FOUNDATION UNIT

Refresher TrainingTeaching Research Assistance to Childcare Providers

Introductions

Refresher Training Outcome

Participants who have previously participated in the TRAC Foundation Unit will have knowledge of key content covered in the Foundation training.

Refresher Training Objectives

Understand refresher training content, objectives, schedule and processes and be aware of TRAC Foundation objectives

Review and understand DAP content

Review and understand inclusion of children with disabilities content

Review and understand child development content

Review and understand learning environments content

Refresher Training Objectives

Review and understand facilitating small groups content

Review and understand teaching children social skills content

Review and understand BIGs content

Review and understand manager role content

Review and understand interpersonal communication techniques content

Refresher Training Schedule

Foundation Unit Objectives

Demonstrate knowledge of DAP

Have knowledge of inclusion of children with disabilities

Have an understanding of principles of child development

Able to design learning environments

Use techniques to facilitate small group

Foundation Unit Objectives

Able to implement strategies to teach social skills

Understand how to develop and implement BIGs

Able to use the manager role

Have information on interpersonal communication techniques

TRAC/PICCE CoachesFollow-up Items to be Observed

Room arrangement

Facilitating small groups

BIGs

Manager Role

Developmentally Appropriate

Practices (DAP)

Content Covered in Foundation Unit

Why DAP guidelines were published

3 kinds of knowledge/information used in making decisions – definition of DAP

5 interrelated dimensions of early childhood practices in the classroom

Social and cultural

Developmentally Appropriate Practices

Age

Individual

Guidelines for Practice

Creating a caring community of learners

Teaching to enhance development and learning

Constructing appropriate curriculum

Assessing children’s learning and development

Establishing reciprocal relationships with families

Caring Community of Learners Everyone considers and contributes to well being and

learning Each child is valued, children learn to respect and

acknowledge strengths & differences Opportunities provided to play together Balance of rest and active movement; provides for

safety, security Dynamic, changing, predictable, comprehensive

environment with variety of materials and meaningful experiences

Teaching to Enhance Development and Learning Teachers respect, value and

accept children Teachers get to know each

child and establish positive relationships with families

Teachers create intellectually challenging, responsive environment

Teachers make plans to enable children to attain key curriculum goals across disciplines

Teaching to Enhance Development and Learning Teachers foster

children’s collaboration with peers

Teachers develop, refine and use wide repertoire of teaching strategies

Teachers facilitate development of responsibility and self-regulation

Constructing Appropriate Curriculum

Provides for all areas of development

Includes broad range of content areas

Builds on what children already know

Curriculum integrated across subject matter divisions to make connections

Constructing Appropriate Curriculum

Promotes development of knowledge and understanding, processes and skills

Supports children’s home culture and language

Curriculum goals are realistic and attainable

Assessing Children’s Learning and Development

Assessment is ongoing, strategic, and purposeful

Assessment content reflects progress toward learning and developmental goals

Assessments are appropriate to age and experience

Decisions are based on multiple sources of information

Assessing Children’s Learning and Development

Developmental assessments and observations used to identify children who have special learning or developmental needs

Assessment recognize individual variation Assessment address what children can do

independently and with assistance

Establishing Reciprocal Relationships with Families Relationships require mutual

respect, cooperation, shared responsibility, negotiation

Teachers work in collaboration with families

Parents welcome in program, participate in decisions

Teachers acknowledge parents’ choices and goals, are respectful of parent preferences and concerns

Establishing Reciprocal Relationships with Families Teachers and parents share

knowledge of child and continue to communicate

Teachers involve families for assessing and planning

Teachers link families to social services

Teachers share information as children move from one program to another

Activity

List concrete activities that you do in your programs to address your star point (guideline for practice).

Activity

Individually or with a partner, please complete the DAP quiz!

Closing

How have you used the information in this section in your program/classroom?

Questions about DAP content covered in Foundation Unit?

