Key Principles of Implementing an Infant Toddler … Infant Toddler Curriculum Marjory Keenan ......

Region IX T/TA

A member of the National Head Start Training and Technical Assistance Network

Prepared for the Office of Head Start by STG International, Inc.

Early Head Start/Head Start Training and Technical Assistance NetworkThe 15th Annual Birth to Three Conference

Key Principles of Implementing an Infant Toddler Curriculum

Marjory KeenanECE Specialist


Objectives

• Recognize the primary developmental and curriculum needs of infants and toddlers

• Describe the relationship between attachment and following the child’s lead

• Explain the role of observation in planning and individualizing curriculum

• Identify the elements of a Child Profile for a comprehensive knowledge of the child

• Have tools and strategies for implementing individualization andongoing assessment in all program options


Agenda

• Welcome and Introductions

• Developmental Needs and Curriculum

• Following the Child’s Lead

• The Role of Observation in Planning Curriculum

• Identifying Common Group Interests and Needs

• Curriculum Planning for the Individual and Group

• A Comprehensive Approach

• Wrap Up and Evaluation

Region IX T/TA



Developmental Needs and Curriculum

• Security

• Exploration

• Identity

Teacher, Routines, and Transitions

Environment, Teacher Facilitation

Relationships and Experiences


“The closer you move in rhythm with someone, the closer you become to that person.”William S. Condon, Child Psychologist

Attachment


Following the Child’s Lead

Knowing how to read and respond appropriately to an infant or toddler is essential for bonding with the child and creating a trusting relationship.Getting In Tune, West Ed/PITC DVD, 2006

Region IX T/TA



Observations

Anecdotal Observations

Mark the development you see beside each observation. Put SE for social emotional, L for language, C for cognitive, FM for fine motor, or LM for large motor development. Jenna (5 mos) sat in the sandbox this morning while she played with her toes. She kept looking at them for a long time. She wiggled her toes and stopped. She bent them back and forth. She seemed very intrigued. She stopped, continued to stare at them and reached over and touched them. Ari (7 mos) smiled when I walked in this morning. She outwardly acknowledged my arrival. I greeted her and sat on the floor next to her. She crawled closer to me and used my body to pull herself up. She was making many sounds. Jamal (10 mos) accidentally leaned on the play door (in the activity room) and it opened. He found he could push it open, crawl through and shut it. He would smile and laugh after each of these sequences. After 4 or 5 times, he began to push a plastic toy through the doorway and shut it. This process was repeated just as many times and as before he would smile and laugh. Zola (13 mos) went over to the trikes and got on one but backwards and her feet did not touch the ground. She got off and got on another trike this time front wards but the bottom did not seem to fit right. She tried a third one and it was just right. Without riding it, she got off and went to the sand to shovel. Tyler (17 mos) took a piece of the puzzle and handed it to Becca (15 mos). Becca held onto it. Tyler kept pointing to the place where the piece goes, but Becca kept holding onto it. Tyler tried to take it from her but she held tight. Lucas (20 mos) pushed his chair away and stood up and said, “all done” when he was finished with breakfast. He then began to push his chair against the wall. I said he could leave it at the table for lunch. He did and came over to wash his hands. Pablo (22 mos) and Kiara (19 mos) were making imprints in the sand. Kiara kept pressing the letter “h” into the sand and she made handprints too. She motioned for Pablo who was watching to join her and he did. Then he noticed that his shoes also made prints. They both pointed out Pablo’s shoe prints as he walked back and forth. Luke (24 mos) was carrying a doll. Cisco (23 mos) went over to him and reached for the doll, saying “baby”. Luke said, “my baby”. Cisco let go. Luke went over and picked up a tiger from the floor and handed it to Cisco, saying “tiger”. Jared (30 mos) greets me as I enter the yard, then announces, “I’m done!” as he leaves the playmobile table and goes to the dry sand box. He shovels sand over his bare knee and feels it slide down. He stands up and bounces up and down to try to get the sand out of his pants. He then shovels sand into the last car of a wooden train and into a small hole in the middle car saying “aoowrrum, aoowrrum”.


