August QIA Resource: Cultural Competence Checklist Policies Procedures
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This document is a cultural competence checklist that contains policies and procedures for agencies and programs. It includes questions about whether an agency or program has policies that promote diversity and cultural competence, such as having a diverse leadership and workforce, providing language services, accommodating religious observances, and having equal opportunity employment. The checklist aims to increase awareness of how cultural and linguistic factors influence policies and services.
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Cultural Competence Checklist: Policies & Procedures
This handout is from the presentation, Coming Together Across Cultures: Intentional Relationship Building, delivered on Tuesday, July 26, 2011, as part of the free monthly webinar series from Friends for Youth's Mentoring Institute.
Use the link provided to complete a self-assessment. After completin.docx
Use the link provided to complete a self-assessment. After completing it, write a 2–3 page essay using the APA format, describing your thoughts about your performance on the assessment. Were you surprised? Were you pleased? What are your plans to improve your performance (at least two points)? Do you think it measures cultural competence?
Cultural Competence Checklist: Personal Reflection
_____________________
*While several sources were consulted in the development of this checklist, the following document inspired its design:
Goode, T. D. (1989, revised 2002). Promoting cultural and linguistic competence self-assessment checklist for personnel
Providing services and supports in early intervention and childhood settings.
Reference this material as: American Speech-Language-Hearing Association. (2010). Cultural Competence Checklist: Personal reflection. Available
from www.asha.org/uploadedFiles/practice/multicultural/personalreflections.pdf.
© Copyright 2010 American Speech-Language-Hearing Association. All rights reserved.
This tool was developed to heighten your awareness of how you view clients/patients from
culturally and linguistically diverse (CLD) populations.
*There is no answer key; however, you should review responses that you rated 5, 4, and even 3.
___ I treat all of my clients with respect for their culture.
___ I do not impose my beliefs and value systems on
my clients, their family members, or their friends.
___ I believe that it is acceptable to use a language
other than English in the U.S.
___ I accept my clients’ decisions as to the degree to
which they choose to acculturate into the dominant
culture.
___ I provide services to clients who are GLBTQ (Gay,
Lesbian, Bisexual, Transgender, or Questioning).
___ I am driven to respond to others’ insensitive
comments or behaviors.
___ I do not participate in insensitive comments or
behaviors.
___ I am aware that the roles of family members may
differ within or across culture or families.
___ I recognize family members and other designees
as decision makers for services and support.
___ I respect non-traditional family structures (e.g.,
divorced parents, same gender parents,
grandparents as caretakers).
___ I understand the difference between a
communication disability and a communication
difference.
___ I understand that views of the aging process may
influence the clients’/families’ decision to seek
intervention.
___ I understand that there are several American
English dialects. I recognize that all English
speakers use a dialect of English.
I understand that the use of a foreign accent or
limited English skill is not a reflection of:
___ Reduced intellectual capacity
___ The ability to communicate clearly and effectively
in a native language
I understand how culture can affect child-rearing
practices such as:
___ Discipline
___ Dressing
___ Toileting
___ Feeding
___ Self-help skills
___ Expectations for the future
___ Com.
Desired Results - DRDP-R
The document summarizes California's Desired Results program standards for early childhood education centers and preschools. The standards focus on achieving desired results or conditions of well-being for children and families. They address six domains: children's personal/social competence, effectiveness as learners, physical/motor skills, safety/health, and family support/goal achievement. Programs are evaluated based on measures within each domain to ensure they are meeting standards and improving practices.
Self-Assessment for Administrators ofChild Care Programs.docx
Self-Assessment
for Administrators of
Child Care Programs
NCSU Directors man. 12/7/01 10:35 AM Page 1
Self-assessment for
Administrators of
Child Care Programs
Achild care program director must manage manythings at once and still be able to prioritize all tasks
in a day’s time. While remaining calm and collected, the
child care director must also be aware that changes may
affect the staff and the enrolled families. Whether the
director directs a small family child care home business or
a large center, the skills are basically the same. The size
and number affected just may differ.
