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Antecedent-Behavior-Consequence Log

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Spanish Directory for Developmental Milestones by CDC

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Spanish Directory for Developmental Milestones by CDC

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Stages of development in Spanish

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Centers for Disease Control and Prevention

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The Centers for Disease Control and Prevention's (CDC) National Center on Birth Defects and Developmental Disabilities (NCBDDD), in collaboration with a number of national partners, launched a public awareness campaign called "Learn the Signs. Act Early." The campaign aims to educate parents about childhood development, including early warning signs of autism and other developmental disorders, and encourages developmental screening and intervention.

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Childcare Provider Toolkit for Managing Challenging Behaviors

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Childcare Provider Toolkit for Managing Challenging Behaviors

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Excellent comprehensive guide containing lots of information about understanding and working with challenging behaviors, including visual supports, ABC's of behavior charts, etc.

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Early Childcare Provider's Guide to Managing Challenging Behaviors | Autism Speaks

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The purpose of this toolkit is to present ways for early childcare providers to better manage challenging behaviors in a childcare setting. It describes intervention strategies and positive behavioral supports to help class time go more smoothly. This toolkit also briefly describes Autism Spectrum Disorder (ASD), basic developmental milestones, and potential developmental red flags to monitor.

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Use this link to complete a request for Early Childhood Mental Health Consultation for your classroom

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PDF version of PPT showing Parts 1a and 2 of Training

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The Power of Partnership 2 Powerpoint Oct 7 2018 (2)

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PDF Version

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Chester County Infant/Toddler Early Intervention Information Sheet

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Chester County Infant/Toddler Early Intervention Information Sheet

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Information sheet for Infant Toddler EI team members to provide to Childcare - it outlines the support that document the EI supports and also the contact information for the interventionist(s) who are providing the supports.

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Child Care Collaboration - Information Sheet

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Chester County Infant/Toddler Child Care Questionnaire

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Chester County Infant/Toddler Child Care Questionnaire

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Questionnaire designed to gather input from the Childcare staff about their observations and concerns that can be used by the Infant Toddler Early Intervention team to develop outcomes and strategies

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Childcare Questionnaire - Electronic Form

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Pinterest page for various social stories images and ideas

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Indiana Institute on Disability and Community

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High School Students with Disabilities Achieve Better Outcomes in Inclusive Academic Settings
Indiana high school students with disabilities who spent 80% of their educational time in general education classrooms scored higher on state reading and math assessments and were better prepared for postsecondary education and employment opportunities than their peers in less inclusive settings, according to a new study by Indiana University researchers.

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Indiana Institute on Disability and Community

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High School Students with Disabilities Achieve Better Outcomes in Inclusive Academic Settings Indiana high school students with disabilities who spent 80% of their educational time in general education classrooms scored higher on state reading and math assessments and were better prepared for postsecondary education and employment opportunities than their peers in less inclusive settings, according to a new study by Indiana University researchers.

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American Academy of Pediatrics - Physical Development Tool

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American Academy of Pediatrics - Physical Development Tool

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Does My Child Have Physical Developmental Delays?

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​If you are unsure if your child is developing specific skills, use our tool to learn more about the signs of developmental delays in children ages 5 and under.

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Early Intervention Technical Assistance Portal

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Early Intervention Technical Assistance Portal

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Link to Resources for Center Based Programs including OCDEL Guidance on Developing Policies around Suspension/Expuision/Inclusion

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Supporting an Effective Workforce

This webpage describes what ECMHC is, who is eligible for this service, and how to apply for support. ECMHC project (external link)

Take a look at some of the ECMH articles included on the ECMHC webpage for practical strategies that your staff can put to use immediately

Teaching Social Skills

A short video highlighting ways that teachers can support children in learning how to use problem solving to deal with the upsets, conflicts and other social problems that may occur in a preschool classroom.Visit "Problem Solving in the Moment" to view this video. (external link)

While there be sure to check out:

Tips for Teachers (external link)

Short video presenting a four-step guide for teacher planning to teach behavior expectations in a preschool classroom. Visit "Stating Behavioral Expectations" to view this video. (external link)

While there be sure to check out:

Activities with Families. This will provide a resource with ideas for partnering with families

Using visual supports to create a classroom Problem Solving Kits is a way to teach children how to begin to solve problem skills. Each visual should be specifically taught during a large or small group time. Visit Head Start's Visual Support page to learn more. (external link)

while there be sure to check out:

Build Social Skills, Dragon Brain, Emotional Regulation, Friendship Kit, Problem Solving, and Voice Volume Charts.

Engaging Families

This article from NAEYC's Young Children journal describes what makes the difference when early childhood programs build successful, collaborative relationships with families. The article includes how Strengthening Families Illinois took steps to support staff's desire to change practices that may be subtle barriers to closer staff-family connections. Describing how Strengthening Families Illinois had made a difference, one program director said, "When a parent was chronically late, we used to look at our watches at pick-up time and complain to each other about how inconsiderate she was. Now, we say to each other, 'I wonder what's going on with her and how we could help.'" NAEYC article (external link)

While there be sure to check out:

"You're Welcome" Parent Leaders Speak Out on What it Takes to Promote Real Parent Engagement (external link)

Use this checklist as part of your program's comprehensive system for fostering family engagement. Complete it as a staff team exercise; ask each staff member to complete the form, and discuss the responses at a staff meeting. Revisit the checklist on a regular basis to check on your progress. Self-Assessment Checklist (external link)

While there be sure to check out:

Principles of Effective Practice (external link)

Nurturing Relationships/Supportive Environments

Short articles and handouts that address classroom specific problems and provide clear, easy solutions to try in your classroom. Topics include, but are not limited to: Building Positive Teacher Child Relationships, Expressing Warmth and Affection to Children, and Understanding Temperament in Infants and Toddlers. Check out the "What Works" page on the CSEFEL website to learn more. (external link)

While there be sure to check out:

Brief 24 Attachment: What Works?

Brief, 15-minute online professional development that uses videos and articles to support practitioner learning in building relationships. Topics include fostering connections, being aware of children's needs and creating a caring community. To view some of these videos and articles, go to this Teaching and Learning page. (external link)

Practice guides for classroom practitioners to self-assess and develop skills in topics such as early peer interaction. There are two resources that can be used with this: Peer Interaction PDF and Peer Interactions Videos. (external link)

Addressing Challenging Behaviors

For Trainers/Coaches

Coaching Kits guide coaches from assessment to strategies for teaching and providing feedback on various topics. Check out the Teaching Friendship Skills and Problem Solving kits. (opens in a new tab)

We are developing additional kits to support your work. Keep coming back to check for new coaching kits!

Social Emotional Resources for Families

Social Emotional Resources for
Home-based Programs

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This webpage describes what ECMHC is, who is eligible for this service, and how to apply for support.