Curriculum

“…curriculum is formed as a response to the teacher’s observations and knowledge of each child.”

Keenan, Marjory, Making the Transition from Preschool to Infant Toddler Teacher, Young Children, March 1998


Region IX T/TA



Planning for the Individual and Group

Weaving a Web with Children at the Center by Martha Jane Buell and Tara M. Sutton, Young Children, July 2008


The Ongoing Assessment Process


The Ongoing Assessment Process

THE ONGOING ASSESSMENT PROCESS Linking Curriculum and Assessment

3. Plan and Individualize

the Curriculum

Management Team • Provide training on your system and strategies for planning curriculum and individualizing, using multiple sources such as

screening results (developmental, sensory, and behavioral), IEP or IFSP goals, ongoing observations, medical and dental evaluation and treatments

• Establish timelines and protocols for completing lesson plans (weekly/monthly) which documents individualization and the integration of IEP or IFSP goals when appropriate

• Establish timelines and protocols for parent conferences to share information and plan next steps • Establish timelines for completing child progress and planning reports (strengths/needs/goals) for parent conferences and

disabilities case conferences • Monitor and provide documented feedback on lesson plans, child/classroom progress and planning reports for quality,

comprehensiveness and completion (who/when/how/action) • Include monitoring results in Self-Assessment Teaching Staff (Center and Home-Based Options) • Summarize each child’s progress on the child progress and planning report, using multiple sources such as screening results

(developmental, sensory, and behavioral), IEP or IFSP goals, ongoing observations, medical and dental evaluation and treatments

• Utilize information from ongoing team meetings to inform and guide planning and individualizing • Meet with families to share information and jointly plan next steps (strengths/needs/goals) • Implement your plan (individualization of lesson plan) and continue to observe the child’s progress • Reflect on the progress of your group based on a class/HB caseload summary worksheet • Decide which objectives to target for the whole group and which for selected children (class or socialization) • Plan strategies to support learning—individual, whole group, small group activities (lesson plans) • Implement your lesson plans and continue to observe children’s progress

4. Report Children’s

Progress and Use the Results

Management Team • Provide training on your system for reporting formal assessment results (who enters the child outcome data and when/who

monitors the data after it has been entered) • Establish protocols and timelines for analyzing the data and identifying areas of improvement, including staff responsible,

methods utilized • Utilize formal assessment results (child outcomes data) and data from multiple sources for curriculum planning,

individualization and classroom and home-based improvement • Identify who develops center/home-based and program improvement plan with timelines • Identify how to customize and write the reports that explains the data to Staff, Policy Council and Board, including timelines • Identify who will monitor the center/home-based and program improvement action plans including timelines • Include monitoring results in Self-Assessment Teaching Staff (Center and Home-Based Options) • Submit formal assessment results (child outcomes data) according to the program’s systems and procedures and timelines • Utilize formal assessment results (child outcomes data) and data from multiple sources for curriculum planning,

individualization and classroom and home-based improvement • Implement program improvement plan as it relates to your classroom or home base caseload

Region IX T/TA



Key Principles of Curriculum

• Meeting developmental needs

• Following the child’s lead

• Having a a comprehensive approach with a holistic knowledge of the child

• Matching interests with needs through observation for individualization and curriculum planning

• Implementing an ongoing assessment process that is clearly outlined for staff


Next Steps

• Your next steps – Closing Activity‐ Write down one strategy that you will implement

