HIPPY USA Training for Coordinators

1. HIPPY for Little Learners , HIPPY USA Training for Coordinators Mary Doyle. HUSA Curriculum Consultant

2. HIPPY For Little Learners

3. “Just open it and read it. You don’t need a password.”

4. “No joystick? No mouse? No keyboard? How do you turn the pages?”

5. Inside a Toddler’s Brain

7. IS THERE REALLY A TYPICAL TWO YEAR OLD???

8. Look at all I’m doing! - a toddler’s growth Absorbing the sounds and meanings of words Developing motor skills Laying the foundation for social and emotional competence and happiness.

9. YOUNGER TWOS OLDER TWOS Wide range of typical behaviors • Require much assistance • Brief attention span • May need multiple sittings to complete an activity • Needs breaks • Express intense emotion but lack understanding or control of emotions • More independent • Enjoys interacting with parent or other adult • Can understand and follow two step directions • Need to feel in control • Persistence may be limited

10. THE AMAZING TODDLER’S BRAIN :

11. REPETITION – TWO YEAR OLDS LIKE:

13. REPETITION – WHY???

14. REPETITION – WHY???

16. Routines Routines allow children to know what to expect – security Talk to parents about family routines and making HIPPY a part of their routines Planning and preparing for an activity enables parent and child to relax and enjoy it While routines are important, encourage parents to follow their child’s lead

17. About sharing… • Developmentally appropriate expectations for twos are important • Reduce frustration of parent and child • Help children feel successful • Facilitate learning and growth Sharing Emotional regulation Focus Memory Task completion

18. LEARNING GOALS – Domains and Sub Domains:

19. LEARNING GOALS – Bullet Points

20. CURRICULUM:

21. HIPPY for Little Learners – Curriculum Components • Parent Information, Education and Support • Spotlight on Development • What Might My Child Do or Say? • What Can I Do To Help My Child Develop?

22. HIPPY for Little Learners – Curriculum Components • Parent Information, Education and Support • What Your Child Will Learn From These Activities • From These Activities Your Children Will Build These Skills

23. HIPPY for Little Learners – Domains Every week: Activities = 5 Language and Literacy = 2 Think and Explore = 1-2 Motor = 1-2

24. HIPPY for Little Learners – Domains Language and Literacy Different but related (and connected) skills Reading books, talking, singing, laughing, and playing Exposure to print, writing tools and LOTS of language Serve and return – multi-turn conversations Rhyme-Rhythm-Repetition

25. HIPPY for Little Learners – Domains Think and Explore Investigation and experimentation Using senses Asking questions and finding answers Beginning to connect child’s own experiences to connect to new ideas Exploring how things work and what they look, feel, smell, taste, sound like

26. HIPPY for Little Learners – Domains Motor Using small and large muscles Movements that improve balance, control, coordination, strength Skills develop in linear and sequential manner Exposure and practice

27. HIPPY for Little Learners Things To Think About and Do Book recommendations Extend learning, practice skills and involve family Three sections each week

28. CURRICULUM COMPONENTS cont:

29. ROLE OF THE COORDINATOR: Who is crucial to the success of HIPPY FOR LITTLE LEARNERS?

30. COORDINATORS’ RESPONSIBILITIES: Weekly training sessions must be just that - TRAINING SESSIONS

31. KEYS TO STAFF DEVELOPMENT:

32. KEYS TO STAFF DEVELOPMENT: Family Feedback • Family Feedback Form-Before your weekly meeting: • Ask home visitors to flag forms they want to discuss • Add comments, questions, concerns on the back of the page • Parent didn’t fill out the form • Child was disruptive during role play – HELP! • Mom asked for help with transportation • Wants to send older child to preschool – where? • Ask home visitors to highlight positive comments, concerns or questions that some parents had

33. KEYS TO STAFF DEVELOPMENT: Family Feedback • At the beginning of your training session review these comments • You want to know- • Did other parents have these same concerns or questions? • How did the home visitor(s) respond to the family? • What feedback/suggestions do you or other home visitors have? • What information can the home visitor(s) take back to that family? • What information do I, as the coordinator need to research and address at a later time? • It is the home visitors’ responsibility and a valuable opportunity to share information about the successes, strengths, difficulties and limitations of their families. • It is the coordinator’s responsibility to use these forms to make sure families’ needs are being met as well as possible

34. KEYS TO STAFF DEVELOPMENT:

35. KEYES TO STAFF DEVELOPMENT:

36. KEYS TO STAFF DEVELOPMENT: • Techniques (GPS) for coordinators and home visitors using Guided Discussion: HOW???

37. KEYS TO STAFF DEVELOPMENT:

38. KEYS TO STAFF DEVELOPMENT:

39. KEYS TO STAFF DEVELOPMENT – DOMAINS:

40. KEYS TO STAFF DEVELOPMENT – DOMAINS:

41. KEYS TO STAFF DEVELOPMENT:

42. KEYS TO DELIVERY:

43. KEYS TO DELIVERY: • Model – Spotlight on Development • Joint Attention • Group Role play Week 5

44. KEYS TO DELIVERY – Strategies and Tools: Before any strategies and tools to help families can be developed you must know WHY they are having difficulties. Questions to ask:

45. KEYS TO DELIVERY – Scenarios and Tool Box: My child won’t sit and listen to the entire story My child won’t answer my questions My child won’t follow directions My child gets distracted and sometimes overwhelmed My child wants to do other things with the materials My child doesn’t like to color or doesn’t hold the crayons correctly My child doesn’t like some of the activities

46. KEYS TO DELIVERY -Generic Tools:

47. REMINDERS – KEYS TO STAFF DEVELOPMENT:

48. REMINDERS – KEYS TO STAFF DEVELOPMENT:

49. REMINDERS- KEYS TO DELIVERY: HOME VISITORS

50. KEEP IN MIND: