The Full Participation of Each Preschool ChildLeadership Module Handout

Before you start the module, please read the Introduction. It will tell you about the equipment and handouts you need for the Module, including how to download the vimeo.

Module directions are highlighted in yellow throughout this handout.

Start the vimeo. STOP at Slide 3 to read the module objectives, on the slide or below.

Module ObjectivesBy the end of this module, you should be able to List the components of full participation that are part of FOCUS Discuss the benefits of incorporating the cultures, languages, values, and priorities of children and

families in all aspects of preschool programs and practices Describe evidence-based practices for supporting preschool children of diverse cultures, languages,

and abilities, and their families, with particular emphasis on social and emotional development Know where to get free, evidence-based resources on each aspect of full participation Know how to support implementation of the components of full participation in a preschool program Know how to access state and federal policies and guidance to support children with or at risk for

disabilities

All Module resources are posted at http://fpg.unc.edu/presentations/nm-full-participation-leadership-module

Module Resources New Mexico Guiding Principles – brochure describing the foundations of full participation

Personas – vignettes describing 5 New Mexico preschool children, each with different assets, interests, families, and learning needs

Activities – ten activities that can be used to help preschool personnel understand and apply the concepts of full participation

The Leader’s Bookshelf – an annotated compilation of state and national resources on topics of common interest to preschool program leaders, with emphasis on guidance related to children with or at risk for disabilities. Topics range from addressing concerning behaviors and eligibility determination to inclusive practices and where to get great resources at no cost (Center for Development and Disability Information Network Library on page 1). This word document may be searched by key word. Enter CTRL + f (on a PC), type in a key word (e.g., behavior), and you’ll see all resources that address that topic.

Resources – six annotated collections of free evidence, print, audiovisual, and online resources on topics related to full participation are available. The topics addressed are culture/diversity/equity, dual language learners, family engagement, inclusive practices, social-emotional development, and suspension/expulsion.

STOP at Slide 14 to read the Guiding Principles which may be found on the next two pages.

1

Download this brochure at Guiding Principles for the Full Participation of Young Children, Birth through Age Eight, in New Mexico’s Early Learning System http://nmdev.unm.edu/pages/ocd/facInstMats/docs/GuidingPrinciplesBrochure.pdf

2

3

Start the vimeo when you’ve finished reading.

Guiding Principles for the Full Participation of Young Children - RESOURCESGuiding Principles for the Full Participation of Young Children, Birth through Age Eight, in New Mexico’s Early Learning System (brochure) http://nmdev.unm.edu/pages/ocd/facInstMats/docs/GuidingPrinciplesBrochure.pdf

FOCUS Essential Elements of Quality for State-Funded Preschool Programs http://www.cdd.unm.edu/ecln/ped-focus/pdfs/Revised-FOCUS-Essential-Elements-of-Quality-February-2017.pdf

New Mexico Early Learning Guidelines: Birth through Kindergarten (English) https://www.newmexicokids.org/content/early_learning_guidelines/

Guías de Aprendizaje Temprano de Nuevo México (Español) http://www.earlylearningnm.org/media/files/FINAL%20SpanishELG_2015%201-8-15.pdf

ActivitiesActivity 1 Observing the Components of Full Participation

Family Engagement

Family-Centered Practices Treat families with dignity and respect

Are individualized, flexible, and responsive to each family’s unique circumstances

Provide family members complete and unbiased information to make informed decisions

Involve family members in acting on choices to strengthen child, parent, and family functioning.(DEC Recommended Practices, 2014)

Family and Professional Collaboration Practices

Build relationships between families and professionals

Foster mutually agreed upon outcomes and goals

Promote family competencies

Support the development of the child(DEC Recommended Practices, 2014)

Family Capacity-Building Practices

Strengthen existing parenting knowledge and skills

Promote the development of new parenting abilities

Enhance parenting self-efficacy beliefs and practices

(DEC Recommended Practices, 2014)

4

Stop the vimeo at Slide 30. When you’re ready, start the vimeo and watch the video segments in

Slides 31 and 32. Stop the vimeo at Slide 33.

Examining a DilemmaWhat are her strengths? What are his strengths?

What’s important to her? What’s important to him?

Start the vimeo.