Day-to-day management is important. But you also need a
strong personal philosophy about children and families, a
long range plan, and set of defined goals developed along
with staff and families.
If you are interested in learning more about yourself and
the skills needed to be an excellent program administrator,
then please work through this self-assessment.
Child Care Director’s and
Administrator’s Self-assessment
North Carolina Institute for Early Childhood
Professional Development
Name ________________________________________
Current Position _______________________________
I feel my personal strengths are:
To be a more effective child care administrator,
I think I need to improve:
My career goals are:
1
NCSU Directors man. 12/7/01 10:35 AM Page 2
Self-Assessment
There are 76 items covering 11 different competency
areas in this self-assessment. For each item, think about
your abilities and skills. Then give yourself an honest
rating between one and five.
5 = I have mastered this area and could teach others.
4 = I am strong in this area but could improve.
3 = I am average in this area.
2 = I am below average in this area and could learn more
êêêabout this.
1 = I really need help with this to be more effective.
Educational Knowledge and Skills
__ 1. I understand developmentally appropriate practices
and assure that they are used in every aspect of the
program.
__ 2. I understand the particular needs and characteristics
of children at each stage of development (i.e., infan-
cy, toddlers, etc.).
__ 3. I understand how important theories (such as those
by Piaget, Erickson, & Vygotsky) can be in guiding
practice in the classroom.
__ 4. I make special adaptations to include children with
special needs in the educational program.
__ 5. I assure that staff serve on IEP teams and incorporate
appropriate activities from the IEP in the classroom.
__ 6. I know the warning signs of abuse and neglect and
know how to make appropriate referrals to
supportive services.
___ Total Educational Knowledge and Skills
Organizational Skills
__ 1.I understand the legal standing and status of the
program, its history, philosophy, & goals.
__ 2. The mission of the program is based on parental
advice and needs.
__ 3. My work with the Program Advisory Board and
other advisory groups is productive.
__ 4. I use effective short-term p.
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This teacher reflection form summarizes the teacher's responses to prompts about addressing diverse learner needs. In the first prompt response, the teacher discusses researching dyslexia and modifying instructions for a student diagnosed with a learning disability by making materials more engaging using multisensory activities. In the second response, the teacher evaluates the cultural appropriateness of an assessment for indigenous students and emphasizes respecting their cultures and worldviews. The teacher also reflects on designing a lesson plan that integrates indigenous cultural aspects as mandated by national policies on indigenous education.
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Checklist CSHN
This handout is from the presentation, Coming Together Across Cultures: Intentional Relationship Building, delivered on Tuesday, July 26, 2011, as part of the free monthly webinar series from Friends for Youth's Mentoring Institute.
Recommended
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Sushma Balu is a corporate communications professional with over 10 years of experience in technology, lifestyle, and healthcare brands. She specializes in media relations, digital and social media strategy, internal communications, and marketing. Currently she is the Deputy Manager of Brand Communications and Digital at Philips Innovation Campus in Bengaluru, where she has received awards for her innovative media outreach work.
Cultural Competence Checklist: Policies & Procedures
This handout is from the presentation, Coming Together Across Cultures: Intentional Relationship Building, delivered on Tuesday, July 26, 2011, as part of the free monthly webinar series from Friends for Youth's Mentoring Institute.
Use the link provided to complete a self-assessment. After completin.docx
Use the link provided to complete a self-assessment. After completing it, write a 2–3 page essay using the APA format, describing your thoughts about your performance on the assessment. Were you surprised? Were you pleased? What are your plans to improve your performance (at least two points)? Do you think it measures cultural competence?
Cultural Competence Checklist: Personal Reflection
_____________________
*While several sources were consulted in the development of this checklist, the following document inspired its design:
Goode, T. D. (1989, revised 2002). Promoting cultural and linguistic competence self-assessment checklist for personnel
Providing services and supports in early intervention and childhood settings.
