Early Childhood Paraprofessional Module

1. Early Childhood Paraprofessional Module Arkansas Department of Education Special Education Unit

2. Early Childhood • Sign-in Print name School District Social Security • Pre-test Circle pre Complete test Turn in to be scored

3. Activity 1 • Brainstorming Activity Characteristics of babies 10 days to 6 months Characteristics of babies 1 year to 2 years Characteristics of children 3 years to 5 years

4. Human Development Section A

5. Principals of Typical Human Development All people grow and develop in patterns and stages that may vary in the length of time required to complete each sequence, but the patterns are predictable from on person to another.

6. Theories of Development • Maturationist Theory • Behaviorist Theory • Psychosocial Theory • Cognitive Theory • Sociocultural Theory • Ecological Systems Theory • Brain Development Handout 1

7. Stages of Development • Step by step process • Does not necessarily proceed evenly • Proceeds from concrete and simple to abstract and complex • Language is unique to humans

8. Basic Principal of Human Development • Development in all people is similar • Development is an orderly process with stages/patterns that can be predicted • Development proceed from the general to the specific Handout 2

9. Basic Principal of Human Development • Development proceeds from the upper portions of the body toward the lower portions-from head to toe • Development proceeds from the center of the body to the outer body parts

10. Basic Principal of Human Development • Development proceeds at different rates • Development can proceed at different rates within an individual person • Physical, cognitive, social and emotional development are interrelated and affected by the interaction of heredity and environment

11. Terms Used in the Study of Human Development • Cognitive Development • Communication • Development • Developmental Delay Handout 3

12. Terms Used in the Study of Human Development • Emotional Development • Physical Growth • Human Development • Language

13. Terms Used in the Study of Human Development • Learning • Maturation • Normal/Typical • Physical/Motor • Social

14. Terms Used in the Study of Human Development • Speech • Theory

15. Developmental Checklist • Birth to 24 months is time of greatest growth • 24 to 36 months is one of many changes • 3 to 5 years children learn by observing Handout 4

16. Down’s Syndrome Hemophilia PKU Rhetts Syndrome Sickle Cell Prenatal Natal Postnatal Factors That May Impede Human Development Handout 5

17. Simulation Activities • Simulation 1 – Hearing Loss • Simulation 2 – Vision Loss • Simulation 3 – Physical Disability

18. Instruction Section B

19. Early Childhood InstructionSection B Objectives: 1. On-going assessment of progress and toward development/educational goals 2. Keeping data on progress 3. Developmentally appropriate

20. Early Intervention Categories of DisabilitiesBirth To Three Years Developmental Delay or Disability Diagnosed Physical or Mental Condition

21. To Determine Eligibility • Multidisciplinary Evaluation • Eligibility • Individual Family Service Plan

22. General Information Current level of cognitive development speech and language social development physical development Child’s strengths Family strengths Outcomes to be achieved Support services Start and duration dates Who is responsible for plan Procedures for transition Components of the IFSP

23. IFSP

24. Autism Deaf-Blindness Deafness Hearing Impairment Multiple disabilities Noncategorical Orthopedic Other Health Speech or Language Traumatic Brain Injury Visual Impairment Early Childhood Special Education Program3-5 Eligibility Criteria

25. Individualized Education Plan • Written statement • Developed by a team to include parents • Is individualized based on the child’s needs

26. Components of an IEP (3-21) • Statement of measurable annual goals • Description of how goals will be measured • Time line for progress toward goals • Statement of special education and related services that are to be provided

27. Components of an IEP (3-21) Statement of modifications or supports 1. to advance toward goals 2. to be involved and make progress in general education 3. to participate in extracurricular and non academic activities 4. Participation with nondisabled peers

28. IEP

29. Observation Observation should: • Be done for a specific reason • Provide samples of behavior over time • Provide samples of behavior in variety of settings • Be objective

30. Why We Observe Children • Get to know each child • Document learning and development over time • Gives basis for planning • Document behaviors that support concerns • Improve teaching skills

31. Video Getting to Know Children Through Observation Arkansas Department of Human Services (26 minutes)

32. Have a focus Vary situations Vary times of day Record over time Use action words Record what child says Avoid labels Avoid judgment words Avoid interpreting Record what child can do Record as events occur When We Observe Children

33. Activity 2 Observation or Judgment Read each scenario. In groups discuss the words that demonstrate observation, judgments, labels or interpretations of situations. Share with entire group 5 to 8 minutes Handout 6

34. Keeping Data Types of Data Collection Checklists Behavior Checklists Anecdotal Records Interviewing Frequency or Duration Notes Other Data Collection Handout 7

35. Activity 3 Read the list of words. If it describes something you can see, hear, or count write “yes” on the line in front of it. If it does not describe a behavior that can be seen, heard or counted, write “no” in front of it. Group discussion Handout 8 5 – 8 minutes

36. Activity 4 What is Your Learning Style? Check the items under the three columns that you feel is a good representation of yourself. Handout 9 10 minutes

37. Activity 5 Brainstorming Behavior Reinforcements In your groups, develop a list of activities or events that reinforce you to do some things Discuss programs you have participated in that supported efforts to change a behavior (weight loss, stop smoking)

38. Developmentally Appropriate Practice • Age Appropriate • Individually Appropriate

39. Components to Consider • Curriculum activities • Adult-child interactions • Ideas for materials that include children with disabilities • Functional assessment strategies

40. Play-Based Learning • Play is a mechanism for enabling children to progress through developmental stages Handout 10

41. Through Play Children Learn • To have fun by themselves & with others • Make choices • Increase independence • Share & cooperate • Solve problems • Follow rules • Use their imagination • Complete tasks • Improve sensory-motor skills • Lay the foundation for academic skills

42. Learning Environments • Activity 6 Working in groups, discuss the three questions and share responses with the Group. Handout 11

43. Factors to Consider in Designing a Learning Environment • Schedule • Learning and play centers • Outdoor play • Materials that encourage children to use their imagination and try new things

44. Curriculum & Activities • Strategies for Language Development • Strategies for Social & Cognitive Development • Strategies for Physical Development • Adaptations and Modifications • Center Modifications Handout 12 Handout 13 Handout 14

45. Behavior Section C

46. Instructional Objectives Identify behavior management techniques that will benefit all children Identify behavior management strategies that may be used with individual children with challenging behaviors

47. Classroom Techniques Structure rooms and activities in a developmentally appropriate way Positive reinforcement Transition between activities Help child to feel a part of the group Other ways to avoid problems Self-regulation as part of curriculum Handout 15

48. Structure Rooms and Activities • Children benefit from a stable and organized classroom • Rules should be clear and consistent • Negative behaviors should not be taken personally • Be aware of amount of stimulation in the classroom

49. Activity 7 In table groups: Read the case study on Amy and respond to the questions. Handout 16

50. Positive Reinforcement Behavior followed by positive reinforcers tend to increase in strength and frequency An appropriate and inappropriate behavior can not be emitted at the same time If a child’s good behavior is strengthened through reward, the child is less likely to misbehave