Resources to Support Your Work

Developmentally Appropriate Practice

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8.

What 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

NC Foundations for Early Learning and Development

Foundations for Early Learning and Development

Foundations training modules

Activities and Assignments for Using Foundations in Early Childhood Courses

  • Child Development
  • Child, Family and Community
  • Health, Safety and Nutrition
  • Infants, Toddlers, and Twos
  • Language and Literacy
  • Social-Emotional Development/Child Guidance

Culturally and Linguistically Appropriate Services and Supports

Durbin, S., & Bedel, P. (2014).Soyul & Teacher Yvette. Los Angeles, CA: Teaching At The Beginning. Distributed by Redleaf Press.

Supporting Change and Reform in Preservice Teaching in North Carolina (SCRIPT-NC)

DEC Recommended Practices (2014)

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education.

Recommended Practices Resources

→Interaction Resources

Performance Checklists

→Interaction Checklists

→Adult-Child Interaction Checklist

Illustrations

Practice Guides for Practitioners

→Interaction Practice Guide for Practitioners: Peer Interaction

Practice Guides for Families

→Interaction Practice Guide for Practitioners: Peer Interaction

Activities and Assignments for Using Recommended Practices in Early Childhood Courses

  • Introduction to Early Childhood Education
  • Child Development
  • Child, Family and Community
  • Health, Safety, and Nutrition
  • Infants, Toddlers, and Twos
  • Language and Literacy
  • Social-Emotional Development/Child Guidance

Inclusion

DEC/NAEYC.(2009). Early childhood inclusion. Chapel Hill: UNC, FPG Child Development Institute.

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

US Department of Health and Human Services/US Department of Education.(2015, September).Policy statement on inclusion of children with disabilities in early childhood programs.

Inclusion in early childhood programs refers to including children with disabilities in early childhood

programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging. This applies to allyoung children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities.

Faculty Finds

  • SCRIPT-NC Children with Exceptionalities
  • SAMPLE COURSE CALENDAR Supporting Young Learners of Diverse Abilities
  • Bunnett, R. (1995). Friends at school. New York: Star Bright Books.

Evidence-Based Practices That Support Inclusion

National Professional Development Center on Inclusion.(2011). Research synthesis points on practices that support inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.

  • Access: 1) Universal Design for Learning; 2) Assistive Technology
  • Participation: 1) Embedded Instruction and Other Naturalistic Interventions; 2) Scaffolding Strategies; and 3)Tiered Models of Instruction/Intervention
  • [Systemic] Supports: 1)Professional Development; 2) Collaboration; and 3) Family-Professional Collaboration

EVIDENCE-BASED PRACTICES THAT SUPPORT ACCESS
Universal Design for Learning / Building Inclusive Childcare Universal Design for Learning

Conn-Powers, M., Cross, A.F., Traub, E.K., & Hutter-Pishgahi, L. (2006, September). The universal design of early education: Moving forward for all children. Beyond the Journal: Young Children on the Web.
Dinnebeil, L. A., Boat, M. B., & Bae, Y. (2013). Integrating principles of universal design into the early childhood curriculum. Dimensions of Early Childhood, 41(1), 3-13.

Questions to Consider in UDL Observations in Early Childhood Environments

Supporting Early Literacy Through Universal Design & Assistive Technology
Universal by Design: Inclusive Approaches that Support Each Preschool Child
Assistive Technology / AT for Infants/Toddlers
AT for Preschool
Assistive Technology and Early Childhood Education (PowerPoints)
Assistive Technology for Infants, Toddlers, and Young Children
CONNECT Module 5: Assistive Technology

Mulligan,S. (2003). Assistive technology: Supporting the participation of children with disabilities. Beyond the Journal: Young Children on the Web.
Assume Nothing Video Clips

Child Development

What Kind of Asian Are You?

Likea Girl

Family-Professional Collaboration

Think before you judge a family

Inclusion

Rose’s IEP meeting

Language and Literacy

Catch a bubble

Social-Emotional Development

Technology will never replace love

More Assume Nothing video clips

Danger of the single story

Babies Symphony

Animal School

Love has no labels

Sometimes you’re a caterpillar

Brene Brown on Empathy

Brandon’s Story: A Mother’s Voice

Father-daughter cheerleading

A letter to a teacher

I am human so I must be stereotyped

It’s in every one of us

John Denver version

David Pomerantz version

Same but different: Alexandra’s Story

Doctor’s waiting room

Are You a Boy or a Girl?

(long so maybe show just the first 4:30 ending with “a closet is no place for a person to live”)

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