1. 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

2. DEVELOPMENTAL MILESTONES
Center for Disease Control provides free information, resources and training modules at the following website.
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

3. TWO YEAR OLDS
hecklists/Checklists_WithParentTips_FNL- 2yr.pdf

4. THREE YEAR OLDS
checklists/Checklists_WithParentTips- 3yr.pdf

5. FOUR YEAR OLDS
hecklists/Checklists_WithParentTips_FNL- 4yr.pdf

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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?”

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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:

20. 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:

21. Recommended Resources
Zero To Three
NAEYC
Council for Exceptional Children, Division for Early Childhood:
Baby Talk – Send an to get on the monthly listerserv – each month you will receive a free newsletter with hyperlinks to articles and recources:
HealthyChildren.org
Reading Rockets