WELCOME! ILLINOIS EARLY LEARNING GUIDELINES For Family Child Care and Center-Based Providers

4 Hour Training for Providers Agenda 9:00Welcome and Introductions 9:12Illinois Standards Orientation 9:32Introduction to the IELG 9:42Early Learning Guidelines in Action 10:02Practice! 12:05Guidelines in Action Summary 12:10Resources Toolkit 12:25Action Plan 12:45Reflection and Evaluation

Introductions Activity  Name  Role  Identify (by first name) one child between the ages of birth to three and a wish you have for their future.

Learning Objectives As a result of participation in this four hour training, providers will:  Become aware of the history, purpose and role of the Illinois Early Learning Guidelines in the context of Illinois Learning Standards.  Develop a working knowledge of the Illinois Early Learning Guidelines, resources and toolkit.  Develop plans for the implementation of the Guidelines in planning and daily routines of interaction with children and families.

Illinois Standards Orientation Birth – Grade 12

Introduction to the Early Learning Guidelines  History and Development  Purposes  Beliefs about Children and Development  What the Guidelines are not

History and Development of Guidelines Statewide Collaboration  Illinois Early Learning Council  Infant Toddler Committee  IELG Work Group  IELG Domain Writing Team

Purposes  Create a foundational understanding  Improve the quality of care and learning  Develop a more qualified workforce  Enhancing the current system of services  Serve as a resource

Beliefs about Children and Development “Children are actually growing and learning in all areas of development at all times” (pg.2)  Early relationships are most important and central to young children’s development.  Development occurs across multiple and interconnected domains.  Children develop in the context of their family, culture and community.  Play is the most meaningful way children learn and master new skills.

What the Guidelines are not  Not a curriculum  Not an assessment tool or developmental screening  Not an exhaustive resource of child development  Not a developmental checklist

Early Learning Guidelines in Action! A look inside at ‘How to Use the Guidelines’  Activity 1: Features of the Sections  Activity 2: Use of the Guidelines in a Family Child Care and Center- Based Setting

How to Use the Guidelines (see page 6)

How to Use the Guidelines (see page 7)

Activity 1 – Features Of The Sections Pair and Share Domains of Development Standards Age Descriptors Indicators for Children Approaches to Learning Sub Domains/Subsections Call-Out Boxes Strategies for Interaction Self-Regulation

Use of the Guidelines in a Center-Based Setting Relationships Sleep States Culture Birth Order Differences in Learning Abilities Temperament Activity 2 – Essential Components Nurturing Caregivers Primary Caregivers Appropriate Activities Documentation of Observations Learning Differences Scaffold Learning Curricula Used

Practice!  Observe a Video Vignette  Documentation of facts: that are seen, heard, or done  Refer to the IELG  Reflect and Respond - Focused Teaching Cycle  Talking with Parents  Talking with Supervisor

Observation Worksheet: IELG (O-3 Years) (see handout and sample) Date: Age of Child: Initials of Child or First Name: Activity: _______________ (DOMAINS OF DEVELOPMENT: WORKSHEETS 1, 2, 3, and 4)

Observation 1: VIDEO CLIP “Infant learning to walk”

Sample Video Observation Feedback Vignette 1 “Learning to Walk” 12 months Domain 1 Social and Emotional Development: 7-18 months – Children trust in, engage with, and seek reassurance from the primary caregiver (s). Children can confidently explore their environment when in close physical proximity to an attachment figure. (P. 32) Indicators:  Distinguishes between primary caregivers and others  Initiates and maintains interactions with caregiver(s) Strategies for Interaction:  Comfort and reassure the child as needed  Follow the child’s lead and read the child’s cues when engaged in interactions Domain 2 Physical Development & Health: 7-18 months (Gross Motor) – Children develop mobility, as they purposefully move from one place to another with limited control and coordination. (P. 58) Indicators:  Moves from hands to knees to a sitting position  Takes steps independently Strategies for Interaction:  Create a safe environment for the child to move around in  Encourage the child to move by placing novel objects out of reach