‐ Share with another person

‐ Share in the large group

• Questions

•Wrap Up


Anecdotal Observations

Mark the development you see beside each observation. Put SE for social emotional, L for language, C for cognitive, FM for fine motor, or LM for large motor development. Jenna (5 mos) sat in the sandbox this morning while she played with her toes. She kept looking at them for a long time. She wiggled her toes and stopped. She bent them back and forth. She seemed very intrigued. She stopped, continued to stare at them and reached over and touched them. Ari (7 mos) smiled when I walked in this morning. She outwardly acknowledged my arrival. I greeted her and sat on the floor next to her. She crawled closer to me and used my body to pull herself up. She was making many sounds. Jamal (10 mos) accidentally leaned on the play door (in the activity room) and it opened. He found he could push it open, crawl through and shut it. He would smile and laugh after each of these sequences. After 4 or 5 times, he began to push a plastic toy through the doorway and shut it. This process was repeated just as many times and as before he would smile and laugh. Zola (13 mos) went over to the trikes and got on one but backwards and her feet did not touch the ground. She got off and got on another trike this time front wards but the bottom did not seem to fit right. She tried a third one and it was just right. Without riding it, she got off and went to the sand to shovel. Tyler (17 mos) took a piece of the puzzle and handed it to Becca (15 mos). Becca held onto it. Tyler kept pointing to the place where the piece goes, but Becca kept holding onto it. Tyler tried to take it from her but she held tight. Lucas (20 mos) pushed his chair away and stood up and said, “all done” when he was finished with breakfast. He then began to push his chair against the wall. I said he could leave it at the table for lunch. He did and came over to wash his hands. Pablo (22 mos) and Kiara (19 mos) were making imprints in the sand. Kiara kept pressing the letter “h” into the sand and she made handprints too. She motioned for Pablo who was watching to join her and he did. Then he noticed that his shoes also made prints. They both pointed out Pablo’s shoe prints as he walked back and forth. Luke (24 mos) was carrying a doll. Cisco (23 mos) went over to him and reached for the doll, saying “baby”. Luke said, “my baby”. Cisco let go. Luke went over and picked up a tiger from the floor and handed it to Cisco, saying “tiger”. Jared (30 mos) greets me as I enter the yard, then announces, “I’m done!” as he leaves the play mobile table and goes to the dry sand box. He shovels sand over his bare knee and feels it slide down. He stands up and bounces up and down to try to get the sand out of his pants. He then shovels sand into the last car of a wooden train and into a small hole in the middle car saying “aoowrrum, aoowrrum”.


THE CHILD PROFILE

Child’s Name______________________ DOE ____ DOB ____Teacher________________

Performance Standards______ Date_________ See Guidance to Complete____See Guidance to Complete____ See Guidance to Complete Family Life/Culture

__________

_________________________

________________________

________________________

Child’s Temperament

__________

1st trait ________________________

2nd trait _________________________

3rd trait _________________________

Child’s Interests

__________

1 _________________________

2 ________________________

3 ________________________

Child’s Skills __________

1 _________________________

2 ________________________

3 ________________________

Child’s Approaches to Learning

__________

Circle one: auditory, visual or _________________________ initiative

kinesthetic ________________________ engagement

________________________ persistence

Child’s Individual Needs

__________

1 _________________________

2 ________________________

3 ________________________

Health Exams/ Screening Results

__________ __________

Medical: ________________________ ________________________ Nutrition

Medical: ________________________ ________________________ Vision/Hearing

Medical: ________________________ ________________________

Dental

Mental Health Screening Results

__________

Strength: _______________________

Need ________________________

Referral ________________________

Developmental Screening Results

__________

Strength: _________________________

Need ________________________

Referral (If IFSP, see attached) _______________________

Assessment Results

__________

1st (fall) strengths: _______________ ________________________ ________________________ needs: __________________ ________________________ ________________________

2nd (winter) strengths: _______________ ________________________ ________________________ needs: __________________ ________________________ ________________________

3rd (spring) strengths: _______________ ________________________ ________________________ needs: __________________ ________________________ ________________________

Child Goals

__________

1 _________________________

2 ________________________

3 ________________________

Family Goals (FPA)

__________

1 _________________________

2 ________________________

3 ________________________


1

THE CHILD PROFILE Purpose of the Child Profile

• Assist teachers in individualizing their curriculum • Based on Performance Standards 1304.20(f)(1), 1304.21(a)(1)(i), and 1304.40(a)(1)

Other Purposes

• Case conferencing to support an integrative service delivery model • Supports a holistic view of the child with everyone on the team from the Health Coordinator

to the Family Advocate contributing • Referrals and necessary information less likely to be overlooked because more people are

looking at the same form • Orientation of the children to a substitute, especially a long term substitute

General Instructions for Completing the Form

Who Fills Out the Child Profile?

