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 3R’s of Early Learning: Relationships, Repetition, Routines

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 3R’s of Early Learning: Relationships, Repetition, Routines

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Find short videos and quick tips on how to strengthen children’s development!

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Anita Zucker Center for Excellence in Early Childhood Studies

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Relationships, repetition and routines are important processes because they focus on how children learn rather than what they learn.

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The Desired Results Access Project supports special educators, administrators, and families in implementing the California Department of Education’s DRDP.

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Mission Statement: The Desired Results Access Project promotes positive outcomes for young children with disabilities and their families within California's Early Learning and Development System by creating and supporting a high-quality assessment system.

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Mission Statement: The Desired Results Access Project promotes positive outcomes for young children with disabilities and their families within California's Early Learning and Development System by creating and supporting a high-quality assessment system.

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Embedded Instruction for Early Learning-California Project 

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Embedded Instruction for Early Learning-California Project 

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Read more about our Tools for Teachers professional development package, which has been shown to increase teachers’ confidence and competence with embedded instruction and promote positive outcomes for children.

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Everyday routines at home, in early education and care programs, and in the community offer thousands of opportunities to support children's early learning and brain development. They also provide natural opportunities for children to learn important skills. Research shows there are strategies adults can use to provide meaningful learning opportunities to children during their everyday routines.
Thinking Beyond Reading, Writing, and Arithmetic: 3R's of Early Learning: Relationships, Repetition, Routines
Many people consider early reading, writing, and arithmetic skills (the traditional 3 R's) to be the foundation for early learning because they are skills children need to be successful in school and beyond. Though these skills are important, research shows there are three important processes that shape children's brain development and early learning. We refer to these processes as the new 3 R's of Early Learning: Relationships, Repetition, and Routines. The new 3R's of Early Learning are important because they focus on how children learn rather than what they learn.

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Letter E - Everyday Learning Opportunities

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Everyday routines at home, in early education and care programs, and in the community offer thousands of opportunities to support children's early learning and brain development. They also provide natural opportunities for children to learn important skills. Research shows there are strategies adults can use to provide meaningful learning opportunities to children during their everyday routines.

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Use these resources to guide you in planning and leading focused conversations with families to help complete the Desired Results Developmental Profile. During the COVID-19 pandemic assessors may have fewer opportunities to directly observe children and will increasingly rely on information provided by families.

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Having conversations with families is an important part of completing the DRDP (2015) for all assessors, but it may be particularly important for practitioners such as home visitors who may not have frequent opportunities to observe the child participating in a variety of routines and activities. The resources on this page will assist you in planning and leading these kinds of focused conversations with families.

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Leading Focused Conversations with Families to Help Complete the DRDP (2015): A Guide for Home Visitors and Others

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Having conversations with families is an important part of completing the DRDP (2015) for all assessors, but it may be particularly important for practitioners such as home visitors who may not have frequent opportunities to observe the child participating in a variety of routines and activities.

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A to Z’s of Early Childhood: The Home Activity Matrix

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A to Z’s of Early Childhood: The Home Activity Matrix

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Use this tool to share information and plan ways to create opportunities for children to practice targeted skills during everyday routines and activities at home and in the community.

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This series shares the experiences of practitioners and families from across the 

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Preschool During the Pandemic: Early Childhood Education in Extraordinary Times

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Preschool During the Pandemic: Early Childhood Education in Extraordinary Times

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Preschool During the Pandemic: Early Childhood Education in Extraordinary Times

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This series shares the experiences of practitioners and families from across the country, illustrating how the fields of early education and early childhood special education are successfully supporting preschoolers and their families during the COVID-19 pandemic through the use of technology.

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The Impact of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices

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The Impact of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices

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Learn more about Embedded Instruction for Early Learning: Tools for Teachers!

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The Impact of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices: An Efficacy Trial of Tools for Teachers is a Goal 3 research project funded by the National Center for Special Education Research at the Institute of Education Sciences of the United States Department of Education. In this project, we will compare several approaches to professional development to determine which are efficacious for helping teachers implement embedded instruction practices with young children with disabilities.

This study will use a randomized controlled trial to compare the efficacy of two versions of the Embedded Instruction for Early Learning: Tools for Teachers (EIEL:TfT) professional development program- using on-site coaching versus web-based self coaching - to one another and a control group to determine the impacts on teacher practices and child outcomes. The study will involve 108 early childhood special education teachers randomly assigned to one of two EIEL:TfT conditions (on-site coaching or self-coaching) or a business-as-usual control group. Each teacher will have three target children in their classroom with a developmental delay or disability. Child, teacher, and classroom data will be collected in four waves throughout the implementation year; teacher and classroom data will be collected during the sustainability year. Data will be analyzed primarily with analyses of covariance to determine group differences in outcomes, with additional analyses used to examine mediation, moderation, and sustainability of instructional practices in the second year.

Embedded instruction involves intentional teaching of individual child learning goals within the context of routine classroom activities, routines, and transitions. Prior research has found evidence that this approach can be effective with young children with varying disabilities, but it is not always implemented with fidelity. The research team created the EIEL:TfT professional development program to support teachers in implementing embedded instruction with children. The professional development program involves a series of high-quality workshops and a variant of practice-based coaching (on-site or self-coaching). Practice-based coaching is a cyclical process between a teacher and coach (or self-coach) to support the use of effective teaching practices that lead to positive outcomes for children.

Learn more about embedded instruction or practice-based coaching.

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The Impact of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices: An Efficacy Trial of Tools for Teachers is a Goal 3 research project funded by the National Center for Special Education Research at the Institute of Education Sciences of the United States Department of Education.

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Using Embedded Instruction to SupportYoung Children’s Learning

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Using Embedded Instruction to SupportYoung Children’s Learning

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Effects of Professional Developmenton Preschool Teachers’ Use ofEmbedded Instruction Practices

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Effects of Professional Developmenton Preschool Teachers’ Use ofEmbedded Instruction Practices

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EI is an evidence-based multicomponent approach for

planning, implementing, and evaluating instruction for preschool children with disabilities.

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Essentials of Practice-Based CoachingSupporting Effective Practices in Early Childhood

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Essentials of Practice-Based CoachingSupporting Effective Practices in Early Childhood

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This book, created by the respected developers of the Practice-Based Coaching (PBC) framework—is the first to offer a comprehensive introduction to this popular coaching approach and practical guidance on how to implement it with fidelity. Ideal for use in professional development, this research‐to‐practice resource gives readers a complete guide to implementing its three key components: shared goals and action planning, focused observation, and reflection and feedback.

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Preschool Inclusion: Ensuring Equity for All Children

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Preschool Inclusion: Ensuring Equity for All Children

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The eDge: SPECIAL EDUCATION AND EQUITY

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The Role of DRDP in Embedded Instruction

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The Role of DRDP in Embedded Instruction

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Watch this video to hear how the DRDP can be used to support the what to teach and how to evaluate components of embedded instruction.

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The Role of the DRDP in Embedded Instruction2

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Using the DRDP Detailed Child Report for Instructional Planning

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Using the DRDP Detailed Child Report for Instructional Planning

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Teachers use the Detailed Child Report to implement short-term learning targets, track learning target progress, and to adjust learning targets as new targets are identified and implemented.