Resources for Supporting Each Young Learner

Resources for Supporting Each Young Learner

Community College-Specific Resources

·  Heartland Equity and Inclusion Project (HEIP) http://www.hcc.cc.il.us/heip/

·  Heartland Early Childhood Education Project (Kirkwood Community College) http://www.kirkwood.edu/heartland

·  SCRIPT-NC Landing Pads http://scriptnc.fpg.unc.edu/resource-search

CONNECT http://community.fpg.unc.edu/

·  Overview http://community.fpg.unc.edu/connect-modules/resources/videos/CONNECT-Video-Ad

·  Instructor Supports http://community.fpg.unc.edu/connect-modules/instructor-supports

·  Modules http://community.fpg.unc.edu/connect-modules

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

o  2: Transition http://community.fpg.unc.edu/connect-modules/learners/module-2/

o  3: Communication for Collaboration

http://community.fpg.unc.edu/connect-modules/learners/module-3/

o  4: Family-Professional Partnerships

http://community.fpg.unc.edu/connect-modules/learners/module-4/

o  5: Assistive Technology http://community.fpg.unc.edu/connect-modules/learners/module-5/

o  6: Dialogic Reading Practices http://community.fpg.unc.edu/connect-modules/learners/module-6/

o  7: Tiered Interventions http://community.fpg.unc.edu/connect-modules/learners/module-7/

Early Childhood Learning and Knowledge Center http://eclkc.ohs.acf.hhs.gov/hslc

·  Educational Services, Inc. (2000). A creative adventure: Supporting development and learning through art, music, movement and dialogue: A guide for parents and professionals. Alexandria, VA: Head Start Information & Publication Center.

http://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/video/Video%20Presentations/ACreativeAdvent.htm

·  National Center on Cultural and Linguistic Responsiveness

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic

o  Same, Different and Diverse

https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/same-different-diverse.pdf

·  National Center on Parent, Family and Community Engagement http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family

o  Engaging Fathers http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/center/video-series.html

·  National Center on Quality Teaching and Learning

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities

o  15 Minute In-Services (expansions, asking questions, engaging children in conversations)

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/center/practice/ISS/ISS-library_T.html

o  SpecialQuest Multimedia Training Library

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities/Staff%20Support%20and%20Supervision/Orientation/specialquest-training-library/training-library.html

Video Libraries

·  Results Matter video library http://www.cde.state.co.us/resultsmatter/RMVideoSeries_EarlyIntervention.htm#top

·  University of Northern Iowa Empowering Preschool Quality

o  http://www.uni.edu/coe/regentsctr/epq/search (to view clips online)

o  http://www.uni.edu/coe/regentsctr/epq/dvd-order-form (to order free DVDs)

·  Video Library http://www.ecetp.pdp.albany.edu/videolibrary.shtm

Subscriptions to Consider

·  Children’s Champions E-Mail List http://capwiz.com/naeyc/mlm/signup/?ignore_cookie=1

·  ECTA Center Notes (Early Childhood TA Center) (weekly)

View or search all issues of eNotes at http://www.ectacenter.org/enotes/enotes.asp

·  The Fred Rogers Company Professional Development (monthly)

http://www.fredrogers.org/pro-dev/September-2013.html

·  Head Start Disability Services Newsletter (sample attached)

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities/Staff%20Support%20and%20Supervision/Support%20and%20Supervision%20for%20Staff%20Serving%20Children%20with%20Disabilities/HeadStartDisabi.htm?utm_medium=email&utm_campaign=Disabilities+Disabilities+Services+Newsletter+-+January&utm_content=Disabilities+Disabilities+Services+Newsletter+-+January+CID_66e69c965e9d00afb9451ea759e2b353&utm_source=CM%20Eblast&utm_term=Head%20Start%20Disabilities%20Services%20Newsletters

·  The National Policy Digest from the Ounce National Policy Team (weekly)

To subscribe, please contact Ashanti Huey, policy associate (), or Anna Torsney-Weir, policy associate ().

·  Teaching Tolerance (monthly)

http://www.tolerance.org/magazine/subscribe?elq=5bffc1ea3ee74001b297969a86cbb0d1&elqCampaignId=131

·  World Association of Early Childhood Educators (AMEI-WAECE) News of the Week

Subscribe at http://www.waece.org/contenidoingles/suscribirboletin.php

Your Tax Dollars at Work

·  Center on Early Literacy Learning http://www.earlyliteracylearning.org/

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

·  Center on Everyday Child Language Learning http://www.cecll.org/index.php

·  SCRIPT-NC Landing Pads http://scriptnc.fpg.unc.edu/resource-search

·  Technical Assistance Center on Social Emotional Development for Young Children http://www.challengingbehavior.org/

CARA’s Kits

·  Campbell, P. H., Milbourne, S. A., & Kennedy, A. A. (2012). CARA’s kit for toddlers: Creating adaptations for routines and activities. Baltimore, MD: Brookes.