• Management team and the teacher(s) meet to complete the form • Everyone contributes to filling out the form while discussing each child Note: If that is not possible, programs need to problem solve another strategy for working with the teacher in gathering and reflecting on the data

Gathering and Updating Information

• Can begin filling out the form with the first intake interview • Date of when the information is entered on the form • Develop an efficient system for updating information

Example: (1) put an asterisk by Family Life/Culture to indicate a change has been made, (2) on the back of the form, put an address label titled Family Life/Culture and write and date parents separated, spends week-ends with the father

Rating System – for Approaches to Learning and Health Screening Results

Example: Plus (+) means good and okay (ok) means the child meets the norm. Rather than use a minus (-) for concerns, write the issue: frustrates easily (Approaches) or gum infection (Dental)

Include legend on the form for consistency Naming Screening and Assessment Tools

Add the name of the tools that you use in your program to the Child Profile Example: ASQ Screening Results or COR Assessment Results

Disabilities

• Attach the goals of an IEP or IFSP to the profile • Do the same for a Mental Health Referral

Profile Location

Management team needs to decide where the profile should be filed for easy access Example: Child’s File or in a binder in the classroom for easy access in planning curriculum


2

THE CHILD PROFILE

Guidelines for Completing Each Requirement for Individualization Family Life/Culture: 3 most important aspects to know about this family Example: both parents work mono-lingual Spanish living with relatives (8 people) in small apt

Child’s Temperament: 3 traits of the 9 temperamental traits: activity level, biological rhythms, adaptability, approach/withdrawal, sensitivity threshold, intensity of reaction, distractibility, quality of mood, and persistence Example: 1st trait 2nd trait 3rd trait irregular biological rhythms high intensity of reaction highly distracted Child’s Interests: 3 areas/activities the child is most excited about at this time Example: 1 2 3 fire trucks blocks music Interests will probably change throughout the year. Child’s Skills: 3 activities/behaviors the child does well Example: 1 2 3 expressive language self-help skills coordination Skills will also probably change throughout the year. Child’s Approach to Learning: (1) circle auditory, visual or kinesthetic for pre-school child if one modality has become dominant and (2) rate the child’s initiative, engagement and persistence using the rating system you developed Example: _______+________ short attention span ______OK________ initiative engagement persistence Child’s Individual Needs: 1 to 3 specific needs a child may have Example: 1 2 3 slow eater/seat first needs 10 min to transition needs adult to stay on cot Health Exams: 2 to 3 entries of most important medical information for the entire team to know Examples: (1) immunizations or well-baby checks (2) a medical condition such as asthma, would definitely be included Medical Medical Medical Asthma missing HIB IZ well baby checks not current_


