1. Welcome Please complete the self- assessment before we get started

2. The Full Participation of Each Child From All to Each and Every Session 2

3. Full Participation The range of practices that promote engagement in play, learning, development and a sense of belonging for each child

4. Session 2 Objectives Explain what is meant by full participation and why it is so important in New Mexico Describe the benefits of incorporating the cultures, languages, values, and priorities of children and families in all aspects of early childhood programs and practices Describe respectful, responsive, and effective practices for supporting each young child and their family Demonstrate the use of effective approaches for resolving cultural dilemmas that arise in daily interactions with children and families

5. A Message in your Childhood Think back to your childhood and remember a consistent message you got, verbally or non-verbally, about food. This message may have come from a parent, grandparent, sibling, or other person. Share the message you got with another participant.

6. Dimensions of Personal Culture Place of birth Birth order Residence during childhood or adolescence Gender Number of children/adults in the family Religion Socio-economic status Disability or medical condition Racial, cultural, tribal or ethnic group membership Language(s) or dialect(s), including sign language Food traditions Education Travels Life-shaping experiences (e.g., loss, illness, transitions)

7. NAEYC recommendations emphasize that early childhood programs are responsible for creating a welcoming environment that respects diversity, supports children’s ties to their families and community, and promotes both second language acquisition and preservation of children’s home languages and cultural identities. Linguistic and cultural diversity is an asset, not a deficit, for young children.

8. From All to Each and Every

9. New Mexico’s Young Children 26% White Non-Hispanic 59% Hispanic or Latino 10% Native American or Alaska Native 2% Black or African-American 3% Other

10. If Session 2 is being held on a different date than Session 1, insert About the Guiding Principles slides here.

11. Educators come and go, but the family is the constant in a child’s life

12. When families are engaged, children improve in... Early literacy skills Cognitive and language development Academic achievement Behavior and socioemotional development

13. There’s always much more to families than what you see

14. Is this what effective family engagement looks like?

15. Show or embed video 2.2 The IFSP Meeting

16. Features of Effective Partnerships with Families Enhanced communication High expectations Respect Commitment

17. Is this what effective family engagement looks like?

18. Show or embed video 2.3 CONNECT Module

19. Features of Effective Partnerships with Families Enhanced communication High expectations Respect Commitment

20. This child lives with his two fathers This child lives with her mother and her abuela (grandmother) This child lives with her older sister What to do about Mother’s Day?

21. Ask yourself Why do we celebrate this holiday? What developmental concepts do you count on addressing in your celebration of this holiday? Are there other ways you could address those concepts?

22. Making holidays work for each child TraditionOpportunities Mother’s Day / Father’s DaySpecial Family Member Day HalloweenHarvest ThanksgivingAutumn

23. Remember 6 + 3 = 9 but so does 5 + 4 The way you do things is not always the only way to do them

24. What are ways to incorporate family views, values and wisdom?

25. On the One Hand, on the Other Hand Read Situation #1

26. On the One Hand, on the Other Hand Find two other participants and discuss how you might respond to this dilemma.

27. Language, any language, is the foundation for literacy, and literacy in English is critical for school success

28. Supports for young DLLs Opportunities to hear, process, and use language during meaningful interactions Support in both languages Partnership with families

29. Stages of second language acquisition This slide and the next three are the same as slides 44-47 in the original version so you can cut and paste your slides in OR Show or embed Video 2.6 DLL Stage 1 here

30. Stages of second language acquisition Show or embed Video 2.7 DLL Stage 2 here

31. Stages of second language acquisition Show or embed Video 2.8 DLL Stage 3 here

32. Stages of second language acquisition Show or embed Video 2.9 DLL Stage 4 here

33. Strategies for Supporting DLLs Create welcoming environments that reflect children’s backgrounds. Include pictures, posters, toys and books which portray children’s languages and cultures in respectful and authentic ways.

34. Strategies for Supporting DLLs Ask families to continuously share information over time about their children’s interests and infuse the information into activities, interactions and curriculum Provide opportunities for families and community members to share stories and information in their home language

35. Strategies for Supporting DLLs Support children’s continued development of the home language and facilitate English language learning

36. Develop your knowledge of first and second language development as well as culturally and linguistically responsive practices

37. Strategies for Supporting DLLs Remember that dual language learners are individuals; there is no one size fits all strategy. Use information from families and observations of children to individualize services and supports.

38. How would you support Yelia’s full participation?

39. Create an open and respectful dialogue with Yelia’s family to better understand their views on first and second language development and caregiving Ask Yelia’s family to record songs, music, and rhymes in Mandarin Engage in sustained, language rich activities with Yelia that provide opportunities to model language and introduce vocabulary

40. Meet Marta. She’s four and new to a child care program in her neighborhood. She has grown up in a home where Spanish is the language spoken. She is now learning English at childcare. During her first few days in the program, Marta tried to speak Spanish. She is now silent because no one has responded to her. She follows simple commands if there are other children to model what to do. She’s not interested in the books the teacher reads in English, but her family says she loves books and music

41. How do Marta’s listening skills look?

42. How do Marta’s emergent reading skills look?

43. What would you do to support Marta in the areas of listening and emergent literacy?

44. What would you do to support Marta? Ask Marta’s family to share and tape record some key words to use in the classroom Use tunes and gestures to help Marta understand new content Create opportunities for Marta to participate in non-verbal ways while she’s adjusting to the English-speaking environment Encourage Marta’s peers to model the way for her Find out what books Marta enjoys at home and make copies available in the classroom Ask all children, including Marta, to bring in photos of family members so each child can take turns naming their “peeps”

45. How many of these strategies would also support... Children who are culturally diverse? Children of diverse abilities? Children who have not had prior experience with school or readiness experiences?

46. More strategies for supporting each child Use one-on-one and small group instruction Use Universal Design for Learning (UDL)

47. Use embedded and small group instruction Play or embed Video 2.11 CONNECT 1.16

48. Use Universal Design for Learning (UDL) to provide multiple and varied formats for instruction and learning Multiple means of representation Multiple means of engagement Multiple means of expression

49. kinesthetic Visual auditory Multiple Means of Representation

50. Materials on tape Materials in different languages Some items or materials that are familiar and others that are novel Materials that support earlier developmental levels and later developmental levels Materials that enable children to work individually or with others What can it look like?

51. Multiple Means of Engagement

52. Children get to make choices based on their interests and curiosity Children get to choose how and where they want to engage with materials Children get to choose to work alone or with others What can it look like?

53. Typing/texting Multiple Means of Expression

54. Children get to choose the method/form/language in which they express or demonstrate their understanding There are opportunities, materials, or guidance to support children in expressing themselves in multiple ways There are many different things children produce, and/or a variety of observable, evaluative child actions (differentiated product) What can it look like?

55. How would you support Jake’s full participation? Jake is 4 and has just started attending a PreK program. He is new to the area and has moved frequently in the past as his father has looked for work. He has had no experience with crayons, scissors, puzzles, or other early learning materials for fine motor development. He also has difficulty interacting with the other children because he hasn’t done that before.

57. Summary Effective family engagement can support the learning and development of young children who are culturally and linguistically diverse Support for both languages of young dual languages learners can dramatically enhance outcomes for each young dual language learner Children acquire a second language in phases Culturally relevant, respectful and responsive environments, interactions, and practices can support the success of diverse young learners and their families Culturally respectful and responsive teachers can make a tremendous difference for young children who are diverse and their families

58. Look at your self- assessment Put a star next to things you want to do differently to support each child’s full participation Find a partner and share how you will make that happen