Reference this material as: American Speech-Language-Hearing Association. (2010). Cultural Competence Checklist: Personal reflection. Available
from www.asha.org/uploadedFiles/practice/multicultural/personalreflections.pdf.
© Copyright 2010 American Speech-Language-Hearing Association. All rights reserved.
This tool was developed to heighten your awareness of how you view clients/patients from
culturally and linguistically diverse (CLD) populations.
*There is no answer key; however, you should review responses that you rated 5, 4, and even 3.
___ I treat all of my clients with respect for their culture.
___ I do not impose my beliefs and value systems on
my clients, their family members, or their friends.
___ I believe that it is acceptable to use a language
other than English in the U.S.
___ I accept my clients’ decisions as to the degree to
which they choose to acculturate into the dominant
culture.
___ I provide services to clients who are GLBTQ (Gay,
Lesbian, Bisexual, Transgender, or Questioning).
___ I am driven to respond to others’ insensitive
comments or behaviors.
___ I do not participate in insensitive comments or
behaviors.
___ I am aware that the roles of family members may
differ within or across culture or families.
___ I recognize family members and other designees
as decision makers for services and support.
___ I respect non-traditional family structures (e.g.,
divorced parents, same gender parents,
grandparents as caretakers).
___ I understand the difference between a
communication disability and a communication
difference.
___ I understand that views of the aging process may
influence the clients’/families’ decision to seek
intervention.
___ I understand that there are several American
English dialects. I recognize that all English
speakers use a dialect of English.
I understand that the use of a foreign accent or
limited English skill is not a reflection of:
___ Reduced intellectual capacity
___ The ability to communicate clearly and effectively
in a native language
I understand how culture can affect child-rearing
practices such as:
___ Discipline
___ Dressing
___ Toileting
___ Feeding
___ Self-help skills
___ Expectations for the future
___ Com.
Desired Results - DRDP-R
The document summarizes California's Desired Results program standards for early childhood education centers and preschools. The standards focus on achieving desired results or conditions of well-being for children and families. They address six domains: children's personal/social competence, effectiveness as learners, physical/motor skills, safety/health, and family support/goal achievement. Programs are evaluated based on measures within each domain to ensure they are meeting standards and improving practices.
Self-Assessment for Administrators ofChild Care Programs.docx
Self-Assessment
for Administrators of
Child Care Programs
NCSU Directors man. 12/7/01 10:35 AM Page 1
Self-assessment for
Administrators of
Child Care Programs
Achild care program director must manage manythings at once and still be able to prioritize all tasks
in a day’s time. While remaining calm and collected, the
child care director must also be aware that changes may
affect the staff and the enrolled families. Whether the
director directs a small family child care home business or
a large center, the skills are basically the same. The size
and number affected just may differ.
Day-to-day management is important. But you also need a
strong personal philosophy about children and families, a
long range plan, and set of defined goals developed along
with staff and families.
If you are interested in learning more about yourself and
the skills needed to be an excellent program administrator,
then please work through this self-assessment.
Child Care Director’s and
Administrator’s Self-assessment
North Carolina Institute for Early Childhood
Professional Development
Name ________________________________________
Current Position _______________________________
I feel my personal strengths are:
To be a more effective child care administrator,
I think I need to improve:
My career goals are:
1
NCSU Directors man. 12/7/01 10:35 AM Page 2
Self-Assessment
There are 76 items covering 11 different competency
areas in this self-assessment. For each item, think about
your abilities and skills. Then give yourself an honest
rating between one and five.
5 = I have mastered this area and could teach others.
4 = I am strong in this area but could improve.
3 = I am average in this area.
2 = I am below average in this area and could learn more
êêêabout this.
1 = I really need help with this to be more effective.
Educational Knowledge and Skills
__ 1. I understand developmentally appropriate practices
and assure that they are used in every aspect of the
program.
__ 2. I understand the particular needs and characteristics
of children at each stage of development (i.e., infan-
cy, toddlers, etc.).
__ 3. I understand how important theories (such as those
by Piaget, Erickson, & Vygotsky) can be in guiding
practice in the classroom.