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TACSEI - Technical Assistance Center for Social Emotional Intervention

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TACSEI - Technical Assistance Center for Social Emotional Intervention

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Backpack training series for professionals and families

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Backpack Connection Series from TACSEI | Center for Inclusive Childcare

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The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has developed a new Backpack Connection Series to help teachers and parents/caregivers work together to enhance young children's social emotional skills and reduce challenging behavior.

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CSEFEL Center for Social Emotional Foundations for Early Learning

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CSEFEL Center for Social Emotional Foundations for Early Learning

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Excellent source for training modules and resources

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The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. We have developed extensive, user-friendly training materials, videos, and print resources which are available directly from this website to help early care, health and education providers implement this model.

State Partnerships

Visit our states page to find more information about any of our state partners or new resources and information for all states.

State Partners: California, Colorado, Hawaii, Iowa, Maryland, Massachusetts, Nebraska, North Carolina, Tennessee, Vermont, and Wisconsin.

Stay Connected to CSEFEL: sign up for our electronic updates

Pyramid Model

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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Take the Self-Assessment for individualized tools and resources, including tips on developing policies around inclusion and prevention of expulsion

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Purpose of The Guide

Suspensions and expulsions of young children are not developmentally appropriate practices. Yet, recent data indicate that suspension and expulsion occur regularly in early childhood settings. These exclusionary practices, which disproportionately impact children of color, deprive children of valuable learning experiences and have a negative impact on children's development that extends into grade school and beyond. Eliminating all forms of exclusion is urgent and vital to preparing all children for success. The U.S. Department of Health and Human Services (HHS) and U.S. Department of Education (ED) have made this a key priority and issued a Joint Policy Statement on Expulsion and Suspension Policy in Early Childhood Settings. View the video below for an introduction to the issue and this guide.

The purpose of this guide is to provide relevant, specific recommended policies and practices that are actionable and address the underlying root causes and provide effective alternatives. The recommended policies and practices are based on the most important research for eliminating suspensions and expulsions in early childhood settings and were developed with guidance from a panel of national experts.

Using the interactive guide, program leaders can find resources on supporting social-emotional development, reducing challenging behavior, recognizing the role of cultural differences and implicit biases, and more.

The guide is intended for those most likely to make an impact and with a great need for resources: early education program leaders in center-based settings who implement policies and procedures and promote practices; however, anyone seeking to learn more about strategies for eliminating suspension and expulsion in early childhood settings can benefit from using the guide.

Get Started

Roadmap to Navigating the Guide

What recommended policies and practices are most important for you and your program? To help you prioritize, take the optional self-assessment that will provide you with a tailored roadmap to navigating the guide.

Start the Self-Assessment

The Introduction describes the contents of the guide and provides tips for how to get the most out of the guide. The guide can be read from start to finish, or the individual recommended policies and practices can stand alone. We recognize that implementing all recommended policies and practices may be overwhelming and that programmatic changes often need to occur in stages.

To help you prioritize what recommended policies and practices are most necessary and timely to implement in your program, we have developed a self-assessment. The self-assessment is an optional tool that includes a brief questionnaire to help you reflect on your program's policies, practices, and needs. The results of the self-assessment will help you reflect on your strengths and needs and provide you a roadmap to navigating the guide.

Citation

Suggested citation for this guide:

Schachner, A., Belodoff, K., Chen, W-B., Kutaka, T., Fikes, A., Ensign, K., Chow, K., Nguyen, J., & Hardy, J. (2016). Preventing Suspensions and Expulsions in Early Childhood Settings: An Administrator's Guide to Supporting All Children's Success. SRI International: Menlo Park, CA. Accessed from http://preventexpulsion.org

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Preventing Suspensions and Expulsions in Early Childhood Settings | An Administrator's Guide to Supporting All Children's Success

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Suspensions and expulsions of young children are not developmentally appropriate practices. Yet, recent data indicate that suspension and expulsion occur regularly in early childhood settings. These exclusionary practices, which disproportionately impact children of color, deprive children of valuable learning experiences and have a negative impact on children's development that extends into grade school and beyond.

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Understood.org typical development during the first 5 years

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Skill development during the first five years of your child's life moves fast. The brain grows rapidly in babies, toddlers and preschoolers. Language blooms, thinking becomes more developed, and social and emotional skills allow more interaction with other people. Explore the information below for details on how skills develop during these early years.

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National Center for Pyramid Model Implementation

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National Center for Pyramid Model Implementation

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Key site for the Pyramid Models of support -online modules and resources on Social Emotional Development

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National Center for Pyramid Model Innovations NCPMI

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The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the social, emotional, and behavioral outcomes of young children birth to five, reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion.

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How to Make Waiting Fun video and article

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At the supermarket, a restaurant, the doctor's office, or in traffic, it seems we spend much of our time waiting. In fact, many estimates indicate that people spend 2-3 years of their life waiting in lines. That time can feel frustratingly long and boring when you're by yourself, but with children in tow, it can feel endless. There's nothing like a long wait to bring out a child's least pleasing behavior. And in those moments, most of us parents have our hands full doing whatever it takes to tame a tantrum or prevent a Level 5 meltdown. Never fear, with a bit of forethought and preparation, waiting times with children can be transformed from moments of stress into moments of learning and laughter.

Tips for Using Waiting Time for Learning and Fun
Adjust everyone's expectation, adults and children alike:

A trip to the grocery store with a young child is going to take longer than one on your own. You're less likely to have a long, adult conversation at a restaurant with a toddler. Accepting these realities ahead of time helps you be more tolerant and flexible during the experience. Because young children's concept of time and their abilities to control their emotions aren't fully developed, there are going to be times their feelings simply overwhelm them. But, that doesn't mean they have to overwhelm you. If you use these moments to help children build skills, then you will have fewer challenges in the future.

Helping children manage their expectations is an effective meltdown avoidance technique as well as an important lifelong skill. The drive to the store is an opportune time to discuss expectations and ground rules. Saying things like, "I am not going to buy anything in the store today that is not on my list," or, "I will buy you one snack: an apple or carrots. Which one would you like?" before you enter the store will limit (not necessarily eliminate) the amount of last-minute requests you have to handle in the checkout lane.

Teach children how to be patient. Knowing how to delay gratification and build self-control are essential life skills that will help your child build patience and successfully navigate many life events. Even though we don't relish it, being able to wait is an important ability and one you should both model for and promote in your child. One simple way to do this is keep a clipboard, paper, and pencil (colored pencils are even better) on hand. Hand it to your children when you go in any type of store and they can write or draw the things they see that they want. Creating a list satisfies their immediate desire for something as well as allows them to practice planning and thinking ahead. Instead of a tantrum in the checkout aisle, they can share their lists with you.

Don't rely on technology. More often than not, adults are handing their tablets and cell phones to young children to keep them entertained during waiting times. While this can be helpful in the moment, it may backfire in the long run. First, experts strongly advise against children under age 2 using devices with screens since there is some evidence it adversely impacts development and no evidence that it advances development. Second, children who are constantly entertained by technology are missing out on opportunities to learn how to entertain themselves, develop communication skills, build sustained focus, and expand their interests. There are much more fruitful ways to spend these waiting moments instead.

