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The National Center on Quality Teaching and Learning

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These modules provide training in addressing the social-emotional needs of young children using Pyramid Model practices.

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National Center for Pyramid Model Innovations

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These modules provide the types and content of training that would be most useful in addressing the social-emotional needs of young children. These modules have been used nationally to provide training on Pyramid Model practices within various settings. Each module package includes a presentation script, slides, videos, activity descriptions, and handouts.
Note: Some offices block the ability of users to download .ZIP files on work computers. If you are having trouble downloading the files, check with your IT department to make sure you have permission or use a personal device.
NCPMI Training Modules
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Promoting Social and Emotional Competence of Infants and Toddlers

These modules provide training content on the Pyramid Model practices for promoting the social and emotional competence of infants and toddlers in an early childhood classroom.
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Promoting Social and Emotional Competence in the Preschool Classroom

These modules provide the training content for implementing the preschool Pyramid Model practices within classrooms for young children ages 2-5 years.
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Parent Training Modules: Positive Solutions for Families
NCPMI has updated and expanded the Positive Solutions for Families Parent Group Materials that were originally developed by the Center on the Social and Emotional Foundations for Early Learning (CSEFEL). Positive Solutions for Families provides an evidence-based, user-friendly workshop series of seven sessions to help professionals working with parents and family caregivers to promote positive and effective parenting behaviors, which will, in turn, promote children's social and emotional development and address the challenging behavior of children ages 2-5 years.

Sessions topics include:
(1) Making the Connection (2) Keeping it Positive (3) Behavior has Meaning (4) The Power of Routines (5) Teach Me What to Do (6) Responding with Purpose (7) Putting it All Together with a Plan, a Family Handbook, Family Materials, Facilitator's Guide, and Presentation Materials.

Other Modules

Parents Interacting with Infants and Toddlers (PIWI)

PIWI has been successfully used in community-based, early head start and early intervention programs with a diverse range of parents and children. While the primary focus of the module will be on parent child groups, the training materials also provides guidance on the use of the model in home visiting. These training materials provide the professional with guidance on how to support a parent or other caregiver as they interact with the infant or toddler. The following link will take you to the Pyramid Model Consortium website.

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Modules and Kits Trainers - National Center for Pyramid Model Innovations

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These modules provide the types and content of training that would be most useful in addressing the social-emotional needs of young children. These modules have been used nationally to provide training on Pyramid Model practices within various settings. Each module package includes a presentation script, slides, videos, activity descriptions, and handouts.

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Centers for Disease Control Training Modules

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Centers for Disease Control Training Modules

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This online training helps provide tools and best practices for monitoring the development of children in your care and talking about it with their parents.

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Watch Me! Celebrating Milestones and Sharing Concerns

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Watch Me! Celebrating Milestones and Sharing Concerns

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Early care and education providers play a critical role in the health and wellbeing of children.

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California Early Childhood Online Training Modules

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California Early Childhood Online Training Modules

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Numerous modules are provided in a variety of subject areas related to early childhood education.

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Autism Focused Intervention Resources & Modules

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Autism Focused Intervention Resources & Modules

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AFIRM Modules are designed to learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

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AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

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AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

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An entire catalog of modules dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions.

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Professional development certificates are available for the IRIS STAR Legacy Modules listed on this page. You can read a more detailed description of each Module by clicking on its title. When you have selected the Module(s) for which you would like to earn a certificate, click Add to Cart. You will receive an email confirmation after you have completed the checkout process.

If you do not already have a IRIS account, you will be prompted to set one up during the checkout process. When you have done so, a menu will appear in the top right corner of the site, allowing you to view your account. From there, you can take the pretest to begin your professional development or continue where you left off on a previous visit.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Professional development certificates are available for the IRIS STAR Legacy Modules listed on this page. You can read a more detailed description of each Module by clicking on its title. When you have selected the Module(s) for which you would like to earn a certificate, click Add to Cart.

