Lessons – Page 16 – HDI Learning

Your questions are important!!!

At the beginning of the training, you were asked to note any questions that you had. Were all those questions answered? Did you come up with additional questions you would like answered?

Take a moment to write down any remaining questions you have. Reach out to the Quality Coach for your region to get the answers.

Who is my Quality Coach?

Not sure who your Quality Coach is? Visit the Child Care Aware Coaches page to locate the Quality Coach for the county your program is located in.

Click Here

Want more information about Child Care Aware of Kentucky?

Check out our website or follow us on social media.

All students should have access to a quality environment that supports and meets their individual needs. If you have any students in your program with special needs, it is important to address what their needs are.

A program also needs to make sure they have the Individualized Education Program (IEP) available to know what supports and services the child might need.

School age child in a wheelchair coloring with crayons.

Questions to ask:

Do we have a copy of the Individualized Education Program (IEP) information?
If so, what do we do with this information?
How do we use the information when planning activities for students?

Staff Development

A key component to any school age program are the early care and education professionals who work with and interact with the students.

It is important to remember that school age staff need support and appropriate professional development to meet their needs as a school age professionals.

The Division of Child Care has designed a pathway for school age providers to focus their professional learning in the form of a digital badge.

A digital badge is an indicator of accomplishment or skill that can be displayed professionally to show achievement. Digital badges are portable, sharable, and stackable snapshots of targeted professional learning in the areas of Infant and Toddler and/or School Age content.

How it will work

The Kentucky Division of Child Care badges will be 30 total hours of completed professional learning that is approved School-Age content.

Approved coursework will be identified by the ECE-TRIS training type that corresponds with the course/training.
Coursework is valid for the digital badge dating back to November 8th, 2021.

The 30 hours will include at least 4 hours of learning in each core content area.

Child growth and development
Health, safety, and nutrition
Professional development/professionalism
Learning environment and curriculum
Child assessment
Family community partnerships
Program management and evaluation

Badge progress can be viewed on ECE-TRIS

What questions should be asked about school age professional development?

What type of professional development does staff receive upon hire?
What type of professional development options are available to staff throughout the year?
How do you (or the staff) choose professional development opportunities?
How often do staff attend professional development events?
Do they attend as a group or as individual interests arise?

Interactions

It is important to remember to have positive interactions with school age children.

Watch this short video about the importance of and strategies for interacting with students.

Video must be watched entirely to progress through the course. You do not need to watch any recommended videos at the end.

What are some other ways I can have positive interactions with school age children?

Develop appropriate listening skills by attending carefully when students talk and expanding on their ideas. Based on their interest.
Staff ask open-ended questions throughout the day while engaging in different activities.
Staff promote an understanding of differences and diversity in all interactions.
Staff take advantage of “teachable moments” and provide support when students are using materials.
Staff acknowledge the students’ efforts as well as their accomplishments.
Staff use discipline and guidance as a teachable moment rather than punishment (i.e., includes low tones, lack of sarcasm, and positive words and actions).
Students are given many opportunities to talk and create friendships and peers through free-choice play activities.

Activities and Program Structure

Students should have diverse, developmentally appropriate materials accessible that are organized for student’s independent use. Also considered is the amount of time students have access to materials.

View of a child care classroom arranged neatly with shelves and tables.

Thinking about your school age program:

Why do you think some centers are more popular than others?
What can you do to make all of the centers interesting to the students?
What prevents students from having access to toys and materials?

Health and Safety

Ensuring the health and safety of students is of utmost importance. As an early care and education professional, it is important to stay up to date on health and safety regulations and guidelines.

Tips and tools for health and safety can be found on the Child Care Aware of Kentucky website.

You can also reach out to your Health and Safety Coach for guidance related to regulatory requirements.

Tips and Tools

Health and Safety Coach Search

Space and Furnishings

Think about your space. What type of space do you have for your after-school program?

Some programs have a dedicated space, and others might only have a shared space.

