This document provides information on early childhood education and development. It discusses the needs of young children, the role of caregivers in meeting those needs, important lessons children learn from caregivers about trust, independence and initiative. It also outlines developmental milestones and red flags to watch for. The document recommends early childhood programs like Head Start and provides safety tips for car seats.
This slide show complements our learner guide NCV 2 Eary Childhood Development Hands-On Training by Melanie Vermaak and published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show complements our learner guide NCV 2 Eary Childhood Development Hands-On Training by Melanie Vermaak and published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Making Continous Provision good! Early yearsSammy Fugler
This short presentation is from the Rainbow Nursery Tel Aviv Staff meeting May 2019. It focuses on supporting children's free play, making the most of spontaneous learning opportunities and delivering effective continuous provision. This is relevant to working in the EYFS
Slides for seminar at SU team leaders conference on 10 January 2015. This covers, attachment, nurture and resilience followed by some background on collaborative learning (Vygotsky, Reggio Emilia, etc).
Go Out & Play! Geocaching and Other Great Outdoor Ideas for KidsCarolyn K.
Research shows that free time in nature offers huge benefits to kids. Better focus and fewer symptoms of ADHD, higher test scores, better social/emotional skills and self-esteem, better vision, and of course, better physical fitness... Why aren't we sending our kids outside to play?
For many of us, kids and adults alike, we need a "reason," a motivation to get off the computer and out the door. Geocaching provides that reason, while offering all the social and educational benefits of free time outside!
Vygotsky Sociocultural Theory & Behaviourism
Genetic Disorders: Cystic Fibrosis, Thalassemia, Down Syndrome, Turner syndrome, Sickle Cell Anemia, Klinefelter’s Syndrome
Child’s Sensation, Perception, Motor Development and Learning
Messy Play benefits child development (cognitive, physical and emotional)
Children need to play in nature, because...What’s your personal needs for friends and peers?
Questions for Guest Speakers - Nutritionist and Early Child Educator
POSITIVE PARENTING : PERSPECTIVES AND PRINCIPLES OF PARENTING WITH INDIAN EMP...Devashish Konar
This presentation should help in providing a cultural perspectives in parenting. Indian parents may find some stimulating thoughts and students of cross cultural parenting should find Indian perspective as observed by a child psychiatrist.
This slide show accompanies the learner guide NCV 2 Early Childhood Development Hands-On Training by Melanie Vermaak, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Navigating the Early County School System 2012-2013tstorey
This presentation is provided for parents of students in the Early County School System. It provides parents with knowledge of how the school system is structured and who to contact with the parents have questions about their child's education.
Making Continous Provision good! Early yearsSammy Fugler
This short presentation is from the Rainbow Nursery Tel Aviv Staff meeting May 2019. It focuses on supporting children's free play, making the most of spontaneous learning opportunities and delivering effective continuous provision. This is relevant to working in the EYFS
Slides for seminar at SU team leaders conference on 10 January 2015. This covers, attachment, nurture and resilience followed by some background on collaborative learning (Vygotsky, Reggio Emilia, etc).
Go Out & Play! Geocaching and Other Great Outdoor Ideas for KidsCarolyn K.
Research shows that free time in nature offers huge benefits to kids. Better focus and fewer symptoms of ADHD, higher test scores, better social/emotional skills and self-esteem, better vision, and of course, better physical fitness... Why aren't we sending our kids outside to play?
For many of us, kids and adults alike, we need a "reason," a motivation to get off the computer and out the door. Geocaching provides that reason, while offering all the social and educational benefits of free time outside!
Vygotsky Sociocultural Theory & Behaviourism
Genetic Disorders: Cystic Fibrosis, Thalassemia, Down Syndrome, Turner syndrome, Sickle Cell Anemia, Klinefelter’s Syndrome
Child’s Sensation, Perception, Motor Development and Learning
Messy Play benefits child development (cognitive, physical and emotional)
Children need to play in nature, because...What’s your personal needs for friends and peers?
Questions for Guest Speakers - Nutritionist and Early Child Educator
POSITIVE PARENTING : PERSPECTIVES AND PRINCIPLES OF PARENTING WITH INDIAN EMP...Devashish Konar
This presentation should help in providing a cultural perspectives in parenting. Indian parents may find some stimulating thoughts and students of cross cultural parenting should find Indian perspective as observed by a child psychiatrist.