An Introduction to Inclusion

Content Covered in Foundation Unit

Benefits of inclusion to you, your program, for children

What inclusion means within an early childhood program

The ADA and inclusion

Concepts that make inclusion work

Benefits of Inclusion

Video

ABC’s of Inclusive Child Care

Benefits of Inclusion New friendships develop between children Improved attitudes and interaction patterns An increased number of IEP goals are met Increased motivation Provides models that facilitate learning and

appropriate behavior Encounter the expectations and diversity of society Graduates of inclusive programs more successful as

adults Promotes appreciation and acceptance

What does inclusion mean?

That children are…

More alike than different.

In a community where each child is accepted.

That children are…

Recognized differences as a benefit.

Supported and assisted when needed to join in with peers.

Recognized by their ability not disability.

Child Care and the ADA

Americans with Disabilities Act

Civil rights legislation

Protection from discrimination

Accessibility to people with disabilities

What Does the ADA Require of Early Childhood Programs?

Reasonable modifications that allow accessibility to children, parents, guardians and employees

Concepts that make inclusion work!

Accommodation

Means changing the environment to meet the needs of the children

being served

Partial participation

Means recognizing that all children have different levels of

ability

Reciprocity

Means that everyone has something to offer

Activity

Including children with disabilities

Closing

How have you used information from this section in your program/classroom?

Questions about inclusion content covered in Foundation Unit?

Principles of Child Development

Content Covered in Foundation Unit

Importance of understanding child development

How children view the world

Ways to best support children’s learning and development

12 principles of child development

Activity

How children view the world card activity

Children think in concrete terms

Children focus on one attribute at a time

Children attribute human feelings and characteristics to inanimate objects

Children think everyone knows what is on their minds

Children judge things by how they look

Children generalize from their experiences

12 Principles of Child Development

General principles taken from a review of the early childhood literature

Principles should be considered when making decisions about children

Principle 1: Interrelatedness

Development in one domain influences and is influenced by development in other domains

Example: Language skills impact social relationships Example: Crawling increases development due to

increased ability to explore

Principle 2: Orderly Sequence

Development occurs in a relatively orderly sequence, with later abilities, skills, and knowledge building on those already acquired

Example: crawl, pull to stand, steps, walking Example: cooing, sounds, approximations, words,

phrases, sentences

Principle 3: Varying Rates

Development proceeds at varying rates from child to child as well as unevenly within different areas of each child’s functioning

Own pattern and timing of growth Unique personality, temperament and learning

style Varied experiences and family background

Principle 4: Long Term Effects Early experiences have both cumulative and

delayed effects on individual children’s development; optimal periods exist for certain types of development and learning

Example: Responding to infants cries Example: Early literacy experiences Example: First 3 years optimal for verbal language

Principle 5: Increasing Complexity Development proceeds in predictable

directions toward greater complexity, organization, and internalization

Example: Self talk before abstract thinking Example: Using real items in play before being able to

substitute a pretend or other object for that item

Principle 6: Social and Cultural Influence Development and learning occur in and are

influenced by multiple social and cultural contexts

Learning is additive We need to help connect what children already know

with what we want them to know Example: Children whose primary language is not

English develop a new language well when provided opportunities to learn English while continuing to learn new concepts in home language

Principle 7: Active Learners

Children are active learners

Example: Learning addition through play with toys and games

Example: Learning spatial concepts through play with toys rather than worksheets

Principle 8: Biological and Environmental

Development and learning result from interaction of biological maturation and the environment

Example: The language that children are exposed to is the one that they will learn even though they are born with capacity to learn any language

Example: A child with typical physical abilities but not exposed to bikes will not learn to ride a bike

Principle 9: Play

Play is an important vehicle for children’s development, as well as a reflection of their development

Organizing the play environment with themes and props can enhance language development

Providing many motor toys will give you opportunities to observe children's motor development

Principle 10: Practice and Challenge

Development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery

Allowing a child to put on own coat with needed

assistance Leaving recently mastered puzzles in the classroom

Principle 11: Learning Modes

Children demonstrate different modes of knowing and learning and different ways of representing what they know

Example: After a walk around the neighborhood one child may come back and draw a picture, another act out what they saw and another talk about it

Principle 12: Needs Met

Children develop and learn best in the context of a community where they are safe and valued, their physical needs are met, and they feel psychologically secure.

