Child development and education approach for all children. (6) In home-based settings, grantee and delegate agencies must encourage parents to appreciate the importance of physical development, provide opportunities for children's outdoor and indoor active play, and guide children in the safe use of equipment and materials.

11. Performance Standards (e) Parent involvement in child development and education (2) Grantees and delegate agencies operating home-based program options must build upon the principles of adult learning to assist, encourage, and support parents as they foster the growth and development of their children.

12. Performance Standards 1304.53(a)Head Start physical environment and facilities. (1) Grantee and delegate agencies must provide a physical environment and facilities conducive to learning and reflective of the different stages of development of each child.

13. Performance Standards 1304.53(a)(2) Grantee and delegate agencies must provide appropriate space for the conduct of all program activities

14. Performance Standards 1304.53(a)(7) Grantee and delegate agencies must provide for the maintenance, repair, safety, and security of all Early Head Start and Head Start facilities, materials and equipment.

15. Performance Standards 1304.53(a)(8) Grantee and delegate agencies must provide a center-based environment free of toxins, such as cigarette smoke, lead, pesticides, herbicides, and other air pollutants as well as soil and water contaminants. Agencies must ensure that no child is present during the spraying of pesticides or herbicides. Children must not return to the affected area until it is safe to do so.

16. Performance Standards 1304.53(a)(9) Outdoor play areas at center-based programs must be arranged so as to prevent any child from leaving the premises and getting into unsafe and unsupervised areas. Enroute to play areas, children must not be exposed to vehicular traffic without supervision.

17. Performance Standards 1304.53(a)(10) Grantee and delegate agencies must conduct a safety inspection, at least annually, to ensure that each facility's space, light, ventilation, heat, and other physical arrangements are consistent with the health, safety and developmental needs of children.

18. Performance Standards 1304.53(b)(1)(i) - (vii) Head Start equipment, toys, materials, and furniture. (1) Grantee and delegate agencies must provide and arrange sufficient equipment, toys, materials, and furniture to meet the needs and facilitate the participation of children and adults. Equipment, toys, materials, and furniture owned or operated by the grantee or delegate agency must be: (i) Supportive of the specific educational objectives of the local program; (ii) Supportive of the cultural and ethnic backgrounds of the children;

19. Performance Standards (iii) Age-appropriate, safe, and supportive of the abilities and developmental level of each child served, with adaptations, if necessary, for children with disabilities; (iv) Accessible, attractive, and inviting to children; (v) Designed to provide a variety of learning experiences and to encourage each child to experiment and explore; (vi) Safe, durable, and kept in good condition; and (vii) Stored in a safe and orderly fashion when not in use.

20. “What recent research is telling us about early learning is that the interactions that babies have with their principal caregivers positively or negatively impact the developing brain both in terms of the brain’s structure and overall function (Schore, 2001).” • J. Ronald Lally & ElitaAminiVermani • http://www.allanschore.com/pdf/SchoreIMHJAttachment.pdf

21. Parent Child Relationship • The KEY to home-based services • The focus of your conversations • Parent should not do “chores/other tasks” while you’re there • clarify roles if necessary • You’re the facilitator or “Education Coordinator” • Parent is the teacher

22. Parallel Process • Do unto others as you would have them do unto others. • The relationship that you develop with parents impacts the relationship they will have with their children.

23. Relationships Influence Relationships Home Visiting the PITC Way, WestEd 2005

24. Building Trust • Responsiveness (including consistency) • Empathy • Honesty • Confidentiality • Conscious Use of Self Home Visiting the PITC Way, WestEd 2005

25. Parallel Process • Can you think of some examples? • How can the modeling you create impact how a parent treats their infant? • What are some steps you can take to create a positive parallel process?

26. Using the Home as a Resource • Creative Curriculum: Learning Games • EHS Tip Sheet No. 32: EHS Home Visiting Play Materials, march 2009 • Other ideas?

