Resources to Support the Quest for Quality Camille Catlett FPG Child Development Institute University of North Carolina Chapel Hill, NC October 28, 2013

Contexts to Keep in Mind Individually Appropriate Developmentally Appropriate Culturally Appropriate

CONNECT The Center to Mobilize Early Childhood Knowledge

Early Childhood Learning & Knowledge Center – National Center on Cultural & Linguistic Responsiveness

Multicultural Principles for Head Start Programs Serving Children Ages Birth To Five  Organized around 10 principles  Every individual is rooted in culture  The cultural groups in the communities and families of each program are the primary sources for culturally relevant programming  Questions to support reflection, planning, and policy development

Resources for Supporting the Engagement of Each and Every Family

National Center on Quality Teaching and Learning National Center for Quality Teaching and Learning

15-Minute In-Services Expansions Thick and Thin Conversations Asking Questions Engaging Children in Conversations

15 Minute In-Services Engaging Children in Conversations Zoning: Staffing to Maximize Learning Fostering Children’s Thinking Skills Asking questions Collecting and using work samples Expansions

SpecialQuest Multimedia Training Library

National Professional Development Center on Inclusion

 ACCESS  PARTICIPATION  [SYSTEMIC] SUPPORTS

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

NPDCI

A sampling of evidence and resources, related to each feature, to support your learning and professional development needs Find them online at inclusive-practices-resources-and-landing- pads inclusive-practices-resources-and-landing- pads

General Practice Guides Especially for Parents

Resources for Supporting Engagement for Each and Every Family

CONNECT Landing Pads SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina

CONNECT SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina EDU 144 Landing Pad

TACSEI Families Community

Resources for Supporting Engagement of Each and Every Family

CARA’s Kit Creating Adaptations for Routines and Activities - adaptations to increase children’s engagement and participation in classroom activities and routines.

Meet Drew 3 years old Lives with parents and two brothers, one older and one younger Diagnosed with autism at 30 months Cognitive skills are near age-appropriate Significant delays in social and communication skills Rarely initiates or engages in social conversation Favorite toys: trains, Disney figurines, markers Tendency to tantrum Difficult time following directions Reacts strongly when told “no”

Putting It All Together Drew can find transitions to be very challenging. Use the Adaptation Notes to think about ways in which you can help him be successful during transitions.

Meet Sophia 4 years old Lives with parents, who arrived this fall from Colombia to take faculty positions at a local university Cognitive, motor, and social-emotional skills are age- appropriate Speaks and understands Spanish; loves to sing along to favorite songs Has a few English labels; rarely initiates or engages in social conversation with her English-speaking classmates Often seems very quiet or withdrawn Loves: housekeeping area, singing songs in Spanish with her parents

Maintaining Your Intentionality How will you make sure that Ryan and Shelby can join in the game? What snack might you plan for today that _________ (who has a ground nut allergy) and __________ (who is lactose intolerant) could also eat?