9.

1 PRESENTATION:
EARLY CHILDHOOD
PROGRAMS
By: Jasmine Macias
Early Start Personnel Manual
◦ Identifies early childhood special education personnel (California Interagency Coordinating Council on Early
Intervention, 2010)
◦ Discusses the practices used by the Early intervention team
◦ Current research and evidence-based practices
◦ Early start entry requirements
◦ Clarify Terminology
◦ Early intervention team
◦ Credentialed and licensed personnel (Early Intervention Specialist)
◦ Support personnel (Early Intervention Assistant)
◦ Practices shall be:
◦ 1. Practices shall be family-centered
◦ 2. Relationship-based
◦ 3. Culturally responsive
◦ 4. Collaborative
◦ 5. Focused on child risk factors
◦ 6. Professional and ethical standards
Infant/Toddler Learning and
Developmental foundations
◦ Discusses the skills and knowledge infants/toddlers should know by the ages of (California Department of
Education, 2009)
◦ 8 months
◦ 18 months
◦ 36 months
◦ Infant/Toddler Foundations
◦ Social-emotional development
◦ Interactions/relationships with
◦ Adults
◦ Peers
◦ Emotion Regulation
◦ Language Development Domain
◦ Receptive/expressive language
◦ Interest in print
◦ Cognitive-Development Domain
◦ Ex. Problem solving, memory, number sense, classification, attention maintenance, cause-and-effect
◦ Perceptual and Motor Development Domain (fine/gross motor)
Preschool learning foundations
◦ Discusses the knowledge and skills children should be demonstrating at both 48 and 60 months of age (4 to 5
years old) (California Department of Education, 2010)
◦ Physical Development
◦ Fundamental movement skills (balance/locomotor skills/manipulative skills)
◦ Active physical play (cardiovascular/muscular endurance)
◦ Perceptual Motor Skills (body/spatial/directional awareness)
◦ Visual and Performing Arts (notice/respond/engage, develop skills, create/invent/express through) (California
Department of Education, 2010)
◦ Visual art
◦ Music
◦ Dance
◦ Drama
◦ Health Foundation (health habits, safety, nutrition)
◦ Hygiene, oral health, sun safety, knowledge of wellness
◦ Injury prevention
◦ Knowledge, choices
Preschool learning foundations
◦ Social-Emotional Development (California Department of Education, 2010)
◦ Self-awareness
◦ Self-regulation
◦ Initiative in learning
◦ Social interactions
◦ Language and Literacy
◦ Listening and speaking
◦ Vocabulary
◦ Grammar
◦ Reading (concepts of prints)
◦ Writing
◦ Listening (understanding)
◦ Speaking (non-verbal and verbal strategies)
CA CCSS kindergarten content standards
◦ Common Core State Standards for Kindergarten Students (Common Core State Standards California,
2010)
◦ Reading Standards (literature, informational text, foundational skills)
◦ Writing Standards
◦ Speaking and Listening Standards
◦ Language Standards
◦ Texts must be measured by complexity
◦ Qualitative evaluation
◦ Quantitative evaluation
◦ Matching reader to text
Universal design for learning (UDL)
◦ UDL
◦ Addresses the “learning needs of diverse and exceptional learners in the classroom” (Lohmann et al., 2018)
◦ A framework that supports the fact “that children learn in different ways” and makes lesson accessible for all
(California Department of Education, 2009)
◦ Multiple means of Representation – “how students acquire curriculum content” (Lohmann et al., 2018)
◦ Multiple means of Expression – “how students demonstrate knowledge of curriculum” (Lohmann et al., 2018)
◦ Multiple means of Engagement - “student motivation and engagement with curriculum” (Lohmann et al., 2018)
ECSE Education (3-5)
◦ Prioritize Preschool Learning Foundations
◦ Facilitate opportunities for:
◦ active play with peers and adults (roleplay, student-led activities, structured games)
◦ Emotional regulation (calm corners, break times available, identity emotion activities, cam down strategies (deep breathing)
◦ Gross motor/Fine motor activities (writing, tracing, cutting, gluing)
◦ Self-help skills (open packages, request food/drink items, toilet training, wash hands, grab tissue, etc.)
◦ Reading concepts (open books appropriately, turn pages, read left to write, look at pictures)
◦ Recognize colors/shapes
◦ Recognize name and respond to name (look at individual that says their name)
Facilitate Student Understanding (UDL
◦ UDL Practices (Lohmann et al., 2018)
◦ Engagement
◦ Observe students and asks about their interests
◦ Make learning relevant to the student’s lives and experiences
◦ Create an inclusive classroom that appreciates a student’s differences and preferences
◦ Representation
◦ Understand our children’s needs and present our material in ways that make it accessible
◦ Have large print materials
◦ Pictures and large print words or classroom items and stations
◦ Visual schedules
◦ Audiobooks
◦ Specific partner pairing

◦ Action and Expression

◦ The ability to use graphic organizers, essays, posters, art projects to demonstrate their understanding of the lesson
IFSP/IEP Creation
◦ Goals must be measurable and observable
◦ Build on the needs of the student in relation to preschool/infant/toddler learning foundations
◦ They need to describe how the student/child will demonstrate what they know (how they will meet the
goal)
◦ Jargon-free, written so that it could be understood by parents and future educators
◦ Demonstrates “the child’s involvement in age-appropriate activities to address academic and functional
areas” (Lucas et al., 2014)
Evidence and Standards Based Practices
◦ Evaluations and assessments must be age appropriate
◦ Ex. HELP (Hawaii Early Learning Profile) 0-3 years old curriculum-based assessment
◦ Assessments must be considerate of the student’s race and ethnicity (students/children of African descent are not
allowed to be given IQ tests)
◦ EL students should be given additional consideration regarding their first language
◦ Students are to be assessed in their first language to determine their ability to listen to others, read texts, and write
References
◦ California Common Core State Standards - California Department of Education. (2010). https://www.cde.ca.gov
/be/st/ss/documents/finalelaccssstandards.pdf
◦ California infant/toddler learning & development foundations. (2010b). https://www.cde.ca.gov/sp
/cd/re/documents/itfoundations2009.pdf
◦ EARLY START PERSONNEL MANUAL. (2010). California Interagency Coordinating Council on Early
Intervention. https://doi.org/https://learning.fresno.edu/pluginfile.php/2781139/mod_page
/content/11/EarlyStart_ICCPersonnelManual_20190205.pdf
◦ Lucas, A., Gillaspy, K., Peters, M. L., & Hurth, J. (2014). Enhancing recognition of high quality, functional IEP
goals. Retrieved from http://www.ectacenter.org/~pdfs/pubs/rating-iep.pdf
◦ Lohmann et al. (2018). Using a Universal Design for Learning Framework to Enhance Engagement in the Early
Childhood Classroom. The Journal of Special Education Apprenticeship. https://doi.org/https://learning.fresno.edu/
pluginfile.php/2781139/mod_page
/content/11/ADA%20Using%20a%20Universal%20Design%20for%20Learning%20Framework%20to%20Enhanc
e%20Engagement%20in%20the%20Early%20Childhood%20Classroom.pdf