Family Engagement - RESOURCESCONNECT Module 4 Family-Professional Partnerships http://community.fpg.unc.edu/connect-modules/learners/module-4

DEC Recommended Practices: Family Practices http://ectacenter.org/decrp/topic-family.asp Family Centered Practices Checklist

http://ectacenter.org/~pdfs/decrp/FAM-1_Fam-Ctrd_Practices.pdf Family Capacity-Building Checklist

http://ectacenter.org/~pdfs/decrp/FAM-4_Fam_Capacity-Building.pdf

Family Engagement: From the Early Years to the Early Gradeshttp://www2.ed.gov/about/inits/ed/earlylearning/files/policy-statement-on-family-engagement.pdf

NM Resources for Supporting Family Engagement http://fpg.unc.edu/presentations/nm-full-participation-each-preschool-child

5

Two-Way Communication for Principals: Learning About Families http://buildinitiative.org/Portals/0/Uploads/Documents/Resources/FamilyEngagement/2-Way-LearnFamilies-Principals-Final.pdf

ActivityActivity 2 What Do Families See?

Chronological + Contextual + Individual Development = Full ParticipationWhat is known about child development and learning—referring to knowledge of age-related characteristics that permits general predictions about what experiences are likely to best promote children’s learning and development

What is known about the social and cultural contexts in which children live— referring to the values, expectations, and behavioral and linguistic conventions that shape children’s lives at home and in their communities that practitioners must strive to understand in order to ensure that learning experiences in the program or school are meaningful, relevant, and respectful for each child and family

What is known about each child as an individual—referring to what practitioners learn about each child that has implications for how best to adapt and be responsive to that individual variation

Culturally Responsive Practices

6

Source: Bradshaw, W. (2012). A framework for providing culturally responsive early intervention services. Young Exceptional Children, 16(3), 3-15. http://yec.sagepub.com/content/16/1/3.full.pdf+html

Evidence-Based Practices for Supporting Children Who Are Culturally Diverse

Engage families. First seek to understand, then to be understood.

Reflect each child in your environments, materials, and interactions

Focus on the potential of each child

Maintain high expectations and support each child in achieving them

Culturally Responsive Practices - RESOURCESAces Too High? https://acestoohigh.com/got-your-ace-score/

Adverse Childhood Experienceshttps://www.samhsa.gov/capt/practicing-effective-prevention/prevention-behavioral-health/adverse-childhood-experiences

https://www.cdc.gov/violenceprevention/acestudy/index.html

Culturally Responsive Strategies to Support Young Children With Challenging Behavior http://www.naeyc.org/yc/culturally-responsive-strategies-support-challenging-behavior

Culture, Diversity, and Equity Resources http://fpg.unc.edu/presentations/nm-full-participation-each-preschool-child

It’s Hard to Be What You Can’t See http://www.huffingtonpost.com/marian-wright-edelman/its-hard-to-be-what-you-c_b_8022776.html

ActivitiesActivity 3 Discovering Your Personal CultureActivity 4 It’s Hard to Be What You Can’t SeeActivity 5 Supporting Chooli’s Full Participation

7

Know their personal culture

Learn about the cultures of

others

Use relevant and responsive

practices

Children who are Dual Language Learners

Evidence-Based Practices for Supporting Dual Language Learners Develop your knowledge of first and second language development as well as culturally and linguistically

responsive practices

Create a welcoming environment that reflects children’s backgrounds. Include pictures, posters, toys and books which portray children’s languages and cultures in respectful and authentic ways.

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

Support children’s continued development of the home language and facilitate English language learning

Stages of Second Language Acquisition Stage One: Use of First Language - The young dual language learner tries to communicate in his/her first

language (the language from home) and does not yet realize the other person speaks a different language.

Stage Two: Quiet Period - The young dual language learner becomes quiet, listening to the new language, typically English. The child is actively focused on learning the meaning of useful words and phrases.

Stage Three: Telegraphic and Formulaic Speech - The young dual language learner begins to speak the new language with a single word or short familiar words or phrases.

Stage Four: Productive Speech - The young dual language learner generates sentences and more original language than at the previous stage. The dual language learner may converse with a peer or adult.

