Evidence-based Resources at Your Fingertips

I. Three key concepts All → Each & Every

Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago Public High Schools. Journal of Labor Economics, University of Chicago Press, 25, 95-135.Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives 8(1). http://olam.ed.asu.edu/epaa/v8n1Jacob, B. A., Lefgren, L., & Sims, D. (2008). The persistence of teacher-induced learning gains. NBER Working Paper 14065. Washington, DC: National Bureau of Economic Research, Inc.Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation. NBER Working Paper No. 14607. Washington, DC: National Bureau of Economic Research, Inc.Nye, B., Hedges, L. V., & Konstantopoulos, S. (2004). Do minorities experience larger lasting benefits from small classes? Journal of Educational Research, 98, 94-100.Rockoff, J., (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247–252.Rothstein, J. (2010, February). Teacher quality in educational production: tracking, decay, and student achievement. Quarterly Journal of Economics 125(1), 175-214.

Knowledge Acquisition + Knowledge Application National Professional Development Center on Inclusion. (2008). What do we mean by professional development in the early childhood field? Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI_ProfessionalDevelopmentInEC_03-04-08_0.pdf

Research → Evidence-based Practices Snapshot on evidence-based practice http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdfEvidence-Based Practices to Support Inclusion http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads

Developed by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

Connecting the Smallest Dots: Resources and Practices to Support Each Infant and Toddler

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II. Use evidence-based practices to improve quality

III. Meaningfully partner with families to support infants and toddlers

IV. Ensure cultural and linguistic congruency

V. Additional strategies to support each infant, toddler and family Become a skilled observer and objective describer of what you see Apply knowledge of early development to facilitate optimal development Intentionally promote social-emotional development Intentionally promote language development Promote play as a vehicle for learning

Developed by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

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Use Evidence-Based Practices to Improve Quality

EvidenceDEC/National Association for the Education of Young Children (NAEYC). (2009). Early childhood inclusion: A joint

position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

National Professional Development Center on Inclusion. (2009). Research synthesis points on early childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.

http://npdci.fpg.unc.edu/resources/articles/NDPCI-ResearchSynthesis-9-2007National Professional Development Center on Inclusion. (2011). Research synthesis points on quality inclusive

practices. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.http://npdci.fpg.unc.edu/resources/articles/NPDCI-ResearchSynthesisPointsInclusivePractices-2011

Assistive Technology (AT) http://npdci.fpg.unc.edu/universal-design-ud-universal-design-learning-udlAT for infants/toddlers http://www.scoe.net/seeds/resources/at/atInfants.htmlAT training programs that support early intervention providers http://tnt.asu.edu/files/May2012.pdfAssistive technology for infants, toddlers, and young children http://www.nectac.org/topics/atech/atech.aspCONNECT Module 5: Assistive Technology

http://community.fpg.unc.edu/connect-modules/learners/module-5Tots-n-Tech Research Institute http://tnt.asu.edu/Using Assistive Technology (AT) to Promote Literacy in Infants and Toddlers

http://tnt.asu.edu/files/Dec2012Newsletter.pdf

Universal Design for Learning (UDL) http://npdci.fpg.unc.edu/universal-design-ud-universal-design-learning-udlConn-Powers, M., Cross, A.F., Traub, E.K., & Hutter-Pishgahi, L. (2006, September). The universal design of early

education: Moving forward for all children. Beyond the Journal: Young Children on the Web. http://journal.naeyc.org/btj/200609/ConnPowersBTJ.pdf

Building Inclusive Childcare Universal Design for Learning videohttp://www.northampton.edu/Early-Childhood-Education/Partnerships/Building-Inclusive-Child-Care.htm

National Center to Improve Practice (NCIP): Early Childhood Guided Tour http://www2.edc.org/NCIP/tour/toc.htm

Embedded Instruction and Other Naturalistic Interventionshttp://npdci.fpg.unc.edu/embedded-instruction-and-other-naturalistic-interventions

CONNECT Module 1: Embedded Interventionshttp://community.fpg.unc.edu/connect-modules/learners/module-1/

Embedded Learning Opportunities (videos, PowerPoints) http://depts.washington.edu/hscenter/eloEmbedded Instruction for Early Learning http://www.embeddedinstruction.net/

