Trainer Manual

Copyright 2004

Revised: 2008 & 2012

Jacksonville Children’s Commission

1095 A. Philip Randolph Blvd

Jacksonville, FL 32206

(904) 630-3647

www.jaxkids.net

Trainer Manual

Background

Information

Foundations for Success

Infant/Toddler Model

Introduction

Relationships form the foundation through which every child experiences his or her world. What

children experience within these relationships shapes their overall development. Supported by

current research, and combined with direct experience in child care settings, the Foundations for

Success Infant/Toddler Model provides a positive support structure to implement appropriate

learning experiences for infants and toddlers in child care classrooms, thus, raising the quality of

the child’s learning experiences. These experiences will enhance the development of children and

their ability to learn in the early years of life. The relationships that are established in quality child

care classrooms between the teachers and the children, along with experiences in Movement,

Senses & Perception, and Language, provide the essential foundation necessary for children to

progress developmentally, to enter school ready to learn, and to become successful life-long

learners.

The Foundations for Success Infant/Toddler Model focuses on four foundational areas neces-

sary for supporting infant and toddler development. Relationships are central to the model as they

affect all of the other areas of development, the Senses & Perception, Movement, and Language

foundations. In fact, no one area exists in isolation. Infants and toddlers learn by interacting with

and acting on their environments. Ideally, each child experiences all four foundations simultane-

ously, creating a unique and personal learning experience. Responding to these individual needs

is the primary role of the teacher and helps to maximize each child’s potential. The Foundations

for Success Infant/Toddler Model will provide the teacher with the knowledge and tools to be suc-

cessful in the classroom.

Overview

Evidence Based

The Foundations for Success Infant Toddler Model is based on current research in the areas of

brain development, early learning, and education. Research shows that children develop through

a combination of biological traits (nature) and experiences with their world (nurture). The

importance of these experiences is this focus of this model and the related research.

Understanding this research is a key component in improving the quality of early childhood

education.

In 2000, The National Academy of Sciences published a report, From Neurons to Neighborhoods:

The Science of Early Childhood Development, which examined research to establish an

understanding of early childhood brain development. The National Scientific Council on the

Developing Child has provided accurate and applicable information for early childhood policy

makers. Both institutions continue to research early childhood development and provide a strong

research base for this Model. Additional research and information were gathered from: Zero to

Three, National Center for Infants, Toddlers & Families, The Brazelton Touchpoints Institute, The

National Association for the Education of Young Children, The Gesell Institute for Human

Development, West-Ed Program for Infants & Toddler Care (PITC) and The School for Body-Mind

Centering: Infant Developmental Movement Education, (IDME) as well as numerous research

books and published articles from accredited sources.

Standards Based

The information and learning experiences within this Model have also been correlated with The

Florida Early Learning and Developmental Standards. This correlation ensures that teachers are

not only utilizing the best practices as recommended in this Model, but that they are considering

age appropriate development as outlined in the standards. When used together, the Foundations

for Success Infant Toddler Model and the Florida Standards will provide a foundation for a quality

learning environment.

Developmentally Appropriate

This model is written for use with children from birth up to the age of 3 years. Research

continuously demonstrates that the experiences in the early years are the most crucial in children’s

lives. Children’s brains grow more in the first three years of life than at any other time (Brazelton &

Sparrow, 2007). A child’s early experiences (beginning in-utero) are responsible for literally wiring

the brain for future use, thereby building its basic architecture (National Scientific Council on the

Developing Child, 2008). The Foundations for Success Infant Toddler Model provides age

appropriate experiences for children that will foster healthy brain development, while accounting

for individual flexibility and learning styles.

Relationship-Centered

The relationships that are established in quality child care classrooms between the teachers and the

children provide the essential foundation necessary for children to create and sustain meaningful

relationships, develop toward their potential, enter school ready to learn, and become successful life

long learners. From this Model, teachers will learn about the importance of interactions and the

messages that these interactions send to our youngest learners. The Model also provides strategies

for promoting secure relationships within the classrooms.

