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CT’s Guidelines for the Development of Infant and Toddler Early Learning. Connecticut’s Infant Toddler Strategic Planning Process Informational Forum January 18, 2007 Presenters: Anna Figueroa & Deb Flis. Agenda. National Context and CT History

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ct s guidelines for the development of infant and toddler early learning

CT’s Guidelines for the Development of Infant and Toddler Early Learning

Connecticut’s Infant Toddler Strategic Planning Process

Informational Forum

January 18, 2007 Presenters: Anna Figueroa & Deb Flis

agenda
Agenda
  • National Context and CT History
  • What are Early Learning Guidelines (ELG)?
  • Alignment of CT’s I/T ELG’s with CT’s Preschool Benchmarks
  • CT’s DRAFT Guidelines
    • Description and organization
    • How to use the document
    • Feedback form CT Forums and Pilot
national context
National Context
  • Many states are developing infant and toddler early learning guidelines. A few states are looking at next steps – linking to training, curriculum & assessment
  • Formal licensed programs serve only a small number of infants and toddlers.

- Children birth - 3 are overwhelmingly cared for by Kith & Kin providers

- Important that guidelines be easily understood by providers

  • National Infant & Toddler Child Care Initiative @ Zero to Three

CT Award (June ’03 to Sept. ’04)

connecticut history
Connecticut History
  • Charge:

To develop infant & toddler early learning guidelines that are designed to support caregivers working with children under three in various settings by providing information on infant and toddler development, guidance on best practice and tools to facilitate each child’s optimal growth and development.

connecticut history5
Connecticut History
  • Convening of Work Group
    • Review of National and State Documents
    • Draft issued (January 05)
    • Forums conducted (March – April 2005)
    • Pilots (June-December 2006)
work group participants
Dana Abbott, Ph.D.

AJ Pappanikou Center for Excellence in

Developmental Disability

Judith August, School Psychologist

Darcey School Early Childhood Center –

Cheshire Public Schools

Mary Ann Dayton-Fitzgerald, Supervisor

Early Childhood Intervention Program - DCF

Anna Figueroa, Manager Early

Childhood Programs - Wheeler Clinic

Linda Goodman, Director

CT Birth to Three System

Pam Langer, Director

CT Parents Plus

Sherry Linton, EHS Coordinator

Family Development Center – Manchester

Memorial Hospital

Charlotte Madison, Executive Director

Child Development Laboratories - UCONN

Denise Merrill, Director

Child Health and Development Institute

Anne Newkirk, Program Coordinator

TPCD – Wheeler Clinic

Donna Notti, Cheshire Public Schools

Peter Palermino, Program Manager

Department of Social Services

Elizabeth Shack

Maria Synodi, Education Consultant

Department of Education

Grace Whitney, Director

Head Start Collaborative – DSS

Libby Zimmerman, Ph.D., LICSW

Infant Toddler Mental Health Consultant

Work Group Participants
what are early learning guidelines
What are Early Learning Guidelines?
  • Describe what children need to know, understand and be able to do at various ages;
  • Guide what adults who work with young children will do to support healthy growth and development:
    • Informs curriculum development/the design of play spaces
    • Provides a foundation for professional development
    • Establishes a framework for the development of assessment tools.
why are early learning guidelines important
Why are Early Learning Guidelines Important?
  • Guidelines allow us to highlight the importance of the adult child relationship in any setting where children are cared for:
    • Maintain focus on interaction with the child
    • Provide an appropriate setting for infants and toddlers
    • Ensure quality of care
  • Create a shared framework and common language for providers, parents and program administrators
alignment of ct s elg for infants and toddlers with ct s preschool benchmarks
Alignment of CT’s ELG for Infants and Toddlers with CT’s Preschool Benchmarks
  • SDE workgroup and forum participation
  • Review of The CT Framework

Preschool Curricular Goals & Benchmarks

  • Consistent Guiding Principles
  • Consistent Developmental Domains and Philosophy on Interdependence of Domains
  • Creation of SDE Position Statement on Infants and Toddlers
ct s guidelines for the development of infant and toddler early learning10
CT’s Guidelines for the Development of Infant and Toddler Early Learning

This document is:

- A voluntary informational tool

  • A description of child development birth – 3 years
  • A guide for I/T providers in their support of children’s healthy growth and development
ct s guidelines for the development of infant and toddler early learning11
CT’s Guidelines for the Development of Infant and Toddler Early Learning

The Early Learning Guidelines are not a curriculum!