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The Early Intervention Program for Infants and Toddlers with Disabilities was enacted in 1986 under the Individuals with Disabilities Education Act (IDEA; 20; U.S.C., Section 1431 et seq.). This program is California’s response to federal legislation ensuring that early intervention services for infants and toddler with disabilities and their families are provided in a coordinated, family-centered system of services that are available statewide.

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CA Department of Developmental Services - Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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The Early Intervention Program for Infants and Toddlers with Disabilities was enacted in 1986 under the Individuals with Disabilities Education Act (IDEA; 20; U.S.C., Section 1431 et seq.). This program is California's response to federal legislation ensuring that early intervention services for infants and toddler with disabilities and their families are provided in a coordinated, family-centered system of services that are available statewide.

Family Stories

The Family Stories videos provide personal stories from families whose children have received Early Start services. Season One offers stories from four families: Samantha, Quimby, Oliver, and Hadley; Kaitlynn Troung, Leo, and Family; Amanda Smith, Haven, and Family; and Diamond, Greg, Justus, Jordan, Journey, and Jadyn Alexander.

The California Early Start FAQ has been created to answer frequently asked questions related to access and referrals, services and supports, eligibility, and transition after age 3. If you need additional information about Early Start services or if you have additional questions call (800) 515-BABY or e-mail us at earlystart@dds.ca.gov.

Infants and toddlers from birth to age 36 months may be eligible for early intervention services through Early Start if, through documented evaluation and assessment, they meet one of the criteria listed below:

have a developmental delay of at least 25% in one or more areas of cognitive, communication, social or emotional, adaptive, or physical and motor development including vision and hearing; or

have an established risk condition of known etiology, with a high probability of resulting in delayed development; or

be considered at high risk of having a substantial developmental disability due to a combination of biomedical risk factors of which are diagnosed by qualified personnel

California Government Code: Section 95014(a)

California Code of Regulations: Title 17, Chapter 2, Section 52022

Based on the child's assessed developmental needs and the families concerns and priorities as determined by each child's Individualized Family Service Plan (IFSP) team, early intervention services may include:

assistive technology

audiology

family training, counseling, and home visits

health services

medical services for diagnostic/evaluation purposes only

nursing services

nutrition services

occupational therapy

physical therapy

psychological services

service coordination (case management)

sign language and cued language services

social work services

special instruction

speech and language services

transportation and related costs

vision services

Anyone can make a referral, including parents, medical care providers, neighbors, family members, foster parents, and day care providers.

The first step that parents may take is to discuss their concerns with their health care provider/doctor. You can also call the local regional center or school district to request an evaluation for the child.

If the child has a visual impairment, hearing impairment, or severe orthopedic impairment, or any combination of these, contact the school district for evaluation and early intervention services.

After contacting the regional center or local education agency, a service coordinator will be assigned to help the child's parents through the process to determine eligibility.

Parent-to-parent support and resource information is also available through Early Start Family Resource Centers.

Within 45-days the regional center or local education area shall:

Assign a service coordinator to assist the family through evaluation and assessment procedures.

Parental consent for evaluation is obtained.

Schedule and complete evaluations and assessments of the child's development.

If an infant or toddler is eligible for early intervention services, an Individual Family Service Plan (IFSP) will be developed that addresses the strengths, and needs of the infant or toddler, parental concerns, and early intervention services.

Identify early intervention services that are provided in the family home or other community settings.

Early intervention services that are needed for each eligible infant or toddler are purchased or arranged by a regional center or a local education agency.

Family Resource Centers provide family support services.

There is no cost for evaluation, assessment and service coordination. Public or private insurance is accessed for medically necessary therapy services including speech, physical and occupational therapies. Services that are not covered by insurance will be purchased or provided by regional centers or local education agencies.

An Annual Family Program Fee may be assessed in some circumstances.

Call your local regional center, local educational agency, or family resource center for resource information or a referral to Early Start services. If you need additional information about how to get Early Start services call (800) 515-BABY or e-mail us at earlystart@dds.ca.gov.

