Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training Orientation 1

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Available for free from the Texas Early Learning Council at LittleTexans.org LittleTexans.org English Spanish Vietnamese 2 Infant-Toddler and Three-Year Old Early Learning Guidelines Follow CLI for updates and additional resources! Children’s Learning

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Objectives List and Define the four developmental domains Give original examples of Responsive Caregiving Develop a list of four to five items that can be introduced into a child’s environment 3

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Purpose High quality early experiences Assist caregivers in understanding early childhood Support appropriate caregiver practices Professional development Parent engagement Administrative planning, key class materials, and curricula 4

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Potential Users ParentsTeachers Policy Makers 5

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 The ITELG is not: Developmental checklist Assessment tool Curriculum Permanent and unchanging Exclusive 6

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Developmental Domains Take out your participant guide. Please fill in the four Developmental Domains as we discuss them. 7

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Developmental Domains Physical Health and Motor – Gross Motor – Fine Motor – Health and Wellbeing Social and Emotional – Trust and Emotional Security – Self-Awareness – Self-Regulation – Relationships with other Language and Communication – Listening and Understanding – Communication and Speaking – Emergent Literacy Cognitive – Exploration and Discovery – Problem Solving – Memory – Imitation and Make Believe 8

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Ages month infants 8-18 month older infants month toddler month three-year olds

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Organization 10

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 TALK TALK TALK Responsive Caregiving Play 11

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Responsive Caregiving Respond appropriately Child receives the response and needs are met Observe the child’s needs 12

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Promotes secure attachment with caregivers – Adults are trustworthy and will meet my needs Promotes emotional and behavioral regulation Builds a solid foundation upon which later relationships and learning are based 13 Why Responsive Caregiving is Important

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Responsive Caregiving 14 Turn to page 2 in your participant guide. In your own words, fill in the box and describe Responsive Caregiving.

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Tone of voice Reflecting a child’s tone and emotion Facial Expressions Giving affection Open ended questions Positive limit setting Offering limited, appropriate choices Using language that reflects emotion 15 How Can Caregivers Be Responsive?

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 In your small groups, you have a scenario. Work together to create an appropriate responsive caregiving reaction. Take a few minutes and then we will share a few. 16 Responsive Caregiving Activity 1

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 The ELG’s are based on expectations for typically developing children Special Needs Scenarios Inclusion: – Access – Participation – Supports 17 Caring for Young Children with Disabilities or Special Needs

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Role of the Caregiver Learn about the particular need or disability Do NOT make assumptions Practice inclusion when possible Partner with parents Express concerns about development or delay to the child’s parents immediately Access supports (director, resources, etc.) 18

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Culturally Appropriate Practice Connect with families and learn about traditions and customs Make use of home languages in the classroom Honor diversity and cultural awareness as a concept and a core value of our society. Exhibit diversity in the environment, books, toys, etc. 19

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 In your participant guide, there is a section for ‘Creating a diverse classroom’. Take a few minutes to list three to five items that you can add to an infant or toddler environment that encourages diversity and cultural respect. 20 Culturally Appropriate Practice Activity 2

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November Culturally Appropriate Practice Activity 2 Realistic Pictures at children’s eye level Children’s books and family books Musical instruments Multi-Cultural props for centers, baby dolls, puppets, etc.

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Culturally Appropriate Practice 22

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Conclusion Questions & Answers 23