Example: If children are well fed they will be able to concentrate on learning activities.

Example: If children are living in violent home environments they may have trouble interacting positively with peers.

Closing

How have you used the information covered in this section in your program/classroom?

Questions about content covered in the Foundation Unit?

Learning Environment

Content Covered in Foundation Unit

Why room arrangement is important for child learning and behavior

How room arrangement can: Build trust and cooperation Encourage independence Help children stay involved Learn concepts and skills

Room Arrangement: Store Activity

Video: The New Room Arrangement as a Teaching Strategy

Activity

Evaluate Classroom Floor Plans

Activity: Design a classroom floor plan

Activity

Room Arrangement Quiz

What were some of the Key Points you remembered about Room Arrangement?

Divide open space with furniture or other objects Organize and label shelves Display child art at child’s eye level Clearly display and label materials Separate quiet and noisy areas Reduce open spaces that encourages running Have clearly divided interest areas Stock interest areas with items of various sizes, types

and complexity

Activity

Write down three changes that you have made in your classroom environment since attending the Foundation training.

Share with a partner.

Closing

Questions about learning environment content covered in the Foundation Unit?

Learning environment will be followed up by TRAC/PICCE coach

Small Groups

Content Covered in Foundation Unit

Indirect language stimulation techniques

Appropriate directives

Appropriate praise and encouragement

Appropriate feedback

Indirect Language Stimulation

Requires no child response

Uses child initiated play and activities

Follows child’s lead

Video: Indirect Language Stimulation

Indirect Language Stimulation Techniques

Information TalkParallel talkSelf talkDescriptionCommentsOpen ended questions

Activity

Indirect Language Stimulation Role Play

Indirect Responses

Expansion

Expansion Plus

Repetition (indirect correction)

Activity

Indirect Responses Activity

Guidelines for Delivering Directives

Have the child’s attention Use clear specific language State directives positively Avoid simply labeling Use questions for choices Deliver initial directive one time

Guidelines for Effective Praise

Offer specific feedback Initiate the praise Focus on improvement and effort Use sincere, direct comments Avoid competition and comparison Develop appreciation for own behavior

Corrective Feedback

Feedback

Redirect

Assist

Confirm

Activity

Directives Activity

Review of Language Techniques

Indirect language stimulation Information talk Indirect responses

Directives

Praise

Corrective feedback

Closing

Questions about small group content covered in the Foundation Unit?

Share experiences when implementing techniques

Facilitating small groups will be observed by TRAC/PICCE coaches

Social Skills

Content Covered in Foundation Unit

Teaching social skillsFeelings and empathySelf-regulationProblem solving

Social Skills

EmpathySelf-regulation

Problem Solving

Empathy Definition

“Understanding, being aware of, being sensitive to, and vicariously experiencing the feelings or thoughts of another person”

Webster’s Dictionary, 1990

Why Teach Empathy?

To develop prosocial behavior

To develop problem

solving skills

Respond to the

needs and feelings of

others

A cognitive process that can

be taught

Components of Empathy

Ability to determine

emotional state of another

personAbility to assume

perspective of another person

Ability to respond

emotionally to another person

Empathy/Feelings Skills(as identified by Second Steps Curriculum)

Identifying feelings from physical and situational cues

Recognizing people have different feelings about same thing

Recognizing that feelings change

Predicting feelings

Understanding people have different likes and dislikes

Empathy/Feelings Skills(continued)

Differentiating intentional from unintentional acts

Applying fairness

Communicating feelings using “I” messages and using active listening

Expressing care and concern for others

General Strategies for Teaching Empathy and Feelings

Adults…… Label children's emotions

Validate children’s feelings

Praise children for labeling emotions

Model/talk about their own emotions

ALSO………..