Scaffolding Strategies http://npdci.fpg.unc.edu/scaffolding-strategiesCampbell, P. H., Milbourne, S. A., & Kennedy, A. A. (2012). CARA’s kit for toddlers! Baltimore: Brookes.Center for Early Literacy Practice Guides with Adaptations http://www.earlyliteracylearning.org/pg_tier2.php

Tiered Models of Instruction http://npdci.fpg.unc.edu/tiered-models-instruction-interventionFrameworks for Response to Intervention in Early Childhood Education: Description and Implications (jointly

prepared by NAEYC, DEC, and the National Head Start Association)http://naeyc.org/files/naeyc/RtI_in_ECE_Frameworks_DRAFT_FOR_REVIEW_6-27-12.pdf

National Professional Development Center on Inclusion. (2012). Response to intervention (RTI) in early childhood: Building consensus on the defining features. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. http://npdci.fpg.unc.edu/resources/response-intervention-rti-early-

Developed by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

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childhood-building-consensus-defining-features

Developed by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

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Meaningfully Partner with Families to Support Infant-Toddler Well-Being

EvidenceFostering Parent and Professional Collaboration: Research Brief

http://www.parentcenternetwork.org/assets/files/Parent%20and%20Professional%20Collaboration%20Research%20Brief%20-%20Final.pdf

Having Their Say: Parents Describe Why and How They are Engaged in Their Children’s Education http://www.parentinvolvementmatters.org/system_files/library/34.pdf

PrintAsking the right questions in the right ways: Strategies for ethnographic interviewing

http://www.asha.org/Publications/leader/2003/030429/f030429b.htmFadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors and the collision

of two cultures. New York: Noonday Press.Fialka, J. (2001). Dance of partnership: Why do my feet hurt? Young Exceptional Children, 4(2).

http://danceofpartnership.com/DanceArticleSept06.pdfFialka, J. Feldman, A K. and Mikus, K.A. (2012) Parents and professionals partnering for children with disabilities: A

dance that matters. Thousand Oaks, CA: Corwin Press.Lesser, L.K., Burt, T., & Gelnaw, A. (2005). Making room in the circle: Lesbian, gay, bisexual and transgender families

in early childhood settings. San Rafael, CA: Parent Services Project.Pulido-Tobiassen, D., & Gonzalez-Mena, J. (1999). A place to begin: Working with parents on issues of diversity.

Sacramento, CA: California Tomorrow.

AudioVisualChasnoff, D. (Director), & Cohen, H.S. (Executive Producer). (2000). That’s a family! San Francisco: Women's

Educational Media.CONNECT Module 3: Communication for collaboration

http://community.fpg.unc.edu/connect-modules/learners/module-3CONNECT Module 4: Family-Professional Partnerships

http://community.fpg.unc.edu/connect-modules/learners/module-4Just Being Kids http://www.cde.state.co.us/resultsmatter/RMVideoSeries_JustBeingKids.htm#topSharing Documentation with Families

http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm#topUsing Video to Celebrate Progress

http://www.cde.state.co.us/resultsmatter/RMVideoSeries_EarlyIntervention.htm#topUsing Video to Share with Family Members

http://www.cde.state.co.us/resultsmatter/RMVideoSeries_EarlyIntervention.htm#top

WebCSEFEL Family Tools http://csefel.vanderbilt.edu/resources/family.htmlCSEFEL Parent Training Modules http://csefel.vanderbilt.edu/resources/training_parent.htmlNational Center on Parent, Family & Community Engagement http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/familyPreparing Educators to Engage Families

http://www.hfrp.org/publications-resources/browse-our-publications/teaching-the-teachers-preparing-educators-to-engage-families-for-student-achievement

Protective Factors Framework http://www.cssp.org/reform/strengthening-families/the-basics/protective-factorsTACSEI Backpack Connection Series http://www.challengingbehavior.org/communities/families.htm

Developed by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

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Ensure Cultural and Linguistic CongruencyEvidenceDEC. (2005). Position Statement: Responsiveness to family cultures, values, and languages.

