Transcript Little Texans, Big Futures Orientation

Orientation
Available for order and download from
the Texas Early Learning Council.
http://www.earlylearningtexas.org/itelg.aspx
• English
• Spanish
• Vietnamese
Purpose
• High quality early experiences
• Assist caregivers in understanding early childhood
• Support appropriate caregiver practices
• Professional development
• Parent engagement
• Administrative planning, key class materials,
and curricula
Potential Users
Parents
Teachers
Policy Makers
The ITELG is not:
• Developmental checklist
• Assessment tool
• Curriculum
• Permanent and unchanging
• Exclusive
Development Domains
Physical Health and Motor
Language and Communication
–
Gross Motor
–
Listening and Understanding
–
Fine Motor
–
Communication and Speaking
–
Health and Wellbeing
–
Emergent Literacy
Social and Emotional
Cognitive
–
Trust and Emotional Security
–
Exploration and Discovery
–
Self-Awareness
–
Problem Solving
–
Self-Regulation
–
Memory
–
Relationships with other
–
Imitation and Make Believe
Ages
• 0-8 month infants
• 8-18 month older infants
• 18-36 month toddlers
• 36-48 month three-year-olds
Organization
Responsive Caregiving
TALK TALK
TALK
Responsive Caregiving
Observe the
child’s needs
Respond
appropriately
Child receives the
response
and needs are met
Why Responsive Caregiving is Important
• Promotes secure attachment with caregivers
– Adults are trustworthy and will meet my needs
• Promotes emotional and behavioral regulation
• Builds a solid foundation upon which later relationships
and learning are based
How Can Caregivers Be Responsive?
• Tone of voice
• Reflecting a child’s tone and emotion
• Facial Expressions
• Giving affection
• Open ended questions
• Positive limit setting
• Offering limited, appropriate choices
• Using language that reflects emotion
Caring for Young Children
with Disabilities or Special Needs
• The ELG’s are based on expectations for typically
developing children
• Special Needs Scenarios
• Inclusion:
– access
– particpation
– supports
Role of the Caregiver
• Learn about the particular need or disability
• Do not make assumptions
• Practice inclusion when possible
• Partner with parents
• Bring concerns about development or delay to the child’s
parents immediately
• Access supports (director, resources, etc.)
Culturally Appropriate Practice
• Connect with families and learn about traditions,
customs
• Make use of home languages in the classroom
• Honor diversity and cultural awareness as a concept and
a core value of our society.
• Exhibit diversity in the environment, books, toys, etc.
Culturally Appropriate Practice
Conclusion
• Q&A