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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.

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Nebraska’s Pathway to Early Learning Guidelines

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  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

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