http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/PositionPaper_Resp_FamCul.pdfResponding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education

http://www.naeyc.org/about/positions/pdf/PSDIV98.PDFResponsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy

and Practice (position statement)http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/Position%20Statement_Cultural%20and%20Linguistic%20Diversity_updated_sept2010.pdf

Print(2008). Dual language learners in early care and education settings. Zero to Three, 29(2), 52-53.

http://main.zerotothree.org/site/DocServer/Dual_Language_Learners.pdfEarly Dual Language Learning

http://main.zerotothree.org/site/DocServer/29-1_Genesee.pdfEarly identification of culturally and linguistically diverse children (aged 0-5)

http://www.nectac.org/~pdfs/pubs/earlyidmini.pdfGetting intentional about supporting each child: The difference you can make http://mccormickcenter.nl.edu/wp-

content/uploads/2013/06/dlsp13.pdfMaschinot, B. (2008).The changing face of the United States: The influence of culture on early child development.

Washington, DC: ZERO TO THREE. http://main.zerotothree.org/site/DocServer/Culture_book.pdf?docID=6921AudioVisualGonzalez-Mena, J. (1996). Diversity: Contrasting perspectives. Crystal Lake, IL: Magna Systems.Play & Motor Development: A Multicultural Perspective http://www.youtube.com/watch?v=ly6AxV1TVe8WebBuilding Culturally & Linguistically Competent Services to Support Young Children, Their Families and School

Readiness http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED485881Cultural Competency: What It Is and Why It Matters http://www.californiatomorrow.org/media/ccompetecy.pdfCultural Influences on Early Language and Literacy Teaching Practices

http://main.zerotothree.org/site/DocServer/ZTT27-1_Parlakian.pdf?docID=11661Linguistically and Culturally Relevant Early Childhood Environments

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/Dual%20Language%20Learners/ecd/supportive_environments/Linguisticallyan.htm

Multicultural Principles for Head Start Programshttp://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/ECLKC_Bookstore/PDFs/Revisiting%20Multicultural%20Principles%20for%20Head%20Start_English.pdf

National Center for Children in Poverty http://www.nccp.org/National Center on Cultural and Linguistic Responsiveness

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguisticReaching All Children: Understanding Early Care and Education Participation Among Immigrant Families

http://www.clasp.org/publications/child_care_immigrant.pdfStrategies for Supporting All Dual Language Learners

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/dll-strategies.pdfSupporting Parent and Caregiver Involvement in Early Literacy Practices with Young Children from Diverse

Backgrounds and Abilities (PowerPoints and handouts in English and Spanish)http://depts.washington.edu/hscenter/family-literacy-1

Developed by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

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Become a Skilled Observer and Objective Describer of What You SeePrintForman, G., & Hall, E. (2005). Wondering with children: The importance of observation in early education. Early

Childhood Research and Practice, 7(2). http://ecrp.uiuc.edu/v7n2/forman.html

AudioVisualAssessment of Normal Child Development (motor, language, fine motor, social) http://pedsexam.mc.duke.edu/Baby Center (videos on pregnancy, birth, newborn, etc.) http://www.babycenter.com/videoThe Biology of Prenatal Development (video series) http://www.ehd.org/resources_bpd_illustrated.phpClips for Practicing Observation, Documentation and Assessment Skills

http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm#01Early Intervention Videos http://www.cde.state.co.us/resultsmatter/RMVideoSeries_EarlyIntervention.htm#topPathways Awareness Foundation Motor Development Videos http://www.youtube.com/user/PathwaysAwarenessObserving Young Children (video) http://www.easternct.edu/cece/e-clips_observation.html

WebCommon Observation Strategies

http://www.heartland.edu/documents/heip/faculty/HandoutCommonObservationStrategies.pdfObservation Toolkit for Mental Health Consultants http://www.ecmhc.org/observation_toolkit.html

Developed by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

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Apply Knowledge of Early Development to Facilitate Optimal Development

EvidenceDivision for Early Childhood (DEC). (2007). Promoting positive outcomes for children with disabilities:

Recommendations for curriculum, assessment, and program evaluation.http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/Prmtg_Pos_Outcomes_Companion_Paper.pdf

DEC. (2005). Developmental delay as an eligibility category (position statement) http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/PositionStatement_DevDelay.pdf