Be prepared with waiting activities. One of the best strategies is to have a bag of safe, age-appropriate toys for waiting occasions. You should only allow the bag (and its contents) to be used during waiting times so it feels exciting and special. There is no need to spend a lot on bag items: pipe cleaners, decks of cards, toys that come as prizes with other purchases, uniquely colored crayons and paper, bubbles, play dough, or even mismatched toy pieces (e.g. half of an action figure duo) do the trick. Soon, children will look forward to waiting.

Consider waiting time as a time of learning and fun. In addition to dreading waiting in lines, parents are often collectively bemoaning the lack of quality time they have with their children. At Bright Horizons, we call these prime times: routine experiences that offer unexpected, but meaningful opportunities for relationship building and learning. So, why not turn line time into fun and games (with a little learning thrown in)? If you are prepared, you can magically make waiting time much easier for most of the time.

Games and Activities to Teach Kids to Be Patience while Waiting

Next time you're stuck waiting in line or at the doctor's office, try these activities for a fun & educational way to pass the time:

Infant Waiting Activities. Waiting is not a skill infants can do well or should even be expected to do well. For times you can't avoid waiting with an infant, it's great to have some ideas.

Sensory items are often captivating: a sampler of textured materials (cut up or purchase fabric swatches and put them on a book ring), bubbles, or board books with different textures inside.

Learn a few simple interactive songs such as The Itsy-Bitsy Spider or 5 Little Monkeys. The more animated and interactive you are, the more engaged they will be.

Consider bringing a puppet with you for long waits. A funny character or animal and silly voice can capture a young child's attention.

Toddler Waiting Activities. It's unreasonable to expect toddlers to wait long periods of time or have consistent behavior. One day they may play quietly while waiting, the next day a two minute wait will seem like two hours. Plan to be actively engaged with them during waiting times and use their natural curiosity to help.

Go on a color or shape hunt; you can do this while seated or walking around. See how many purple items you can find in one minute or try to spot ten circles together.

Work on coordination and have a few laughs playing "Simon (or mommy) Says" or come up with silly combinations such as "touch your nose to your elbow" or "touch your toes to your arm".

Toddlers are actively developing social and emotional skills. Build on that by introducing feelings words and making different faces to match those words. Giggles will ensue as you show each other your best sad, happy, frustrated, surprised, or excited face.

Play a version of hide-n-seek. Find a small item, even a coin will do. Hide it in your hands, under napkins or cups, and have your child guess where it is hiding. You can also create hide-n-seek bottles using an old water bottle and filling it with rice and a few small items. Seal the lid with hot glue and your child can find the items amidst the rice.

Preschool Waiting Activities. Preschool aged children can participate in more complex and cognitive activities while waiting, beyond the standard children's menu and crayons given out at most restaurants.

Play guessing games. "Twenty Questions" or "I Spy" can entertain for a long time. Both games help children develop and practice thinking and reasoning skills.

Go on an alphabet hunt. Try to find all of the letters in the alphabet in the room, on a menu, on signs, wherever. Do this together or have a competition.

Play favorites. Take turns naming categories like snacks, beverages, playground equipment, books, ice cream flavors, etc. and share your favorites. You can also ask each other questions like, "If you had to pick between chocolate and vanilla, which ice cream flavor would you pick?" Get creative and silly with your questions, such as, "If you had to turn into a farm animal, which animal would you be?"

Explore categories further by choosing one and listing all the ideas you can think of together that fit; categories like girl's or boy's names, fruits, or animals work well.

Practice physical development by pretending you are mirror images of each other. One person does the movement and the other person has to quickly imitate it. You can do this standing up or with smaller hand and face movements if you're seated.

School-age Waiting Activities. Older children have often developed their own strategies for dealing with waiting time, but too often it is through the use of electronics. Offer them a more meaningful alternative by engaging in a fun and educational activity together.

Build their creativity and storytelling skills. Choose a person nearby or a photo of a person on a sign or in a magazine and create a story about them. Why is he there? What did he have for breakfast? Does he have pets? Where is he from? What is his biggest fear? His hobby? His job?

If magazines are nearby, go through them and look at the advertisements. Cover up the brand or item name and try to guess what the ad is selling. You can do this with commercials too. The activity helps children think critically and become less susceptible to marketing.

If you're in a store, use what's around you. Challenge children to find items for certain prices or teach them how to read labels and challenge them to find items with certain ingredients. (Teaching label reading and assessment is a great skill for nutrition as well.)

Build your memory. Start with, "I went to the grocery store and bought..." or, "I went camping and brought..." Then take turns adding items. For younger children, add items alphabetically to support retention and memory. For example, your child says they bought apples, then you say you bought apples and bananas. Then your child says, they bought apples, bananas, coffee, and so on.

Build vocabulary by finding unknown words or big words in magazines. Use context clues to guess what the words mean. Make up off-the-wall definitions too. Make sure you follow up with finding out what they mean (this is a good time to use technology - as a tool versus entertainment). Then challenge each other to use the word in sentences throughout the day.

With a new perspective on waiting time and some pre-planning, you can turn a twenty minute wait at any doctor's office or restaurant into a fun experience with plenty of activities to try with your kids.
More on This Topic

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How to Teach Children Patience: Make Waiting Fun & Educational

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At the supermarket, a restaurant, the doctor's office, or in traffic, it seems we spend much of our time waiting. In fact, many estimates indicate that people spend 2-3 years of their life waiting in lines. That time can feel frustratingly long and boring when you're by yourself, but with children in tow, it can feel endless.

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Series on Social and Communication milestones by 16 months

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Series on Social and Communication milestones by 16 months

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First Words Project 16 x 16 series

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Key social communication milestones develop between 9 and 16 months and they provide the foundation needed to launch language and learning:

use eye gaze and facial expression to share emotion-both enjoyment/interest and frustration/distress

use eye gaze and communication to share attention, interests, and ideas

communicate at an increasing rate with gestures, sounds, and a few words sprinkled here and there

use a variety of actions with objects in play and other everyday activities

understand the meaning of spoken words

If these early social communication milestones are not solidly in place, it is likely that a child will be delayed in learning to talk. It is important to keep in mind that delays in these social communication milestones may indicate risk for developmental delays, including autism. By detecting small gaps in early social communication skills, you can get extra help to support your child's development before significant delays are evident.

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Key social communication milestones develop between 9 and 16 months and they provide the foundation needed to launch language and learning: use eye gaze and facial expression to share emotion-both enjoyment/interest and frustration/distress use eye gaze and communication to share attention, interests, and ideas communicate at an increasing rate with

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Developmental Growth Charts and Milestones

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Developmental Growth Charts and Milestones

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Stages of development by First Words Projects

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Catching communication and language delays early can prevent potential problems later with behavior, learning, reading, and social interaction.

