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Professional Development for Practitioners in Early Childhood Settings

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Professional Development for Practitioners in Early Childhood Settings What Works (and What Doesn t) If you had been invited to present on this topic, ... – PowerPoint PPT presentation

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Title: Professional Development for Practitioners in Early Childhood Settings


1
Professional Development for Practitioners in
Early Childhood Settings
  • What Works
  • (and What Doesnt)

If you had been invited to present on this
topic, what one thing have you learned that works?
2
  • Child Care plus
  • The Center on Inclusion in Early Childhood
  • The University of Montana Rural Institute on
    Disabilities
  • Sandra Morris
  • Susan Harper-Whalen

3
  • Introductions
  • The Journey
  • 1988 to 2005
  • A Menu of Options

4
CC Progressive Model of Support
 
  • Specialized Support
  • Core Practices and Policies
  • Developmentally Appropriate Practice

 
  •  

5
Developmentally Appropriate Practice
  • Practice based on
  • Child growth development knowledge and
    principles
  • Individualizing
  • The context of the family and community
    culture
  • Professional
    guidelines
  • State
    regulations
  •  

6
Core Practices and Policies
  • Family centered
  • Individualizing
  • Strengths-based
  • Collaboration
  • Focused observation
  • Foundational knowledge of inclusion
  •  

7
Specialized Support
  •  
  • Making referrals
  • Finding resources and accepting support
  • Provider role on the team
  • Working with
    specialists
  • Implementing IEP/IFSP goals

8
CC Guiding Principles Lessons Learned
  • Family-centered practices.
  • Child care professionals need strategies to see
    and use families as a resource.

9
2. Inclusion Is a Natural Component
of High Quality, Developmentally
Appropriate Programs
  • -Whats in it for me?
  • -Limited connection between behavior and the
    environment or teacher behaviors
  • -Universal precautions, observation, and
    maintaining developmental information perceived
    as difficult
  • -BASICS must be established first

10
3. Individualizing to Meet the Strengths,
Interests, and Needs of Each Child
  • Link inclusion supports with practices already
    used in the program
  • Now I understand inclusion is for everyone.

11
4. Inclusion Supports and Services Are Naturally
Blended in Day-to-day Early Childhood Routines
and Activities
  • Providers need help to see their role in
    assisting with the development of the IEP/IFSP

12
5. Professional Development to Support Inclusion
Must Be Designed to Promote Self- Efficacy
  • Providers enjoy reviewing data (engagement,
    frequency counts)
  • Self-assessment promotes buy-in and supports
    change
  • Trainers have a tendency to see lack of change as
    lack of provider interest and/or ability
  • It is difficult to ask for help

13
Reaching Your Goals
14
  • The first conquest of Everest was not
    accomplished alone. Since 1953, over 1300
    climbers have reached the top.
  • Their accomplishments were possible
  • only because they had help.

15
  • Sherpa guides, tenacious mountain people of
    Nepal, serve as guides and porters for climbing
    expeditions in the Himalayas.

16
  • The climbers seek the summit with the
    assistance of the Sherpa Guides. They form an
    interdependent connection.

17
  • The Guides provide
  • information
  • expertise
  • guidance
  • cautions
  • interpretations
  • support
  • encouragement

18
  • The Sherpa do not climb the mountain unless the
    climbers ask for assistance
  • They are not trying to set records or make
    history

19
  • The climbers know what they want to accomplish
    the Sherpa simply provide the support and
    guidance to reach the goal.

20
  • The climbers may modify their goals, as the
    conditions change, as their resources fluctuate
    and as they better understand the nature of the
    mountain.

21
  • Guides help climbers face hardships and cope
    with set backs. They facilitate progress and
    build motivation by helping the climbers notice
    and document progress.

22
  • When the expedition is successful, the climber
    will say, I climbed that mountain.

23
  • Trainers, mentors, and specialists are like
    Sherpa Guides for early care and education
    professionals. You call on them when you have a
    goal to reach.

24
Ask for help
  • Reach the Summit

25
6. A Collaborative, Problem- Solving Approach Is
Essential
  • Collaboration requires teaching skills and
    providing repeated practice

26
7. Address One Child at a Time and Respond to
the Context of the Early Childhood Setting
  • Frame inclusion as one child at a time and
    within context of a progressive model to make
    inclusion feel more doable
  • Know how to identify each childs strengths,
    interests, and needs and to modify experiences
    accordingly to build practical competence

27
8. Professional Development Models Are Most
Cogent When They Can Be Shaped to Meet Unique
Community Needs and State Training Systems
  • Offer everything for credit
  • Ready training materials are valued/customizing
    is a 2nd step
  • Promote the embedding of inclusion principles,
    knowledge, and practices

28
9. Assess Learning Needs, Use Effective Adult
Learning Practices, Promote Lifelong Learning,
and Provide Follow-up Assistance
  • ADA and person first language training is still
    needed
  • USE training feedback to enhance training
    practice
  • Providers know about many community resources
    but feel these resources are not easy to access

29
  • Inclusion brings up many emotional responses for
    providers multiple and private opportunities to
    reflect may enhance attitude shifts
  • Family stories are powerful in promoting positive
    attitudes
  • Quotes and ongoing reflection also support
    attitude change

30
10. Model Processes, Strategies, and Techniques
That Students/participants Are Expected to Use
in Their Practice.
  • Relationship is everything
  • Mistakes are part of the learning process
  • Value each participant as being somewhere on the
    inclusion continuum

31
  • Thank you
  • For our
  • Lessons learned

32
  • If every family
  • had a child with disabilities,
  • there would be
  • no controversy
  • surrounding inclusion.

33
  • An accommodation
  • may not be considered major,
  • but it may
  • make a major difference.

34
  • To know my own fears
  • in regards to
  • accepting a child with a disability
  • cannot begin to measure up
  • to the fear a parent has
  • wondering
  • whether their child will be accepted
  • or not.

35
  • Sandra Morris
  • sandra.morris_at_ruralinstitute.umt.edu
  • Susan Harper-Whalen
  • susan.harper-whalen_at_ruralinstitute.umt.edu
  • 634 Eddy Avenue
  • The University of Montana, Child Care plus
  • Missoula, MT 59812-6696
  • 1-800-235-4122 www.ccplus.org
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