Children Who Are Dual Language Learners - RESOURCESColorín Colorado! http://www.colorincolorado.org/

Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf

The Importance of Home Language series (in English and Spanish)https://eclkc.ohs.acf.hhs.gov/culture-language/article/importance-home-language-series

Policy Statement on Supporting the Development of Children who are Dual Language Learners in Early Childhood Programs https://www.acf.hhs.gov/sites/default/files/ecd/dll_policy_statement_final.pdf

Resources to Support the Full Participation of Young Children who are Dual Language Learners (DLLs) and their Families http://fpg.unc.edu/presentations/nm-full-participation-each-preschool-child

Specific Strategies to Support Dual Language Learners (DLLs) When Adults Do Not Speak Their Language https://eclkc.ohs.acf.hhs.gov/culture-language/article/specific-strategies-support-dual-language-learners-dlls-when-adults-do-not

Supporting Children with Disabilities who are also Dual Language Learnershttps://eclkc.ohs.acf.hhs.gov/video/supporting-children-disabilities-who-are-also-dual-language-learners

ActivityActivity 6 Supporting Ramon’s Full Participation

Promoting Social Relationships8

Evidence-Based Practices for Building Positive Relationships

Build and deepen your relationship with each child Use children’s names when you interact with them Use language to show children that you appreciate what they do (instead of saying “good job”) Talk with children one-on-one about topics of interest to them Show caring and respect Set limits in supportive, non-punitive ways Acknowledge and accept a child’s emotions

Help each child’s development and learning move forward in small steps Explain the reasons for doing activities so children become aware of their own learning Ask open-ended questions to encourage thinking and language, then give children time to think and respond Use interesting and varied vocabulary Help children make connections to familiar experiences, ideas or information Repeat and extend what a child says Give children specific information about their actions and creations Offer children manageable challenges that nudge them to take the next step

ActivitiesActivity 7 Supporting Jake’s Full ParticipationActivity 8 Supporting Simon’s Full Participation

9

Promoting Social Relationships - RESOURCESGeneral Resources Resources for Environments Resources for Interactions

Book Nooks http://csefel.vanderbilt.edu/resources/strategies.html#booknook

Center on the Social and Emotional Foundations for Early Learning http://csefel.vanderbilt.edu/

Culturally Responsive Strategies to Support Young Children With Challenging Behavior http://www.naeyc.org/yc/culturally-responsive-strategies-support-challenging-behavior

Family Routine Guide http://csefel.vanderbilt.edu/resources/parent/mod6/family_routine_guide.pdf

Inventory of Practices for Promoting Children’s Social Emotional Competence http://csefel.vanderbilt.edu/modules/module1/handout4.pdf

NM Early Childhood Suspension-Expulsion Resources http://fpg.unc.edu/presentations/nm-full-participation-each-preschool-child

NM Pyramid Framework Partnership http://www.earlylearningnm.org/pyramid-framework-partnership

Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings http://www2.ed.gov/policy/gen/guid/school-discipline/policy-statement-ece-expulsions-suspensions.pdf

The Pyramid Model http://challengingbehavior.fmhi.usf.edu/do/pyramid_model.htm

NM Social-Emotional Development Resources http://fpg.unc.edu/presentations/nm-full-participation-each-preschool-child

Routine Based Support Guide http://challengingbehavior.fmhi.usf.edu/do/resources/teaching_tools/toc/folder1/1e_routine_based.pdf

School Suspensions Are an Adult Behavior https://www.youtube.com/watch?v=f8nkcRMZKV4

Teaching Tools for Young Children with Challenging Behavior http://challengingbehavior.fmhi.usf.edu/do/resources/teaching_tools/ttyc_toc.htm

Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) http://challengingbehavior.fmhi.usf.edu/

15-minute In-Service Suites https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/practice/iss-library.html

DEC Recommended Practices for Environment http://ectacenter.org/decrp/topic-environment.asp

Helping Children Make Transitions Between Activities http://csefel.vanderbilt.edu/kits/wwbtk4.pdf

Inventory of Practices for Promoting Children’s Social Emotional Competence (pages 4-7)http://csefel.vanderbilt.edu/modules/module1/handout4.pdf

Thoughtful Transitions Reduce Traffic Jams and Challenges (recorded webinar, articles, idea sheets)http://challengingbehavior.fmhi.usf.edu/communities/make_n_take/make_n_take_home.html

Using Environmental Strategies to Promote Positive Social Interactions http://csefel.vanderbilt.edu/briefs/wwb6.pdf