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Tips For Families

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"Behind every child's behavior is a feeling" from the Too Small to Fail website

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The behaviors babies and toddlers use to communicate with their parents and caregivers depend a lot on their age and development. Very young babies cry when they're hungry, uncomfortable, or tired. As they get older, they learn to communicate using words, facial expressions, and gestures, too. By observing their children closely, and with a little practice, parents and caregivers can learn to translate the behavior they see-throwing food off a high-chair, for example, or having a tantrum when dropped off at child care. The effort to understand the feelings behind a child's behavior can bring a parent and child closer, and help that parent teach their child the social-emotional skills they will need to learn and grow.

But how do you know if a baby is crying at night because they're hungry or scared? And how do you learn to tell if a toddler is having a tantrum in the store because they want a toy, or are tired?

Be a "feelings detective"

Parents and caregivers can learn a lot about their child by watching them from birth. What makes them anxious? How often do they get hungry? Are they fussier when they're tired? It helps to learn your child's patterns, and to imagine what they might be feeling. In a challenging situation, you might try asking yourself, "What else could be going on here?" This can help you respond calmly and consistently to their needs.

Be kind to yourself

It's easier to be loving and patient when a child is smiling and playing than when they're crying or being demanding. But difficult behaviors are a typical part of early childhood, and it's natural for parents to have all kinds of feelings about these challenges. Respect your feelings, make sure your child is safe, and let yourself take a break if you need to regain your cool. When you can calm yourself during challenging times, you're letting your baby know they can rely on you to help them manage their own emotions.

Build a toolbox together

As your child develops, you can teach them to recognize their feelings by naming them, such as "It's frustrating when you can't get what you want", or "It can get so boring when you have to wait". You can also help them identify simple choices they can make to feel better, such as "Let's wait our turn by playing with these blocks instead", or "Let's sing a song while we wait". Offering alternatives helps them learn to express themselves in better ways that will serve them throughout life.

Learning about your child's development

Here are some basic age-appropriate ways that you can support your child's feelings:

Birth to 9 months old

Talk, read, and sing to your baby. By holding, cuddling, singing and talking to your baby every day during daily routines, you provide the nurturing their growing brains need. And your baby needs your loving touch and soothing words just as much when they're fussy to help them feel special. A bonus is that these bonding moments help you feel better, too.

Help your child transition to a new caregiver. A favorite toy, stuffed animal or blanket can help comfort your baby in unfamiliar situations. Also, be aware of your own response to a new caregiver when your baby is present; your baby can notice concern in your facial expressions and body language even when they are very young.

9 months to 18 months old

Be an emotional role model. Even at a young age, your baby learns by watching you. Taking a deep breath during stressful situations, expressing joy when you're happy, and letting your child know that you love them helps them learn how to behave with others.

Be aware of developmental stages. Though your baby is becoming a toddler, they're still not capable of doing things that older children can do, like sharing toys or playing one-on- one with other children. The more you know about what your child is capable of at a certain age, the more prepared you'll be for the times when they need a little more help to get along with others.

18 months to 24 months

Talk about feelings. As your child learns new words, ask your child to think about how they're feeling, and offer words to help them express difficult emotions.

Help your child develop appropriate responses. Young toddlers need guidance to understand the appropriate ways to behave when they're angry, disappointed or frustrated. You can help them by hugging them, telling a story, singing a song, or giving them a favorite toy or blanket so they can self-soothe.

24 months to 36 months

Offer choices. Older toddlers typically want to feel some control over their environment. Let them decide how they will accomplish tasks, or offer simple "either/or" choices. Simple choices can reduce conflicts and help your child learn to communicate their needs and wants using words.

Praise good behavior. Be specific about what they did right, and how that made you feel.

Want to learn more about the feelings behind your child's behaviors? Check out our video "Small Children Have Big Feelings."

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Talking Is Teaching - Behind Every Child Behavior, There is a Feeling

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When your child throws food off of a high-chair or has a tantrum in the grocery store, it might seem like they're trying to get a rise out of you. But behind your child's behavior is a feeling they're experiencing, too. Learn how to understand and support your child's feelings.

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Recommended Practices

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Learning Environments and Universal Design

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Learning Environments and Universal Design

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Indoors, Outdoors, Materials, and Schedules/Routines

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Learning Environments: An Introduction | VLS

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Research tells us preschool-age children learn best in environments where they can have secure relationships with caring and responsive adults, where they feel safe and where they feel free to explore and learn. A well-arranged environment can help you meet preschool-age children's needs during play and routines.

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4 Ways to Increase Engagement During Circle Time

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4 Ways to Increase Engagement During Circle Time

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Visual Schedule and Center Labels for PreK Classroom

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9 Tips & Tools To Plan A Daily Preschool Schedule

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9 Tips & Tools To Plan A Daily Preschool Schedule

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https://www.preschool-plan-it.com/preschool-schedule.html

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Planning a daily preschool schedule is important and there is more to it than listing Circle Time, Activity Times, Snack Time, etc.

You need to consider many other areas such as transition times and balancing passive/active activities.

If you don't consider them, you'll spend your days (and year!) wondering why you are always running behind or why the children are not in the groove of school (aka behavior problems).

Let's look at the 9 tips you need to know!

1. You need to have a plan!

Having a daily preschool schedule is important. The predictability of knowing what comes next helps preschoolers to feel secure which leads to them feeling comfortable to engage and participate in activities throughout the day.

Preschoolers tell time differently than we do. They "tell time" by knowing what comes next. We are asked daily "When do we have snack? When do we go outside? For some children, the preoccupation with the question "When is Mommy coming?" limits the child's ability to participate.

The daily preschool schedule helps children to predict their day and therefore participate more as well as reduce separation anxiety:

We are washing our hands, so we are going to have snack.
We always go outside after snack.
When we come in, we read a story and then Mommy comes.

Another purpose for having a schedule is to help you to intentionally balance active/passive activities and teacher vs child led activities.

This helps to keep the children from "zoning out", getting bored or conversely, becoming overstimulated by too little direction.

Yes, your daily preschool schedule IS a fine balance, and one you will need to observe, assess and make changes to as needed throughout the year.

Set up your preschool schedule so it is balanced and then review it throughout the year and make changes as necessary.

2. Plan for Transitions!

Let's look at a sample portion of a preschool schedule for the morning portion of the day:

9:15-9:30 Circle Time

9:30-10:30 Center Time

10:30-10:50 Snack Time

10:50-11:20 Outside Play

11:20-11:30 Story Time

1130 Dismissal

Looks great right? But, there's a problem!

You haven't allowed time for clean up after center time, handwashing before snack or putting on jackets before going outside.

Inevitably, this will result in outside time being shortened from 30 min to 10 min or removed all together and just doing a teacher-led active game or a round of the Hokey Pokey as you play catchup.

The truth is, whether you plan for them or not, transitions are part of your day.