While the teacher/child dynamic is the focus of the Model, the teacher is only one caregiver in the

child’s life. The African Proverb, ‘It Takes a Village to Raise a Child’ is a true statement and one

that this model will follow in that it promotes building a support network between the parents,

teachers, and other important people in the child’s life.

Culturally Appropriate

The Foundations for Success Infant Toddler Model has not been developed to be

culturally specific to a certain group or area. However, all teachers are encouraged to be culturally

sensitive to each individual child and family and to be aware of differences in child rearing practices

and beliefs as they relate to culture. With this knowledge, the curriculum can then be flexible to

meet the needs of any child/family. In addition, teachers are encouraged to organize the environ-

ment with diverse materials and books that are representative of the children and families they

serve. For example, books and displays should be realistic and depict people of different ages,

ethnicities, cultures, abilities and family configurations. Teachers are encouraged to speak to chil-

dren in their home language as well as in English. Materials used in the classroom should not only

be diverse but also familiar to children and representative of different cultures.

Foundations for Success

Infant/Toddler Model

Mission

The Foundations for Success Infant/Toddler Model will create a continuum of

excellence in early childhood settings by establishing model infant and toddler

classrooms. Through a focus on the Model and an emphasis on relationships,

teachers will provide developmentally appropriate, evidence-based experiences that will encour-

age and support children in becoming lifelong learners.

Goals

Through the use of the Foundations for Success Infant/Toddler Model,

caregivers will:

• Apply current research and quality child care standards to inform planning and routine

classroom practices

• Assess classroom needs and those of individual children on an ongoing basis

• Provide responsive caregiving that builds secure relationships with children and families

• Provide individually and developmentally appropriate learning experiences for all children

• Provide experiences in Movement, Senses and Perception, and Language through nurtur-

ing interactions

• Provide a safe environment for all children that fosters exploration and

learning

• Utilize daily routines as opportunities for learning in everyday moments

Best Practices in Implementation

Comprehensive Curriculum

The Foundations for Success Infant/Toddler Model is a comprehensive resource for gaining

knowledge, planning, and implementing a quality learning experience for

infants and toddlers. The following are included as part of the comprehensive model:

• Research and background knowledge

• Developmental milestones

• Learning experiences for creating lesson plans

• Lesson plan formats

• Resources for quality care and environment planning

• Evaluation components for individual child assessment and teacher self-reflection

Professional Development

In order to ensure that teachers fully understand the concepts of the Foundations for Success

Infant/Toddler Model and the recommendations for appropriate implementation, the authors

recommend at least 6 hours of training specific to the Model. Trainers will offer periodic

opportunities for teachers to attend trainings, to interact with other professionals, and to practice

skills for implementation.

Picture & Nursery Rhyme Displays

It is recommended that classroom teachers create areas to display realistic photographs, pictures

and nursery rhymes at the child’s eye level that are diverse and depict people of different ages,

ethnicities, cultures, abilities and family configurations. These displays will create a literacy rich

environment that will enhance each child’s opportunity for gaining the pre-literacy skills needed for

a foundation of print concepts and language development.

Books, Music and Foundational Learning Experiences

Each classroom is recommended to maintain a wide variety of age appropriate books and music

for infants and toddlers. Vinyl, cloth, and board books work best for this age group. These books

show everyday objects and activities and the people depicted are diverse (e.g., in age, abilities,

ethnicity, culture and family configuration. In addition, it is recommended that teachers add books

to the classroom library that correspond with the current lesson/theme. The learning experiences

accompanying this model provide theme ideas appropriate for infants and toddlers.

Reflection and Feedback

Best practices dictate that early learning professionals have access to coaching or supervisory

support that will provide ample opportunity for reflection and feedback on the use of this model.

