FOUNDATION UNIT Refresher Training Teaching Research Assistance to Childcare Providers

1. FOUNDATION UNIT Refresher Training Teaching Research Assistance to Childcare Providers

2. Introductions

3. Refresher Training Outcome Participants who have previously participated in the TRAC Foundation Unit will have knowledge of key content covered in the Foundation training.

4. Refresher Training Objectives • Understand refresher training content, objectives, schedule and processes and be aware of TRAC Foundation objectives • Review and understand DAP content • Review and understand inclusion of children with disabilities content • Review and understand child development content • Review and understand learning environments content

5. Refresher Training Objectives • Review and understand facilitating small groups content • Review and understand teaching children social skills content • Review and understand BIGs content • Review and understand manager role content • Review and understand interpersonal communication techniques content

6. Refresher Training Schedule

7. Foundation Unit Objectives • Demonstrate knowledge of DAP • Have knowledge of inclusion of children with disabilities • Have an understanding of principles of child development • Able to design learning environments • Use techniques to facilitate small group

8. Foundation Unit Objectives • Able to implement strategies to teach social skills • Understand how to develop and implement BIGs • Able to use the manager role • Have information on interpersonal communication techniques

9. TRAC/PICCE CoachesFollow-up Items to be Observed • Room arrangement • Facilitating small groups • BIGs • Manager Role

10. Developmentally AppropriatePractices (DAP)

11. Content Covered in Foundation Unit • Why DAP guidelines were published • 3 kinds of knowledge/information used in making decisions – definition of DAP • 5 interrelated dimensions of early childhood practices in the classroom

12. Social and cultural Age Individual Developmentally Appropriate Practices

13. Creating a caring community of learners Teaching to enhance development and learning Constructing appropriate curriculum Assessing children’s learning and development Establishing reciprocal relationships with families Guidelines for Practice

14. Caring Community of Learners • Everyone considers and contributes to well being and learning • Each child is valued, children learn to respect and acknowledge strengths & differences • Opportunities provided to play together • Balance of rest and active movement; provides for safety, security • Dynamic, changing, predictable, comprehensive environment with variety of materials and meaningful experiences

15. Teachers respect, value and accept children Teachers get to know each child and establish positive relationships with families Teachers create intellectually challenging, responsive environment Teachers make plans to enable children to attain key curriculum goals across disciplines Teaching to Enhance Development and Learning

16. Teachers foster children’s collaboration with peers Teachers develop, refine and use wide repertoire of teaching strategies Teachers facilitate development of responsibility and self-regulation Teaching to Enhance Development and Learning

17. Provides for all areas of development Includes broad range of content areas Builds on what children already know Curriculum integrated across subject matter divisions to make connections Constructing Appropriate Curriculum

18. Promotes development of knowledge and understanding, processes and skills Supports children’s home culture and language Curriculum goals are realistic and attainable Constructing Appropriate Curriculum

19. Assessing Children’s Learning and Development • Assessment is ongoing, strategic, and purposeful • Assessment content reflects progress toward learning and developmental goals • Assessments are appropriate to age and experience • Decisions are based on multiple sources of information

20. Assessing Children’s Learning and Development • Developmental assessments and observations used to identify children who have special learning or developmental needs • Assessment recognize individual variation • Assessment address what children can do independently and with assistance

21. Relationships require mutual respect, cooperation, shared responsibility, negotiation Teachers work in collaboration with families Parents welcome in program, participate in decisions Teachers acknowledge parents’ choices and goals, are respectful of parent preferences and concerns Establishing Reciprocal Relationships with Families

22. Teachers and parents share knowledge of child and continue to communicate Teachers involve families for assessing and planning Teachers link families to social services Teachers share information as children move from one program to another Establishing Reciprocal Relationships with Families

23. Activity List concrete activities that you do in your programs to address your star point (guideline for practice).

24. Activity Individually or with a partner, please complete the DAP quiz!

25. Closing • How have you used the information in this section in your program/classroom? • Questions about DAP content covered in Foundation Unit?

26. An Introduction to Inclusion

27. Content Covered in Foundation Unit • Benefits of inclusion to you, your program, for children • What inclusion means within an early childhood program • The ADA and inclusion • Concepts that make inclusion work

28. Benefits of Inclusion

29. Video ABC’s of Inclusive Child Care

30. Benefits of Inclusion • New friendships develop between children • Improved attitudes and interaction patterns • An increased number of IEP goals are met • Increased motivation • Provides models that facilitate learning and appropriate behavior • Encounter the expectations and diversity of society • Graduates of inclusive programs more successful as adults • Promotes appreciation and acceptance

31. What does inclusion mean?

32. That children are… • More alike than different. • In a community where each child is accepted.

33. That children are… • Recognized differences as a benefit. • Supported and assisted when needed to join in with peers. • Recognized by their ability not disability.

34. Child Care and the ADA • Americans with Disabilities Act • Civil rights legislation • Protection from discrimination • Accessibility to people with disabilities

35. What Does the ADA Require of Early Childhood Programs? Reasonable modifications that allow accessibility to children, parents, guardians and employees

36. Concepts that make inclusion work!

37. Accommodation Means changing the environment to meet the needs of the children being served

38. Partial participation Means recognizing that all children have different levels of ability

39. Reciprocity Means that everyone has something to offer

40. Activity Including children with disabilities

41. Closing • How have you used information from this section in your program/classroom? • Questions about inclusion content covered in Foundation Unit?

42. Principles of Child Development

43. Content Covered in Foundation Unit • Importance of understanding child development • How children view the world • Ways to best support children’s learning and development • 12 principles of child development

44. Activity How children view the world card activity • Children think in concrete terms • Children focus on one attribute at a time • Children attribute human feelings and characteristics to inanimate objects • Children think everyone knows what is on their minds • Children judge things by how they look • Children generalize from their experiences

45. 12 Principles of Child Development • General principles taken from a review of the early childhood literature • Principles should be considered when making decisions about children

46. Principle 1: Interrelatedness • Development in one domain influences and is influenced by development in other domains • Example: Language skills impact social relationships • Example: Crawling increases development due to increased ability to explore

47. Principle 2: Orderly Sequence • Development occurs in a relatively orderly sequence, with later abilities, skills, and knowledge building on those already acquired • Example: crawl, pull to stand, steps, walking • Example: cooing, sounds, approximations, words, phrases, sentences

48. Principle 3: Varying Rates • Development proceeds at varying rates from child to child as well as unevenly within different areas of each child’s functioning • Own pattern and timing of growth • Unique personality, temperament and learning style • Varied experiences and family background

49. Principle 4: Long Term Effects • Early experiences have both cumulative and delayed effects on individual children’s development; optimal periods exist for certain types of development and learning • Example: Responding to infants cries • Example: Early literacy experiences • Example: First 3 years optimal for verbal language

50. Principle 5: Increasing Complexity • Development proceeds in predictable directions toward greater complexity, organization, and internalization • Example: Self talk before abstract thinking • Example: Using real items in play before being able to substitute a pretend or other object for that item