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Professional Development for Practitioners in Early Childhood Settings. What Works (and What Doesn’t). If you had been invited to present on this topic, what one thing have you learned that works?. Child Care plus+ The Center on Inclusion in Early Childhood

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Professional development for practitioners in early childhood settings

Professional Development for Practitioners in Early Childhood Settings

What Works

(and What Doesn’t)

If you had been invited to present on this topic, what one thing have you learned that works?


Child Care plus+ Childhood Settings

The Center on Inclusion in Early Childhood

The University of Montana Rural Institute on Disabilities

Sandra Morris

Susan Harper-Whalen


  • Introductions Childhood Settings

  • The Journey

    • 1988 to 2005

  • A Menu of Options


Cc progressive model of support
CC+ Progressive Model of Support Childhood Settings

  • Specialized Support

  • Core Practices and Policies

  • Developmentally Appropriate Practice


Developmentally appropriate practice
Developmentally Appropriate Practice Childhood Settings

  • Practice based on:

    • Child growth & development knowledge and principles

    • Individualizing

    • The context of the family and community culture

    • Professional guidelines

    • State regulations


Core practices and policies
Core Practices and Policies Childhood Settings

  • Family centered

  • Individualizing

  • Strengths-based

  • Collaboration

  • Focused observation

  • Foundational knowledge of inclusion


Specialized support
Specialized Childhood SettingsSupport

  • Making referrals

  • Finding resources and accepting support

  • Provider role on the team

  • Working with specialists

  • Implementing IEP/IFSP goals


Cc guiding principles lessons learned
CC+ Guiding Principles: Childhood SettingsLessons Learned

  • Family-centered practices.

    Child care professionals need strategies to see and use families as a resource.


2 inclusion is a natural component of high quality developmentally appropriate programs
2. Inclusion Is a Natural Component of High Quality, Developmentally Appropriate Programs

-What’s in it for me?

-Limited connection between behavior and the environment or teacher behaviors

-Universal precautions, observation, and maintaining developmental information perceived as difficult

-BASICS must be established first


3 individualizing to meet the strengths interests and needs of each child
3. Individualizing to Meet the Strengths, Interests, and Needs of Each Child

  • Link inclusion supports with practices already used in the program

    “Now I understand – inclusion is for everyone.”


4. Needs of Each ChildInclusion Supports and Services Are Naturally Blended in Day-to-day Early Childhood Routines and Activities

  • Provider’s need help to see their role in assisting with the development of the IEP/IFSP


5 professional development to support inclusion must be designed to promote self efficacy
5. Professional Development to Support Inclusion Must Be Designed to Promote Self- Efficacy

  • Providers enjoy reviewing data (engagement, frequency counts)

  • Self-assessment promotes buy-in and supports change

  • Trainers have a tendency to see lack of change as lack of provider interest and/or ability

  • It is difficult to ask for help


Reaching your goals
Reaching Your Goals Designed to Promote Self- Efficacy


The first conquest of Everest was not accomplished alone. Since 1953, over 1300 climbers have reached the top.

Their accomplishments were possible

only because they had help.


Sherpa guides, tenacious mountain people of Nepal, serve as guides and porters for climbing expeditions in the Himalayas.


The climbers seek the summit with the assistance of the Sherpa Guides. They form an interdependent connection.


The Guides provide Sherpa Guides. They form an

  • information

  • expertise

  • guidance

  • cautions

  • interpretations

  • support

  • encouragement


The Sherpa do not climb the mountain unless the climbers ask for assistance

They are not trying to set records or make history


The climbers know what they want to accomplish ask for assistance ~ the Sherpa simply provide the support and guidance to reach the goal.


The climbers may ask for assistance modify their goals, as the conditions change, as their resources fluctuate and as they better understand the nature of the mountain.


Guides help climbers face hardships and cope with set backs. They facilitate progress and build motivation by helping the climbers notice and document progress.


When the expedition is successful, the climber will say, backs. They facilitate progress and build motivation by helping the climbers notice and document progress. “I climbed that mountain”.


Trainers, mentors, and specialists are like Sherpa Guides for early care and education professionals. You call on them when you have a goal to reach.


Ask for help
Ask for help for early care and education professionals.

Reach the Summit


6 a collaborative problem solving approach is essential
6. A Collaborative, Problem- Solving Approach Is Essential for early care and education professionals.

  • Collaboration requires teaching skills and providing repeated practice


7 address one child at a time and respond to the context of the early childhood setting
7. Address “One Child at a Time” and Respond to the Context of the Early Childhood Setting

  • Frame inclusion as “one child at a time” and within context of a progressive model to make inclusion feel more doable

  • Know how to identify each child’s strengths, interests, and needs and to modify experiences accordingly to build practical competence


8. Context of the Early Childhood SettingProfessional Development Models Are Most Cogent When They Can Be Shaped to Meet Unique Community Needs and State Training Systems

  • Offer everything for “credit”

  • “Ready” training materials are valued/customizing is a 2nd step

  • Promote the embedding of inclusion principles, knowledge, and practices


9. Context of the Early Childhood Setting Assess Learning Needs, Use Effective Adult Learning Practices, Promote Lifelong Learning, and Provide Follow-up Assistance

  • ADA and person first language training is still needed

  • USE training feedback to enhance training practice

  • Providers know about many community resources but feel these resources are not easy to access



10. Model Processes, Strategies, and Techniques That Students/participants Are Expected to Use in Their Practice.

  • Relationship is everything

  • Mistakes are part of the learning process

  • Value each participant as being somewhere on the inclusion continuum


Thank you Students/participants Are Expected to Use in Their Practice.

For our

Lessons learned


If every family Students/participants Are Expected to Use in Their Practice.

had a child with disabilities,

there would be

no controversy

surrounding inclusion.


An accommodation Students/participants Are Expected to Use in Their Practice.

may not be considered major,

but it may

make a major difference.


To know my own fears Students/participants Are Expected to Use in Their Practice.

in regards to

accepting a child with a disability

cannot begin to measure up

to the fear a parent has

wondering

whether their child will be accepted

or not.


Sandra Morris Students/participants Are Expected to Use in Their Practice.

[email protected]

Susan Harper-Whalen

[email protected]

634 Eddy Avenue

The University of Montana, Child Care plus+

Missoula, MT 59812-6696

1-800-235-4122 www.ccplus.org


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