When available, teachers may utilize outside consultants/coaches as a resource for ongoing

professional growth. When this resource is not available, it is recommended that a director/

supervisor and teacher form a consistent practice for observations, reflections, and feedback re-

garding best practices as related to individual children and the use of this Model.

How to Use The Teacher Resource Manual

The Foundations for Success Infant/Toddler Model is organized to be easy to find necessary

resources and plan for your infant or toddler classroom needs. The manual is divided into the

following sections.

Model Overview

How Children Learn

Relationships Foundation

Senses and Perception Foundation

Movement Foundation

Language Foundation

Lesson Planning

Appendix

References

Model Overview

The overview section of this manual includes an introduction, the mission and goals of the

curriculum, an overview of curriculum components, and related research. It is important to establish

a clear understanding of the philosophy of the curriculum since all program activities should be

based on a relationships-centered approach to care. In addition, it is important to note that this

model was developed in accordance with current research and best practices in mind and to be

familiar with these research points.

How Children Learn

In this section, information can be found on brain development, how stress impacts a child and age

appropriate developmental milestones. These milestones can be found in the form of the Florida

Early Learning and Developmental Standards. This section also contains age appropriate reference

sheets that cross reference the state standards with the corresponding Foundations. In addition,

these standards are cross referenced to a learning experience that illustrates a related learning

opportunity. Lastly, each reference sheet can be used as a planning tool for teachers, either as a

way to keep track of standards addressed in teachers or as a developmental checklist for individual

children.

Foundations

Each of the four Foundations for Success has a dedicated section that contains background

information, research, and additional strategies to promote learning. Additional information related to

child development and linkages to the Florida Early Learning and Developmental Standards can

also be found woven into these Foundational areas.

How to Use The Teacher Resource Manual (Continued)

Lesson Planning

Within this section are samples of lesson plan formats appropriate for use with this Model. Also

included are a developmental checklist and an individual observation form. It is recommended that

in addition to whole group lesson planning, classroom teachers implement an observation and

portfolio system to ensure that each child’s individual learning needs are met. These last two items

will assist with this process.

Appendix

The appendix of this manual includes information that can be used as reference and additional tools

for teachers and supervisors. Included are information on quality care and environmental

considerations, an ITERS-R Materials checklist, a feedback form for use in reflection, supervision,

and professional development, and additional

experiences for use during routines and transitions.

We hope the manual will illustrate that working within this Model and applying these methods, will

not only increase the quality in your classroom but also enhance the natural curiosity and joy for

learning that children have when they feel safe and secure as part of a clean, predictable,

stimulating, and challenging environment.

Facilitation

Basics

Adult Learning Principles

Adults are often concerned that participating in a group will make them look weak, either professionally or personally. Design workshops and discussion sessions that help people feel safe enough to ask questions

and confident that they will be respected. Don’t ask people to take risks too early in a workshop unless they already know each other well. Provide opportunities and allow time for people to establish themselves in the group.

Adults bring a great deal of experience and knowledge to any learning situation. Show respect for participants’ experience by asking them to share ideas, opinions, and

knowledge. Verbally recognize that they may be a good resource for reaching your teaching goals.

A needs assessment can tell you more about the individuals in the group. Or, if you already know the participants, you may realize that particular individual can provide helpful input before, during, or after your session.

Adults are decision-makers and self-directed learners. Do not seek to make people obey you. Adults will do what they need to do. Be the “guide on the side” rather than the “sage on the stage”. Listen to what they want and need to be flexible in your planning. Seek feedback from the group. Change your approach if your agenda or methods are not working.

Adults are motivated by information or tasks that they find meaningful. Conduct some type of needs assessment so that you are aware of what people want (and need)

to learn, how much they already know, and the concerns and issues that are most important to the group.

Adults have many responsibilities and can be impatient when their time is wasted. Be thoughtful and kind. Begin and end your session on time. Understand who is in the audience and why they are participating. Learn what questions they have about the subject. Don’t cover material they already know unless there is a good reason for it. Recognize that your subject is only one of many that participants may be interested in learning about.

