Dr. Candace Jaruszewicz College of Charleston N.E. Miles Development Center

1. Foster Grandparent Program: Using early development principles for effective work with young children Dr. Candace Jaruszewicz College of Charleston N.E. Miles Development Center C. Jaruszewicz 7.18.2013

2. Introduction Your role as foster grandparents C. Jaruszewicz 7.18.2013

3. First of all, THANK YOU for your generous spirit and willingness to devote valuable time to our children! C. Jaruszewicz 7.18.2013

4. Teamwork: You are part of an important team – teachers, administrators, parents, children, each member contributing to important and long-lasting outcomes C. Jaruszewicz 7.18.2013

5. Our actions have consequences, so it is important to frame the work you do with current knowledge about how children learn, play, behave, and interact. C. Jaruszewicz 7.18.2013

6. Therefore, our work today will focus on: Early development Early childhood curriculum Interaction Strategies & Behavior guidance C. Jaruszewicz 7.18.2013

7. Before we begin, recognize the value of your life experiences & the knowledge you already have that comes from relationships, work, and life’s lessons in joy and hardship. Your role as a foster grandparent is unique, and can be very significant as a formative influence to a child. You have things to offer that no one else can provide! C. Jaruszewicz 7.18.2013

8. Early Development C. Jaruszewicz 7.18.2013

9. Developmental “Domains” Cognitive Social-Emotional (affective) Physical/Motor Language C. Jaruszewicz 7.18.2013

10. How does child development knowledge influence learning? • [SC] Guidelines for Infants/Toddlers and Early Learning Standards for 3-5 year olds emphasize developmental domains • Approaches to Learning (very important!!!) • Social and Emotional Development • Mathematics (Cognitive Development) • Physical Education and Health • Language and Literacy • Early Childhood curriculum often organized around or emphasizes developmental domains • Elementary curriculum & standards typically organized around “content” areas (math, science, etc.) • Many teaching challenges arise from lack of developmental knowledge/understanding C. Jaruszewicz 7.18.2013

11. Research is Changing What we Know About How & What Young Children Should Learn & Do! • Linguistics • Value of multiple language systems in early years • Need to support & affirm Dual Language Learners (DLL) • Neurosciences - brain research • Importance of self-regulation, persistence, engagement, focus to development of higher order/critical thinking • Physical/Health Sciences • Importance of physical activity for health and brain development C. Jaruszewicz 7.18.2013

12. “Developmentally Appropriate Practice” Using knowledge about how children develop (in general) to plan and implement activities Expecting & accommodating for individual variations within generally established expectations C. Jaruszewicz 7.18.2013

13. Cognitive Development C. Jaruszewicz 7.18.2013

14. Cognitive Development Applications: • Let kids do things for themselves • Don’t give answers • Don’t expect a particular answer to a question • Ask children to explain their thinking • Be patient – it takes kids a long time to figure things out • Use open-ended questions • What might happen if…. • Why do you think that happened? • How do you think that works? C. Jaruszewicz 7.18.2013

15. Social/Emotional Development Brain research indicates that Self-regulation is the key to future academic and social success • Desired behaviors that promote self-regulation and develop in the preschool years: • Focus (need activities that engage their interests/curiosity) • Perseverence (ability to persist even when frustrated to complete a task) • Delayed gratification (put off impulsive behavior and desires) • Self-talk (thinking through a problem) • Using language to solve conflicts • Resilience (managing disappointment) C. Jaruszewicz 7.18.2013

16. Social/emotional learning is powerful & stays with us • Trust • Confidence • Self-image • Autonomy & independence • Work ethic • World view C. Jaruszewicz 7.18.2013

17. Social/Emotional Applications • Don’t be afraid to bond with child – relationships are very important and they aren’t proficient yet, all children need people in their lives who care about them and whom they can trust – it validates their worthiness as individuals • Use empathy language – “I know how it feels when something doesn’t work the way you want it to, let’s try another way and see if it works” • Model problem-solving strategies • Use role-playing and pretend to work through difficulties • Be specific in praise – “You turned the pages in the book very carefully – that is important” C. Jaruszewicz 7.18.2013

18. Physical/Motor Development • Growth is so rapid body image can’t keep pace • Preschoolers are far-sighted! – thus the need for big print! • “Handedness” may not be firmly established • Young children need to move! • Manual dexterity lags behind big muscle control C. Jaruszewicz 7.18.2013

