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Reviewing all PITC content to ensure that it covers universal design for learning.

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11 months through 23 months: Children coordinate large muscle groups to move from one place to another, adjusting their movement as needed to adapt to different surfaces and places. 1

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What do we mean when we say Language Development. We need define it -- that language dev & communication is more than literacy (reading and writing). We need to define language development and communication. Communication starts even before words -- starts with gestures, body language.

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Keeping in mind the 5 causes of behavior when discussing social - emotional development

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Keeping in mind the 5 causes of behavior when discussing social - emotional development

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Acknowledging how care educators' emotions are impacted

Infants-Toddlers are not challenging educators on purpose

Use foundations to support/explain developmental stage, ready-to-learn, etc.

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How do we translate the term "agency" in other languages- or even explain it in plain/simple language in English.

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How do we translate the term "agency" in other languages- or even explain it in plain/simple language in English.

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Continue to celebrate and honor diversity among the children/families: abilities, the strengths that the families bring to the program, building the community from within -everybody has something to offer.

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We appreciate the additional information boxes that provide examples and scenarios relevant to each Foundation. We would like to know the official term for the caption boxes included in each publication.

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Appreciated that Diana brought more on attachment-it now has more content. 

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Appreciated that Diana brought more on attachment-it now has more content. 

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The Assistive Technology Act requires every U.S. state and territory to have an assistive technology center. Ability Tools (https://www.abilitytools.org/) is the assistive technology center that serves California and is a useful resource for care educators and families. environment and access technologies as early as possible so that they can participate with their peers and have more equitable access to the physical and social world. (Footnote on page 9)

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There is more information on trauma. This is a powerful update with full paragraphs of content. One area that comes up in the field is families and children experiencing houselessness & food insecurities.

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How can we support experienced providers in rephrasing or rewording familiar concepts?
It's important to recognize that while they may have a wealth of experience, adapting language to align with new frameworks or terminology can be a challenge.

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The foundations are more effectively captured when we begin with practical techniques, then guide educators toward the underlying theoretical concepts. This approach helps bridge experience with formal knowledge.

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We can also encourage care educators to share their experiences—through videos, photos, or stories—that illustrate their initial efforts in supporting cognitive development. These real-life examples can foster reflection, connection, and professional growth

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The information regarding the shift of language used in trainings from dual language to multilingual

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Activity: There are many ways of doing things....Helping care educators understand that we all do things differently, uniquely different (We will list an activity to do with care educators) Sandy, Olga & Consuelo

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We noted that we will have to put attention to the boxes and flags for the age grouping of 0-4 months

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Used to set the stage before social-emotional development training to recognize all that we are all bringing to the conversation from our own childhoods and lives. (Resource from Aimee Walker)

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Self-Talk and Parallel Talk- Inga, Michelle and Edilma

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Self-Talk and Parallel Talk- Inga, Michelle and Edilma

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To support the new language 1.0 Attending and Understanding, use the strategy of self-talk and parallel talk. Being attentive to communication, interactions and actions.

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Using both hands together to manipulate objects and tools in intricate ways 

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Using both hands together to manipulate objects and tools in intricate ways 

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In response to the challenge observed in coaching that care educators sometimes hold both hands of the child to accomplish tasks, then assume the child is competent to do so independently. Perhaps care educators are missing an understanding of the multiple steps in the progression from using hands together to using them in coordinated ways to manipulate objects.

Possible activities: utilizing the parallel process to discuss all that is involved in the progression from one skill to another.

Activity #1: Discuss all of the skills children develop to go from crawling to walking - it's a progression. Crawling to pulling up, to cruising a step to cruising multiple steps to standing a moment to eventually taking a step. In the parallel process, what are all the steps it takes to move from using hands together to using them in coordinated ways (learning to pour your own milk) to recognize the many steps it takes to get there. Focusing on independence of one hand at a time, holding the cup still, grasping and lifting the pitcher, eventually doing them together when each skill is developed.

Activity #2: For fun parallel process, together try the steps leading up to learning to juggle. What do you need to become competent to do with one hand before you're ready to add in the other hand or more complex movements?

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In regard to end of plan survey for participants: Participants note that a top challenge is how to address individual differences and how to talk to parents about what they will do to support individual children. This links with individual differences in the in the doc. & slidees

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Understanding what happened to the other cognitive foundations

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Understanding what happened to the other cognitive foundations

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Do the care educators have relationships with the families?

Is there time for reflection?

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Developing a deeper understanding of the critical importance of offering tailored activities and resources that cater to the unique needs and interests of every child.

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Starting with soc emotional skills is a way to prepare for later academic success but often times the focus is flipped in programs.

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Activity: Unique ways to explore and interact in the world. Materials: googles/glasses smeared with Vaseline, oven mitts, COVID mask, tape. Directions: WRITE UP WILL COME LATER

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Thinking about fine motor description for 4-11 months...

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Thinking about fine motor description for 4-11 months...

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Listing shaking, banging, poking, etc as actions, we want to recognize the influence of the other domains...motivation to learn, curiosity, temperament, what they're driven to in cognitive learning, schema of focus, oral motor needs.

Activity related to fine motor and perception - give stress balls to participants to use during training. Ask them, "Why didn't you put that in your mouth?" Reflect on the reasons why they didn't, but an infant would. You, as an adult, are done with that schema or approach to exploration. You have the fine motor skills to explore it to the extent you desire without needing the sensory input of the mouth. Infants need the sensory input of the mouth.

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Support all children by providing a wide range of materials that benefit each child in the setting.

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Need PLCs to return pls :)

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ATL foundations and Cognitive foundations on note cards - sort by "how children learn" vs. "what children learn" to help distinguish the difference between ATL & Cognitive Development foundations.