Last modified: April 29, 2023

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State of California & Department of Developmental Services

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What is Early Start? - CA Department of Developmental Services

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The Early Intervention Program for Infants and Toddlers with Disabilities was enacted in 1986 under the Individuals with Disabilities Education Act (IDEA; 20; U.S.C., Section 1431 et seq.).

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The Early Start Program is California’s response to federal legislation ensuring that early intervention services to infants and toddlers with disabilities and their families are provided in a coordinated, family-centered manner. The statewide program is available throughout California, and can be accessed through Regional Centers for developmental disabilities, County Offices of Education or local school districts, health or social service agencies, and family resource centers/networks in your community.

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The Early Start Program is California's response to federal legislation ensuring that early intervention services to infants and toddlers with disabilities and their families are provided in a coordinated, family-centered manner. The Early Start Program is a multi-agency effort managed jointly by the Department of Developmental Services and the California Department of Education that encourages partnerships between families and professionals, family support, and coordination of services. The statewide program is available throughout California, and can be accessed through Regional Centers for developmental disabilities, County Offices of Education or local school districts, health or social service agencies, and family resource centers/networks in your community.

Eligible children include those infants or toddlers (birth through 36 months) who:

have a significant delay in at least one area of development,

have an established risk condition with a known probability of causing a disability or delay, or

have severe vision, hearing, or orthopedic ("solely low incidence") conditions,

are at "high risk" of experiencing developmental delays or disabilities due to a combination of biomedical risk factors.

Change in Early Start Eligibility 12-22-14
Early intervention services under the Early Start Program are provided by public and private programs that focus on the health and well-being of young children ages birth-3 years old. A child's development is assessed in each of these five areas:

ability to move, see, and hear (physical)

ability to think and learn (cognitive)

ability to understand, talk, express self (language and speech)

ability to relate to others (social and emotional)

ability to eat, dress and to care for or help self (adaptive)

Early intervention services and support are planned and delivered through a partnership between families and professionals, with NBRC Early Intervention Service Coordinators coordinating community services based on the child's needs and the preferences of each family utilizing an Individual Family Service Plan.

Early Start services are designed to meet the needs of each infant/toddler and the needs of the family and are provided in "natural environments", i.e., home and community settings in which children without disabilities participate. Evaluations, assessments, and most services are provided at no cost to the family although private insurance, when available, must be used for medical services/therapies.

The children served by Early Start move to a different system at age 3: to special education preschool programs and Lanterman regional center services if eligible, or they graduate out of specialized services. The Early Start and special education systems work together to ensure a smooth transition for the child and family.

An important part of Early Start is the network of family resource centers/networks (FRC/Ns) which support the emotional and informational needs of families by providing parent-to-parent contact, information about disabilities and early intervention, and assistance in accessing services. Phone contact, home or hospital visits, and support groups are all ways in which families might connect with experienced, knowledgeable parent "peers" through their local Family Resource Center/N.

Early Start Brochure ENG Early Start Brochure SPA

If you believe your child may qualify for Early Intervention, please contact NBRC using the following phone numbers or completing the form below.

Napa/Solano Counties (800) 646-3268

Sonoma County (707) 755-5113

Napa/Solano Early Start Referral Form
For more information, view the short movie about early intervention at NBRC's YouTube Channel here.

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The Early Start Program is California's response to federal legislation ensuring that early intervention services to infants and toddlers with disabilities and their families are provided in a coordinated, family-centered manner. The Early Start Program is a multi-agency effort managed jointly by the Department of Developmental Services and the California Department of Education that encourages partnerships between families and professionals, family support, and coordination of services.

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The Early Start Infant Toddler Program is a free, federally funded program that provides assessment and intervention services to children from birth through two years of age with vision, hearing, or orthopedic impairments.