Use visuals related to feelings in classroom

Tell stories related to feelings at circle time

Program-Wide Self-Regulatory Process

Children recognize their emotions/feelings

Specific calming down process

Problem solving process

Examples of Self-Regulatory Processes

Stop, Breathe, Think

Stop, Count, Work out Problem

How do I feel? Think Stop. Go into shell and take 3 deep breaths. Come out of your shell and problem solve.

How do I feel? Take three deep breaths. Count to five slowly. Say, “Calm down.” Talk to an adult about it.

Activity

Develop a Program-Wide Self Regulation Process

Program Wide Self-Regulation Checklist

Directions: When you return to your program we are asking that you develop a program-wide Self-Regulation process for children in your program. As you develop and implement the process for your program you can use the checklist below as a guide.

ITEM YES NO

1. All members of the staff were involved in developing the Self-Regulation for children in your program.

2. The staff was able to agree on a Self-Regulation process that will be used in your program.

3. The Self-Regulation process includes a component in which children recognize their own emotions.

4. The Self-Regulation process includes a specific calming down process.

5. The Self-Regulation process includes a problem-solving component.

6. Opportunities are provided for children to practice the process at different points in the day.

7. The Self-Regulation process is implemented consistently by all staff.

TOTAL

Problem-Solving Steps

Step 1: Define the problem

Step 2: Brainstorm solutions

Step 3: Decide where to start and test ideas

Step 4: Create problem-solving tools

Step 5: Test and analyze solutions

Problem Solving Strategies

Encourage children to be flexible thinkers

Brainstorm with children possible outcomes

Ask children to reflect upon their ideas

Break problems down into smaller parts

Ask open-ended questions

Encourage children to express their ideas

Activity

Problem Solving Scenarios

Closing

What parts of the content in this section have you tried in your program/classroom?

Questions about content in this section covered in the Foundation Unit?

Behavior Intervention Guidelines

Content Covered in Foundation Unit

Importance of praise and encouragement

Rationale for using BIGs

4 steps for developing BIGs

Rationale for BIG

Provides consistency among staff

Reduces number of responses

Quick response for new behaviors

Simple process

BIG Steps

Step 1: Identify problem behaviors

Activity

Identify Problem Behaviors Card Activity

BIG Steps

Step 1: Identify problem behaviors

Step 2: Categorize problem behaviors

Activity

Categorize Problem Behaviors Card Activity

Behavior Intervention Guidelines

Response Category Definition Examples

When Behavior does NOT Occur When Behavior DOES Occur

AGGRESSION Behaviors that cause harm or damage to people or property; may be physical or verbal in nature.

SELF-INDULGENT

Behaviors that are disruptive and involve only the child.

NON-COMPLIANT

Failure to follow adult directions or known rules.

BIG Steps

Step 1: Identify problem behaviors

Step 2: Categorize behaviors

Step 3: Develop response

Considerations for Determining Responses

Acknowledges child’s feelings

Includes self-regulation component

Includes problems solving component

Are non-aversive

Are appropriate for category

Activity

Responses to Problem Behaviors Activity

Possible Responses

Ignore

Verbal or physical feedback

Redirection

Loss of privilege

Time out/time away

Provide acceptable behavior

Activity

Determine Appropriate Responses Activity

Behavior Intervention Guidelines

Response Category Definition Examples

When Behavior does NOT Occur When Behavior DOES Occur

AGGRESSION Behaviors that cause harm or damage to people or property; may be physical or verbal in nature.

SELF-INDULGENT

Behaviors that are disruptive and involve only the child.

NON-COMPLIANT

Failure to follow adult directions or known rules.

BIG Example

Response Category

Definition

Examples When Behavior does NOT

Occur When Behavior DOES Occur

AGGRESSION Behaviors that cause harm or damage to people or property; may be physical or verbal in nature.

Hitting Biting Kicking Destroying toys

Verbally Reinforce

1. Identify child’s feelings (“I know that you are angry…”) 2. State known rule (“but, hitting is not okay.”) 3. If the child is out of control allow him time to calm down using Stop, Breathe, Think process. 4. Problem solve. (“Next time what could you do when you are angry?”)

SELF-INDULGENT

Behaviors that are disruptive and involve only the child.