In all school age programs, there are several things to consider regarding the space.

Think about each of the folllowing questions in relation to your school age program.

Are centers arranged for independent use of materials?

Students should be able to freely access materials without having to ask permission. If materials are on tables, carts, shelves, or cabinets these should all be accessible at minimum at least 30 minutes daily.

Are there enough different materials and activities available for the students?

Materials should be plentiful and not cause undue competition for use among students.

What spaces do the students use? Is there a safe place to play outside?

In the SACERSU the playground area should have a fence, be free of debris, and have adequate cushioning and fall zones.

Is there a space for students to play alone or with a friend?

A space for privacy is important for students to access freely.

What other areas do the students have access to after school?

If you have a shared space with a school or YMCA the students would benefit from access these spaces.

Is there enough room in the environment for students and staff to move around?

Crowded spaces often cause issues and accessibility for those with disabilities is a concern.

Is there a place where students can quietly complete their homework? Are resources readily accessible?

Students often need access to technology to complete homework. Spaces are needed where the students can have a dedicated space for homework without distractions.

If your program is in a cafeteria, for example, students need access without barriers to the supplies in an unlocked cabinet in for the materials to be considered accessible.

Is the space in good repair and well maintained?

A safe space is always your first priority.

But what if my program is located in a shared space – like a cafeteria?

Interest Centers and play spaces may be created on tops of tables for students to access and use the materials, as opposed to a requirement of creating actual designated spaces within the school-age room(s).

What is an Environment Rating Scale (ERS)?

ERS are used worldwide as a standardized tool to measure quality. The scores can range from 1 (inadequate) to 7 (excellent quality). Items are averaged to give an overall classroom score. Since scores are always averaged there is no one thing that will prevent your classroom from scoring well. It is important to focus on the things that are in your control.

An ERS is not intended to teach best practice, they are tools for measuring quality.

Different scales are used based on the program or ages served.

In Kentucky, we are currently using…

Front cover of Infant Toddler Environment Rating Scale.

Infant/Toddler Environment Rating Scale – ITERS-R

Classrooms that have children ages infant – 3 years.

Front cover of Early Childhood Environment Rating Scale.

Early Childhood Environment Rating Scale – ECERS-3

Classrooms that have children ages 3 years – enrolled in school.

For this training, we will be focusing on the SACERS-U.

Front cover of School-Age Care Environment Rating Scale.

School-Age Care Environment Rating Scale – SACERS-U

Classrooms that have school age children.

How are the ERS used in Kentucky?

Line drawing of a handout with a pencil over top as if writing.

Quality Coaches use ERSs to support best practices and guide programs in continuous quality improvement.

Raters use ERSs as an official tool to determine level of quality during rating visits.

Raters and Specialists must maintain reliability on the ERSs to ensure consistency across the state.

Welcome

Training Objectives

Understand how the SACERS-U is used in Kentucky.
Obtain resources to support quality practices.
Gain knowledge of developmentally appropriate practices captured in the SACERS-U.

Workplace Objectives

Participants will utilize resources and implement concepts learned to support quality practices in school age classrooms.

Your Questions are Important!!!

Take a moment to write down a few questions you have about the SACERS-U.

If these questions are not addressed during the training, reach out to your Quality Coach to get the answers.

ECE 103 – Welcome

In Parts 1 & 2 of this series, we explored the potential negative impact of external transitions on children and child care centers. We learned that much of the research validates the importance of meaningful relationships and continuity of care for children in child care settings. The final module of this series will explore the potential impact external transition may have on the family and on child care centers.

Most of the information included in this module is based on anecdotal information. Little formal research is available to show the impact of external transition on families and centers. The identification of families and centers experiencing external transitions is challenging and establishing communication with these families and centers around external transition can be difficult.

Training Objectives

Evaluate program decisions for their impact on children.
Describe the impact of trauma on children.
Identify the impact that disruption of care on children.