I-Tech, Principles of Adult Learning, August, 2004.

http://www.go2itech.org/HTML/TT06/toolkit/assessment/print/AdultLearners/PrincipAdultLrng.doc

Cultural Competence

Culture is not just ethnicity or race. Culture is reflected in any group that shares a history and belief system that impacts how they function (Ontai, 2006). Parents of all cultures want to do what is best for their children. It is from these cultural influences that parents gain many of the values that affect what they teach their children, what behaviors are considered appropriate, and which methods are used to discipline and teach (Lubell, 2008). However, when these parenting strategies are different from our familiar framework, they can seem strange or even dangerous (Ontai, 2006). Thus, it is im-portant for parenting group facilitators be aware of and respectful of the individual belief systems held by the families within any group program and to understand that optimal child development can occur in many different settings and follow many paths. Within the Foundations for Success in Parenting series, the facilitator will need to be sensitive to cul-ture. Culture is not only ethnicity or race, but is any belief system that individuals are part of that in-fluences how they function. Beliefs grown from backgrounds in race, socioeconomic status, family structure, age, and social networks are some of the influences from which beliefs are formed. One important aspect of the Foundations for Success in Parenting Model is that it is participant driv-en and thus, will be sensitive to the individual belief systems of each group. To this point, in parent-ing education, the white, middle-class majority in American culture has largely influenced the devel-opment and delivery of healthy messages and programs. However, these messages do not reflect the cultural diversity found in society today (Lubbell, 2008). Geoffrey Canada, the founder of the Har-lem Children Zone’s Baby College program, states that, “The idea wasn’t to adopt middle-class white culture, or even to imitate it – it was more like poaching an idea or two, borrowing some tricks and customs, like adapting a recipe from a foreign cuisine” (Tough, 2008). The same will be true for this program in that it will truly be developed with consideration for the needs of the individual participants and not from assumptions based on past programming. Although it is important not to make assumptions based on stereotypes, group facilitators must de-pend on some general guidelines about cultures to guide their efforts in working with families. Below are some areas where parental behavior may be impacted by cultural belief systems:

Communication

Discipline

Parent-Child Emotional Bonding

Family Structure and Roles

Gender Role Development

Play

Sleeping Arrangements

Training Preparation

& Outline

Preparing for Training Materials to Gather:

A/V equipment for powerpoint presentation and Sound (will need internet access to link to embedded videos)

Flip chart

Markers

Card Stock Paper

Decorative Materials (i.e. feathers, pom-poms, markers, tissue paper, glue, scissors)

Infant/Toddler Learning Materials Examples Include: - Balls - Rattles - Dolls - Puppets - Soft Blocks - Books (Vinyl, Cloth, Board) - Music Toys - Sensory Toys Set-Up: Laptop and powerpoint set up Flip Chart Ideal table set-up would be small groups of teachers separated by age group (infants, ones,

twos) Put training buckets in the center of each table with manipulatives for kinesthetic learners Put copies of power point, handouts, and one piece of card stock paper at each spot Set up a table with decorate materials listed above Put infant/toddler learning materials around the room for reference during training Resources to Be Familiar With: Zero to Three National Scientific Council on the Developing Child West Ed Program for Infant and Toddler Caregivers NCAST Brazelton: Touchpoints Neurons to Neighborhoods

Training Outline Slide 1: Welcome and introductions

Welcome and Introductions Welcome participants and introduce yourself as the trainer. Go through necessary house-keeping information

Icebreaker State that we now want to learn a little bit about them and get them moving and talking. Note that we want this day to be interactive. There are several options for icebreakers, below. My Favorite Role– Have participants use their cardstock paper to create a name tent. This name tent will be a little different from others they have done. On one side, the person will write their first name. On the other side, the person will write their “favorite role” in life. For example, some people put teacher, mother, friend, etc. When introducing themselves, they will then tell their name and explain their favorite role. While arriving at the training, participants can use the decorative materials to decorate their name tent however they would like.