This slide show accompanies the learner guide NCV 2 Early Childhood Development Hands-On Training by Melanie Vermaak, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Navigating the Early County School System 2012-2013tstorey
This presentation is provided for parents of students in the Early County School System. It provides parents with knowledge of how the school system is structured and who to contact with the parents have questions about their child's education.
Study on Investment in Early Child Education in Montenegro - Ivana Prica, IPS...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Gifted 201: A sampler of advanced topics in giftednessCarolyn K.
A sampler of the next topics in Gifted Education:
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Testing and Assessment
Academic Acceleration
OverExcitabilities (OEs)
Underachievement
by Hoagies' Gifted Education Page
Simple steps to make your teenager independentKapilPunetha2
As parents, it is essential to give our children the opportunity to grow up and be independent. The only way for them to learn how is by doing. There are many ways to help your child become more independent and take responsibility for themselves while still being a supportive parent. This blog post will explore parenting tips that you can do as a parent to make your teenager more independent!
Leader by the position achieved
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} When we talk of education for everybody, it is
important to recognize that the world is
different for girls than it is for boys, and any
program or initiative must note this fact for
any best practices to be realized.
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Leader by moral example
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. 2
• What Does a Young
Child Need?
• What is the
Caregiver’s Role?
• Lessons That Last
• Caregiver Hints
• Developmental RED
FLAG ALERTS
• Early Childhood
Programs
• Early Childhood
Resources
• Car Seat Information
www.invectura.com
3. 3
What Does a Young Child Need?
• EVERYTHING…
• Assistance to meet
– Physical Needs:
• Food
• Clothing
• Cleanliness
• Shelter
• Safety / protection
• Play
– Emotional Needs:
• Security
• Care
• Nurturance
• Love
• Hope
– Social Needs:
• Interact with
caregiver and others,
including children the
same age
• Opportunity to play
www.invectura.com with others
4. 4
What Does a Young Child Need?
continued
– Psychological
Needs:
• Know he/she is
important to the
caregiver
• Learn who he/she is
• Develop a positive
self esteem
– Cognitive Needs:
• Read to the child
• Build language skills.
Talk with the child,
even when they are
too young to know all
you are saying.
• Play with the child www.invectura.com
5. What is the Role of the Caregiver?
• The caregiver is the significant person
who meets the child’s needs on an
ongoing basis.
5
• Provides love, care, and
nurturance for the child.
• Makes sure the child is safe
and healthy.
• Engages the child in play,
conversation, singing, and
activities that expand learning.
www.invectura.com
6. 6
Lessons that Last a Lifetime
• Young children learn
from infancy about
the world.
• Many of the lessons
are taught by the
caregiver.
• Some of these
lessons relate to...
www.invectura.com
7. 7
TRUST
The Infant Knows His/Her Needs
will be Met
• It is vital to babies
under one year to
develop a sense of
trust; knowing the
caregiver will meet their
needs.
• Trust is born from
having the baby’s needs
met by a consistent
caregiver.
www.invectura.com
8. 8
INDEPENDENCE
The Young Child Explores and
Learns What He/She Can Do
• The caregiver provides
a safe environment
with supervision and
encouragement for the
child to explore.
• Exercise their will and
learn self-control.
• Desires to test
independence.
• Walking is step toward
independence...
www.invectura.com
9. 9
INITIATIVE
Young Child Takes Action When
He/She Feels Capable and Confident
to Do New Things
• Preschoolers begin
to imagine
• Learn skills through
play
• Increase in ability to
follow directions
• Gain new skills
• Feel capable to
learn www.invectura.com
10. 10
Caregiver Hints
• Things to do together:
– Talk (even to a baby)
– Read books daily
– Play with blocks, balls,
trikes, puppets, and
more
– Draw (big crayons)
– Teach a song
–HAVE FUN... www.invectura.com
11. Developmental RED FLAG ALERTS
• Refers to behavioral indicators that
show that a child is not developing at a
normal range. These behaviors are
areas of concern when they are seen
consistently over a period of time.