Sample Video Observation Feedback (cont.) Domain 3 Language Development, Communication, & Literacy: 7-18 months – (Social Communication) – Children are participating in interactions with familiar others. Children also begin to demonstrate simple turn-taking skills while interacting. (P. 76) Indicators:  Uses facial expressions, vocalizations, and gestures to initiate interaction with others  Communicates and responds by grunting, nodding, and pointing Strategies for Interaction:  Name objects in the child’s environment  Use words that are found in the child’s context and culture Domain 4 Cognitive Development: 7-18 Months (Spatial Relationships) – Children begin to use trial and error in discovering how objects and people move and fit in relationship to each other. (P. 102) Indicators:  Begins to identify physical obstacles and possible solutions when moving around, e.g. crawls around a chair instead of under it  Drops objects such as toys and watches them more Strategies for Interaction:  Create safe play spaces in which the child can crawl, climb, and move around  Provide time outside for the child to explore and interact

Observation Worksheet: IELG (O-3 Years) (see handout and sample) Date: Age of Child: Initials of Child or First Name: Activity: _______________ (DOMAINS OF DEVELOPMENT: WORKSHEETS 1, 2, 3, and 4)

Observation 2: Video Clip “Tubes and Bottles” Elias, 2 years 1 month

Sample Video Observation Feedback Vignette 2 “Tubes and Bottles” 2 Years 1 Month Domain 1 Social and Emotional Development: Months – Children demonstrate an awareness of and the ability to identify and express emotions. (P. 37) Indicators:  Expresses pride, e.g., smiles, claps, or says, “I did it” after completing a task  Attempts to use a word to describe feelings to a familiar adult Strategies for Interaction:  Pay close attention to the cues the child is expressing  Model appropriate ways to express different feelings Domain 2 Physical Development & Health: Months (Gross Motor) – Children now have gained more control over their movements and begin to explore different ways they can move their bodies. (P. 59) Indicators:  Holds objects or toys while walking, e.g., pulls a car by a string while walking around the room  Attempts to climb objects, e.g., furniture, steps, simple climbing structures Strategies for Interaction:  Provide opportunities for the child to run, climb, and jump outside  Create safe places for the child to climb, remain with the child in order to prevent falling and injury

Sample Video Observation Feedback (cont.) Domain 3 Language Development, Communication, & Literacy: Months – (Social Communication) – Children increase their capacity for complex interactions as they use a greater number of words and actions, In addition to better understanding the rules of conversational turn-taking. (P. 77) Indicators:  Initiates and engages in social interaction with simple words and actions  Pays attention to the person communicating for a brief period of time Strategies for Interaction:  Describe the child’s play, e.g., “You are pushing that car too fast!”  Listen and respond to what the child is communicating Domain 4 Cognitive Development: Months (Logic and Reasoning) – Children have a greater understanding of causation and can predict and choose specific actions to attain a desired result. Children can begin to Indicators:  Makes a prediction of what will happen next in a sequence of events  Applies past experiences to new situations Strategies for Interaction:  Use child’s past experiences to bridge to new experiences, e.g., using chalk on the sidewalk to scribble instead of crayon and paper  Use stories and everyday conversations to ask the child to predict what may happen next

Guidelines in Action Summary  Practice using the Guidelines with a hands on approach  Observation of young children’s development is critical in Family Child Care and Center-Based programs  Document behavior of the child or groups of children  Utilize resources available  Practice Makes Better…A Better Opportunity for young children to become successful contributors to our workforce and society!

Resources and Toolkit  Illinois Early Learning Guidelines  Flow Chart for Implementation of the IELG  Focused Teaching Cycle  Observation Documentation

Your Action Plan! IMPLEMENTATION STRATEGIES

Reflection and Evaluation

THANK YOU FOR YOUR PARTICIPATION!!!!