Yarn Game- You need to have a spool of string or wool for this game. Ask the young people to stand in a circle. Hold on to the end of the string and throw the ball/spool to one

of the people to catch. Ask that person to tell the group one thing about themselves. Holding the string they then throw it to another member of the group and have that person

tell something about themselves. Eventually this creates a web as well as learning some interesting things about each other! At the end of the game you could comment that we all played a part in creating this unique web and if one person was gone it would look different. In the same way it's important that we all take part to make the group what it is, unique and special.

Unique Characteristics - Even if the participants already know each other, the trainer must get to know them. Instead of asking participants to say their names, the trainer can divide the group into pairs and give participants a few minutes to interview each other. Then, each participant should introduce their partners by name and to share at least two unique characteristics about them.

Thumb Ball – If you have a thumb-ball (training tool), use it throughout the day when the

group needs to move to continue getting to know each other. Note: Whichever icebreaker you choose to use, make a connection that these icebreakers were chosen for the purpose of building relationships. Just as Relationships are the central part of the Foundations for Success Model, relationships are important for adult learning as well.

Training Outline (continued) Slide 2: The Framework This slide can be used as each area deems appropriate. Sometimes, local areas/centers have guidelines that include curriculum that they encourage classrooms to follow. This would be where that could be addressed as a way of presenting “the bigger picture”. Slide 3: Curriculum for Infants & Toddlers Using a flip-chart, ask participants to tell you what curriculum for infants and toddlers means to them. After the list is complete, add the following if not already mentioned:

Curriculum for infants and toddlers is everything they experience The role of the adult for this age group is not to teach, but to observe and support (this

requires a solid base of developmental knowledge) Learning is integrated at this age and all domains intersect Curriculum is individual Curriculum is flexible

Slide 4: The Mission Read the mission of the Foundations for Success: Infant/Toddler Model Slide 5: Research Point Tell participants that this model was developed and continues to evolve based on current research. Throughout the model, they will see research points such as this to bring them back to what research says about infants and toddlers. Read research point or have one of the participants read. Slide 6: Experience and the Brain Read research point or have one of the participants read Slide 7: Brain Basics In order to understand how children learn, it is important to understand how the brain develops and the impact that they as teachers have on this development. Read brain basics and state that the connections formed in the brain are formed in direct response to the experiences as child has. Slide 8: Neurons Explain that this is a picture of what brain cells look like. Note all of the connections that are made between the cells.

Training Outline (continued) Slide 9: Stress and the Brain Explain that when humans are stressed, a stress hormone is released into our bodies to help us regulate in response to that stress. This hormone is called Cortisol. However, if a child experiences traumatic stress or ongoing constant stress, cortisol can cause damage, as stated in the slide. Slide 10: Effect of Extreme Deprivation This slide shows the effect of neglect on a child. It shows the brain scans of a healthy child and of a child that was raised in a Romanian orphanage under neglectful conditions (kept in side a crib with little opportunity for movement or human contact). The scans light up where there is activity. The two areas circled on the scans are the areas responsible for language and emotion. Ask participants to notice that these areas are like black holes with little activity in the neglected child. Slide 11: Foundations for Success Model This is where you will introduce the model. Explain that there are four Foundations that every infant and toddler needs to develop appropriately: Movement, Senses & Perception, Language, and Relationships. Note that they are put in puzzle format because they all need to be present to be complete. Also note that language is at the top because this is where we are working toward: having our infants and toddler ready to go into preschool and learn the pre-literacy skills they need for kindergarten. Also note that Relationships are in the center and that this is because everything for this age happens in direct response to the relationships in a child’s life. Slide 12: Lesson Plan Basics This slide is meant to review some of the basics of creating lesson plans for infants and toddlers. Go over the list on the slide and expand on the importance of each. Slides 13-15: Lesson Plans These are three versions of lesson plans available in the teacher resource manual. With these three options, teachers can choose to plan by the week, month, or day. Make the point that repetition is how children learn, so repeating an experience more than one time is appropriate for this age. However, we want to introduce more and more structure as they get older to prepare them for preschool. Thus, the monthly plan is more appropriate for infants than it would be for two-year-olds. Slide 16: Be Intentional Review what the state standards for learning are and introduce the importance of connecting lesson plans to these standards. Note that it is a way to be intentional and ensure that we are introducing children to the necessary milestones for their age.