__ 4. I make special adaptations to include children with
special needs in the educational program.
__ 5. I assure that staff serve on IEP teams and incorporate
appropriate activities from the IEP in the classroom.
__ 6. I know the warning signs of abuse and neglect and
know how to make appropriate referrals to
supportive services.
___ Total Educational Knowledge and Skills
Organizational Skills
__ 1.I understand the legal standing and status of the
program, its history, philosophy, & goals.
__ 2. The mission of the program is based on parental
advice and needs.
__ 3. My work with the Program Advisory Board and
other advisory groups is productive.
__ 4. I use effective short-term p.
Objective 9 & 10 -TRF Form.docx
This teacher reflection form summarizes the teacher's responses to prompts about addressing diverse learner needs. In the first prompt response, the teacher discusses researching dyslexia and modifying instructions for a student diagnosed with a learning disability by making materials more engaging using multisensory activities. In the second response, the teacher evaluates the cultural appropriateness of an assessment for indigenous students and emphasizes respecting their cultures and worldviews. The teacher also reflects on designing a lesson plan that integrates indigenous cultural aspects as mandated by national policies on indigenous education.
Hearing Me Proposal Narrative
The document proposes funding for a program coordinator position for the "Hearing Me" program, which provides educational and psychosocial services to deaf and hard-of-hearing children and their families. The program coordinator would develop new programming to further enhance the lives of these children and families by providing parents with professional support, training, and leadership in sign language, literacy initiatives, and mentoring. Goals for the program include expanding existing services, providing sign language and literacy training to 15 families, creating mentoring relationships between 10 families, and educating parents on assistive technologies. Funding is needed as the increasing number of families in need has exceeded what volunteers can provide without a dedicated coordinator.
Checklist CSHN
This handout is from the presentation, Coming Together Across Cultures: Intentional Relationship Building, delivered on Tuesday, July 26, 2011, as part of the free monthly webinar series from Friends for Youth's Mentoring Institute.
August QIA Resource: Checklist
This document contains a 36-item self-assessment checklist for personnel providing services to children with disabilities and their families to evaluate their cultural competency. The checklist addresses topics like physical environment and materials, communication styles, and attitudes/values. It is meant to increase awareness of diversity and how to create a culturally competent environment. There are no right answers but frequently selecting "rarely/never" may indicate low cultural competence. The goal is to incorporate principles of diversity and cultural competence.
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Analyze the roles oral language and effective communication play in literacy development.
Instructions
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The National Association for the Education of Young Children, NAEYC, recognizes that children in early childhood programs are increasingly diverse in their backgrounds, experiences, and abilities. For this reason, it is recommended that educators help provide a broad range of language and literacy experiences for all young children.
Consider what you know regarding key features in communication-rich programs. Create a training session that highlights the importance of responsive adults and intentional teaching in all early childhood programs. Create a training presentation that promotes a variety of oral language experiences which specifically include:
educator-supported, child to child, peer language experiences
educator-to-child exchanges, in one-on-one or small group situations
educator led, large group activities
Your training presentation must include:
12-15 slide PowerPoint deck
2-3 learning objectives that focus on the role of effective communication and its influence on literacy development
subtopics of:
educator-supported, child to child, peer language experiences
educator-to-child exchanges, in one-on-one or small group situations
educator led, large group activities
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Tawara D. Goode ▪National Center for Cultural Competence ▪ Ge.docx
Tawara D. Goode ▪National Center for Cultural Competence ▪ Georgetown University Center for Child & Human Development ▪ University Center for
Excellence in Developmental Disabilities Education, Research & Service ▪ Adapted from Promoting Cultural Competence and Cultural Diversity in Early
Intervention and Early Childhood Settings▪ June 1989. (Revised 2009). Page 1
PROMOTING CULTURAL DIVERSITY AND CULTURAL COMPETENCY
Self-Assessment Checklist for Personnel Providing Behavioral Health Services
and Supports to Children, Youth and their Families
Children with
Disabilities & Special Health Needs and their Families
Directions
: Please select A, B, or C for each item listed below.
