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

2. 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

3. 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

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

5. 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.

6. 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)

7. 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.

8. 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)

9. Intentional teachers balance child-directed with teacher directed

10. 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

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

12. https://eclkc.ohs.acf.hhs.gov/video/creative-adventure
A Creative Adventure
A Creative Adventure

13. 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 . . .?

17. 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

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

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

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

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

23. http://www. connectmodules. dec-sped

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

27. 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
Culturally Responsive Teaching 27

28. 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 28

30. https://challengingbehavior. cbcs. usf

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

34. Embedded Examples

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

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

41. 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.

43. 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

45. 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

47. Video 1.12 Routine in a Classroom - Rolling with Friends (CONNECT Module 1)

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

50. 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.

58. https://youtu.be/vZaNcfoCei8

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