dr. candace jaruszewicz college of charleston n.e. miles development center

C. Jaruszewicz 7.18.2013

Foster Grandparent Program: Using early development

principles for effective work with young children

Dr. Candace JaruszewiczCollege of Charleston

N.E. Miles Development Center


IntroductionYour role as foster grandparents


First of all, THANK YOU for your generous spirit

and willingness to devote valuable time to our

children!


Teamwork: You are part of an important team – teachers, administrators, parents, children, each member contributing to important and long-lasting outcomes


Our actions have consequences, so it is

important to frame the work you do with

current knowledge about how children learn, play, behave,

and interact.


Therefore, our work today will focus on:• Early development• Early childhood curriculum • Interaction Strategies & Behavior guidance


Before we begin, recognize the value of your life experiences & the knowledge you already have that comes from relationships, work, and life’s lessons in joy and hardship.

Your role as a foster grandparent is unique, and can be very significant as a formative influence to a child. You have things to offer that no one else can provide!


Early Development


Developmental “Domains”• Cognitive

• Social-Emotional (affective)

• Physical/Motor

• Language


How does child development knowledge influence learning? [SC] Guidelines for Infants/Toddlers and Early Learning Standards for 3-5 year olds

emphasize developmental domains Approaches to Learning (very important!!!) Social and Emotional Development Mathematics (Cognitive Development) Physical Education and Health Language and Literacy

Early Childhood curriculum often organized around or emphasizes developmental domains

Elementary curriculum & standards typically organized around “content” areas (math, science, etc.)

Many teaching challenges arise from lack of developmental knowledge/understanding


Research is Changing What we Know About How & What Young Children Should Learn & Do!Linguistics

Value of multiple language systems in early yearsNeed to support & affirm Dual Language Learners (DLL)

Neurosciences - brain research Importance of self-regulation, persistence, engagement, focus to

development of higher order/critical thinkingPhysical/Health Sciences

Importance of physical activity for health and brain development


“Developmentally Appropriate Practice”

Using knowledge about how children develop (in general) to plan and implement activities

Expecting & accommodating for individual variations within generally established expectations


Cognitive Development Prior Knowledge: I know things can be many different colors

New Experience: Looking through colored lens – “hey it’s like looking through water”

Assimilation: Confirms existing knowledge, applies to task – “we’ll make our pond blue cuz that’s the color of water”

New Experience: Layering colored transparencies on light table – “oh look what happens when I put yellow on top of the blue – it makes green!”

Accommodation: I can make new colors on purpose by combining them in different ways.


Cognitive Development Applications: Let kids do things for themselves

Don’t give answers

Don’t expect a particular answer to a question

Ask children to explain their thinking

Be patient – it takes kids a long time to figure things out

Use open-ended questions What might happen if….Why do you think that happened?How do you think that works?


Social/Emotional DevelopmentBrain research indicates that Self-regulation is the key to future academic and social success

Desired behaviors that promote self-regulation and develop in the preschool years:• Focus (need activities that engage their interests/curiosity)• Perseverence (ability to persist even when frustrated to complete a task)• Delayed gratification (put off impulsive behavior and desires)• Self-talk (thinking through a problem)• Using language to solve conflicts• Resilience (managing disappointment)


Social/emotional learning is powerful & stays with us

TrustConfidenceSelf-imageAutonomy &

independenceWork ethicWorld view


Social/Emotional ApplicationsDon’t be afraid to bond with child – relationships are very important and

they aren’t proficient yet, all children need people in their lives who care about them and whom they can trust – it validates their worthiness as individuals

Use empathy language – “I know how it feels when something doesn’t work the way you want it to, let’s try another way and see if it works”

Model problem-solving strategies

Use role-playing and pretend to work through difficulties

Be specific in praise – “You turned the pages in the book very carefully – that is important”


Physical/Motor DevelopmentGrowth is so rapid body

image can’t keep pace

Preschoolers are far-sighted! – thus the need for big print!

“Handedness” may not be firmly established

Young children need to move!

Manual dexterity lags behind big muscle control


Physical Development ApplicationsAssume need for mobility (kids don’t

have to sit to work)

Store/label materials so children can care for them independently

Provide for variety of skill & activity levels

Balance active/quiet time

“Squirmy” is an important message – “I need to move”


Language Development• Speech ≠ Language

• Language is vocabulary-dependent

• Vocabulary is experience-dependent

• DLL’s learn 2nd language same way as 1st

• DLL’s grow more brain cells to accommodate 2nd system – they lag behind early, excel later

• Children need to USE LANGUAGE!


Language Development Applications Engage in/model conversation – it is a skill children need to practice to learn

Listen more than you talk

Model standard English by restating children’s words with correct speech/language/grammar

Ask open-ended questions (why, how, what, etc.)

Provide interesting experiences & materials that will expand vocabulary (e.g., bring interesting object to share that child can talk/ask questions about)

In the absence of real-life experiences that will generate new words, use vicarious means (e.g., read, read, read, talk about what you read)


Early Childhood Curriculum


Quality EC Curriculum: Integrates all developmental areas

Assumes children’s need to move

Provides variety of options/activities to address individual needs/interests

Encourages prolonged engagement rather than flitting from one activity to the next

Is flexible/not scripted

Balances teacher-directed/child-initiated activity


Importance of Play in PS yearsSymbolic representation

Role playing

Natural consequences

Deep engagement

Trial & error

Decision-making

Using language


Interaction Strategies & Behavior Guidance


How does your volunteer time usually go?


Interaction Goals:Build trustAccept feelings children express without

judgment Focus on precipitants or causes of behaviorsEstablish guidelines that allow for a range of

consequences rather than a fixed or predetermined punishment

Teach and model decision-making View children as problem-solvers and expect

them to participate in finding acceptable solutions for conflicts

Communicate expectations clearlyPraise children's efforts & point out good

decisions


Positive Interaction StrategiesLimit use of negative words (no, don’t, etc.); frame desired behavior in

positive terms (“I need you to…”)Redirect behavior – reduces need for verbal correctionLet natural consequences take precedence if possibleInteract at child’s eye level with “happy eyes”Make eye contact before speakingKeep voice at lowest possible volume – whispering is effective as kids are

endlessly curious and love secrets!Use emphasis/inflection effectivelyIgnore acting-out behavior unless hurting is involved; try to determine

underlying cause for attention-seekingSpeak to children as you would speak to another adult – don’t talk down

to them


Conflict Resolution:Peace Table Model

Identify the problem. Initiate mediation by inviting

children to the Peace Table. Each child describes the problem. Summarize each child's perspective

using simple, clear language. Children generate possible

solutions. Choose a solution to try. Children offer one another a sign of

friendship, such as a hug, to close the process.

Follow through by checking in with children to verify that the problem has been solved.

Repeat as needed


Expressing Aggression Appropriately• Use expressive materials like easel or fingerpaint,

modeling dough, or clay

• Physical activity to release tension, like jumping up and down, throwing a ball at a target, or hammering pegs into a block of clay

• Soothing activity like swinging, rocking, or putting on a set of headphones and listening to music

• Hug/squeeze a soft toy as hard as possible

• Use the "silent scream"—mimicking screaming as loud as possible without letting any noise come out!


Final Thoughts


Your work is helping build a better future for many children!

Trust your instincts – they reflect the wisdom of experience

Focus first on enjoying your time with children

Building a trusting relationship is more important than sounding out letters

Ask a lot of questions about the curriculum

Look to the teacher for support, but recognize you are also providing it!

dr. candace jaruszewicz college of charleston n.e. miles development center

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