From Possible to Powerful: Selecting, Using, and Evaluating Evidence-Based Practices Camille Catlett Beth Peloquin Andrea Racek

To strengthen higher education, the report calls for high-quality training programs . . . that foster a shared fundamental knowledge base and competencies to support child development for professionals in all sectors who work with young children

Focus on the individual early childhood educator rather than on preparation programs Address potential missing elements identified in the Transforming the Workforce report, including teaching subject matter specific content, addressing stress and adversity, fostering socioemotional development, working with dual language learners and integrating technology in curricula Consider competencies from sister organizations (e.g., Council for Exceptional Children, DEC Recommended Practices, Council for Professional Recognition -Child Development Associate (CDA) Competency Standards) Elevate inclusion, diversity and equity beyond the currently integrated approach to fully capture the depth and breadth of these issues

Feedback requested by July 15, 2019 NAEYC Position Statement on Developmentally Appropriate Practice: 2019 Feedback requested by July 15, 2019

creating a caring, equitable community of learners; Developmentally appropriate practices reflect decisions in 5 categories: creating a caring, equitable community of learners; establishing respectful, reciprocal partnerships with families and communities observing, documenting and assessing children’s development and learning teaching to enhance each child’s development and learning planning implementing an engaging curriculum to meet meaningful goals.

Effective early childhood professionals draw on all the principles of child development and learning outlined; their knowledge of the individual children, families, and the community with whom they are working; and their knowledge of a wide repertoire of effective practices, and they apply the information in their practice (page 16)

What’s New in DAP - Principles of Child Development and Learning and their Implications for Practice 3. Although general progressions of development and learning can be specified, differences due to cultural contexts, experiences, and individual variation must be also considered. 5. Children’s motivation to learn is increased when their learning environment fosters their sense of belonging, purpose, and agency. Curricula and teaching methods build on each child’s assets by connecting their experiences in the school or learning environment to their home and community setting. 6. Play is an important vehicle for promoting the development of content knowledge as well as self-regulation, language, cognition, and social competence; it also serves as an important means of cultural expression.

Moving away from “best” practice This revision purposefully moves away from the term “best” practice, acknowledging that too often the term reflects the historically dominant culture’s interpretation and does not sufficiently consider the nuances that can affect decision making given the wide variation in individual, social, and cultural contexts. Moving away from the terminology of “best practice” does not, however, mean moving away from using the best-available empirical evidence and wisdom of practice on which to base decision making. (page 5)

Intentional teachers balance child-directed with teacher directed

DEC Recommended Practices Individually Appropriate Practices DEC Recommended Practices Practices for Supporting Children who are Dual Language Learners Child Development & Learning across Domains State Early Learning Standards & Guidelines Social & Cultural Contexts Building Resilience Preventing Suspensions & Expulsions Engaging Each & Every Family Culturally Responsive Teaching

Lesson Plan for Clean Up Time: What Does It Look Like When a Teacher Practices the Practices?

https://eclkc.ohs.acf.hhs.gov/video/creative-adventure A Creative Adventure https://eclkc.ohs.acf.hhs.gov/video/creative-adventure https://eclkc.ohs.acf.hhs.gov/es/video/una-aventura-creativa A Creative Adventure https://eclkc.ohs.acf.hhs.gov/video/creative-adventure https://eclkc.ohs.acf.hhs.gov/es/video/una-aventura-creativa

Extensions What might you do differently if . . .? What else would you incorporate if . . .? How might you adjust this activity/center for . . .? How would this approach work for . . .?