Workplace Objectives

Use research to plan and make programmatic changes to limit the disruption of care for children.

External Transitions 100 Series Glossary

External Transitions References

Brandtjen, H. M., & Verny, T. M. (2001). Short and Long-Term Effects on Infants and Toddlers in Full Time Daycare Centers. Journal of Prenatal & Perinatal Psychology & Health, 15(4), 239.

Data Snapshot: Early Childhood Education (pp. 1-17, Rep. No. Issue Brief No. 2). (2014). Washington, DC: United States Department of Education Office of Civil Rights.

De Gioia, K. (2009). Parent and Staff Expectations for Continuity of Home Practices in the Child Care Setting for Families with Diverse Cultural Backgrounds. Australasian Journal of Early Childhood, 34(3), 9.

Disproportionality. (n.d.). Retrieved from https://www.nasponline.org/resources-and-publications/resources/diversity/disproportionality

Eller, J. F., & Eller, S. A. (2013). The Principalship: Working with Difficult Staff. Educational Leadership, 70(7). Retrieved July 21, 2018, from http://www.ascd.org/publications/educational-leadership/apr13/vol70/num07/Working-with-Difficult-Staff.aspx

Felitti, V. J., MD, Anda, R. F., MD, & Nordenberg, D., MD., et al. (1998). Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults. American Journal of Preventative Medicine, 14(4). Retrieved July 21, 2018.

Gilliam, W. S., Ph. D., & Shahar, G., Ph. D. (2006). Preschool and Child Care Expulsion and Suspension Rates and Predictors in One State. Infants & Young Children, 19(3), 228-245.

Governor’s Task Force on Early Childhood. (2003). Building a Strong Foundation for School Success Kentucky’s Early Childhood Standards (pp. 1-182) (United States, Commonwealth of Kentucky, Governor’s Office of Early Childhood). Frankfort, KY.

Kentucky Department of Education. (2018). Kentucky Education Facts. Retrieved July 15, 2018, from https://education.ky.gov/comm/edfacts/Pages/default.aspx

Kentucky Department of Education. (2017). 2016-2017 Safe Schools Annual Statistical Report Kentucky Department of Education (pp. 1-47, Rep.). Frankfort, KY.

Kentucky’s Children 2017 (pp. 1-8). (2017). Washington, DC: Child Welfare League of America.

Kentucky Public School Enrollment Requirements. (2018, May 23). Retrieved July 10, 2018, from https://education.ky.gov/comm/newtoKY/Pages/Kentucky-Enrollment-Requirements.aspx

Malik, R., & Hamm, K. (2018). Mapping America’s Child Care Deserts (Rep.). Washington, DC: Center for American Progress. doi: https://www.americanprogress.org/issues/early-childhood/reports/2017/08/30/437988/mapping-americas-child-care-deserts/

Mayfield, M. I. (2003). Continuity among Early Childhood Programs: Issues and Strategies from an International View. (Teaching Strategies). Childhood Education, 79(4), 239

National Association for the Education of Young Children. (2016, September 28). Statement Regarding New Research on Implicit Bias and Early Childhood Educators. Retrieved July 22, 2018, from https://www.naeyc.org/about-us/press-releases/statement-naeyc-implicit-bias-research

National Head Start Fact Sheets. (2018, February 15). Retrieved July 15, 2018, from https://www.nhsa.org/facts

Nakazawa, D. J. (2016). Seven Ways Adversity Changes a Child’s Brain. ACE Study, Adverse Childhood Experiences, Child Trauma, Chronic Disease, Epigenetics, Trauma. Retrieved July 21, 2018, from https://acestoohigh.com/2016/09/08/7-ways-childhood-adversity-changes-a-childs-brain/.

Oberle, A., & Schonert-Reichl, K. A. (2016). Stress Contagion in the Classroom? The Link Between Classroom Teacher Burnout and Morning Cortisol in Elementary School Students. Social Science and Medicine, 159, 30-37. Retrieved July 20, 2018.