What to Look for in a High-Quality Inclusive Pre-Kindergarten and Kindergarten Prosocial Learning Environmenthttp://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/What%20to%20Look%20for%20in%20a%20High-Quality%20Inclusive%20Preschool%20Pro-Social%20Learning%20Environment.pdf

15-minute In-service Suites https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/practice/iss-library.html

DEC Recommended Practices for Interaction http://ectacenter.org/decrp/topic-interaction.asp

Helping Children Follow Directions http://www.tats.ucf.edu/docs/eupdates/curriculum-10.pdf

Helping Children Understand Routines and Classrooms Schedules http://csefel.vanderbilt.edu/kits/wwbtk3.pdf

Powerful Interactions Begin With You https://www.naeyc.org/files/tyc/file/TYC_V4N1_Powerful_Interactions.pdf

Reducing Challenging Behavior by Clarifying Expectations, Rules, and Routines Workshophttp://challengingbehavior.fmhi.usf.edu/communities/make_n_take/make_n_take_home.html

Using Choice and Preference to Promote Improved Behavior http://csefel.vanderbilt.edu/briefs/wwb15.pdf

“You Got It!” Teaching Social and Emotional Skills http://www.naeyc.org/files/yc/file/200611/BTJFoxLentini.pdf

10

Inclusive Practices for Children with Diverse AbilitiesDefinitionEarly 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.

ActivitiesActivity 9 Henry Gets AroundActivity 10 Supporting Rose’s Full Participation

11

Inclusive Practices for Children with Diverse Abilities - RESOURCES

General Resources Resources to Support Access Resources to Support ParticipationCARA’s Kit http://bookstore.dec-sped.org/product-p/001.htm

Center for Development and Disability Library http://www.cdd.unm.edu/infonet/library.html

Disability Related Websites http://cdd.unm.edu/infonet/useful-websites.html

DEC Recommended Practices http://ectacenter.org/decrp/

Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

The Evidence for Inclusion https://divisionearlychildhood.egnyte.com/dl/Km4JarKddN

Fact Sheet of Research on Preschool Inclusion http://ectacenter.org/~pdfs/topics/inclusion/research/Research_Supporting_Preschool_Inclusion_R.pdf

New Mexico Early Childhood Guide for Inclusion Birth – 5 https://www.cdd.unm.edu/ecln/PSN/common/pdfs/Inclusion%20Guide%20April%201.pdf

Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs http://www2.ed.gov/about/inits/ed/earlylearning/inclusion/index.html

Research Synthesis Points on Early Childhood Inclusionhttp://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009_0.pdf

Research Synthesis Points on Quality Inclusive Practices http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf

Universal Design for LearningHandout 15: Using Choice and Preference to Promote Improved Behavior http://csefel.vanderbilt.edu/briefs/handout15.html

Integrating Principles of Universal Design into the Early Childhood Curriculum http://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol41_1_Dinnebeil.pdf

Take a Look: Visual Supports for Learning http://www.naeyc.org/files/tyc/file/V4N5/Take_a_look_visual_supports_for_learning.pdf

Universal Design Means Toys for Everyone http://letsplay.buffalo.edu/UD/ud_edplay.pdf

Assistive TechnologyAdapt & Accommodate http://connectability.ca/2014/06/14/adapt-and-accomodate/

Center for Early Literacy Learning Practice Guides with Adaptations http://www.earlyliteracylearning.org/pg_tier2.php

Examples of Assistive Technology Adaptations http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-5-3.pdf

EZ AT https://www.yumpu.com/en/document/view/30717393/ez-at-pacer-center

Toy Adapting Ideas http://www.letsplay.buffalo.edu/toys/toy%20adapting%20ideas-%20VT.pdf

Embedded LearningCONNECT Module 1: Embedded Interventions http://community.fpg.unc.edu/connect-modules/learners/module-1

Embedded Instruction for Early Learning http://www.embeddedinstruction.net/

Embedded Learning Opportunities http://depts.washington.edu/hscenter/eloParents Speak Out: Views on Embedded Interventions http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-1-5.pdf

Peer SupportsExamples of Peer Support http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-1-2.pdf

Peer Support https://eclkc.ohs.acf.hhs.gov/children-disabilities/article/peer-support

Using Classroom Activities and Routines as Opportunities to Support Peer Interaction http://csefel.vanderbilt.edu/resources/wwb/wwb5.html

12

13