If you plan on snack being 15 minutes and it takes 8-10 minutes for all of your children to wash their hands, does that mean snack time is really only 5 minutes long? No, of course not, but what it usually means is that your activity after snack time (usually outside time) will be cut short because you didn't plan on hand-washing!

This has a ripple effect.

Your children will be frustrated.
If you are only able to stay outside for 10 minutes instead of 30, the children are not getting the time they need to exercise. They are also not getting the amount of time it takes to really get involved in group play with peers.
They may just be deciding they want to play tag and you're giving the cue that it's time to come inside.
They cannot "tell" time, but they can "feel" it!

You will be running late for the rest of the day.
For a half day program, it means shortened outside time and possibly cutting out Story Time.

For full day programs it means eating lunch late, therefore taking naps or rest late and needed to extend that time for the sleepers in your group, meaning late afternoon snack, late getting outside, late for activities in the afternoon. It's frustrating for everyone!

Moral: Plan for transitions! They happen whether you put them on the schedule or not! If you plan for transitions within your posted schedule, your day will run smoother, the children will not be frustrated with shortened activity times and you will no longer be running late at dismissal time!

In addition to helping children feel confident in their environment and knowing generally what will happen each day, having a daily schedule that is well-balanced will prevent many behavior problems in your program.

Click here for more information on Transitions as well as a free download with tons of transition ideas!

3. Consider Audio and Visual Cues to Transitions

How will you let your children know about the change from one scheduled activity to the next? Ideally, you want as few transitions as possible. You also want the transitions to be as natural as possible.

Audio Cues
One of our classroom jobs was "Bell Ringer". One of the teachers would give a 5 minute warning to the group that Center Time was almost over. When it was time, the Bell Ringer would ring a small hand bell and say "Clean Up Time!" and lead the group in a clean-up time song. It was THE most popular Job Helper position. And all the children responded well to clean up time because they all loved the job and knew what it meant!
Visual Cues
You can also have visual cues for those who need to see what will happen throughout the morning. Consider making picture schedule cards to either tape directly onto the wall or in a pocket chart.

Let's now set up your schedule. Get some lined paper, a pencil and let's go! The next 6 items are how-to tips!

4. List Preschool Schedule Non-Negotiables

List all of your daily "non-negotiable" times. These are times during your day that you can NOT change. It might be lunch (because it is delivered to your classroom at a set time) or scheduled times such as Outside Time for your classroom or Gym Time, etc.

5. List Your Activities by Name and Desired Time

List your activities by name and desired length of time you need for each.

Examples might be:

Circle Time: 20 minutes

Story Time: 15 minutes

6. Label Those Activities by Type

Next to each of the activities you want to do during your day, list the type of activity:

Is it Active or Passive?

Teacher Led or Child Led?

Remember #2 above: You need to have a balance. You do not want all passive, teacher-led activities to happen back to back.

7. List Transitions

Referring back to #3 above, transitions will happen whether you plan for them or not! So plan for them!

Plan the time the children will need to clean up from centers, wash hands, put on jackets, etc.

8. Map It Out!

Now that you have all your activities in writing, map them out into your time slots.

You might want to have a Circle Time and a Story Time in your day. You should have them both listed in the steps above. Now, knowing that both of these activities are passive, you should break them up rather than have Circle Time followed by Story Time. Perhaps you will have Story Time after Snack or after Outside Time.

Consider the balance of active/passive when mapping as well as including the transitions you listed.

9. Observe, Assess and Make Changes!

A schedule is NEVER set in stone! You may need to tweek it throughout the year!

When you notice behavior issues in your classroom, take notes to detect patterns. Many times it is due to the schedule needing a change.

Most of your children want to use the same 2 centers every day and seem to fight constantly about who will be in that center. Your other interest centers are avoided or neglected.

A. You may not enough of a variety of interesting materials or activities in the neglected interest centers.

B. You might have too much unguided time for the children during center time. This might be a good place to add a small group activity (a science activity or cooking activity in groups of 4-6 while the rest of the children explore the interest centers).

You've lost interest of 3 or more of your children during Circle Time! There could be many reasons for this. You can read more in my 6 Dos and Don'ts of Circle Time article.

Your children don't eat at snack time.......they play with their food and toss the pieces of cheese at each other calling them spiders!

A. The children have not had enough time during the day to interact freely with each (most of your schedule prior to snack time has been teacher-led, passive activities). You will need to look at the balance of those activities and have more interactive time for the children.

B. They are NOT hungry at snack time. Again, look at your schedule for the hours leading up to snack time. Have the children mainly been involved in teacher-led, passive activities? Has there been any type of gross motor or active part of the day (music/movement, interest center time, etc.)? Adjust your morning so they are more active.

C. They are not hungry because snack time is too early! When do most of your children arrive? Is it at 9:00 and you are having snack time at 10:00? It is possible that most of your children just ate breakfast at 8:20-8:30. They are simply not hungry by 10:00!

D. One more scenario-if the children seem to argue a lot by 10:30, or children are having meltdowns by 10:30, and 10:30 is your snack time, it may be too late! Try moving your snack time to 10:00!

3 Tools for Planning Your Preschool Schedule

1. Free Worksheet
I have put these tips into a worksheet for you to use! I've taken a hypothetical schedule idea and used the 9 tips above to show you how to put a schedule together. It includes blank forms for you to print and use to develop your own preschool schedule.
2. Visual Schedule Cards

I have created a set of schedule cards for you to use in your classroom. It includes 21 traditional times of day with pictures as well as a few blank ones for you to laminate and write in your own unique activities.

Click here to see my Preschool Schedule Cards Resource 3. Schedule Diplay Options
I've seen teachers use a clothes pin with this. They move the clothespin down the list as they go from one activity to the next. This allowed visual learners to come over to this chart anytime during the day and see "what time it is"!

Preschool Schedule Summary

When planning your daily preschool schedule, follow the 9 tips!

1. Be sure to have a written preschool schedule to post!

2. Think about (and try to reduce) transitions throughout your day.

3. Decide on audio and visual cues for transition times.

4. Plan around your non-negotiable time slots.

5. Add in the daily activities you want to have

6. Label the activities by types (active/passive; teacher/child led)

7. List the transitions you've determined will happen (based on #2).

8. Map It Out--Move your routines around to ensure passive/active balance.

9. Observe, assess and make changes as necessary.
Go to Preschool Plan It's Home Page
Other Pages You Might Be Interested In:

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9 Tips & Tools To Plan A Daily Preschool Schedule

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Planning a daily preschool schedule is important and there is more to it than listing Circle Time, Activity Times, Snack Time, etc. You need to consider many other areas such as transition times and balancing passive/active activities. If you don't consider them, you'll spend your days (and year!)

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Physical Environment for Developmentally Appropriate Practices

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Physical Environment for DAP : Making Access Happen

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This section presents information on how to make decisions for setting up learning environments and choosing developmentally appropriate toys and materials for young children to support their development and learning. In addition, the principles of Universal Design for Learning (UDL),a framework for creating curriculum and environments that meets the needs of all learners, is reviewed.