A = Things I do frequently, or statement applies to me to a great degree
B = Things I do occasionally, or statement applies to me to a moderate degree
C = Things I do rarely or never, or statement applies to me to minimal degree or not at all
PHYSICAL ENVIRONMENT, MATERIALS & RESOURCES
_____ 1. I display pictures, posters and other materials that reflect the cultures and ethnic
backgrounds of children, youth, and families served by my program or agency.
_____ 2. I insure that magazines, brochures, and other printed materials in reception areas are of
interest to and reflect the different cultures of children, youth and families served by my
program or agency.
_____ 3. When using videos, films, CDs, DVDS, or other media resources for mental health
prevention, treatment or other interventions, I insure that they reflect the cultures of
children, youth and families served by my program or agency.
_____ 4. When using food during an assessment, I insure that meals provided include foods that
are unique to the cultural and ethnic backgrounds of children, youth and families served
by my program or agency.
_____ 5. I insure that toys and other play accessories in reception areas and those, which are used
during assessment, are representative of the various cultural and ethnic groups within
the local community and the society in general.
Tawara D. Goode ▪National Center for Cultural Competence ▪ Georgetown University Center for Child & Human Development ▪ University Center for
Excellence in Developmental Disabilities Education, Research & Service ▪ Adapted from Promoting Cultural Competence and Cultural Diversity in Early
Intervention and Early Childhood Settings▪ June 1989. (Revised 2009). Page 2
COMMUNICATION STYLES
_____ 6. For children and youth who speak languages or dialects other than English, I attempt to
learn and use key words in their language so that I am better able to communicate with
them during assessment, treatment or other interventions.
_____ 7. I attempt to determine any familial colloquialisms used by children, youth and families
that may impact on assessment, treatment or other interventions.
_____ 8. I use v.
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Competency
Explain the relationship between language and literacy development.
Instructions
Through the lens of an experienced early childhood educator, you will produce digital resources and materials that can be shared with fellow educators and colleagues. These resources will highlight your growing expertise in this field.
The National Association for the Education of Young Children, or NAEYC, defines professional development as learning experiences designed to improve the knowledge, skills/behaviors, and attitudes/values of the early childhood workforce. These experiences must be evidence-based and structured to promote links between research and practice. These experiences should also be based on specific outcomes that define what professionals should know and be able to do for young children and families in regard to language and literacy development.
Consider the various stages in expressive and receptive language used in early childhood. Create a professional development resource that explains the relationship between language and literacy development in the following age groups: Birth-1 year, 12-24 months, 3-5 years. For this resource, create a narrated presentation focusing on specific activities and best practices that support literacy and language development.
The presentation can be created using a narrated Microsoft PowerPoint, Prezi, a Webinar, or another online tool that will make it accessible for viewing in an online platform. The information will be targeted at fellow early childhood professionals. The presentation must be orally narrated and include the following items:
4-5 slides or screens for each age group (12-15 total)
For each age group, examine the 2-3 characteristics of the language and literacy stage
Include 2-3 experiences and/or activities in an early childhood setting that foster receptive and expressive language development
Include 1-2 ways fellow early childhood educators can implement the various activities and/or experiences into their curriculum
Include 2 scholarly sources that support these activities and their developmental appropriateness, cited in APA format
Here are a few resources that can help get you started:
PowerPoint Recording Answer
A student's guide to presentations: Making your presentations count
.
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Consider the following scenario through the lens of an experienc.docx
Consider the following scenario through the lens of an experienced early childhood educator. Create an easy to read, accessible reference guide for newly hired educators, surrounding best practices in language and literacy development.
Competencies
Explain the relationship between language and literacy development.
Analyze the roles oral language and effective communication play in literacy development.
Determine best practices for promoting literacy development.
Construct developmentally appropriate curriculum that promotes literacy learning.
Recommend methods for supporting diverse language learners and their families.
Evaluate children's language and literacy development using evidence-based strategies.
