The document provides strategies for supporting risk taking, problem-solving, and flexibility in infants, toddlers, and preschoolers. For infants and toddlers, the strategies include providing engaging toys, showing affection, allowing safe risks, and treating mistakes as learning opportunities. The strategies also suggest flexibility within routines and accommodating different temperaments. For preschoolers, the strategies encourage creative ideas, treating mistakes as learning opportunities, modeling problem-solving, and supporting communication skills. Examples provided for both age groups include using duplicate toys, acknowledging feelings, and using visual supports.
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Effective communication in Early YearsSammy Fugler
This presentation provides an overview for Rainbow Nursery staff of how to communicate effectively with their key children, and all the children at the nursery. It relates to EYFS and best practice in early years.
Understanding the revised EYFS: NAHT primary and early years conference 2020Dr Julian Grenier
Tania Choudhury and Julian Grenier discuss the revised EYFS and Development Matters as part of the NAHT's primary and early years conference in November 2020
The CLASS Measure: Infants, Toddlers, and Effective InteractionsTeachstone
Learn how the Infant and Toddler CLASS measures align with children’s typical developmental stages, explore videos illustrating the similarities and differences of these two measures, and find practical solutions for using both in classrooms serving infants and toddlers. This session is provided by Teachstone, authorized providers of the CLASS system, and is ideal for Early Head Start and QRIS policy makers, teachers, and care providers who are new to the Infant and Toddler CLASS measures.
Effective communication in Early YearsSammy Fugler
This presentation provides an overview for Rainbow Nursery staff of how to communicate effectively with their key children, and all the children at the nursery. It relates to EYFS and best practice in early years.
Understanding the revised EYFS: NAHT primary and early years conference 2020Dr Julian Grenier
Tania Choudhury and Julian Grenier discuss the revised EYFS and Development Matters as part of the NAHT's primary and early years conference in November 2020
The CLASS Measure: Infants, Toddlers, and Effective InteractionsTeachstone
Learn how the Infant and Toddler CLASS measures align with children’s typical developmental stages, explore videos illustrating the similarities and differences of these two measures, and find practical solutions for using both in classrooms serving infants and toddlers. This session is provided by Teachstone, authorized providers of the CLASS system, and is ideal for Early Head Start and QRIS policy makers, teachers, and care providers who are new to the Infant and Toddler CLASS measures.
Help your child prepare for their exams.ChhayaKamble1
Preparing for an exam can be stressful and time-consuming, but it doesn't have to be. There's no need to stress out or cram. By doing a couple of simple things ahead of time, you can ensure that you are confident and ready for anything that comes up on the test.
A parenting style is a psychological construct representing standard strategies that parents use in their child rearing. The quality of parenting can be more essential than the quantity of time spent with the child. For instance, a parent can spend an entire afternoon with his or her child, yet the parent may be engaging in a different activity and not demonstrating enough interest towards the child. Parenting styles are the representation of how parents respond and demand to their children. Parenting practices are specific behaviors, while parenting styles represent broader patterns of parenting practices
We have a responsibility to carry out the promise of Early Head Start which includes preparing all children for later success in school and in life. It all starts here in the infant and toddler program. Come learn about real-life strategies you can put into action to enhance school readiness for infants and toddlers in your care and how to educate families about their role in the process.
This course provides training and CEUs for addicitons counselors and LPCs working in Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
The presentation is an intellectual output developed within the GAME KA201 project : "UsinG online gAMe to tackle Early school leaving and reducing behavioral difficulties among pupils" 2019-1-PL01-KA201-064865. These theoretical materials concern behavioral disorders among students.
Every child is born with a set of unique abilities and talents waiting to be discovered. As a parent, your role is not just to nurture your child’s growth but also to help them explore their individual strengths and interests. In this guide, we’ll discuss how you can embark on the journey of discovering your child’s unique abilities and support their development effectively.
Overview of information from NC FELD Cognitive Development Domain pp. 131-147. Includes social connections, mathematical thinking and expression, and scientific exploration and knowledge
overview of strategies for play and imagination for infants, toddlers, and preschool children based on the NC Foundations for Early Learning and Development
PowerPoint for Chapter 3 in "From Lullabies to Literature". Language and cognitive activities for young children. How storytelling enhances language development.
1. Risk Taking, Problem-Solving,
and Flexibility
North Carolina Foundations Task Force. (2013). North Carolina
foundations for early learning and development. Raleigh: Author.
2. Strategies for Infants and Toddlers
• Provide plenty of high-quality toys and equipment that can be used in
multiple ways
• Provide genuine attention, affection, and acceptance. Such support
validates children and makes them feel safe to take risks and accept
challenges.
• Allow children to take risks that do not compromise their safety.
• Encourage accomplishments with specific praise of a child’s efforts.
Avoid meaningless praise
• Accept mistakes, messes, and failures as learning opportunities to try
again or try something differently.
3. Strategies for Infants and Toddlers (2)
• Provide flexibility within a routine
• Know your children’s temperaments and willingness or reluctance to
try new things. Be intentional and supportive in introducing new
experiences and change.
• Accommodate differences among children.
4. Examples of Support
• Have duplicates of favorite toys as opposed to saying, “I’ll put it away
until you can share”.
• Acknowledge and identify babies’ and toddlers’ feelings with both
spoken and body language
• Use encouragement and specific encouragement (“You stood up all by
yourself!”) rather than meaningless praise (“good job”)
• Accept mistakes and failures – “Oh no! The milk spilled. Let’s clean it
up” rather than “You are wasting your milk. I guess you’re through
because your aren’t getting more!”
• Use picture schedules, word and other signals, general and direct
modeling, and other supports for both routine and flexibility
5. Strategies for Preschoolers
• Encourage and support children’s ideas rather than being “right”. It’s
the process, not the product
• Use “mistakes” as learning opportunities instead of cause for
punishment or other negative response.
• Model positive responses, including problem solving strategies, to
both their mistakes and your mistakes.
• Mental model problem solving steps and consideration of possible
solutions.
6. Strategies for Preschoolers 2
• Model and practice good communication (receptive and expressive)
with children, including sharing, listening, and asking questions.
• Work with children to try new things, especially those children who
may be more reluctant. Introduce “new” gradually and within the
context of the familiar
• Recognize and understand varying temperaments and ability levels.
Accommodate children’s differences with flexibility and needed
support
• Extend communication with reflective listening to help children better
understand.
7. Examples for Preschoolers
• Mistakes are going to happen. Rather than send a child who made a
mistake to time out, use the mistake as a learning opportunity
• Picture solution cards provide excellent support as children learn to
make choices and problem-solve. The CSEFEL website has some
terrific solution cue cards and other strategies to help children with
positive social and emotional responses.
• Center for Social and Emotional Foundations for Early Learning URL:
http://csefel.vanderbilt.edu/
• CSEFEL Solution Kit Cue Cards URL:
http://csefel.vanderbilt.edu/modules/2006/solutionkit.pdf
8. Examples for Preschoolers 2
• Model reflective listening, asking questions for better understanding,
and other positive communication strategies.
• Help children extend their play and add new levels of challenge
without intervening too long into their play.
• Add new equipment, materials, and experiences to enhance the
familiar and the favorites.
• Collaborate and share with other professionals to learn new ways to
work with children who are reluctant to take risks, have difficulty
problem-solving, and struggle with change