NON-COMPLIANT

Failure to follow adult directions or known rules.

BIG Steps

Step 1: Identify problem behaviors

Step 2: Categorize behaviors

Step 3: Develop responses

Step 4: Implement BIG

Closing

Have you developed BIGS for your program/ classroom?

What positives and challenges did you face in developing and implementing BIGS?

Questions on BIGs content covered in the Foundation Unit?

BIGs will be followed-up by TRAC/PICCE coaches

Manager Role

Content Covered in Foundation Unit

Rationale for using manager role

Responsibilities of manager role

Manager Role

A flexible approach to assisting with the maintenance of a busy preschool learning environment

A staff person is identified as the manager throughout the day

Rationale for using a Manager Role Approach

Maximizes the efficiency of staff.

Allows adults to become fully engaged with children.

Allows for support and training to staff.

Goals of the Manager

Being available & responsive to staff, child, and parent needs

Setting a pleasant and positive tone

Supporting social skills for children

Supporting staff and children with transitions

Goals of the Manager

Keeping volunteers on task and on schedule

Assisting children in selecting an activity

Identifying and preventing potential problem situations

Providing training and support

Video: Manager Role

Activity

Brainstorm ideas for incorporating Manager Role

Closing

Do you use the manager role in your program? Why or why not?

What are the advantages and challenges in using the manager role?

Questions about content in this section covered in the Foundation Unit?

This component will be observed by the PICCE/TRAC coach

Effective Communication

Content Covered in Foundation Unit

Communication definition

Purpose of communication

Levels of communication

Effective communication skills

3 communication aspects

Communication consists of a person sending a message and another person receiving the message.

The purpose of communication is to ensure that the person receiving the information understands the message exactly as it was intended when transmitted by the person sending the information.

Communication

Levels of Communication

The CONTENT CONTENT is the first level

The FEELINGS that accompany the words are the second level

The third level is the INTENT of the speaker - the real message

Effective Communication Strategies

Listen to what the person has to say before you talk

Listen attentively and actively

Show you are attending

Acknowledge and allow negative feelings Deal with feelings first

Effective Communication Strategies

Avoid giving advice unless asked for it

Reflect back what being said to you in clear terms

Convey respect

Remember everyone is doing the best they can

Video Activity

Three Aspects of Communication

Attending

Reacting

Responding

Attending

“Remember that you have two ears and one mouth and use them accordingly”

James Lundy

Attending

Listening is critical in communication

Listening is attending to and accurately comprehending what is said

Listening is an active process that demands our full attention

Obstacles to Listening

Formulating your questions or statement while the other person is talking

Having spare time to think even when you listen

Getting off task due to an emotional reaction to certain “hot” words

Obstacles to Listening

Listening for a while and then “tuning out”

Being distracted by extraneous details

Reaction Process

Identify biases, values beliefs

Evaluate how they effect our reactions

Determine how to respond

Actions

Beliefs

Conclusions

Assumptions

Meanings

Select data

Observable data and experiences

The Ladder of InferenceOr, Why we develop misunderstandings

Responding

Opening the door

Feelings are ignored

Closing the doorFacts are emphasized

Encourage the person to clarify the problem

Invite the person to talk about the issue.

Responding Strategies

Paraphrasing

Questioning

Summarizing

Check off each time one of the following Responding Strategies is used:

 

Paraphrasing 

Questioning  

Summarizing

Activity

Role Play Checklist

 At the end of the role play check all the effective communication

skills the communicator demonstrated: 

Listened to other person before speaking 

Listened attentively and actively. 

Gave eye contact. 

Acknowledged and allowed negative feelings 

Dealt with feelings first, then with the content 

Avoided giving advice unless asked for it 

Reflected back what is said in clear terms 

Conveyed respect 

Closing

Have you used any of the communication strategies covered in the Foundation Unit?

Questions about effective communication strategies covered in this section?

Closing Activities

Closing

Questions on any of the content covered in the Foundation Unit?

What to expect from TRAC/PICCE coaches

Evaluation

Certificates