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This is the Sonoma County Site for Alternative Dispute Resolution

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The DHH Early Start Program offers free services for families residing throughout Sonoma County with a child from birth to 3 years of age, who has been identified with hearing loss. This program is administered by Santa Rosa City Schools (SRCS) in conjunction with the Sonoma County SELPA.

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Deaf & Hard of Hearing (DHH) Early Start Program

The DHH Early Start Program offers free services for families residing throughout Sonoma County with a child from birth to 3 years of age, who has been identified with hearing loss. This program is administered by Santa Rosa City Schools (SRCS) in conjunction with Sonoma County Special Education Local Planning Area (SELPA) and funded through the California State Office of Education. We understand the challenges and confusion that many families face when they are told that their baby or young child is deaf or hard of hearing. The Sonoma County DHH Early Start Program recognizes that parents are their child's primary teacher. We help parents to understand their child's hearing loss and various educational and communication options available.

Office Phone: 707-890-3825 x5
Office Fax: 707-890-3793
Located at Lewis Early Learning Academy, 2230 Lomitas Ave., Santa Rosa, CA 95404

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DHH Early Start Program - Santa Rosa City Schools

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DHH Early Start Program - Santa Rosa City Schools

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US Department of Health & Human Services and US Department of Education

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Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs

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Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs

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This policy statement re-affirms that all young children with disabilities should have access to high-quality inclusive early childhood programs that provide individualized and appropriate support so they can fully participate alongside their peers without disabilities and achieve their full potential.

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Presented here are vetted resources to support each and every LEA
in their own efforts to innovate, include, and impact.

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Supporting Inclusive Practices - Universal Prekindergarten (UPK) Inclusion

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High-quality inclusion in early education supports children’s development, relationships with peers, and a sense of belonging, which is true for children with and without disabilities. Not only do children with disabilities benefit from being included in early education but children without disabilities also have positive developmental outcomes in inclusive environments.

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Inclusive Early Education for Children with Disabilities Program Overview

High-quality inclusion in early education supports children's development, relationships with peers, and a sense of belonging, which is true for children with and without disabilities. Not only do children with disabilities benefit from being included in early education but children without disabilities also have positive developmental outcomes in inclusive environments.

Under Part B of the Individuals with Disabilities Education Act, children ages three through 21 are to be provided special education and related services, to the maximum extent possible in the least restrictive environment (LRE) with children who are not disabled.  In order to provide the LRE, programs should make available a continuum of placement options to allow for the most suitable placement for children with disabilities.

On September 14, 2015, the U.S. Department of Health and Human Services and the U.S. Department of Education released a joint policy statement: Inclusion of Children with Disabilities in Early Childhood Programs. This policy statement (PDF) outlines the foundation for inclusion in early childhood programs, challenges to inclusion in early childhood programs, and recommendations for state action to support inclusion of children with disabilities.

In addition, California's Master Plan for Early Learning and Care: Making California For All Kids (PDF) (MPELC) includes goals that align with the policy statement's recommendations for inclusion of children with disabilities. Aligned goals include:

Increasing opportunities for three- and four-year-old children to access high-quality, inclusive environments;

Enhancing educator competencies to increase their effectiveness with all children and increase their ability to address children's unique learning needs, including children with exceptional needs;

Developing approaches to align policy and practices from birth through grade three by engaging local leadership in developing frameworks for effective transition periods.

The California Department of Education's, Early Education Division (EED) (in collaboration with the Special Education Division) continues to strive to implement recommendations outlined in the joint policy statement and the MPELC goals to support three- and four-year-old children to access high-quality, inclusive environments.

Highlights of the EED inclusion efforts include:

Inclusive Early Education Expansion Program (IEEEP) Grant Program 2020-24

The IEEEP authorized the State Superintendent of Public Instruction (SSPI) to award grants on a competitive basis for allocation to local educational agencies (LEAs). The purpose of IEEEP is to increase access to inclusive early learning and care programs for children with disabilities, including children with severe disabilities. The SSPI is also authorized to utilize funds for conducting an evaluation of the IEEEP. For more information, please visit the IEEEP 2020-24 web page.

