Now that we have a foundational understanding of what Emotional Health is for young children, we will explore what makes a child emotionally competent and how to support a child’s emotional health.
We will continue to use the handout to keep notes.
Section 2 Outcomes
Learner Outcomes
Learners will identify six key components of young children’s emotional health.
Learners will facilitate these components of emotional health.
Workplace Outcomes
Learners will create additional tools they can use in their workplace to help children with their emotional growth and development.
Welcome to this course on the emotional health of young children and their caregivers.
Grab a copy (digital or printed) of the course handout, sit back, and prepare to consider ways to improve the emotional health of young children in your care. As you proceed, filling in the blanks on the handout will help with remembering the content.
There are no required materials for this course; however, you will be directed to several websites to download resources.
Ready? Let’s begin.
Section 1 Outcomes
Learner Outcomes
We will identify key relationships that affect young children’s emotional health, especially with their caregivers.
We will discuss key research that provides a framework for our discussion, including the work of Vygotsky, Bronfenbrenner, Maslow, and Erikson. New names to you? Not to worry, we will explain the important details.
Workplace Outcomes
Identify several techniques that will help address children’s mental health concerns.
Identify resources available to you, your coworkers, and the families of children you work with.
Consider a concern you have for the emotional health of one of your children or the children you work with. Please write this information down in your handout.
An example would be “I’m concerned about my child’s hitting other children when she gets mad.” Your objective would then be, “I would like to learn to respond without getting mad myself.”
You have almost made it through the course requirements! A few additional items are needed before you are officially finished.
Complete the ECE-TRIS information to ensure we have the most up to date information.
Complete the final Check Your Knowledge quiz.
Once all requirements are completed credit will be entered into your individual ECE-TRIS record within 10 days of completion of the course. You may also print a certificate of completion, if desired; however, your ECE-TRIS record is the official verification of completion.
If you are experiencing any technical difficulties please use the “contact us” button below.
Please complete the form below. If you mark “no” credit for completion of this course WILL NOT be added to your ECE-TRIS professional development record.
Your individual training record in ECE-TRIS will be updated within 10 days with the course credit. ECE-TRIS is a training registry for early care and education providers and gives you 24/7 access to your professional learning record: https://tris.eku.edu/ece
Course will take approximately 1 (one) hour to complete.
Upon successful completion participants will be awarded 1 (one) early care and education clock hour
Target Audience: all early care and education staff.
Course Outcomes
Participants will design an effective floor plan that accommodates the needs of ALL children.
Participants will reflect on their own classroom environment and modify areas of need that are not conducive to support a child’s learning.
Participants will create a list of resources which help avoid potential design barriers to learning in the future.
Workplace Outcome
After this training, participants will be able to apply the knowledge acquired to modify their classroom environment(s) to be conducive for learning and meet the needs of all children they serve.
Think Spots
Throughout this module, you will find special ungraded quizzes called Think Spots. Think Spots are a place for you to reflect on the ideas presented and offer you an opportunity to apply your own experiences to the situation presented.
The Partnership for Early Childhood Services at the Human Development Institute enhances high quality services for children and families through active engagement in collaborative research and professional development www.kentuckypartnership.org
The CONNECT Center to Enhance Early Childhood Knowledge provides free practice-focused instructional resources for faculty and other professional development providers https://community.fpg.unc.edu
Congratulations!!
You have made it through the course requirements. A few additional items before you access your certificate.
If you have additional questions or comments about the content, please use the “contact us” button at the bottom of the page.
Please complete the form below. If you select No, credit for completion of this course WILL NOT be added to your ECE-TRIS professional development record.
Your individual training record in ECE-TRIS will be updated within 10 days with the course credit. ECE-TRIS is a training registry for early care and education providers and gives you 24/7 access to your professional learning record: https://tris.eku.edu/ece
A modification is an adjustment to an activity that changes the standard and/or what it is supposed to measure. Examples of modifications include a student completing work on part of a standard, or a student completing an alternate assignment that is more easily achievable than the original assignment.
An accommodation allows a student to complete the same activity as other children, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. This accommodation does not alter what the test or assignment measures in any substantive way. For example, a student who is blind must take a Braille version of a test. Another student might take a test alone in a quiet room.
Let’s review some practical strategies for modifications and accommodations in the early childhood classroom.
Welcome to this Kentucky Partnership for Early Childhood Services online training course on Creating the Best Environment for Children with Down Syndrome.
This three-hour course will introduce you to the general characteristics of children with Down syndrome, outline what inclusion means, and then describe how you can include children with Down syndrome in your early care and education setting.
This training was developed as part of the CONNECT: Center to Mobilize Early Childhood Content under a grant from the US Department of Education, #H325J070007 and the Human Development Institute at the University of Kentucky. More information about these resources is available at the end of the training.
About the Trainer
Stephanie Meredith, MA, is the author of the nationally recommended book, Understanding a Down Syndrome Diagnosis, and the co-author of Diagnosis to Delivery: A Pregnant Mother’s Guide to Down Syndrome, as well as numerous other publications about Down syndrome and other chromosome conditions. She is also the Medical Outreach Director for the University of Kentucky’s Human Development Institute. In addition, she has made national and international presentations about inclusion and school disability awareness programs since 2010, and she taught English as a college instructor for five years. Stephanie is the mother of a 14-year-old son with Down syndrome, Andy, and two younger daughters, Kate and Lily.
In our final lesson, let’s explore the resources and employment programs available for individuals with disabilities. Whom do they serve? What services do they provide? Where do you find them?
Now that you have an understanding of how to prepare a student for a job, the skills required and the roles supporting agencies and regulations play, let’s examine the steps in preparing the student.
Opportunities for post-secondary education for students with disabilities
Thanks, in part to the nationwide higher education inclusive movement, more students with disabilities have access to college!
With the Higher Education Opportunity Act of 2008 (HEOA), came a commitment from the federal government to ensure that students with ID would have access to higher education by providing access to federal financial aid by removing the requirement of having a high school diploma or pursuing a degree to access the aid.
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The Alternate Assessment Participation Guidelines is intended to help guide an ARC in determining whether the Kentucky Alternate Assessment (Alternate K-Prep) based on alternate achievement standards, is the most appropriate assessment for an individual student with the most significant cognitive disability.
ARCs must consider a student’s individual characteristics when determining whether a student with a disability should participate in the general assessment with or without accommodations, or in an alternate assessment. This document outlines steps that an ARC should take in determining whether participating in the alternate assessment is appropriate for a student. Those steps include: (a) reviewing student records, progress monitoring data and important information across multiple school years and multiple settings (e.g., school, home, community), and (b) determining whether the student fits all of the required criteria for participating in the alternate assessment as outlined in the participation guidelines document form.
To continue with the course, click Topic 1.1 below.
Video is a low cost and easy option for professional learning, however there are several other media options. Let’s explore these topics now. Click below to get started.
Next Steps For more support and information on strategies for creating appropriate learning environments for preschoolers, connect with a Quality Coach in your region. Click here to access the map. This link is also provided in your handout.