Instructions
You are an educator that has been working in an early childhood program for several years. You have developed an expertise in language and literacy development in young children, and have gained a respected reputation for engaging children in research-based, best practices.
Your supervisor has asked you to share your knowledge with newly hired educators by creating a section in the program's handbook surrounding best practices in language use and literacy skills development.
The guide must include an introduction that highlights the overall importance of integrating intentional language and literacy teaching within a curriculum, as well as include information regarding the following topics:
At least one key language feature of young children, specifically focusing on the age groups: Birth-1 year, 12-24 months, 3-5 years
Include at least one ready-to-implement activity that will support these language features
Two key features in communication-rich programs and learning spaces, focusing specifically on examples of responsive adults, teaching intentionally, repetition, and print-rich environments
A list of three literacy-supportive materials for each specific age group, as well as an explanation on how these materials support language and literacy skills throughout the various developmental domains:
Infants
Toddlers
Preschool age children
Includes one illustration or graphic, highlighting key environmental attributes that enhance literacy and language use within an early childhood program
Three best practices in language and literacy development, focused specifically on young English Language Learners and their families
At least one way to incorporate ongoing, authentic language and literacy assessment for various age groups
.
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This document contains a 36-item self-assessment checklist for personnel providing services to children with disabilities and their families to evaluate their cultural competency. The checklist addresses topics like physical environment and materials, communication styles, and attitudes/values. It is meant to increase awareness of diversity and how to create a culturally competent environment. There are no right answers but frequently selecting "rarely/never" may indicate low cultural competence. The goal is to incorporate principles of diversity and cultural competence.
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CompetencyAnalyze the roles oral language and effective comm.docx
Competency
Analyze the roles oral language and effective communication play in literacy development.
Instructions
Through the lens of an experienced early childhood educator, you will reflect on the role of effective communication and its influence on literacy development. You will produce face-to-face training resources and materials that can be shared with fellow educators and colleagues during a professional development session. These resources will highlight your growing expertise in this field.
The National Association for the Education of Young Children, NAEYC, recognizes that children in early childhood programs are increasingly diverse in their backgrounds, experiences, and abilities. For this reason, it is recommended that educators help provide a broad range of language and literacy experiences for all young children.
Consider what you know regarding key features in communication-rich programs. Create a training session that highlights the importance of responsive adults and intentional teaching in all early childhood programs. Create a training presentation that promotes a variety of oral language experiences which specifically include:
educator-supported, child to child, peer language experiences
educator-to-child exchanges, in one-on-one or small group situations
educator led, large group activities
Your training presentation must include:
12-15 slide PowerPoint deck
2-3 learning objectives that focus on the role of effective communication and its influence on literacy development
subtopics of:
educator-supported, child to child, peer language experiences
educator-to-child exchanges, in one-on-one or small group situations
educator led, large group activities
audio only or audio/video narration (If you do not know how to add these features in PowerPoint, a quick internet or YouTube search will walk you through it)
.
Tawara D. Goode ▪National Center for Cultural Competence ▪ Ge.docx
Tawara D. Goode ▪National Center for Cultural Competence ▪ Georgetown University Center for Child & Human Development ▪ University Center for
Excellence in Developmental Disabilities Education, Research & Service ▪ Adapted from Promoting Cultural Competence and Cultural Diversity in Early
Intervention and Early Childhood Settings▪ June 1989. (Revised 2009). Page 1
PROMOTING CULTURAL DIVERSITY AND CULTURAL COMPETENCY
Self-Assessment Checklist for Personnel Providing Behavioral Health Services
and Supports to Children, Youth and their Families
Children with
Disabilities & Special Health Needs and their Families
Directions
: Please select A, B, or C for each item listed below.
A = Things I do frequently, or statement applies to me to a great degree
B = Things I do occasionally, or statement applies to me to a moderate degree
C = Things I do rarely or never, or statement applies to me to minimal degree or not at all
PHYSICAL ENVIRONMENT, MATERIALS & RESOURCES
_____ 1. I display pictures, posters and other materials that reflect the cultures and ethnic
backgrounds of children, youth, and families served by my program or agency.
