1. Orientation

2. Available for order and download from the Texas Early Learning Council. http://www.earlylearningtexas.org/itelg.aspx English Spanish Vietnamese

3. 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. Potential Users Parents Teachers Policy Makers

5. The ITELG is not: Developmental checklist Assessment tool Curriculum Permanent and unchanging Exclusive

6. Development 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

7. Ages 0-8 month infants 8-18 month older infants 18-36 month toddlers 36-48 month three-year-olds

8. Organization

9. TALK TALK TALK Responsive Caregiving Play

10. Responsive Caregiving Respond appropriately Child receives the response and needs are met Observe the child’s needs

11. Why Responsive Caregiving is Important 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

12. How Can Caregivers Be Responsive? 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

13. Caring for Young Children with Disabilities or Special Needs The ELG’s are based on expectations for typically developing children Special Needs Scenarios Inclusion: –access –particpation –supports

14. Role of the Caregiver Learn about the particular need or disability Do not make assumptions Practice inclusion when possible Partner with parents Bring concerns about development or delay to the child’s parents immediately Access supports (director, resources, etc.)

15. Culturally Appropriate Practice Connect with families and learn about traditions, 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.

16. Culturally Appropriate Practice

17. Conclusion Q&A