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EARLY LEARNING STANDARDS

Pennsylvania's Learning Standards for Early Childhood are research-based according to age and development, and form the foundation for curriculum, assessment, instruction and intervention within early care and education programs.

2014 INFANT, TODDLER AND PRE-KINDERGARTEN LEARNING STANDARDS FOR EARLY CHILDHOOD

Pennsylvania's Learning Standards for Early Childhood were developed in 2004 through cross-sector collaboration from the departments of Health, Education and Public Welfare (now Human Services), and representatives from child care, early intervention, school districts, Head Start, higher education, family support programs and researchers.

The standards delineate benchmarks along the birth to grade 2 continuum to promote readiness and early school success and are aligned with standards that span to the 12 th-grade. Pennsylvania's standards are research-based according to age and development and form the foundation for curriculum, assessment, instruction and intervention within early care and education programs. They also comprise the primary device for ensuring high quality, consistent childcare across geographies and programs. Pennsylvania was one of the first states in the country to develop and align early learning standards to grade three academic standards.

In 2010 Pennsylvania began integrating its early learning standards into the Standards Aligned System (SAS), the K-12 online resource portal designed to provide educators with a framework and integrated tools to enhance their teaching effectiveness. Pennsylvania's Infant, Toddler and Pre-Kindergarten Learning Standards for Early Childhood were revised in 2014. Pennsylvania Kindergarten, Grades 1 and 2 Learning Standards for Early Childhood were revised in 2016.

Highlights to the 2016 Kindergarten, Grade 1 and 2 revisions include:

Incorporation of the Pennsylvania Core Standards in English Language Arts and Mathematics;

Early Learning Partnerships Standards are a result of a crosswalk of the Head Start Parent, Family and Community Engagement Framework, PTA National Standards for Family-School Partnerships® and the Strengthening Families Protective Factors Framework™;

Addition of Science, Technology, Engineering and Math (STEM) Supportive Practices (strategies used by adults to foster opportunities for student skill development); and

Updated 21st century skills in the key learning areas of Approaches to Learning through Play and Social and Emotional Development.

For more information, please contact Maryanne Olley at molley@pa.gov or 717.214.8434.

Important information for programs using a homegrown curriculum: Programs using a homegrown curriculum need to submit an alignment to the 2014 Learning Standards for Early Childhood based on the ages served (Infant/Toddler, Pre-Kindergarten or both). Infant/Toddler (MS Word) and Pre-Kindergarten (MS Word) templates are available for this purpose. Each template contains the Standard Areas, Standards and Concepts and Competencies written out by domain on the left side of the template. Programs need to supply evidence of alignment in the right hand column of the document. A curriculum is considered meeting the alignment threshold when 75% of the domain (s) is aligned to the standards. Submissions can be for comprehensive coverage of all key learning areas or focus on a single domain.

All alignment submissions and questions should be directed to Maryanne Olley at (717) 214-8434 or molley@pa.gov.

Curriculum & Assessment

Pennsylvania Family Engagement Crosswalk

The Pennsylvania Family Engagement Crosswalk (PDF) was developed to demonstrate the similarities and continuity between four different professional resources: the Pennsylvania Early Learning Standards, the Head Start Family Engagement Outcomes Framework, the Strengthening Families Protective Factors Framework, and the PTA National Standards for Family-School Partnerships.

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Pennsylvania's Learning Standards for Early Childhood are research-based according to age and development, and form the foundation for curriculum, assessment, instruction and intervention within early care and education programs. 2014 INFANT, TODDLER AND PRE-KINDERGARTEN LEARNING STANDARDS FOR EARLY CHILDHOOD 2014 Infant/Toddler Standards (English) (PDF) 2014 Infant/Toddler Standards (Spanish) (PDF) 2014 Pre-Kindergarten Standards (English)

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Early Childhood Mental Health

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Early Childhood Mental Health (ECMH) Consultation is a child-specific consultation service to STARS programs for support with children ages six weeks to five years. The service seeks to reduce the number of children expelled from ECE due to behavior issues; increase the understanding of social and emotional development and its impact on educational success; and link providers and families to resources.

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5 Steps for Brain-Building Serve and Return

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5 Steps for Brain-Building Serve and Return

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https://developingchild.harvard.edu

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Center on the Developing Child at Harvard University

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There is large amount of evidence from developmental psychology about the importance of contingent, reciprocal interaction ("serve and return") for many aspects of early childhood development (see Working Paper 1). But how do we know it actually "builds brains"? An increasing number of more recent studies, utilizing brain imaging and other new technologies, now document the impact of nurturing, supportive interaction and "sensitive caregiving" on both brain function and structure. A sampling of these studies are cited below.

"Neuroimaging revealed a neural mechanism by which language experience may influence brain development; namely, children who experienced more conversational turns exhibited greater activation in left inferior frontal regions (Broca's area) during language processing, which explained nearly half the relationship between children's language exposure and verbal abilities."

Romeo, R.R., Leonard, J.A., Robinson, S.T. et al. (2018). Beyond the 30-million-word gap: Children's conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700-710.

"Sensitive parental care, characterized by prompt and adequate response to the child's signals and needs, predicts a more secure attachment relationship, higher levels of cognitive competence, and fewer psychological problems."

"Parental sensitivity in early childhood was positively associated with markers of more optimal brain development at age 8 years, including a larger total brain volume, larger gray matter volume, and thicker cortices in the precentral, postcentral, caudal middle frontal, and rostral middle frontal gyrus."

Kok, R., Thijssen, S., Bakermans-Kranenburg, M. et al. (2015). Normal variation in early parental sensitivity predicts child structural brain development. Journal of the American Academy of Child and Adolescent Psychiatry, 54(10), 824-831.

"Variations in typical mother-infant interactions are associated with differences in infant brain volumes. Specifically, we found that lower maternal sensitivity was correlated with smaller subcortical grey matter volumes"

Sethna, V., Pote, I., Wang, S. et al. (2017). Mother-infant interactions and regional brain volumes in infancy: An MRI study, Brain Structure and Function, 222, 2379-2388.

"After considering age at imaging, household income and postnatal maternal anxiety, regression analyses demonstrated significant indirect associations between maternal sensitivity and bilateral hippocampal volume at six months. ... Moreover, functional analyses revealed direct associations between maternal sensitivity and connectivity between the hippocampus and areas important for emotional regulation and socio-emotional functioning."

Rifkin-Graboi, A., Kong, L., Sim, L.W. et al. (2015). Maternal sensitivity, infant limbic structure volume and functional connectivity: A preliminary study. Translational Psychiatry, 5, e668.

