1 Nebraska’s Pathway to Early Learning Guidelines

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Nebraska’s Pathway to Early Learning

Guidelines

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Child Care & Development Fund

(CCDF) Federal Requirements

• Voluntary Early Learning Guidelines• In early literacy and math • For ages 3 to 5• Align with State’s K-12 standards• Implement by Fall 2005

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Nebraska Partnership

• Nebraska Health & Human Services• Nebraska Department of Education• Nebraska Head Start Association• Head Start-State Collaboration Office• Early Childhood Training Center

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Critical Components of Early Learning &

Development

• Safe, supportive environments• Health & nutrition needs met • Relationships to support positive

social and emotional development

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Critical Components of Early Learning &

Development

Experiences to support-curiosity & exploration-language, literacy, math; plus-development across all domains

• Support & respect for family and cultural context

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Early Learning Guidelines: Nebraska’s Intent

• Resource for planning

• For early childhood caregivers, teachers, parents and others who work with young children, including children with disabilities

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Early Learning Guidelines: Nebraska’s Intent

• What to expect or look for in the development and learning of young children

• What adults can do to support learning for all children across domains of development and learning

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Early Learning Guidelines: Nebraska’s

Intent • Include Birth – Age 5• Include Multiple Domains• Align with Multiple Standards• Develop comprehensive support system• Build on current state EC initiatives

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Birth – Age 5

• Important to represent continuum of development and learning

• Broad-based expectations (outcomes)

• Ages 3 to 5 printed January 2005• Birth to 3 available January 2006

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Multiple Domains

• Social & Emotional Development• Approaches to Learning • Health & Physical Development• Language & Literacy Development• Mathematics• Science• Creative Arts

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Elements of each domain:• Introduction & Key Elements• Widely Held Expectations• Learning in Action: Examples

for Child and Adult• The Environment• Alignments w/Standards• Strategies to Support

Inclusive Environments

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Examples of Strategies to Support Inclusive Practices

• Divide skills and behaviors into smaller steps

• Provide choices so children have more control over their environment

• Use appropriate verbal, visual, and physical cues in interactions and activities to meet the special needs of individual children

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(cont.)• Use vocabulary and phrases in the

child’s native language when introducing new ideas/concepts

• Assure that materials in indoor and outdoor environments are easily accessible (height, size, location)

• Provide physical guidance/support for children having difficulty with motor tasks

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(cont.)• Provide good models of communication,

including sign language and other alternative methods

• Use special or adaptive devices and/or processes to increase level of communication and/or participation

• Simplify a complicated task by breaking it into smaller parts or reducing the number of steps

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(cont.)• Use shorter but more frequent

activities and routines• Encourage hands-on and sensory

experiences such as touching, holding, exploring, tasting, smelling, and manipulating

• Adapt the environment to promote participation, engagement, and learning using a variety of textures

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Align with Multiple Standards

Aligns with:• Nebraska State K-12 Standards

– Reading/Writing, Science, Social Studies/History, Mathematics

• Nebraska Rule 11 EC Regulations

• Head Start Outcomes Framework

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Align with Multiple Standards

Reflects:• Primary Program: Growing and Learning

in the Heartland

• Nebraska Rule 51 SPED Regulations

• P-16 Initiative

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Meeting the DiverseNeeds of All Children

• Individual personality, temperament and learning style

• Experiences and family background, including language, culture, ethnicity, etc.

• Special health considerations

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Meeting the DiverseNeeds of All Children

(cont.)• Food allergies

• Physical or cognitive disabilities

• Preferences based on child and family interests

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Strategies to Support Children with Disabilities

• Provide adaptive equipment and materials when the child needs support

• Provide adult assistance/support as the child initiates action, then reduce support when the child shows ability to do some actions independently

• Provide opportunities for interaction with typically developing peers

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(cont.)• Modify materials and activities so the

child can participate as independently as possible

• Utilize peers as models, helpers, and friends to provide praise and encouragement

• Assure that child care homes, centers, and preschool environments meet the needs of all children

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(cont.)• Ensure that naturally occurring events, such

as opportunities to use materials both independently and cooperatively, are purposefully arrange so the child has learning opportunities

• Add new and/or specific activities as needed to meet individual needs

• Provide visual supports (pictures, drawings, labels, color coding, picture schedules, etc.)

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Additional Supports

• Print Resources Category: Where All Belong-Celebrating Children’s Diversity and Special Needs

• Early Learning Guidelines Definitions– Inclusive language/terminology– Accommodations/modifications– Adaptations

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Implementation

• State and local conferences• Mailing and ongoing distribution:

beg. Jan. 2005• Awareness training in regions: 2005• Training of Trainers: Fall 2005• 2- and 6-hour Domain Specific training:

beg. Jan. 2006• Support and resources: online and

print

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Implementation Linkages

• Curriculum planning tool for state-funded early childhood programs

• Support document for early childhood outcomes: Results Matter in Nebraska

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Developing a Comprehensive Support

System• Core Knowledge and Competencies• Professional Development Support• Program Practices and Environment• Parent Involvement and Support• Public Awareness and Engagement

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Nebraska’s Desired Outcome

• Support learning and development of all young children

• Improve quality of early childhood care and education in Nebraska

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For More Information…

• Jan [email protected]

• Jeanine [email protected]

Documents

1 Nebraska’s Pathway to Early Learning Guidelines