_____ 2. I insure that magazines, brochures, and other printed materials in reception areas are of
interest to and reflect the different cultures of children, youth and families served by my
program or agency.
_____ 3. When using videos, films, CDs, DVDS, or other media resources for mental health
prevention, treatment or other interventions, I insure that they reflect the cultures of
children, youth and families served by my program or agency.
_____ 4. When using food during an assessment, I insure that meals provided include foods that
are unique to the cultural and ethnic backgrounds of children, youth and families served
by my program or agency.
_____ 5. I insure that toys and other play accessories in reception areas and those, which are used
during assessment, are representative of the various cultural and ethnic groups within
the local community and the society in general.
Tawara D. Goode ▪National Center for Cultural Competence ▪ Georgetown University Center for Child & Human Development ▪ University Center for
Excellence in Developmental Disabilities Education, Research & Service ▪ Adapted from Promoting Cultural Competence and Cultural Diversity in Early
Intervention and Early Childhood Settings▪ June 1989. (Revised 2009). Page 2
COMMUNICATION STYLES
_____ 6. For children and youth who speak languages or dialects other than English, I attempt to
learn and use key words in their language so that I am better able to communicate with
them during assessment, treatment or other interventions.
_____ 7. I attempt to determine any familial colloquialisms used by children, youth and families
that may impact on assessment, treatment or other interventions.
_____ 8. I use v.
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CompetencyExplain the relationship between language and lite.docx
Competency
Explain the relationship between language and literacy development.
Instructions
Through the lens of an experienced early childhood educator, you will produce digital resources and materials that can be shared with fellow educators and colleagues. These resources will highlight your growing expertise in this field.
The National Association for the Education of Young Children, or NAEYC, defines professional development as learning experiences designed to improve the knowledge, skills/behaviors, and attitudes/values of the early childhood workforce. These experiences must be evidence-based and structured to promote links between research and practice. These experiences should also be based on specific outcomes that define what professionals should know and be able to do for young children and families in regard to language and literacy development.
Consider the various stages in expressive and receptive language used in early childhood. Create a professional development resource that explains the relationship between language and literacy development in the following age groups: Birth-1 year, 12-24 months, 3-5 years. For this resource, create a narrated presentation focusing on specific activities and best practices that support literacy and language development.
The presentation can be created using a narrated Microsoft PowerPoint, Prezi, a Webinar, or another online tool that will make it accessible for viewing in an online platform. The information will be targeted at fellow early childhood professionals. The presentation must be orally narrated and include the following items:
4-5 slides or screens for each age group (12-15 total)
For each age group, examine the 2-3 characteristics of the language and literacy stage
Include 2-3 experiences and/or activities in an early childhood setting that foster receptive and expressive language development
Include 1-2 ways fellow early childhood educators can implement the various activities and/or experiences into their curriculum
Include 2 scholarly sources that support these activities and their developmental appropriateness, cited in APA format
Here are a few resources that can help get you started:
PowerPoint Recording Answer
A student's guide to presentations: Making your presentations count
.
Assignment2.4 fabiola pérez_palma
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Nicole Harrell_Resume
Nicole E. Harrell is seeking career advancement and includes her contact information, education history, and employment history in her resume. She has a Bachelor's degree in Psychology from Southern Illinois University-Edwardsville and has work experience in food service, youth coaching, and assisting with autism screenings and social skills groups. Her skills include group facilitation, public speaking, supervision, fundraising, and office skills. She is proficient in Microsoft Office programs and actively involved in campus organizations.
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Consider the following scenario through the lens of an experienc.docx
Consider the following scenario through the lens of an experienced early childhood educator. Create an easy to read, accessible reference guide for newly hired educators, surrounding best practices in language and literacy development.
Competencies
Explain the relationship between language and literacy development.
Analyze the roles oral language and effective communication play in literacy development.
Determine best practices for promoting literacy development.