IEEEP Grant Program 2022-27

The IEEEP authorized the SSPI to award $200 million in grants on a competitive basis for allocation to LEAs. The purpose of IEEEP is to increase access to inclusive early learning and care programs for children with disabilities, including children with severe disabilities. Funds will be awarded to selected LEAs for the purposes of adaptive and universally designed facility renovations, adaptive equipment, and professional development. For more information, please visit the IEEEP 2022-27 web page.

Impact Inclusion Workgroup

The Impact Inclusion Workgroup exists to lift, advocate for, and advance early childhood inclusive programs for children with disabilities in and across all sectors and systems in the state and tribes. We recognize and value the need for a culturally and linguistically responsive system reflective of our communities that honors individual strengths, differences, similarities, and perspectives, as essential to a quality inclusive system. Thus, a unified inclusive early learning and care system driven by an equity lens, will lead to equitable access, meaningful participation and a strong sense of authentic belonging for ALL of California's children, their families, and the communities that serve them. For more information, please visit the Impact Inclusion Workgroup to web page.

Resources

Resources to support inclusive policies and practices for early care and education. For more information, please visit the Resource web page.

Questions: Early Education Division | 916-322-6233

Last Reviewed: Wednesday, October 12, 2022

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High-quality inclusion in early education supports children's development, relationships with peers, and a sense of belonging, which is true for children with and without disabilities. Not only do children with disabilities benefit from being included in early education but children without disabilities also have positive developmental outcomes in inclusive environments.

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This publication is designed to be a resource for providers as they worked to provide high-quality care and education to all California’s children, including those with disabilities. This edition includes updated information about recent policies and position papers pertaining to inclusive programs, and additional resources and updated references. A companion video series is available at www.cdevideos.org.

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PS Program Setting Decision Tree & Definitions

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PS Program Setting Decision Tree & Definitions

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PS Program Setting Decision Tree & Definitions_082024

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California Early Start Family Resource Centers

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California Early Start Family Resource Centers

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PS/TK Learning Foundations - Introduction

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PS/TK Learning Foundations - Introduction

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PS/TK Learning Foundations - At-a-Glance

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PS/TK Learning Foundations - At-a-Glance

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CA Preschool Curriculum Framework, Volume 1

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CA Preschool Curriculum Framework, Volume 1

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CA Preschool Curriculum Framework, Volume 2

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CA Preschool Curriculum Framework, Volume 2

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CA Preschool Curriculum Framework, Volume 2

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CA Preschool Curriculum Framework, Volume 2

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The Carolina Curriculum for Infants & Toddlers with Special Needs

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The Carolina Curriculum for Infants & Toddlers with Special Needs

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The Carolina Curriculum for Preschoolers with Special Needs

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The Carolina Curriculum for Preschoolers with Special Needs

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The Carolina Curriculum for Preschoolers with Special Needs, Second Edition is one of the two volumes of the The Carolina Curriculum, an assessment and intervention program designed for use with young children from birth to five years who have mild to severe disabilities. Developed for use with children from 24 to 60 months, the CCPSN is an easy-to-use, criterion-referenced system that clearly links assessment with intervention and lets professionals work closely with the child's teachers, family members, and other service providers. Already trusted by thousands of early childhood professionals from coast to coast, this proven system is even easier to use with the revisions and updates in this second edition.

View our recorded webinar: The Carolina Curriculum: An Integrated System for Assessment and Intervention presented by Susan Attermeier.

Using The Carolina Curriculum is simple. In each of the age-specific volumes-now reorganized to establish a seamless transition between the two-all the areas to be assessed are clearly laid out in logical sequences in an Assessment Log. A professional observes the child playing with familiar toys and other available materials in a naturalistic environment, and caregivers may or may not participate. After all appropriate activities in each sequence have been observed or attempted, professionals and caregivers examine the strengths and weaknesses revealed during assessment, pinpoint items that need the most work, and select from the teaching activities that correspond to the items in each sequence of the Assessment Log.