·  Milbourne, S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Missoula, MT: DEC. http://www.dec-sped.org

Other Great Stuff

·  Bunnett, R. (1995). Friends at school. New York: Star Bright Books.

Read About It

That's Mine! Helping Children Handle Disappointment
Four-year old Mattie just realized that another child is using the swing she wants to use. Her teacher, Mr. Paul, asks Mattie to describe how she's feeling. Mattie says "I'm mad." Mr. Paul asks, "Can you remember what you and your friends practiced when you feel angry?" With some help, Mattie recalls the plan — take three deep breaths, tell yourself to calm down, and think of some solutions. Mattie and Mr. Paul come up with these ideas together: 1) ask the boy nicely for a turn; 2) find something else to play with; or 3) wait for him to get off. Mattie chooses the first idea and the boy tells her, "in five minutes." Mattie asks Mr. Paul to tell her when the five minutes are up so she can have her turn.

This scenario went well for Mattie and Mr. Paul, and it can go well for you too. This article in Young Exceptional Children describes six teaching strategies to help children learn to handle disappointing situations:

·  Teach them to recognize the sensations of anger

·  Model how to remain calm

·  Teach children how to control anger and impulse

·  Prepare them for disappointing situations before they occur

·  Recognize and reinforce when they remain calm

·  Involve parents and other care providers.

The article also illustrates the "turtle technique," a widely used strategy to teach young children how to handle their anger. You'll learn five turtle technique activities you can use right away.

How does Mr. Paul use these techniques with the children in his classroom? The Division for Early Childhood (DEC) and Sage Publications have enabled free access to "Helping Young Children: Control Anger and Handle Disappointment" through Friday, Feb. 28, 2014.

Take a Look

Watch and Learn: Changing Conflict to Positive Outcome
When you explore the video resources page on the Center on the Social Emotional Foundations for Early Learning (CSEFEL) website, you'll find resources on promoting social and emotional competence. Of particular interest this month is Practical Strategies, a video that shows teachers using the "turtle technique "with children in Head Start classrooms.

Three Great Ideas

We asked Dr. Gail Joseph, Director of the Early Childhood and Family Studies program at the University of Washington, for her three favorite tips to help children manage anger and handle disappointment. This is what she said:

1. Teach children how to take relaxation breaths during a time when they feel calm so they're more receptive to the lesson. When they do feel mad, help them to recall what they already learned by modeling strategies for them such as “Smell the Flower, Blow out the Candle” and “Belly Breaths.” In "Smell the Flower," a child pictures his hand as a flower and smells it by breathing in through his nose. Then, his finger becomes a candle as he exhales to blow out the candle. In "Belly Breaths," a child puts her hand on her stomach and tries to make it rise and fall as she inhales and exhales.

2. Talk to children about developing and flexing their "waiting muscles." When you see a child waiting for a turn, comment on how their waiting muscles are getting so strong. You can also talk about their "ignoring muscles" when you teach children how to keep calm and not react when another child tries to bother or tease them. The idea is that these special muscles need to be developed over time and get stronger with use. Because muscles are usually associated with physical strength, this can be powerful imagery for some children.

3. Be vigilant and consistent about noticing "out loud." Make comments when children remain calm through conflict and attempt to control their impulses. Give specific feedback to let children know right away that they have made progress with this challenging skill.

Improve Your Practice

Check Out a 15-minute In-service Suite from NCQTL – Curriculum Modifications: An Introduction
Curriculum modifications are small changes that teachers make to a child's environment to encourage their participation in classroom activities. Children may be interested in activities but still need support to be able to participate independently, and teachers can use a variety of modifications to support them. Curriculum modifications can also encourage a child's interest in a new activity they may have been avoiding. Eight curriculum modifications, with photos of tried and true modifications, are outlined in this suite. You can find the National Center on Quality Teaching and Learning's (NCQTL) Curriculum Modifications: An Introduction video on the Early Childhood Learning and Knowledge Center (ECLKC). The video includes a training PowerPoint and learning activities.

Select this link to view previous Head Start Disabilities Services Newsletters on the ECLKC.

Head Start Disabilities Services Newsletters

The Office of Head Start (OHS) does not control or guarantee the accuracy, relevance, timeliness, or completeness of information contained on a linked website; does not endorse the organizations sponsoring linked websites; does not endorse the views they express or the products/services they offer; and cannot authorize the use of copyrighted materials contained in linked websites. Users must request such authorization from the sponsor of the linked website. OHS is not responsible for transmissions users receive from linked websites and does not guarantee that outside websites comply with Section 508 (Accessibility Requirements) of the Rehabilitation Act.

Handout developed by Camille Catlett (919) 966-6635

Available to download at http://fpg.unc.edu/presentations/resources-supporting-each-young-learner