DEC. (2009). Developmental delay as an eligibility category (concept paper)http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/ConceptPaper_Dev_Delay_updated_April2009.pdf

NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8: Position statement with expanded resources.

http://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf

AudioVisualAssessment of Normal Child Development (motor, language, fine motor, social) http://pedsexam.mc.duke.edu/The Biology of Prenatal Development (video series) http://www.ehd.org/resources_bpd_illustrated.phpEarly Learning Brain Development and Lifelong Outcomes (video) http://www.youtube.com/watch?

v=7Qb3DXY_7fU&feature=relatedEarly Recognition of Child Development Problems (video) http://www.youtube.com/watch?

v=KrUNBfyjlBk&noredirect=1Growing Minds: Cognitive Development in Early Childhood http://www.youtube.com/watch?v=Ivl7x_8XX0wHuman Development Milestones (video) http://www.youtube.com/watch?v=eqdKhtyn0i4&feature=relatedObserving Young Children (video) http://www.easternct.edu/cece/e-clips_observation.htmlOverview of typical and atypical cognitive development (PowerPoint)

http://www.nichd.nih.gov/vision/vision_themes/upload/031411_Cognition_Workshop_Nelson.pdfPathways Awareness Foundation Motor Development Videos http://www.youtube.com/user/PathwaysAwarenessThe Science of Early Brain Development and Child Development http://www.workingfam.org/video/mde-stillman-1012The Science of Early Childhood Development http://developingchild.harvard.edu/index.php/resources/multimedia/

videos/inbrief_series/inbrief_science_of_ecd/

WebBrain Development http://www.ces.ncsu.edu/depts/fcs/pdfs/FCS-481.pdfBrain Development http://main.zerotothree.org/site/PageServer?pagename=key_brainChild Development http://www.cdc.gov/ncbddd/childdevelopment/index.htmlChild Development http://www.pbs.org/parents/child-development/The Foundations for School Readiness: Fostering Developmental Competence in the Earliest Years

http://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/ECLKC_Bookstore/PDFs/TA6%5B1%5D.pdfGames for Growing: Teaching Your Baby With Early Learning Games

http://www.researchtopractice.info/productSolutionsGG.phpGrowing Together: Infant Development http://www.ces.ncsu.edu/depts/fcs/pdfs/ag_459.pdfLearn about Fine Motor Skills and How to Improve Themhttp://learningdisabilities.about.com/od/df/p/finemotorskills.htmThe Motor-Cognitive Connection: Early Fine Motor Skills as an Indicator of Future Success

http://www.scilearn.com/blog/early-fine-motor-skills-cognitive-skills.phpNational Center for Quality Teaching and Learning http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teachingTwelve principles of child development and learning that inform practice

http://www.naeyc.org/dap/12-principles-of-child-developmentDeveloped by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

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Intentionally Promote Social-Emotional DevelopmentEvidenceCenter on the Social and Emotional Foundations for Early Learning (CSEFEL) Research Syntheses

http://csefel.vanderbilt.edu/resources/research.htmlCSEFEL What Works Briefs http://csefel.vanderbilt.edu/resources/what_works.htmlDivision for Early Childhood (DEC). (2007). Identification of and intervention with challenging behavior: Concept

paper. Missoula, MT: Author.http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/ConceptPaper_Chal_Behav_updated_jan2009.pdf

DEC. (2007). Identification of and intervention with challenging behavior: Position statement. Missoula, MT: Author.http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/PositionStatement_Chal_Behav_updated_jan2009.pdf

Evidence-Based Social-Emotional Curricula for Children 0-5 Years and Their Familieshttp://www.challengingbehavior.org/do/resources/documents/roadmap_2.pdf

Positive Behavior Support: An Individualized Approach for Addressing Challenging Behavior http://csefel.vanderbilt.edu/briefs/wwb10.html

Social-Emotional Development in Dual Language Learners: A Critical Review of the Researchhttp://cecerdll.fpg.unc.edu/sites/cecerdll.fpg.unc.edu/files/Brief%20%237%20Soc%20Final%207-15-11.pdf

What Are Children Trying to Tell Us?: Assessing the Function of Their Behaviorhttp://csefel.vanderbilt.edu/briefs/wwb9.html