CCPSN includes 22 logical teaching sequences, covering five developmental areas: personal-social, cognition, communication, fine motor, and gross motor. Curricular sequences each consist of an introduction that explains why that sequence is important; suggested adaptations for children with visual, motor, and hearing impairments; and a list of behaviors associated with that sequence. For each behavior, users get a criterion that pinpoints the objective, a list of suggested materials for eliciting that behavior, procedures that help, and functional activities for encouraging that behavior within the child's daily routine. This volume targets more advanced, age-appropriate behaviors and includes suggestions for group activities appropriate for preschools or child care centers.

This book is part of The Carolina Curriculum, a bestselling assessment and intervention program designed for children birth to five with mild to severe disabilities. With this easy-to-use, criterion-referenced system, professionals who work with infants, toddlers, and preschoolers will closely link assessment with intervention and work effectively with the child's teachers, family members, and other service providers.

Learn more about The Carolina Curriculum.

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The Carolina Curriculum for Preschoolers with Special Needs (CCPSN), Second Edition

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The Carolina Curriculum for Preschoolers with Special Needs, Second Edition is one of the two volumes of the The Carolina Curriculum, an assessment and intervention program designed for use with young children from birth to five years who have mild to severe disabilities.

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National Center for Pyramid Model Innovations

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Visual Supports for Routines, Schedules, and Transitions

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Visual Supports for Routines, Schedules, and Transitions

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National Center for Pyramid Model Innovations

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National Center for Pyramid Model Innovations

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National Center for Pyramid Model Innovations

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National Center for Pyramid Model Innovations

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National Center for Pyramid Model Innovations

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Tucker Turtle Takes Time to Tuck and Think (At Home)

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Tucker Turtle Takes Time to Tuck and Think (At Home)

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National Center for Pyramid Model Innovations

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La tortuga Tucker toma tiempo para detenerse y pensar (en casa)

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La tortuga Tucker toma tiempo para detenerse y pensar (en casa)

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National Center for Pyramid Model Innovations

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Tucker Turtle Takes Time to Tuck and Think

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Tucker Turtle Takes Time to Tuck and Think

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National Center for Pyramid Model Innovations

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La tortuga Tucker toma tiempo para detenerse y pensar

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La tortuga Tucker toma tiempo para detenerse y pensar

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National Center for Pyramid Model Innovations

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Administrators' Responsibilities for the DRDP

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Administrators' Responsibilities for the DRDP

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Required DRDP Assessor Training for Special Education

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Required DRDP Assessor Training for Special Education

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RequiredTrainingGuidance - Cornelia Taylor (1) (2)

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DRDP Child Report Guidance for Special Education

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DRDP Child Report Guidance for Special Education

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Starting between the ages of two and three years old, you will have the option of placing your child in preschool. Some parents may ask, "Why preschool? Isn't my child learning enough at home or at child care?" Research shows that kids who attend quality preschool may have higher math and reading skills, are better prepared for kindergarten, behave better in class, and are more likely to graduate from high school and attend college. Preschool is the start to your child's school success. This section dives into how your child can benefit from preschool.

At a quality preschool, children learn a variety of new skills. Your child will learn how to:

Use his or her imagination

Develop his or her curiosity and wonder about the world

Problem solve

Socialize and interact with peers and teachers

Pay attention and follow directions

Finish tasks

Practice new skills by themselves

Be persistent when learning something new

Develop large and small muscles

Develop gross and fine motor skills

A quality teacher can alert parents of any possible concerns they may have about a child's development. This can be helpful information for a parent to take to their family doctor for follow-up resources and support options.

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Starting between the ages of two and three years old, you will have the option of placing your child in preschool. Some parents may ask, "Why preschool? Isn't my child learning enough at home or at child care?"

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What is Special Education for Preschoolers?

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What is Special Education for Preschoolers?