MAKING IT WORK FOR ALL LEARNERS! PARENT-CHILD HOME PROGRAM ANNUAL CONFERENCE MAY 07, 2018 MAKING IT WORK FOR ALL LEARNERS! Cindy Samide, MEd, CPSE/CSE and Parent -Child Facilitator Roslyn Public Schools csamide@roslynschools.org

DEVELOPMENTAL MILESTONES Center for Disease Control provides free information, resources and training modules at the following website. https://www.cdc.gov/ncbddd/actearly/index.html Early development in all domains is critical during the first five years of life. Social/emotional Language Cognition Motor (fine and gross) Self help skills

TWO YEAR OLDS https://www.cdc.gov/ncbddd/actearly/pdf/c hecklists/Checklists_WithParentTips_FNL- 2yr.pdf

THREE YEAR OLDS https://www.cdc.gov/ncbddd/actearly/pdf/ checklists/Checklists_WithParentTips- 3yr.pdf

FOUR YEAR OLDS https://www.cdc.gov/ncbddd/actearly/pdf/c hecklists/Checklists_WithParentTips_FNL- 4yr.pdf

Playdough Vocabulary Rolling and pressing with whole hand nouns – dough cutter items verbs – pushing, pulling Attributes – color, size Conversational skills and dramatic play Answering “wh” questions Following verbal directions Rolling and pressing with whole hand Pinching with fingertips Pulling– hide things inside playdough ball for child to find Language and Cognition Motor Skills

It Looked Like Spilt Milk by Charles G. Shaw Vocabulary Pattern book – reciting chant together as the book is read “Wh” questions about the items in the book Creating a white design on blue paper using paint, collage materials, chalk or crayons Walking and playing outside to look at the clouds Language and Cognition Motor Skills

Toy Farm Vocabulary (animal labels, farm, barn) Counting Matching Conversational skills Prepositions (in, on, under, next to) Following verbal directions Sing Old McDonald Dramatic play scenarios – taking care of baby animals, feeding animals Sharing toys and turn taking skills Identifying emotions and feelings Cognition and Language Social/Emotional skills

I Went Walking by Sue Williams Vocabulary – animals, positional concepts Counting with 1:1 correspondence Retelling the story Predictions Answering questions Move like the animals in the story Have a parade Language and Cognition Motor and Social

Tips For Promoting Attending And Transition Skills Puppets to read stories Visual and tangibles related to the story Music – songs and poetry Five minute warning for transitions Let the child know what will happen next

Strategies to promote dramatic play. Observe! Observe! Observe! Engage in play with the child – facilitate rather than direct play. Model language and play schemes. Ask open ended questions. Better to ask questions such as “What does the pig want for lunch?” instead of “What color is the pig?”

Increasing Vocabulary Use descriptive language – include adjectives and adverbs Respond to child’s comments by expanding on what they are saying Describe what you see a child doing Use open ended questions Read to children daily

Promoting Phonological Awareness (the sounds of spoken language) Rhyming and alliteration songs and books Clapping out syllables in songs or words Games Hide something- I’m thinking of something that rhymes with hat Modification- show limited choices- horse, bat, car) Do an action that starts with the first letter of a child’s name, “Running Rachel” Modification: should Rachel Run or Jump

Counting With 1:1 Correspondence Clap, stamp or jump as you count Provide a pointer to count with Provide opportunities to count during naturally occurring events within play Count plates as you set the table for a tea party Count blocks in a tower Count how many animals are sleeping in the barn Ask the child to give you a specified number of blocks

Sorting by Measurable Attribute Start with matching Use visuals to organize each “pile” (ex: use a red, blue and yellow bowl to sort colored bears) Label attributes (big, small, tall, short, heavy, light) during naturally occurring events to increase measurement vocabulary

Promoting Fine Motor Skills Paint – finger paint, paint with Q-tips, use different size brushes Work on a vertical surface Sensory materials – playdough, clay, goop, sand play, rice and beans Manipulatives –pegs, lacing beads, blocks Puzzles and copying block designs Scissors with supervision Spray bottles Pouring and scooping

Best practices for sharing concerns with parents Always share strengths first. Utilize anecdotal observations to illustrate concerns. Provide examples of milestones expected Children do best when parents and professionals work together! Do not guess what a diagnosis may be. Rather the conversation is to encourage a parent to talk to the Dr. or seek an evaluation. Provide the parent with the appropriate contact information to refer their child for an evaluation

Individuals with Disabilities Education ACT (IDEA) The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the United States and ensures special education and related services to those children. Part C – Infants and Toddlers Part B – Ages 3 to 21

The Early Intervention Program for Infants and Toddlers with Disabilities Part C of IDEA Birth to age 3 Established by Congress in 1986 Contact information for each state: http://ectacenter.org/contact/ptccoord.asp

The Preschool Grants program Part B, Section 619 Supports the states in providing services to children with disabilities, ages 3 through 5. Provided through public school systems Contact information for each state: http://ectacenter.org/contact/619coord.asp

Recommended Resources Zero To Three https://www.zerotothree.org/ NAEYC https://www.naeyc.org/ Council for Exceptional Children, Division for Early Childhood: http://www.dec-sped.org/ Baby Talk – Send an email to get on the monthly listerserv – each month you will receive a free newsletter with hyperlinks to articles and recources: subscribe-babytalk@listserv.unc.edu HealthyChildren.org https://www.healthychildren.org Reading Rockets http://www.readingrockets.org/