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 Coaches Follow-up Items to be Observed  Room arrangement  Facilitating small groups  BIGs  Manager Role

10. Developmentally Appropriate Practices (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 Developmentally Appropriate Practices Age Individual

13. Guidelines for Practice  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

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. Teaching to Enhance Development and Learning  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

16. Teaching to Enhance Development and Learning  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

17. Constructing Appropriate Curriculum  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

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

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. Establishing Reciprocal Relationships with Families  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

22. Establishing Reciprocal Relationships with Families  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

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

51. Principle 6: Social and Cultural Influence  Development and learning occur in and are influenced by multiple social and cultural contexts  Learning is additive  We need to help connect what children already know with what we want them to know  Example: Children whose primary language is not English develop a new language well when provided opportunities to learn English while continuing to learn new concepts in home language

52. Principle 7: Active Learners  Children are active learners  Example: Learning addition through play with toys and games  Example: Learning spatial concepts through play with toys rather than worksheets

53. Principle 8: Biological and Environmental  Development and learning result from interaction of biological maturation and the environment  Example: The language that children are exposed to is the one that they will learn even though they are born with capacity to learn any language  Example: A child with typical physical abilities but not exposed to bikes will not learn to ride a bike

54. Principle 9: Play  Play is an important vehicle for children’s development, as well as a reflection of their development  Organizing the play environment with themes and props can enhance language development  Providing many motor toys will give you opportunities to observe children's motor development

55. Principle 10: Practice and Challenge  Development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery   Allowing a child to put on own coat with needed assistance  Leaving recently mastered puzzles in the classroom

56. Principle 11: Learning Modes  Children demonstrate different modes of knowing and learning and different ways of representing what they know  Example: After a walk around the neighborhood one child may come back and draw a picture, another act out what they saw and another talk about it

57. Principle 12: Needs Met  Children develop and learn best in the context of a community where they are safe and valued, their physical needs are met, and they feel psychologically secure.  Example: If children are well fed they will be able to concentrate on learning activities.  Example: If children are living in violent home environments they may have trouble interacting positively with peers.

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

59. Learning Environment

60. Content Covered in Foundation Unit  Why room arrangement is important for child learning and behavior  How room arrangement can:  Build trust and cooperation  Encourage independence  Help children stay involved  Learn concepts and skills

61. Room Arrangement: Store Activity

62. Video: The New Room Arrangement as a Teaching Strategy

63. Activity Evaluate Classroom Floor Plans

64. Activity: Design a classroom floor plan

65. Activity Room Arrangement Quiz

66. What were some of the Key Points you remembered about Room Arrangement?  Divide open space with furniture or other objects  Organize and label shelves  Display child art at child’s eye level  Clearly display and label materials  Separate quiet and noisy areas  Reduce open spaces that encourages running  Have clearly divided interest areas  Stock interest areas with items of various sizes, types and complexity

67. Activity Write down three changes that you have made in your classroom environment since attending the Foundation training. Share with a partner.

68. Closing  Questions about learning environment content covered in the Foundation Unit?  Learning environment will be followed up by TRAC/PICCE coach

69. Small Groups

70. Content Covered in Foundation Unit  Indirect language stimulation techniques  Appropriate directives  Appropriate praise and encouragement  Appropriate feedback

71. Indirect Language Stimulation  Requires no child response  Uses child initiated play and activities  Follows child’s lead

72. Video: Indirect Language Stimulation

73. Indirect Language Stimulation Techniques  Information Talk  Parallel talk  Self talk  Description  Comments  Open ended questions

74. Activity Indirect Language Stimulation Role Play

75. Indirect Responses  Expansion  Expansion Plus  Repetition (indirect correction)

76. Activity Indirect Responses Activity

77. Guidelines for Delivering Directives  Have the child’s attention  Use clear specific language  State directives positively  Avoid simply labeling  Use questions for choices  Deliver initial directive one time

78. Guidelines for Effective Praise  Offer specific feedback  Initiate the praise  Focus on improvement and effort  Use sincere, direct comments  Avoid competition and comparison  Develop appreciation for own behavior