3

THE CHILD PROFILE

Guidelines for Completing Each Requirement for Individualization Screening Results: Rate the Nutrition, Vision/Hearing, and Dental Screenings using the rating system you developed Example: _______+________ ______OK______ gum infection Nutrition Vision/Hearing Dental Mental Health Screening Results: the greatest “strength” is the area with the highest score and the greatest “need” is the area with the lowest score Example: Strength Need Referral autonomy____ self-regulation___ _________________ If a referral is necessary, enter date when made and completed and attach goals to profile Developmental Screening Results: the greatest “strength” is the area with the highest score and the greatest “need” is the area with the lowest score Example: Strength Need Referral Fine motor____ problem solving____ _________________ If a referral is necessary, enter date when made and completed and attach goals to profile Assessment Results: enter 3 “strengths” (the 3 areas with the highest scores) and 3 “needs” (the 3 areas with the lowest scores) for each assessment period 1st (fall) 2nd (winter) 3rd (spring) Strengths___Prosocial Behavior _________________ _________________ ___ ______ Gross Motor______ _________________ _________________ ___________Listening/Speaking_ _________________ _________________ Needs_____Fine Motor_______ _________________ _________________ Representation/Symbolic Thinking _________________ _________________ Reading and Writing___________ _________________ _________________ Child Goals: the 3 goals are identified from the entire profile. The goals can be the 3 needs of the developmental assessment or can be a combination depending on the child’s needs. Example: (1) If the child had a temperament that makes it difficult to learn in the classroom, dealing constructively with the child’s temperament would be one of the goals. (2) A chronic dental or vision problem would also be one of the goals until the problem was no longer affecting the child’s learning or behavior Family Goals: the 3 family goals should support the 3 child goals directly or indirectly Remember: As with all forms, its value will be how best you can adapt it to meet the needs of your program.


IDENTIFYING COMMON NEEDS, SKILLS, AND INTERESTS

Child Interests Skills Needs

Jamal (5 mos)

Gazing at faces, sucking on fist, sounds, moving objects

Kicks mobile and smiles, makes vocalizations, follows toy with eyes,

More floor time on tummy, strengthen arms and neck, hold head up without support

Zola (6 mos)

Bangs on toys, imitates own actions, bright lights

reaches with 1 arm when on tummy and rolls back

More vocalizing, eye contact, and acceptance of touch

Tanisha (8 mos)

Peek-a-boo, finding hidden objects, turning and exploring toys

Sits unsupported, back and forth sound play, drops spoon watches it fall,

More floor time to encourage crawling, exercise rt. leg with mild CP, lots of touch

Ariel (12 mos)

Pulling self up, cruising, feeding herself, books, dolls, music/rhythm

Communicates through gesture and sounds, points to objects in book for name

Ritual for separation anxiety, tantrums, problem solving: simple puzzles

Raphael (14 mos)

Books, songs, fills and dumps buckets, pull train, wheel toy

Imitating new words, indicates wants by naming object, problem solves

Coordination skills, following simple commands, use of spoon and cup, separation anxiety

Rhys (17 mos)

Fire trucks, large motor activities, legos, blocks

Builds tower of 3 blocks, has 12 clear words, pretend play with fire hat

Interest in books, taking time to rest, comforting self

Luiz (21 mos)

Legos, magnetic train, Trucks, cars, wheel toy

Figures out toys with no help, combines 2 words

To show more emotion and facial expressions

Mereya (25 mos)

being helpful, large motor activities, baby dolls, drawing

Communication, problem solving, large and fine motor skills, self-help skills

Adjusting to new baby, looking at books, sorting/classifying objects, pretend play

Malik (28 mos)

Bugs, how things work, musical instruments, balls, singing

large motor skills, classifying objects, fine motor skills, music

Expressive language, looking at books, self-help skills, pencil/pen skills

Kiara (32 mos)

Books, telling stories, pretend play, dancing to music, drawing

Communication, problem solving, symbolic play, recognizes feelings

Adjusting to new baby, separation anxiety, tantrums, self-help skills, coordination

Parent Interests are: arts and crafts, cooking, flower arranging, drawing, and singing. Program Topics are: Health and Safety, Mental Health, Nutrition, Parenting, and Education.