PrintFlorez, I.R. (2011). Developing young children’s self-regulation through everyday experiences. Young Children, 66(4),

46-51. http://www.naeyc.org/files/yc/file/201107/Self-Regulation_Florez_OnlineJuly2011.pdfNEXT for Young Children: http://www.naeyc.org/files/yc/file/NEXTStudyGuides/NEXT%20for%20Young%20Children_July2011.pdf

Fox, L. (2009). Promoting the social competence of young children with disabilities. Impact, 22(1), 14-15. http://ici.umn.edu/products/impact/221/

Gartrell, D. (2011). Guidance matters: Children who have serious conflicts. Part 1 – Reactive aggression. Young Children, 66(2), 58-60. http://www.naeyc.org/files/yc/file/201103/GuidanceMatters_Online0311.pdfNEXT for Young Children (supplemental materials for faculty) http://www.naeyc.org/files/yc/file/NEXTStudyGuides/NEXT_Young_Children_Study_Guides_V66No2.pdf

Gartrell, D. (2011). Guidance matters: Children who have serious conflicts. Part 2 – Instrumental aggression. Young Children, 66(4), 60-62. http://www.naeyc.org/files/yc/file/201107/GuidanceMatters_Gartrell_OnlineJuly2011.pdfNEXT for Young Children (supplemental materials for faculty) http://www.naeyc.org/files/yc/file/NEXTStudyGuides/NEXT%20for%20Young%20Children_July2011.pdf

Goldman, B. (2009). Promising practices to support friendships in inclusive classrooms. Impact, 22(1), 16-17, 35. http://ici.umn.edu/products/impact/221/

Nemeth, K., & Brilante, P. (2011). Solving the puzzle: Dual language learners with challenging behaviors. Young Children, 66(4), 12-17.

AudioVisualCSEFEL Videos http://csefel.vanderbilt.edu/resources/videos.htmlLaying Foundations: Social and Emotional Development in the Earliest Years (audiocast)

http://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/video/EHS%20NRC%20Audio%20Cast/LayingFoundation.htm

WebCenter for Early Childhood Mental Health Consultation http://www.ecmhc.org/Center for Evidence-Based Practice: Young Children with Challenging Behavior http://www.challengingbehavior.org

Teaching Tools for Young Children With Challenging Behavior Developed by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

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http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htmCSEFEL http://csefel.vanderbilt.edu/

CSEFEL Infant/Toddler Training Module http://csefel.vanderbilt.edu/resources/training_infant.htmlCenter for Early Childhood Mental Health Consultation http://www.ecmhc.org/Early Childhood Mental Health, Social-Emotional Development, and Challenging Behaviors

http://www.nectac.org/topics/menhealth/menhealth.aspEvidence-Based Social-Emotional Curricula for Children 0-5 Years and Their Families

http://www.challengingbehavior.org/do/resources/documents/roadmap_2.pdfMaking Friends: Assisting Children’s Early Relationships http://www.fpg.unc.edu/~snapshots/snap55.pdfMost Popular Resources on Promoting Social Emotional Development

http://www.zerotothree.org/child-development/social-emotional-development/popular-resources-on-social.htmlPositive Beginnings: Supporting Young Children with Challenging Behavior (modules) http://pbs.fsu.edu/return.htmlRecognizing and Addressing Trauma in Infants, Young Children, and Their Families

http://www.ecmhc.org/tutorials/trauma/index.htmlReview of Screening Instruments for Social Emotional Concerns

http://www.challengingbehavior.org/do/resources/documents/roadmap_1.pdfTechnical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)

http://www.challengingbehavior.org/Understanding Temperament in Infants and Toddlers Brief http://csefel.vanderbilt.edu/resources/wwb/wwb23.htmlZERO TO THREE http://www.zerotothree.org

ZERO TO THREE infographic http://www.zerotothree.org/public-policy/school-readiness-infographic.html

Developed by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

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Intentionally Promote Language Development

EvidenceCenter for Early Care and Education Research – Dual Language Learners (CECER-DLL)

http://cecerdll.fpg.unc.edu/Developing Early Literacy: Report of the National Early Literacy Panel, A Scientific Synthesis of Early Literacy Development and Implications for Intervention

https://www.nichd.nih.gov/publications/pubs/documents/NELPSummary.pdf (executive summary) http://lincs.ed.gov/publications/pdf/NELPReport09.pdf (full report)