79. Corrective Feedback  Feedback  Redirect  Assist  Confirm

80. Activity Directives Activity

81. Review of Language Techniques  Indirect language stimulation  Information talk  Indirect responses  Directives  Praise  Corrective feedback

82. Closing  Questions about small group content covered in the Foundation Unit?  Share experiences when implementing techniques  Facilitating small groups will be observed by TRAC/PICCE coaches

83. Social Skills

84. Content Covered in Foundation Unit  Teaching social skills  Feelings and empathy  Self-regulation  Problem solving

85. Social Skills Empathy Self- regulation Problem Solving

86. Empathy Definition “Understanding, being aware of, being sensitive to, and vicariously experiencing the feelings or thoughts of another person” Webster’s Dictionary, 1990

87. Why Teach Empathy? To develop prosocial behavior To develop problem solving skills Respond to the needs and feelings of others A cognitive process that can be taught

88. Components of Empathy Ability to determine emotional state of another person Ability to assume perspective of another person Ability to respond emotionally to another person

89. Empathy/Feelings Skills (as identified by Second Steps Curriculum)  Identifying feelings from physical and situational cues  Recognizing people have different feelings about same thing  Recognizing that feelings change  Predicting feelings  Understanding people have different likes and dislikes

90. Empathy/Feelings Skills (continued)  Differentiating intentional from unintentional acts  Applying fairness  Communicating feelings using “I” messages and using active listening  Expressing care and concern for others

91. General Strategies for Teaching Empathy and Feelings  Adults……  Label children's emotions  Validate children’s feelings  Praise children for labeling emotions  Model/talk about their own emotions

92. ALSO……….. Use visuals related to feelings in classroom Tell stories related to feelings at circle time

93. Program-Wide Self-Regulatory Process Children recognize their emotions/feelings Specific calming down process Problem solving process

94. Examples of Self-Regulatory Processes  Stop, Breathe, Think  Stop, Count, Work out Problem  How do I feel? Think Stop. Go into shell and take 3 deep breaths. Come out of your shell and problem solve.  How do I feel? Take three deep breaths. Count to five slowly. Say, “Calm down.” Talk to an adult about it.

95. Activity Develop a Program-Wide Self Regulation Process

96. Program Wide Self-Regulation Checklist Directions: When you return to your program we are asking that you develop a program-wide Self-Regulation process for children in your program. As you develop and implement the process for your program you can use the checklist below as a guide.

97. Problem-Solving Steps  Step 1: Define the problem  Step 2: Brainstorm solutions  Step 3: Decide where to start and test ideas  Step 4: Create problem-solving tools  Step 5: Test and analyze solutions

98. Problem Solving Strategies  Encourage children to be flexible thinkers  Brainstorm with children possible outcomes  Ask children to reflect upon their ideas  Break problems down into smaller parts  Ask open-ended questions  Encourage children to express their ideas

99. Activity Problem Solving Scenarios

100. Closing  What parts of the content in this section have you tried in your program/classroom?  Questions about content in this section covered in the Foundation Unit?

101. Behavior Intervention Guidelines

102. Content Covered in Foundation Unit  Importance of praise and encouragement  Rationale for using BIGs  4 steps for developing BIGs

103. Rationale for BIG  Provides consistency among staff  Reduces number of responses  Quick response for new behaviors  Simple process

104. BIG Steps  Step 1: Identify problem behaviors

105. Activity Identify Problem Behaviors Card Activity

106. BIG Steps  Step 1: Identify problem behaviors  Step 2: Categorize problem behaviors

107. Activity Categorize Problem Behaviors Card Activity

108. Behavior Intervention Guidelines

109. BIG Steps  Step 1: Identify problem behaviors  Step 2: Categorize behaviors  Step 3: Develop response

110. Considerations for Determining Responses  Acknowledges child’s feelings  Includes self-regulation component  Includes problems solving component  Are non-aversive  Are appropriate for category

111. Activity Responses to Problem Behaviors Activity

112. Possible Responses  Ignore  Verbal or physical feedback  Redirection  Loss of privilege  Time out/time away  Provide acceptable behavior