THE ONGOING ASSESSMENT PROCESS

Linking Curriculum and Assessment

SYSTEMS AND SERVICES

THE ONGOING ASSESSMENT PROCESS

1. Observe and

Record

Management Team • Provide training of tools (screening, assessment, curriculum) to staff • Set up a systematic way to observe, document and organize observations (including number and lengths of

observations per child weekly or monthly with timelines) • Provide training on observation criteria including consistent use and interpretation • Determine system of record keeping for each child including input from parents and other staff • Monitor the recording and record keeping system of observations (who/when/how/action) for quality,

comprehensiveness and meeting timelines • Include monitoring results in Self-Assessment

Teaching Staff (Center and Home-Based Options) • Observe center-base children on a daily basis; home-base: weekly and during socializations • Document what is seen and heard • Collect observations from family members, other staff, etc. • Collect samples of children’s work over time for portfolios (or other filing system)

2. Analyze and Align

Observations to Assessment

Tool

Management Team • Provide training on your system of analyzing, sorting, and evaluating observations • Establish protocols and timelines for aligning observations to assessment tool (ongoing/weekly/monthly) • Establish timelines and protocols for mid-assessment and assessment periods • Monitor observations, portfolios, class summary worksheets, and individual child profiles for quality and

completion (who/when/how/action) • Include monitoring results in Self-Assessment Teaching Staff (Center and Home-Based Options) • Sort all observation notes by developmental area for each child • Label each observation and work sample with the number of each objective of the assessment tool that applies

to the observation • Review observations and portfolio items to fill out assessment tool • Use a summary worksheet of class results to keep track of children’s progress from assessment to assessment • Enter information on a child profile form at the end of each assessment period


Linking Curriculum and Assessment

3. Plan and Individualize

the Curriculum

Management Team • Provide training on your system and strategies for planning curriculum and individualizing, using multiple sources such as

screening results (developmental, sensory, and behavioral), IEP or IFSP goals, ongoing observations, medical and dental evaluation and treatments

• Establish timelines and protocols for completing lesson plans (weekly/monthly) which documents individualization and the integration of IEP or IFSP goals when appropriate

• Establish timelines and protocols for parent conferences to share information and plan next steps • Establish timelines for completing child progress and planning reports (strengths/needs/goals) for parent conferences and

disabilities case conferences • Monitor and provide documented feedback on lesson plans, child/classroom progress and planning reports for quality,

comprehensiveness and completion (who/when/how/action) • Include monitoring results in Self-Assessment Teaching Staff (Center and Home-Based Options) • Summarize each child’s progress on the child progress and planning report, using multiple sources such as screening results

(developmental, sensory, and behavioral), IEP or IFSP goals, ongoing observations, medical and dental evaluation and treatments

• Utilize information from ongoing team meetings to inform and guide planning and individualizing • Meet with families to share information and jointly plan next steps (strengths/needs/goals) • Implement your plan (individualization of lesson plan) and continue to observe the child’s progress • Reflect on the progress of your group based on a class/HB caseload summary worksheet • Decide which objectives to target for the whole group and which for selected children (class or socialization) • Plan strategies to support learning—individual, whole group, small group activities (lesson plans) • Implement your lesson plans and continue to observe children’s progress

4. Report Children’s

Progress and Use the Results

Management Team • Provide training on your system for reporting formal assessment results (who enters the child outcome data and when/who

monitors the data after it has been entered) • Establish protocols and timelines for analyzing the data and identifying areas of improvement, including staff responsible,

methods utilized • Utilize formal assessment results (child outcomes data) and data from multiple sources for curriculum planning,

individualization and classroom and home-based improvement • Identify who develops center/home-based and program improvement plan with timelines • Identify how to customize and write the reports that explains the data to Staff, Policy Council and Board, including timelines • Identify who will monitor the center/home-based and program improvement action plans including timelines • Include monitoring results in Self-Assessment Teaching Staff (Center and Home-Based Options) • Submit formal assessment results (child outcomes data) according to the program’s systems and procedures and timelines • Utilize formal assessment results (child outcomes data) and data from multiple sources for curriculum planning,

individualization and classroom and home-based improvement • Implement program improvement plan as it relates to your classroom or home base caseload

Key Principles of Implementing an Infant Toddler … Infant Toddler Curriculum Marjory Keenan ......

Documents

Transcript of Key Principles of Implementing an Infant Toddler … Infant Toddler Curriculum Marjory Keenan ......