Effects of Reading to Infants and Toddlers on Their Early Language Development, http://earlyliteracylearning.org/cellreviews/cellreviews_v5_n4.pdf

Learning to Read and Write: Developmentally Appropriate Practices for Young Children http://www.naeyc.org/files/naeyc/file/positions/PSREAD98.PDF

The Language of Babies, Toddlers, and Preschoolers: Connecting Research to Practice http://www.ounceofprevention.org/research/pdfs/LanguageofBabies.pdf

Relationship Between Age of Onset and Frequency of Reading and Infants’ and Toddlers’ Early Language and Literacy Development http://earlyliteracylearning.org/cellreviews/cellreviews_v5_n3.pdf

Supporting Parent and Caregiver Involvement in Early Literacy Practices with Young Children from Diverse Backgrounds and Abilities http://depts.washington.edu/hscenter/sites/default/files/01_15m_inclusion_inservice/08_family_literacy/documents/family_literacy_research_brief.pdf

Teaching English Language Learners: What the Research Does and Does Not Say http://www.aft.org/pdfs/americaneducator/summer2008/goldenberg.pdf

What Works for Early Language and Literacy Development: Lessons From Experimental Evaluations of Programs and Intervention Strategieshttp://www.childtrends.org/Files//Child_Trends-2011_06_10_FS_WWLanguage.pdf

A Window to the World: Early Language and Literacy Developmenthttp://www.zerotothree.org/public-policy/policy-toolkit/early-literacywebmarch1-6.pdf

PrintThe Cognitive Consequences of Early Bilingualism

http://www.zerotothree.org/site/DocServer/29-2_Yoshida.pdf?docID=6821Cultural Influences on Early Language and Literacy Teaching Practices

http://main.zerotothree.org/site/DocServer/ZTT27-1_Parlakian.pdfThe Early Catastrophe: The 30 Million Word Gap by Age 3

http://www.gsa.gov/graphics/pbs/The_Early_Catastrophe_30_Million_Word_Gap_by_Age_3.pdfEarly Language Development and Language Learning Difficulties http://www.chw.org/display/displayFile.asp?

docid=34707&filename=/Groups/CHW/AAPArticle274.pdfTaking Delight in Words: Using Oral Language To Build Young Children's Vocabularies

http://www.readingrockets.org/article/11917/What is Language? What is Speech? (English and Spanish)

http://www.asha.org/public/speech/development/language_speech.htmYoung Children’s Oral Language Development http://www.readingrockets.org/article/383/

AudioVisualEarly Learning and the Brain http://www.youtube.com/watch?v=yYyGyEX0CL0Language for Learning: Infants and Toddlers http://www.youtube.com/watch?v=97B__Cwk7vYMyths About Bilingual Children http://www.youtube.com/watch?v=LVYhpCprtzQPatricia Kuhl: The linguistic genius of babies http://www.youtube.com/watch?v=G2XBIkHW954

Developed by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

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Web13 Things Babies Learn When We Read With Them

http://families.naeyc.org/article/12-things-babies-learn-when-we-read-themCenter for Early Literacy Learning (CELL) http://www.earlyliteracylearning.org/¡Colorín Colorado! http://www.colorincolorado.org/Early Childhood Learning & Knowledge Center (ECLKC)

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/centerFred Rogers Center Early Learning Environment (ELE): Activities http://ele.fredrogerscenter.org/activityEarly Beginnings: Early Literacy Knowledge and Instruction

http://lincs.ed.gov/publications/pdf/NELPEarlyBeginnings09.pdfEarly Experience Shapes Later Literacy

http://eyeonearlyeducation.org/2013/04/04/early-experience-shapes-later-literacy/Get Ready to Read http://www.getreadytoread.org/National Center for Family Literacy http://www.famlit.org/Reading Rockets http://www.readingrockets.org/Songs and Rhymes as a Springboard to Literacy

http://www.earlychildhoodnews.com/earlychildhood/article_home.aspx?ArticleID=478Strategies for Supporting All Dual Language Learners