Training Outline (continued) Slide 17: Cycle of Appropriate Care This slide is used to illustrate that appropriate care is not simply looking at a curriculum for lessons and putting them on a plan. It is also about observing individual children and responding to their needs by planning appropriately. Slide 18: Relationships Foundation Tell participants that you will now take a deeper dive into the Foundation of Relationships. Slide 19: Research Point Read research point related to Relationships. Slide 20: Research Point Read research point related to Relationships. Slide 21: Attachment Basics Explain the concept of attachment to participants. Explain that children need secure relationships with their caregivers, including their child care providers. Explain the Terms to Know and discuss caregiving behaviors related to each of the types of attachment. Slide 22: Elements of a Responsive Relationships Show and review this slide and ask the group to brainstorm additional elements. Slide 23: Strategies for promoting healthy, positive, relationships Review and ask participants to give examples of what they do to promote relationships with the children in their care and with families. Commend the group on what they are doing. Slide 24: You can’t spoil a baby Explain that before the age of twelve months, children do not have the brain capacity to manipulate their caregivers. Patterns are developed, but children are only expressing basic needs which need to be met to build trust and security. Slide 25: Relationships Video Choose a video to show that illustrates the importance of relationships in infant and toddler care. We choose the Voices from The Field series from Child Care Exchange.

Training Outline (continued) Slide 26: Planning Lessons Provide participants with time to work at their tables as a group to come up with relationships experiences for their age group and to write them on the lesson plan forms provided to them. If time allows, provide copies of the State Standards and have them find a correlating standard as well. If not, they can use the correlation beginning on page 22 of the Teacher Resource Manual. The experiences they develop for their lesson plans can be from the Model, from ideas they see in materials around the room, or from past experiences. Slide 27: Senses & Perception Foundation Tell participants that you will now take a deeper dive into the Foundation of Senses & Perception. Slide 28: Research Point Read research point related to Senses & Perception. Slide 29: Sensory Learning Review different types of senses. If not familiar with senses related to movement (Proprioceptive and Vestibular), review ahead of time to be verse in information. Slide 30: Strategies for Promoting Sensory Learning Review slide and then using a flip chart, ask participants to name types of sensory activities they use in their classrooms. Slide 31: Video Click on the photo for a link to a YouTube Video showing a child engaging in a sensory learning experience. After the video, discuss as a group what they saw and what were the benefits for the child. Ask how this can be replicated in an early childhood classroom. Slide 32: Planning Lessons Provide participants with time to work at their tables as a group to come up with senses and perception experiences for their age group and to write them on the lesson plan forms provided to them. If time allows, provide copies of the State Standards and have them find a correlating standard as well. If not, they can use the correlation beginning on page 22 of the Teacher Resource Manual. The experiences they develop for their lesson plans can be from the Model, from ideas they see in materials around the room, or from past experiences.