Construct developmentally appropriate curriculum that promotes literacy learning.
Recommend methods for supporting diverse language learners and their families.
Evaluate children's language and literacy development using evidence-based strategies.
Instructions
You are an educator that has been working in an early childhood program for several years. You have developed an expertise in language and literacy development in young children, and have gained a respected reputation for engaging children in research-based, best practices.
Your supervisor has asked you to share your knowledge with newly hired educators by creating a section in the program's handbook surrounding best practices in language use and literacy skills development.
The guide must include an introduction that highlights the overall importance of integrating intentional language and literacy teaching within a curriculum, as well as include information regarding the following topics:
At least one key language feature of young children, specifically focusing on the age groups: Birth-1 year, 12-24 months, 3-5 years
Include at least one ready-to-implement activity that will support these language features
Two key features in communication-rich programs and learning spaces, focusing specifically on examples of responsive adults, teaching intentionally, repetition, and print-rich environments
A list of three literacy-supportive materials for each specific age group, as well as an explanation on how these materials support language and literacy skills throughout the various developmental domains:
Infants
Toddlers
Preschool age children
Includes one illustration or graphic, highlighting key environmental attributes that enhance literacy and language use within an early childhood program
Three best practices in language and literacy development, focused specifically on young English Language Learners and their families
At least one way to incorporate ongoing, authentic language and literacy assessment for various age groups
.
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AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
GraphSummit Singapore | Graphing Success: Revolutionising Organisational Stru...
GraphSummit Singapore | Graphing Success: Revolutionising Organisational Stru...
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdf
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdf
Mind map of terminologies used in context of Generative AI
Mind map of terminologies used in context of Generative AI
Pushing the limits of ePRTC: 100ns holdover for 100 days
Pushing the limits of ePRTC: 100ns holdover for 100 days
Best 20 SEO Techniques To Improve Website Visibility In SERP
Best 20 SEO Techniques To Improve Website Visibility In SERP
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...
How to Get CNIC Information System with Paksim Ga.pptx
How to Get CNIC Information System with Paksim Ga.pptx
August QIA Resource: Cultural Competence Checklist Policies Procedures
- 1. Cultural Competence Checklist: Policies & Procedures ! Ratings: This tool was developed to heighten your awareness of your agencies’/programs’ policies and Y Yes procedures and the impact/influence of cultural and linguistic factors. N No *There is no answer key, but you should review those responses which you rated N. ___ My agency/program has a mission statement ___ My agency/program has persons representing which states that all persons shall receive various culturally and linguistically diverse appropriate services. backgrounds in leadership roles. ___ My agency/program has a list of interpreters for ___ My agency/program promotes persons who both manually coded and spoken speak with accents or dialects based on job communication available. performance, not based on use of Mainstream American English. ___ My agency/program has a policy for handling staff members’ inappropriate language or ___ My agency/program provides feedback to all behavior, related to race, ethnicity, gender, staff based on job performance, not based on ability, or sexual orientation. use of Mainstream American English. ___ My agency/program actively recruits bilingual ___ My agency/program provides materials that are employees. health literate. ___ My agency/program actively recruits employees ___ My agency/program provides health coverage from culturally diverse populations. for an employee’s domestic/lifetime partner. ___ My agency/program actively recruits employees ___ My agency/program accommodates space or who have experience working with populations time off for religious observances that are not reflecting diverse cultural and linguistic part of the work calendar.! backgrounds. ___ My agency/program has an equal opportunity employment (EOE) policy. _____________________ *While several sources were consulted in the development of this checklist, the following document inspired its design: Goode, T. D. (1989, revised 2002). Promoting cultural and linguistic competence self-assessment checklist for personnel Providing services and supports in early intervention and childhood settings. Reference this material as: American Speech-Language-Hearing Association. (2010). Cultural Competence Checklist: Personal reflection. Available from www.asha.org/uploadedFiles/practice/multicultural/personalreflections.pdf. © Copyright 2010 American Speech-Language-Hearing Association. All rights reserved.