113. Activity Determine Appropriate Responses Activity

114. Behavior Intervention Guidelines

115. BIG Example

116. BIG Steps  Step 1: Identify problem behaviors  Step 2: Categorize behaviors  Step 3: Develop responses  Step 4: Implement BIG

117. Closing  Have you developed BIGS for your program/ classroom?  What positives and challenges did you face in developing and implementing BIGS?  Questions on BIGs content covered in the Foundation Unit?  BIGs will be followed-up by TRAC/PICCE coaches

118. Manager Role

119. Content Covered in Foundation Unit  Rationale for using manager role  Responsibilities of manager role

120. Manager Role  A flexible approach to assisting with the maintenance of a busy preschool learning environment  A staff person is identified as the manager throughout the day

121. Rationale for using a Manager Role Approach  Maximizes the efficiency of staff.  Allows adults to become fully engaged with children.  Allows for support and training to staff.

122. Goals of the Manager  Being available & responsive to staff, child, and parent needs  Setting a pleasant and positive tone  Supporting social skills for children  Supporting staff and children with transitions

123. Goals of the Manager  Keeping volunteers on task and on schedule  Assisting children in selecting an activity  Identifying and preventing potential problem situations  Providing training and support

124. Video: Manager Role

125. Activity Brainstorm ideas for incorporating Manager Role

126. Closing  Do you use the manager role in your program? Why or why not?  What are the advantages and challenges in using the manager role?  Questions about content in this section covered in the Foundation Unit?  This component will be observed by the PICCE/TRAC coach

127. Effective Communication

128. Content Covered in Foundation Unit  Communication definition  Purpose of communication  Levels of communication  Effective communication skills  3 communication aspects

129.  Communication consists of a person sending a message and another person receiving the message.  The purpose of communication is to ensure that the person receiving the information understands the message exactly as it was intended when transmitted by the person sending the information. Communication

130. Levels of Communication CONTENT  The CONTENT is the first level  The FEELINGS that accompany the words are the second level  The third level is the INTENT of the speaker - the real message

131. Effective Communication Strategies  Listen to what the person has to say before you talk  Listen attentively and actively  Show you are attending  Acknowledge and allow negative feelings  Deal with feelings first

132. Effective Communication Strategies  Avoid giving advice unless asked for it  Reflect back what being said to you in clear terms  Convey respect  Remember everyone is doing the best they can

133. Video Activity

134. Three Aspects of Communication  Attending  Reacting  Responding

135. Attending “Remember that you have two ears and one mouth and use them accordingly” James Lundy

136. Attending  Listening is critical in communication  Listening is attending to and accurately comprehending what is said  Listening is an active process that demands our full attention

137. Obstacles to Listening  Formulating your questions or statement while the other person is talking  Having spare time to think even when you listen  Getting off task due to an emotional reaction to certain “hot” words

138. Obstacles to Listening  Listening for a while and then “tuning out”  Being distracted by extraneous details

139. Reaction Process  Identify biases, values beliefs  Evaluate how they effect our reactions  Determine how to respond

140. Actions Beliefs Conclusions Assumptions Meanings Select data Observable data and experiences The Ladder of Inference Or, Why we develop misunderstandings

141. Responding  Opening the door Feelings are ignored  Closing the door Facts are emphasized Encourage the person to clarify the problem Invite the person to talk about the issue.

142. Responding Strategies  Paraphrasing  Questioning  Summarizing

143. Check off each time one of the following Responding Strategies is used: Paraphrasing Questioning Summarizing Activity Role Play Checklist

144. At the end of the role play check all the effective communication skills the communicator demonstrated:  Listened to other person before speaking  Listened attentively and actively.  Gave eye contact.  Acknowledged and allowed negative feelings  Dealt with feelings first, then with the content  Avoided giving advice unless asked for it  Reflected back what is said in clear terms  Conveyed respect

145. Closing  Have you used any of the communication strategies covered in the Foundation Unit?  Questions about effective communication strategies covered in this section?

146. Closing Activities

147. Closing  Questions on any of the content covered in the Foundation Unit?  What to expect from TRAC/PICCE coaches

148. Evaluation

149. Certificates