19. Physical Development Applications • Assume need for mobility (kids don’t have to sit to work) • Store/label materials so children can care for them independently • Provide for variety of skill & activity levels • Balance active/quiet time • “Squirmy” is an important message – “I need to move” C. Jaruszewicz 7.18.2013

20. Language Development Speech ≠ Language Language is vocabulary-dependent Vocabulary is experience-dependent DLL’s learn 2nd language same way as 1st DLL’s grow more brain cells to accommodate 2nd system – they lag behind early, excel later Children need to USE LANGUAGE! C. Jaruszewicz 7.18.2013

21. Language Development Applications • Engage in/model conversation – it is a skill children need to practice to learn • Listen more than you talk • Model standard English by restating children’s words with correct speech/language/grammar • Ask open-ended questions (why, how, what, etc.) • Provide interesting experiences & materials that will expand vocabulary (e.g., bring interesting object to share that child can talk/ask questions about) • In the absence of real-life experiences that will generate new words, use vicarious means (e.g., read, read, read, talk about what you read) C. Jaruszewicz 7.18.2013

22. Early Childhood Curriculum C. Jaruszewicz 7.18.2013

23. Quality EC Curriculum: • Integrates all developmental areas • Assumes children’s need to move • Provides variety of options/activities to address individual needs/interests • Encourages prolonged engagement rather than flitting from one activity to the next • Is flexible/not scripted • Balances teacher-directed/child-initiated activity C. Jaruszewicz 7.18.2013

24. Importance of Play in PS years • Symbolic representation • Role playing • Natural consequences • Deep engagement • Trial & error • Decision-making • Using language C. Jaruszewicz 7.18.2013

25. Interaction Strategies & Behavior Guidance C. Jaruszewicz 7.18.2013

26. How does your volunteer time usually go? C. Jaruszewicz 7.18.2013

27. Interaction Goals: • Build trust • Accept feelings children express without judgment • Focus on precipitants or causes of behaviors • Establish guidelines that allow for a range of consequences rather than a fixed or predetermined punishment • Teach and model decision-making • View children as problem-solvers and expect them to participate in finding acceptable solutions for conflicts • Communicate expectations clearly • Praise children's efforts & point out good decisions C. Jaruszewicz 7.18.2013

28. Positive Interaction Strategies • Limit use of negative words (no, don’t, etc.); frame desired behavior in positive terms (“I need you to…”) • Redirect behavior – reduces need for verbal correction • Let natural consequences take precedence if possible • Interact at child’s eye level with “happy eyes” • Make eye contact before speaking • Keep voice at lowest possible volume – whispering is effective as kids are endlessly curious and love secrets! • Use emphasis/inflection effectively • Ignore acting-out behavior unless hurting is involved; try to determine underlying cause for attention-seeking • Speak to children as you would speak to another adult – don’t talk down to them C. Jaruszewicz 7.18.2013

29. Conflict Resolution:Peace Table Model • Identify the problem. • Initiate mediation by inviting children to the Peace Table. • Each child describes the problem. • Summarize each child's perspective using simple, clear language. • Children generate possible solutions. • Choose a solution to try. • Children offer one another a sign of friendship, such as a hug, to close the process. • Follow through by checking in with children to verify that the problem has been solved. • Repeat as needed C. Jaruszewicz 7.18.2013

30. Expressing Aggression Appropriately Use expressive materials like easel or fingerpaint, modeling dough, or clay Physical activity to release tension, like jumping up and down, throwing a ball at a target, or hammering pegs into a block of clay Soothing activity like swinging, rocking, or putting on a set of headphones and listening to music Hug/squeeze a soft toy as hard as possible Use the "silent scream"—mimicking screaming as loud as possible without letting any noise come out! C. Jaruszewicz 7.18.2013

31. Final Thoughts C. Jaruszewicz 7.18.2013

32. Your work is helping build a better future for many children! • Trust your instincts – they reflect the wisdom of experience • Focus first on enjoying your time with children • Building a trusting relationship is more important than sounding out letters • Ask a lot of questions about the curriculum • Look to the teacher for support, but recognize you are also providing it! C. Jaruszewicz 7.18.2013