"Parent-child synchrony provides the first experience of nonverbal resonance where the mother adapts her gaze, affective expression, vocal quality, and movements to the infant's earliest signals to create a shared dialog. Synchrony supports the development of abilities that sustain social engagement, including symbol formation, moral understanding, emotion regulation, and frustration tolerance and provides a template for biological synchrony; during synchronous moments parent and child coordinate their heart rhythms, neural response, and oxytocin release, hence, synchrony is a mechanism by which the parent's mature physiological systems externally-regulate the child environment-dependent systems and tune them to social life. Here, we show that synchrony longitudinally shapes the neural basis of empathy in preadolescence and specifically targets brain areas that underpin the interface of cognitive and affective empathy."

Levy, J., Goldstein, A. & Feldman, R. (2019). The neural development of empathy is sensitive to caregiving and early trauma. Nature Communications, 10, 1905.

"7-mo-old infants activate auditory and motor brain areas similarly for native and nonnative sounds; by 11-12 mo, greater activation in auditory brain areas occurs for native sounds, whereas greater activation in motor brain areas occurs for nonnative sounds, matching the adult pattern. We posit that hearing speech invokes an Analysis by Synthesis process: auditory analysis of speech is coupled with synthesis that predicts the motor plans necessary to produce it. Both brain systems contribute to the developmental transition in infant speech perception."

Kuhl, P.K., Ramírez, R.R., Bosseler, A., Lin, J.L. & Imada, T. (2014). Infants' brain responses to speech suggest analysis by synthesis. Proceedings of the National Academy of Sciences. 111(31) 11238-11245.

"The quality of the interactions between parents and their children, measured with gesture and speech, is associated with advanced language development ... Infants' language learning is enhanced in one-on-one social contexts, perhaps because these contexts allow more contingent social interaction between adult and child. ... Evidence is accumulating to indicate a greater role for social interaction and social contingency in language learning. A large number of studies now suggest an important role for social behavior in language learning, among them: (1) the necessity of a social context for phonetic learning from exposure to a new language (Conboy & Kuhl, 2011; Kuhl et al., 2003); (2) the role of contingent response to infants' babbling... (Goldstein et al., 2003; Goldstein & Schwade, 2008), (3) the role of social behavior (eye gaze) as a tactic that provides vital information for language learning in infants (Brooks & Meltzoff, 2008). ... These findings contribute to our understanding of the social foundations of language, as observed in both typically developing and developmentally challenged young children, suggesting that language acquisition fundamentally requires social interaction to instigate learning (Kuhl, 2007; Kuhl, 2011; Kuhl, Coffey-Corina, Padden, Munson, Estes, & Dawson, 2013)."

Ramírez-Esparza, N., García-Sierra, A. & Kuhl, P.K. (2014). Look who's talking: Speech style and social context in language input to infants is linked to concurrent and future speech development. In press: Developmental Science, 17(6), 880-91.

"Our findings, derived from the moment-to-moment tracking of eye gaze of one-year-olds and their parents as they actively played with toys, provide evidence for an alternative pathway, through the coordination of hands and eyes in goal-directed action. In goal-directed actions, the hands and eyes of the actor are tightly coordinated both temporally and spatially, and thus, in contexts including manual engagement with objects, hand movements and eye movements provide redundant information about where the eyes are looking. Our findings show that one-year-olds rarely look to the parent's face and eyes in these contexts but rather infants and parents coordinate looking behavior without gaze following by attending to objects held by the self or the social partner. This pathway, through eye-hand coupling, leads to coordinated joint switches in visual attention and to an overall high rate of looking at the same object at the same time, and may be the dominant pathway through which physically active toddlers align their looking behavior with a social partner."

Yu, C. & Smith, L.B. (2013). Joint attention without gaze following: Human infants and their parents coordinate visual attention to objects through eye-hand coordination. PLoS One, 8(11), e79659.

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5 Steps for Brain-Building Serve and Return - Center on the Developing Child at Harvard University

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Child-adult relationships that are responsive and attentive-with lots of back and forth interactions-build a strong foundation in a child's brain for all future learning and development. This is called "serve and return," and it takes two to play! Follow these 5 steps to practice serve and return with your child.

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RESOURCES FOR FAMILIES

PUBLICATIONS/DOCUMENTS

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Here you’ll find activities that are perfect for each age of early childhood, or browse below for activities that are great for any age

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Here you'll find activities that are perfect for each age of early childhood. From the baby years on into the beginnings of grade school. Gross motor activities, fine motor activities, and lots of learning activities!

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Welcoming a Child with a Disability

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Adapted from The Essentials: Supporting Young Children with Disabilities in the Classroom, by Pamela Brillante. Copyright © 2017 by the National Association for the Education of Young Children.

When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges. For some children, this will be their first time in a classroom, and they may struggle to follow routines and grasp concepts. Others will arrive having a lot of experience with books and language, and some may be dual language learners. A few children in your new class might have disabilities or developmental delays that impact their learning, social skills, or behavior.

You may be wondering, How do I support children with disabilities or developmental delays when I don't have any training to do that? All children learn best in a developmentally appropriate program that offers them the supports they need to participate successfully alongside their classmates. Many children with disabilities benefit from simple accommodations and modifications, while other children may need more specialized, individualized supports provided by special education professionals. These professionals will work with you, the children, and their families to help the children learn and thrive.

To be an effective teacher, remember that regardless of individual needs, children are first and foremost children-and best practices for young children are best practices for all young children. Here are some ideas to help you set the stage for a great year for everyone.

Try basic modifications

Painting and drawing: Some children have a hard time painting or drawing on a tabletop because it involves using very small muscles in the hands and wrists, which may not be developed yet. Try also setting up easels, which allow children to stand and use bigger arm movements that originate from the shoulders, which often is easier.

Books: Make board books available, and add jumbo paper clips to regular book pages to make them easier for children to turn. These modifications help children with motor delays but are also fun for everyone.

See the child as a child first

Each child is unique, and every child can learn. Look beyond a child's disability or label, and get to know her as a person. Observe children to discover what interests each one and to get ideas about what might motivate her. Talking and playing with children provides important opportunities for building trusting relationships. Set learning goals, choose strategies, and assess children's progress. And just as you do for all children, have high-but realistic-expectations for children with disabilities or developmental delays.

Reexamine your beliefs and knowledge

To be an excellent educator for all the children in your classroom, stay in touch with your inner teacher. Review both your understanding of child development and your toolkit of practices. Honestly examine your beliefs about children and families. Then think deeply about your responsibility to make learning-and the physical environment-engaging, developmentally appropriate, and accessible for all children.

Tap into the expertise of special education professionals

If a child has an identified disability or developmental delay, he receives services specified in his Individualized Education Program (IEP). The child's teacher should either be given a copy of the IEP or opportunities to review it. Don't hesitate to ask the special education teacher, early intervention coordinator, or administrator to explain anything that is confusing. They can help you adapt and modify your curriculum, physical space, materials, and educational expectations so the child can participate as fully as possible in classroom routines and activities. These professionals can also support you in identifying the child's strengths and interests, helping you find relevant ways to connect your teaching to each child.