A curriculum describes the what, why, and how of programming by guiding caregivers through the processes of planning, implementing, and evaluating a developmentally appropriate program. (The Creative Curriculum for Infants & Toddlers, 1997)

ct s guidelines for the development of infant and toddler early learning12
CT’s Guidelines for the Development of Infant and Toddler Early Learning

Organization of the document

  • by 7 age ranges
    • Birth to 3 months
    • 3 to 6 months
    • 6 to 9 months
    • 9 to 12 months
    • 12 to 18 months
    • 18 to 24 months
    • 24 to 36 months
organization of the document
Organization of the Document
  • Each age range is grouped by areas of children’s development – Developmental Domains:
    • Personal and Social Development
    • Physical Development
    • Cognitive Development
    • Language and Communication
organization of the document14
Organization of the document
  • Each stage of development
    • Description of what you can expect to see in this age range.
    • Suggestions on toys and materials
    • Suggestions on the design of space
    • Ways that adults can support healthy growth and development through interactions
organization of the document15
Organization of the document
  • “Did you know?” boxes that feature best practice and research on developmental highlights.
  • Sample activities
  • “Close-up” section that illustrates supportive interactions between caregiver and baby and/or peer.
how to use the document
How to use the document
  • Seek information on infant and toddler development, explore where a child is developmentally and look to see what might occur next in the child’s development
  • Guide planning and intentional interactions with infants and toddlers
  • Create safe, appropriate, nurturing environments
  • Enhance parent knowledge, involvement and support
how to use the document17
How to use the document
  • Improve caregiver-parent communication about developmental progress
  • Support caregiver modeling and communication with parent
  • Guide selection of materials and equipment
  • Frame pre-service and in-service training
  • Introduce state and national resources
statewide forums consolidated feedback
Statewide Forums Consolidated Feedback
  • Great teaching & training tool
  • Great resource for center staff, FRC, FCC, home visitors, PAT
  • It validates I/T teachers as professionals
  • Can use to note a developmental concern
  • Very user-friendly
  • Format & graphics – good – keep colorful
  • “This is exactly what we need”
statewide forums consolidated feedback19
Statewide Forums Consolidated Feedback

Further Work:

  • Keep audience clear – I/T Providers
  • Include parent friendly “Pull-Outs”
  • Spanish version
  • Create notebook format
  • Create training & support system
  • Companion Documents
  • Curriculum - Higher Education Use
  • Assessment
pilot of ct s guidelines
Pilot of CT’s Guidelines
  • Caregiver / site participation
    • Kith & Kin
    • Licensed family homes
    • Center-based
  • Training on the document
  • On-site support to use the document
  • Program and Provider Incentives
    • Materials - Stipends
pilot feedback
Pilot Feedback
  • Intentionality – “Let’s go to the Guidelines”
  • Providers used guidelines to talk with parents about what was happening with their child developmentally.
  • Used as an integral part of the center’s open house. A tool to talk with parents about center programming for I/T.
  • Used document to “help and focus work”
  • Relationship between coaches and providers is critical!
pilot feedback22
Pilot Feedback
  • Coaches felt that as consultants they were able to connect to something tangible
  • Liked having information on development and environments in one spot
  • The guidelines were used to help select materials
  • Pilot sites will continue to use document
  • Need more pictures
  • Need Spanish version
pilot feedback23
Pilot Feedback
  • “You know development takes place. Having this helps you know what is coming and makes you more aware of milestones.”
  • “Sometimes providers have too many resources and never look at them. You don’t need anything else. You can get everything here you need. It is simple and digestible.”
  • The guidelines are “Concise, distilled to what you need to know”
next steps
Next Steps –
  • Publication of Early Learning Guidelines by DSS – in progress FY 07
  • Dissemination of document through AFP
  • Training:
    • Development of a cadre of I/T Specialists (Coaches)
    • Training, resources and ongoing support
next steps continued
Next Steps – continued
  • Companion documents
    • Crosswalk with existing documents
      • Creative Curriculum, Ages & Stages, etc.
    • Curriculum resource document
    • Observation and Assessment Tools
    • Resources
access to document
Access to Document
  • nccic.org/itcc

National Child Care Information Center Website

Select Initiatives – CT - View