Training Outline (continued) Slide 33: Movement Foundation Tell participants that you will now take a deeper dive into the Foundation of Movement. Slides 34-35: Research Points Read research points related to Movement. Slide 36: Movement Diagram Show the diagram and explain that it depicts 7 clocked minutes in an early learning classroom. Show the difference in movement as children age. During the infants and toddler years, children have short attention spans and are using their bodies to learn and to practice their newly developed motor skills. Ask them if this looks accurate to them. Slide 37: Strategies for Promoting Movement Review slide and then using a flip chart, ask participants to name types of movement activities they use in their classrooms. Slide 38: Video Click on the photo for a link to a YouTube Video showing a classroom movement activity. In the video, the teachers are singing a song that elicits movement, except that the children are constrained to sitting in chairs. Ask the group to discuss this video and how it does, or does not, promote movement. Ask them if they think this is a class that is encouraged to move on a regular basis based on the reactions of the children. Slide 39: Video Click on the photo for a link to a YouTube Video showing a dance recital which feature one child in particular. This is a fun video to watch and depicts a child that most likely has been encouraged to move as part of her early learning experiences. Discuss with the group. Slide 40: Tummy Time! Explain that although we are encouraged to put babies on their backs to sleep, they need tummy time to build core muscle strength. When children are awake, they should be placed on their tummies for play time as much as possible. This means limited the amount of time in “containers” (i.e. bouncers, swings, excersaucers). Tummy time is beneficial for building upper body strength needed for balance, posture, reading, and later writing. This strengths also contributes to confidence and independence. Ask group to brainstorm ways to encourage tummy time for babies that may resist it.

Training Outline (continued) Slide 41: Planning Lessons Provide participants with time to work at their tables as a group to come up with movement experiences for their age group and to write them on the lesson plan forms provided to them. If time allows, provide copies of the State Standards and have them find a correlating standard as well. If not, they can use the correlation beginning on page 22 of the Teacher Resource Manual. The experiences they develop for their lesson plans can be from the Model, from ideas they see in materials around the room, or from past experiences. Slide 42: Language Foundation Tell participants that you will now take a deeper dive into the Foundation of Language. Slide 43: Research Point Read research point related to Language. Slide 44: Language Statistics Read the statistics on the slide and mention that they come from a study by Hart & Risley called Meaningful Differences. Note that this information does not mean that low income families care less about their child’s learning, but that they may have other priorities in terms of basic needs that they need to focus on. Mention that the teachers in this training can fill in the gap by speaking a lot during the day to the children in their classes. Slide 45: Four Components of Language Development These components come directly from the State Learning Standards. Explain that language can be looked at from these four perspectives. Slide 46: Early Literacy Behaviors Review behaviors with the group and allow them to add any others. Slide 47: How do children communicate before they can speak? Ask this question of the group and chart answers on a flip chart. Slide 48: Recognizing and Responding to Cues Discuss “cues” as a way that children communicate without words and mention that it is very important for teachers to recognize and be able to read these cues so that children feel valued and “heard”.

Training Outline (continued) Slide 49: Communication Without Words (Video) Click on the picture for a link to a YouTube video that depicts how communication really does happen before children have words. Slide 50: Strategies for Sharing Books with Infants and Toddlers Read and ask for additional ideas. Slide 51: Photo Photo depicts a caregiver reading to an older infant and responding to the interest of the child. Slide 52: Nursery Rhymes Nursery Rhymes are included throughout the model because they are an important way to encourage language development. Ask participants if they are using nursery rhymes and how and read the benefits on the slide. Slide 53: Research Point Read research point related to Language. Slide 54: Video Click on the photo for a link to a YouTube Video showing a two-year-old child re-telling a story with his aunt. Explain that this illustrates the ability of young children to retain language and stories when they are read in repetition. Slide 55: Planning Lessons Provide participants with time to work at their tables as a group to come up with language experiences for their age group and to write them on the lesson plan forms provided to them. If time allows, provide copies of the State Standards and have them find a correlating standard as well. If not, they can use the correlation beginning on page 22 of the Teacher Resource Manual. The experiences they develop for their lesson plans can be from the Model, from ideas they see in materials around the room, or from past experiences. Slide 56: Routines, Transitions & Teachable Moments Discuss ways that participants can use the Foundations to incorporate into daily routines such as feeding, diapering, greeting, and departing. Slides 57-58: Wrapping Up

Power Point Presentation