27. The Living Room • Tissue boxes • Newspaper • Magazines • Windows • Laundry basket • Radio/CD player/other musical instrument • Telephone

28. The Kitchen • Measuring cups/spoons • Pots & pans • Plastic bowls/storage containers/empty containers (recycled items) • Utensils/cooking utensils • Ingredients/food (consider cultural preferences) • Muffin tins/egg cartons • Cups

29. The Bedroom • Socks • Blankets • Pillows • Mattress • Fabric pieces/bandanas

30. The Bathroom • Mirrors • Toilet paper rolls • Laundry tops • Loofahs • Cotton balls • Q-tips • Towels/washrags

31. Outside • Pinecones • Leaves • Sticks • Rocks • Animals • Weather • Community resources/areas

32. Mind Your Manners • You are a guest • Ask what parents prefer • Shoes, where to sit, who to engage • Greet everyone and say goodbye to everyone • Be respectful, even if you don’t agree

33. Culture • Identify and address your own stereotypes • Work to avoid judgment • Research cultures of families • Be aware of cultural concerns • Shoes off • Little eye contact • Male/female roles • How will you communicate? Interpreter? Be prepared!

34. Knowledge of Families’ Cultures • Religious/spiritual orientation • Views of children • Style of communication • Behaviors in formal/informal relationships • Family structure and roles

35. Knowledge of Families’ Cultures, con’t • Child-rearing practices • Norms of interdependency, independence, and obligation • Health and healing practices • Views of change and intervention

36. Resources for the Home Visit • Home Visitor’s Handbook: http://eclkc.ohs.acf.hhs.gov/hslc/resources/ECLKC_Bookstore/PDFs/05F613A8CC15D89DAFE1D1568DB0719A.pdf • A Parent’s Guide to the Head Start Home-Based Program Option: http://eclkc.ohs.acf.hhs.gov/hslc/resources/ECLKC_Bookstore/PDFs/0EBDDFE05BCF1AFF09A1988E712147BB.pdf

37. “Child Development Services During Home Visits and Socializations in the Early Head Start Home-Based Programs Option” http://eclkc.ohs.acf.hhs.gov/hslc/resources/ECLKC_Bookstore/PDFs/710BB36497A071082C42537C0E5FF8F5.pdf • “Home-Based Early Head Start: Kitchen Therapy” http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/health/Health/Health%20and%20Wellness/Health%20and%20Wellness%20Program%20Staff/health_art_00518_081205.html

38. Group Socialization • Health & Safety • How do you ensure the health & safety of the children when using the environment?

39. Environments To Support All Children • Ample open spaces • Provide places to be alone • A place for personal belongings • Low, open shelves that all access for children

40. Environments To Support All Children • Safety gates to block off unsafe areas • Diapering/toileting area for children that can be sanitized • Hand washing areas for adults and children

41. Infant Environments • Diapering area that can be sanitized • Comfortable area for adults for sitting and/or feeding • Open area for crawling and exploring • Sturdy furniture for pulling up to stand

42. Toddler Environments • Low tables and chairs for accessibility and freedom of movement • Safe areas for gross motor activities

43. Materials Should… • Be safe and developmentally appropriate • Be challenging, not frustrating, materials • Be open ended for a variety of play experiences

44. Materials Should Also… • Be accessible for children • Provide a home-like atmosphere (bowls, measuring cups, utensils) • Encourage movement of the child’s body

45. Outside Play • Have enough space for free movement • Have natural materials (trees, bushes, flowers) • Have both shady and sunny areas • Have a variety of experiences

46. Outside Play • Have a smooth area for things with wheels • Have a grassy area for movement • Have private/cozy area • Have storage for materials

47. At Home Activity • Brainstorm resources that would support your home visiting and parents’ needs • Brainstorm one idea that you would like to change/implement on future home visits • Brainstorm one idea you would like to change/implement in your group socialization

48. Final Thoughts • Barriers? • Concerns? • Final Questions?