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Bring in UDL strategies for a broader sense of understanding how children might approach a task.

Ex: having a black line added to a cup where the child is asked to pour to liquied to the line. What about a child with low vision who can't see it - option velcro around the cup to that same line but addding the texture sensroy giude.

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Individuals have unique ways of perceiving their surroundings, and their focus during exploration and investigation can diverge significantly.

For instance, people from certain cultures may find themselves drawn to the intricate details and characteristics of objects, appreciating aspects like color, texture, and form.

Individuals from other cultures might be more inclined to observe the relationships and interactions between objects, noticing how they coexist and influence one another within a broader context. This variation in focus highlights the diverse ways in which human perception shapes our understanding of the world around us.

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When children are pouring milk or other liquid, provide a dark line on clear cup to give children an enhanced visual cue to support inhibitory control and fine motor skill.

Add velcro strap to help a child who may have a physical need hold their cup. If others want to try it, it should be encouraged.

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Being aware of cultural implications of all of the domains. For example, care educators and families have their own biases and visions of how things should go. Children are moving about ... getting older and gaining mastery with big body movements. Young infants may be carried by the care educator instead of allowing the child to have tummy time. Is it because the parent has asked for it to continue the closeness?

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It involves each participant recording themselves with infants as it relates to language development. Start with one on one with the ITS. Then expand to share with the participants with ground rules. All watch the video clip. There is a process in place to use with the group.

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In re to culture: supporting children from two households can be challenging -there can be so many differences in routines & care.

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Resources on Trauma

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Any great ideas of a hands on activity that helps care educators understand why having their video on during zoom trainings will help the educators get more out of the trainings?

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Any great ideas of a hands on activity that helps care educators understand why having their video on during zoom trainings will help the educators get more out of the trainings?

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Multilingual examples are shared in the document. Shows that ASL is a language.

Term to support care educators, explaining new term - e.g. Translanguaging.

In Language Course -- need to add and define language development and communication. Change title of course to Infant Toddler Language Development and Communication. Make sure that information in training reflects the new terminology.

In section in course on Supporting home language need to revise to add multilingual - Slide 4 in section on supporting home language change to multilingual. Culture is deeper more than just words.

Include information on the connection between perceptual and motor development and language development as well as "The development of perceptual and motor skills is closely related to culture and language (speech perception and perceptual narrowing)"

"Speech perception the ability to perceive and distinguish the specific sounds in a spoken language".

Activity: Matching game -- Language Development and communication -- understanding the terms and then putting examples under each term -- in person put the examples underneath terms that on large post it. Virtually - can use white board and allow them to share what example goes under and the term (session 6 see slide Language mixer use it as example to create this matching game)

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An activity idea is to ask the care educator to imagine an area on the floor. How would you create an environment that would showcase PMD? For example, say for young infants ... do you have have soft blocks, things for them to place in their mouth, items that would allow for fine motor skill development. It is important for care educators to notice what children are doing. It allows the educator to practice sharing more about PMD with families as well. What is nice is how the revised edition encourages us to notice how all of the domains interweave and the importance of us being able to articulate how children learn and develop holistically. Care educators have a way of only looking or noticing one domain at a time. Care educators sometimes become uncomfortable with how as children are developing their movements/sensory explorations are changing. The Care Educators see the behaviors as challenging and often times are very concerned about licensing. So, these new developments are seen as challenging behaviors instead of natural development.

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PMD: It is extremely important to build solid relationships with the children as well as the families. It is important to be aware of how culture plays a role with PMD. Perhaps the reason a parent wants the child to be carried is due to the closeness the parent knows they would be getting during the day. We want to remember that while we are learning and adding on to our understanding of the domains, that family members are the first teachers and their values matter. Keeping in mind that we should not come off to the family members as if we know it all because we are educators. Just because they may not know something that we know does not mean that what they know/do is not important.

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Use photo's, videos, etc to highlight Spatial Thinking

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Use photo's, videos, etc to highlight Spatial Thinking

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Use photo's taken of the children engaged in play to highlight the Strands/Foundations. We used the example of 2 children trying to both sit in the coupe car- highlighting Spatial Thinking. We also discussed the use of every day items (ie large refrigerator boxes) to create opportunities for children to explore these foundations.

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Include and acknowledge the families culture in designing curriculum that supports cognitive development. 

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Include and acknowledge the families culture in designing curriculum that supports cognitive development. 

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Importance of including and acknowledging the families culture and the perspective of the family.

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Highlights of the non-verbal communication in the early years- Edilma, Michelle and Inga

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Highlights of the non-verbal communication in the early years- Edilma, Michelle and Inga

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How can Early Care Educators highlight research on nonverbal skills for Caregivers?

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It's easy to overlook aspects of cognitive development and there may be a temptation to evaluate children using instruments such as "checklists"- this strategy is limiting!

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Activity to really listen to voices in the room 

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Activity to really listen to voices in the room 

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I’ve had success asking care teachers to audio record a segment of their day when they think voices will be most evident (ie: not nap time 😴) .

Then listening back to the recording reflect on what they notice. Whose voices are most prominent adults, infants, both? What kinds of words or patterns of speaking are noticed from adults? From infants ? What can you identify as ‘communication’ from ‘non-verbal’ infants (hint: what are adults saying to bring young infants into the conversation?) If all you hear is crying - what does this tell you about that moment? If you can’t really identify any conversations - why go you think this is? Background noise? Music? Environment Acoustics of the room?

This activity can be really telling if you facilitate well, ask thought provoking questions and it is the absence of visual that helps keep folks engaged and on task. Chris C.