Practicing the Practices Reflection Questions for Supporting Full Participation Examples to Support Taylor’s Full Participation Evidence-Based Practices How can I use the environment to support each child? Because Miss Dorina knows how much Taylor loves balls, she has lots of them in the classroom. This means balls with different exterior textures, balls that make noise, and balls of different sizes, including multiples of some balls. Some balls are always accessible to the children; others get pulled out in conjunction with a specific activity or to inspire curiosity. Miss Dorina recently created a permanent workspace within the classroom that is always available for a small group activity with a few children. Practice 1: Adaptations of Space, Materials, and Equipment

All CARA’s Kit PowerPoints are available at https://fpg. unc

Morning Circle at Preschool https://www. youtube. com/watch

Morning Greeting Routine https://www.youtube.com/watch?v=fZZ8zpQPPnY

Some people call this peek-a-boo. Some people call it embedded learning.

http://www. connectmodules. dec-sped http://www.connectmodules.dec-sped.org/connect-modules/learners/module-1/

http://olms.cte.jhu.edu/olms2/10634

https://www.earlyedualliance.org/

Video 1. 16: Routine in a program – reading at circle time https://www

Culturally Responsive Teaching A 50-State Survey of Teaching Standards Jenny Muniz New America Understanding culturally responsive teaching 8 teacher competencies that promote culturally responsive teaching Using professional teaching standards to promote culturally responsive teaching Excerpts from excellent teaching standards documents https://d1y8sb8igg2f8e.cloudfront.net/documents/Culturally_Responsive_Teaching_2019-03-28_130012.pdf Culturally Responsive Teaching https://d1y8sb8igg2f8e.cloudfront.net/documents/Culturally_Responsive_Teaching_2019-03-28_130012.pdf 27

Culturally Responsive Teaching Just over half (28) of state teacher standards address self-knowledge Analyze their cultural backgrounds and worldviews Recognize biases they may hold and their effect on relationships with students and families Recognize how common societal "isms" (e.g., racism, sexism, and classism) can influence on their own attitudes CONSIDER Asking students to reflect on or examine their attitudes about families before interacting with them as part of an assignment Consider requiring an assignment to define culturally responsive teaching at the very beginning of the semester (e.g., as a quick write). Ask students to revise that definition at the end of the semester. Culturally Responsive Teaching https://d1y8sb8igg2f8e.cloudfront.net/documents/Culturally_Responsive_Teaching_2019-03-28_130012.pdf 28

https://challengingbehavior. cbcs. usf https://challengingbehavior.cbcs.usf.edu/Implementation/Equity/Guide/3.html

Diversity: Contrasting Perspectives (https://vimeo.com/127276780)

Embedded Examples

http://ectacenter.org/decrp/

https://rpm.fpg.unc.edu/

https://www.connectmodules.dec-sped.org/connect-modules/resources/

Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and [systemic] supports.

Evidence-based Practices for…. ACCESS Universal Design for Learning Assistive Tools & Strategies PARTICIPATION Embedded Learning Scaffolding Tiered Models [SYSTEMIC] SUPPORTS Professional Development Collaboration with Families and Colleagues

12 INCLUSIVE PRACTICES Adaptation of space, equipment, and materials Adult involvement in peer interactions Adult guidance of children’s activities and play Conflict resolution Membership Relationships between adults and children Support for social communication Adaptation of group activities Transitions between activities Feedback Family-professional partnerships Monitoring children’s learning

Video 1.12 Routine in a Classroom - Rolling with Friends (CONNECT Module 1) https://www.connectmodules.dec-sped.org/connect-modules/resources/videos/video-1-12/

What Did You Say? (https://www.youtube.com/watch?v=MWMgyiEFDCA)

All children have the right to equitable learning opportunities that help them achieve their full potential as engaged learners and valued members of society. As a result, all early childhood educators have a professional obligation to advance equity. They can do this best when they, the early learning settings in which they work, and their wider communities embrace diversity and inclusivity as strengths, uphold fundamental principles of fairness and justice, and work to eliminate structural inequities that limit equitable learning opportunities.

http://csefel.vanderbilt.edu/resources/training_modules.html

http://challengingbehavior.cbcs.usf.edu/

https://youtu.be/vZaNcfoCei8

Resources are provided for you to explore on Environment Interaction Language Development Literacy Development