Environments & Interactions that Support Each Young Child
Presenter: Camille Catlett ()
Message for Today: High quality early childhood environments and interactions support positive outcomes for each and every child
Universal Design for Learning
Building Inclusive Childcare Universal Design for Learning
http://www.northampton.edu/Early-Childhood-Education/Partnerships/Building-Inclusive-Child-Care.htm
The Universal Design of Early Education: Moving Forward for all Children
http://journal.naeyc.org/btj/200609/ConnPowersBTJ.pdf
Questions to Consider in UDL Observations in Early Childhood Environments
http://www.pakeys.org/uploadedContent/Docs/Higher%20Ed/CunconanLahr%20Kennedy%20Stifel%20Universal%20Design%20for%20Learning%20handout%202.pdf
Environments and Behavior
Center on the Social and Emotional Foundations for Early Learning http://csefel.vanderbilt.edu/
Practice Implementation Checklist: High Quality Environments http://challengingbehavior.fmhi.usf.edu/communities/trainers_docs/practice_environment.pdf
Technical Assistance Center on Social Emotional Development for Young Children http://www.challengingbehavior.org/
Using Choice and Preference to Promote Improved Behavior http://csefel.vanderbilt.edu/briefs/handout15.pdf
Using Environmental Strategies to Promote Positive Social Interactions http://csefel.vanderbilt.edu/briefs/handout6.pdf
Environments that Support Play
Play: The Heart of Development
http://fpg.unc.edu/presentations/play-heart-development
Use Universal Design for Learning (UDL)
· Multiple Means of Representation
o Kinesthetic
o Visual
o Auditory
· Multiple Means of Engagement
o Attention
o Curiosity
o Motivation
o Interests
o Preferences
· Multiple Means of Expression
o Gestures
o Speaking
o Singing
o Pointing
o Signing
o Typing/texting
o Drawing
o Assistive technology
Do Your Environments Reflect Each Child?
To what extent do my environments and materials reflect each child, family, and community? / How much is thiscurrently happening?
Not yet / Somewhat / Consistently
I have learned about the unique characteristics of each child and family and work to authentically reflect them in ways that are genuine and positive
I use songs, games, music, and materials that reflect the cultures and languages of the children and families with whom I work
I ensure that each child can see authentic and positive images of people like him or herself and his/her family
What we eat and how we eat reflects knowledge of the dietary priorities the children and families (e.g., religious, cultural, and health considerations)
I provide materials in a variety of formats (from concrete to abstract) so I can adjust the level of difficulty up or down for each child
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