Some children are “early bloomers”
11
and others may be delayed
in some areas but still within
the normal range of development.
www.invectura.com
12. Developmental RED FLAG ALERTS
12
• Infants under 6
months:
– Failure to gain weight
– Unable to make eye
contact or follow
objects
– Failure to hold head up
– Failure to hold on with
hands
– No response to loud
sounds
– Failure to show
anticipatory behavior
at feeding
– Lack of interest in
social stimuli
– Does not grasp or
reach for objects
– Tight muscles or
muscles appear stiff
www.invectura.com
13. Developmental RED FLAG ALERTS
• Infants 9 to 12 months -
13
– Does not gain weight
– Lack of affect
– Not able to say single
words, such as “mama”
– Does not look at
caregiver for social
cues or comfort
– Does not crawl
– Cannot stand when
supported
– Does not use
gestures, such as
waving or shaking
head
– Drags one side of
body while crawling
(for over one month)
– Does not search for
object that are
hidden while s/he
www.invectura.com watches
14. Developmental RED FLAG ALERTS
• Toddler 18 to 24 months-
14
– No speech
– Excessive body rocking
– Sleep disturbance
– Out of the ordinary play
– Withholding and other
bowel problems
– Retarded development
or persistent regression
www.invectura.com
15. Developmental RED FLAG ALERTS
• Three-Year-Olds -
15
– Frequent falling and
difficulty with stairs
– Persistent drooling or
very unclear speech
– Inability to build a tower
of more than four blocks
– Difficulty manipulating
small objects
– Inability to communicate
in three word sentences
– No involvement in
“pretend” play
– Little interest in other
children
www.invectura.com
16. Developmental RED FLAG ALERTS
• Four-Year-Olds -
16
– Cannot throw a ball
overhand
– Cannot jump in place
– Cannot grasp a crayon
between thumb and
finger
– Has difficulty scribbling
– Shows no interest in
interactive games
– Ignores other children
– Resists dressing,
sleeping, using the toilet
– Does not use sentences
of more than three words
– Cannot copy a circle
– Lashes out with no self
control whenever angry
or upset
www.invectura.com
17. Developmental RED FLAG ALERTS
17
• Five-Year-Olds -
– Extremely fearful or
timid
– Extremely aggressive
– Easily distracted and
unable to concentrate
on a single activity for
more than five minutes
– Shows little interest in
playing with other
children
– Severely unhappy or
sad much of the time
– Seems unusually
passive
– Cannot talk about daily
activities
– Has trouble taking off
clothing
– Cannot wash and dry
his/her hands
www.invectura.com
18. 18
What to Do
When Red Flag Alerts are Noted?
• Have the young
child evaluated by
the child’s
pediatrician.
• Obtain input from
the childcare center
professional.
• Request a
developmental
assessment.
www.invectura.com
19. Early Childhood Education Programs
Components of Quality Childcare Programs
19
• Care center is licensed
• Care provider is caring
and focused on the
needs of every child
• Number and ages of
children allow for good
childcare practice
• Area is clean and SAFE
• Foods are nutritious
• Equipment is
appropriate to care for
the child’s age
• Toys and activities are
appropriate for the
child’s development
• A routine is
established for rest
and play
www.invectura.com
20. 20
Early Childhood Programs
• HEAD START
– Federally funded to serve children 3.9
years
– Some communities have programs
beginning for young children as early as
18-24 months.
– Services available at NO COST
– 3.5 hour daily programs - Monday through
Friday
– Lunch and snacks provided www.invectura.com
21. 21
Features of HEAD START Programs:
• Assessment
screening for special
needs
– Speech therapy
– Developmental
milestones, etc.
• Emphasis on school
readiness
• Literacy
Development
• Field trips
• Provide family
support services
– In home visits
– Parenting classes
• Individual Education
Plan developed for
each child
• Assistance transition
to a new school
www.invectura.com
22. 22
ALL YOUNG CHILDREN MUST BE
BUCKLED IN A CAR SEAT
for EVERY RIDE
• Birth - 1 year, under 22
pounds must be in rear-facing
child safety seat,
5-point belt harness is
best
• 1 to 6 years of age,
under 60 pounds,
forward-facing child
safety seat, 5-point belt
harness is best
www.invectura.com