Speech, physical, and occupational therapists who work directly with a child can also brainstorm adaptations and modifications with you. For example, for a child who has difficulty with balance and large motor control, a physical therapist could provide a special chair for the classroom and work with you to find other comfortable seating options that let the child be part of the group.

Make simple changes

Design the classroom space, routines, and activities so they are adaptable and can be used by the children in a variety of ways. This proactive approach supports children's strengths and can be modified to address children's needs. Plan activities that require more than one child's participation to accomplish a task. Instead of an adult always working with a child with a disability, pair the child with a peer buddy. Provide dress-up items with multiple ways to fasten them. Find ways to absorb background noise to avoid distracting children.

Strategies to try

While there are many strategies to support children with disabilities, here are a few.

Environment: Arrange the classroom furnishings so all children-including children with visual or physical disabilities-can move and maneuver around the room and learning centers by themselves. Make sure materials are within reach. Watch for classroom clutter and unstable flooring (throw rugs that move easily) that make the classroom space inaccessible for some children.

Routines: The best routines have a predictable beginning, middle, and end. Use visual supports, such as pictures or props, to teach children routines, help them stay engaged, and aid them in transitioning between different activities.

Peers: Peers who do not have disabilities can model positive prosocial and communication skills and demonstrate everyday routines that young children with disabilities can imitate. Classmates can also help children develop social relationships and increase their motivation to be part of classroom activities.

Noise: Managing noise in the classroom plays an important role in both learning and behavior. Loud classrooms affect a child's ability to understand increasingly complex language. Carpets and other sound-absorbing materials, like wall hangings, heavy drapes, felt, and chairs with tennis balls on the bottom of metal legs, all help reduce classroom noise.

Materials: Modifying materials in the classroom can have a big impact on independence. Add pencil grips to crayons and markers to make them easier for children with motor difficulties to hold. Gluing small knobs to puzzle pieces make them easier to pick up.Create opportunities for refugee parents to share their traditions.

Determine where individual children need more support

What do you expect children to do and learn during typical routines and activities? Consider this, then think about the supports you can provide to help a child with a disability be more independent and successful. Break down activities into smaller, more manageable tasks for her, and teach the tasks one by one. To help the child transition to a new activity, give her a picture or symbol of the area to show where to go next. If a child uses a nonverbal mode of communication (picture symbols, sign language), teach all of the children to use it.

Finally, trust your knowledge and instincts

Whatever the needs of the children in your classroom, learn to trust your instincts and rely on your professional expertise and judgment. Be willing to seek help from others who have valuable experience and knowledge to share with you. These are important things you can do not just for children with disabilities but for every child in your classroom!

COMMONLY USED SPECIAL EDUCATION TERMS

When there is a child with a disability or developmental delay in your class, you're likely to hear a dizzying variety of terms from special education professionals. Here are a few helpful definitions.

Assistive technology (AT): any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of children with disabilities. Assistive technology helps with speaking, seeing, hearing, learning, walking, and many other functions. Different disabilities require different assistive technologies (wheelchairs, walkers, braces, educational software, pencil holders, communication boards).

Developmental delay: a significant lag in a child's achievement of developmental milestones in one or more areas of development (cognitive, language, motor, social-emotional)

Disability: a physical or mental condition-such as hearing loss, cerebral palsy, autism, or Down syndrome-that affects the way the body works or develops and that significantly limits a person's abilities in one or more major life activities, including walking, standing, seeing, hearing, speaking, and learning [Americans with Disabilities Act (ADA) of 1990 (Public Law 101-336)]

Inclusion: the practice of educating children with disabilities in the same classroom as their same-age peers who do not have disabilities. Inclusion is part of the philosophy that people are more alike than different, that differences make classrooms and experiences richer, and that everyone-children with and without disabilities, families, educators, and communities-benefits when children are educated together.

Individualized Education Program (IEP): a written plan for a child between the ages of 3 and 21 that outlines the child's learning goals and the services to be provided to meet his educational needs

Individuals with Disabilities Education Act (IDEA) of 2004 (Public Law 108-446): the law that governs how states and agencies provide early intervention and special education services to children and young adults

Interdisciplinary (or multidisciplinary) team: a team of professionals who evaluate a child to determine whether a delay or disability exists and whether she qualifies for services

Least restrictive environment (LRE): the educational setting that allows a child-to the maximum extent possible-to be educated with his same-age peers who do not have disabilities

Referral: a formal request that is often made by families, physicians, or teachers to begin the special education evaluation process

Sensory processing issues: difficulty handling and responding to sensory input
Note: While you may occasionally hear the older term mainstreaming used to mean inclusion, the two are not interchangeable. Mainstreaming describes a child with a disability participating in a program with her peers for just part of the day or for specific activities where she can participate without the teacher making any changes to the activity. Inclusion is the philosophy that children can engage in activities with their peers even if those activities need to be adapted or modified in some way for children to be successful.
Author's note: Different terms, such as challenged, differently abled, and s pecial needs, are used to refer to individuals with disabilities. While these terms appear to be inoffensive and seem to emphasize positive qualities, they are euphemisms and are not frequently used in the disability advocacy community (Syracuse University Disability Cultural Center). The Essentials: Supporting Young Children with Disabilities in the Classroom (the book the information in this article is adapted from) uses "child with a disability," and we do also.

Photos © NAEYC/iStock

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Every Child Belongs: Welcoming a Child with a Disability

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When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges.

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Early Childhood Mental Health Consultants At Work 

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Early Childhood Mental Health Consultants At Work 

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A Day in the Life of an Infant and Early Childhood Mental Health Consultant

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4 Ways to Help Your Preschooler Develop Problem-Solving Skills

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4 Ways to Help Your Preschooler Develop Problem-Solving Skills

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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1 Hour Training Module on Developmentally Appropriate Practices for Infants and Toddlers

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This hour-long online module is designed as a refresher on classroom best practices for infant and toddler aged children based on the core considerations and guidelines of developmentally appropriate practice.

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15 Minutes Training Modules

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These 15-minute In-service Suites are a professional development resource for staff in busy, active early childhood centers and programs. They are organized around one topic or big idea and address effective teaching and assessment practices.

Before you begin, explore Building a Solid Foundation* to learn more about engaging interactions and environments. For resources on supporting dual language learners, review the Tips for Teachers: Resource List.

Social and Emotional Support

Building Relationships

Interest-Based Learning

Well-Organized Classrooms

Managing the Classroom

Behavior Guidance

Staffing

Instructional Interactions

Engaging Interactions

Language Modeling and Conversations

Language Modeling and Conversations, Birth to 5

* Indicates a suite with additional materials that have been specifically designed for programs with American Indian and Alaska Native (AIAN) populations.

" Go to 15-minute In-service Suites

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Engaging Interactions and Environments | ECLKC

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These 15-minute In-service Suites are a professional development resource for staff in busy, active early childhood centers and programs. They are organized around one topic or big idea and address effective teaching and assessment practices.