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/dll-strategies.pdfSupporting Early Literacy in Natural Environments (English and Spanish)

http://www.walearning.com/resources/preschool/Types of Predictable Books http://pabook.libraries.psu.edu/familylit/LessonPlan/rover/Parent%20Education/

Types_of_Predictable_Books_Charts.pdfUsing Assistive Technology (AT) to Promote Literacy in Infants and Toddlers

http://tnt.asu.edu/files/Dec2012Newsletter.pdf

Developed by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

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Promote Play as a Vehicle for LearningEvidenceThe importance of play in promoting health child development and maintaining strong parent-child bonds

http://www.aap.org/pressroom/PLAYfinal.pdfOverview of play: Its uses and importance in early intervention/early childhood special education

http://journals.lww.com/iycjournal/Fulltext/2011/07000/Overview_of_Play__Its_Uses_and_Importance_in_Early.2.aspx#

PrintLane, S.J., & Mistrett, S. (2002). Let's play! Assistive technology interventions for play. Young Exceptional Children,

5(2), 19-27. http://yec.sagepub.com/content/5/2/19.full.pdf+htmlLifter, K., Foster-Sanda, S., Arzamarski, C., Briesch, J., & McClure, E. (2011). Overview of play: Its uses and

importance in early intervention/early childhood special education. Infants and Young Children, 24, 225-245.http://journals.lww.com/iycjournal/Fulltext/2011/07000/Overview_of_Play__Its_Uses_and_Importance_in_Early.2.aspx#

AudioVisualImplications of play in early childhood http://www.youtube.com/watch?v=nmwzNTpH40E&feature=relatedImportance of play http://www.youtube.com/watch?v=mIayLh2P5C0&feature=relatedOutdoor play for young children http://www.youtube.com/watch?v=hvYDT2u1CfgPlay & Motor Development: A Multicultural Perspective http://www.youtube.com/watch?v=ly6AxV1TVe8Power of Play video segments 1-6 http://www.youtube.com/watch?v=XXyYQccegEkRowan University Professor Karen Hutchison talks about the importance of play for young children

http://www.youtube.com/watch?v=t5JyA0m2TvE&feature=related

WebHow Playing With Toys and Games Promotes Development

http://www.teachingstrategies.com/content/pageDocs/CC4_Ch8_exrpt.pdfPlay and friendship for children with disabilities

http://raisingchildren.net.au/articles/disabilities_play_and_friendship.htmlPlay in the Early Years

http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/pdf/pdf_files/BAECF_Play_in_the_Early_Years_May07.pdf

Ten things every parent should know about playhttp://families.naeyc.org/learning-and-development/child-development/10-things-every-parent-should-know-about-play

ZERO TO THREE infographic http://www.zerotothree.org/public-policy/school-readiness-infographic.html

Developed by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

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INTENTIONAL APPROACHES TO SUPPORTING DIVERSITY

Do your policies reflect

your intentionality?

Do your efforts have an explicit and intentional emphasis on young children who are culturally diverse (includes racial, ethnic, socio-economic, and other aspects of diversity)? On young children who are dual language learners? On young children with disabilities?

Do you have agreed upon definitions of key terms to use in your work (e.g., cultural competence, inclusion)?

Do you have guiding principles to underscore your shared commitment to diversity in all aspects of your work?

Do your family

engagement efforts reflect

your intentionality?

Have you incorporated an explicit and intentional emphasis on authentically engaging families who are culturally and linguistically diverse? Are you also engaging families who have young children with disabilities?

Is input from family members shaping the quality of your work? Are you building the capacity of diverse families to support the capability and success of their children?

Are family members helping you to intentionally and effectively support practices that connect home cultures and experiences to their learning?

Do your programs and practices with

young children

reflect your intentionality?

Are you intentionally and effectively supporting practices that connect children’s cultures and experiences to their learning?

Do environments authentically reflect the children, families, and communities you serve?

Do materials authentically reflect the children, families, and communities you serve?

Developed by Camille Catlett, June 2013 (919) 966-6635 camille.catlett@unc.edu Download this handout at http://www.fpg.unc.edu/presentations/connecting-smallest-dots-resources-and-practices-support-each-infant-and-toddler

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