Oldham, J. (2018, April 13). Welcome to Life in America’s Child Care Deserts. Retrieved July 22, 2018, from https://slate.com/human-interest/2018/04/welcome-to-life-in-americas-child-care-deserts.html

Policy Snapshot: Suspension and Expulsion (pp. 1-6, Issue brief). (2018). Denver, CO: Education Commission of the States.

Policy Statement on Expulsion and Suspension in Early Childhood Settings (pp. 1-18, ODAS, ECD-ACF-PS-2016-01). (2016). Washington, DC: United States Department of Health and Human Services.

Rashid, H. M. (2009). From Brilliant Baby to Child Placed at Risk: The Perilous Path of African American Boys in Early Childhood Education. The Journal of Negro Education, 78(3), 347.

Redden, M. (2018, January 17). How America’s ‘childcare deserts’ are driving women out of the workforce. Retrieved July 22, 2018, from https://www.theguardian.com/us-news/2018/jan/16/us-childcare-parenting-mother-load

Report Shows Kentucky’s Preschool and Kindergarten Programs Effective, Need Greater Investment. (2017, October 16). Retrieved July 15, 2018, from
https://kypolicy.org/report-shows-kentuckys-preschool-kindergarten-programs-effective-need-greater-investment/

Reeves, D. B. (2009). Leading Change in Your School: How to Conquer Myths, Build Commitment, and Get Results. Alexandria, VA: ASCD.

Rous, B. & Townley, K. (Eds.). (2006). Building a strong foundation for school success: Kentucky’s early childhood continuous assessment guide. Frankfort, KY: Kentucky Department of Education.

S. (2017). Access to the South Australian Education System for Students with a Disability (pp. 1-165, Rep.). Adelaide City Centre, Australia: Parliament of South Australia.

School suspension, exclusion or expulsion. (2017, August). Retrieved July 22, 2018, from http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=141&id=2239

Spotlighting Progress in Policy and Supports (pp. 1-28, Rep.). (2016). Washington, DC: United States Department of Health and Human Services.

Sternberg, R. J., & Williams, W. M. (Eds.). (1998). Intelligence, Instruction, and Assessment: Theory into Practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Stevens, J. E. (2017, April 25). Nearly 35 million U.S. children have experienced one or more types of childhood trauma. Retrieved from https://acestoohigh.com/2013/05/13/nearly-35-million-u-s-children-have-experienced-one-or-more-types-of-childhood-trauma/

The Partnership for Early Childhood Services. (2018). Retrieved July 22, 2018, from https://www.kentuckypartnership.org/

The State of Kentucky’s Preschool Program. (2014, May 22). Retrieved July 14, 2018, from https://kyyouth.org/the-state-of-kentuckys-preschool-program/

U. (2016, January 19). Developmental and Behavioral Screenings. Retrieved July 23, 2018, from https://www.acf.hhs.gov/occ/resource/im-2016-01

Understanding Implicit Bias. (2015). Retrieved July 22, 2018, from http://kirwaninstitute.osu.edu/research/understanding-implicit-bias/

U.S. Census Bureau QuickFacts: Kentucky. (2018). Retrieved July 13, from https://www.census.gov/quickfacts/ky

U.S. Department of Education (2016). 2013-2014 Civil Rights Data Collection: A First Look (pp. 1-13, Issue brief). Washington, DC: U.S. Department of Education Office of Civil Rights. Retrieved June 25, 2018, from https://www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf.

U.S. Department of Education Office of Special Education Policy (2018). Positive Behavioral Interventions & Supports – OSEP. Retrieved July 15, 2018, from
https://www.pbis.org/community/early-childhood

Zwolak, S. P. (2017, February 21). Lack of Investment in Our Youngest Residents Is a Problem. St. Louis Post-Dispatch (MO).

Acting Early in Kentucky

There are a number of early intervention resources available in the state of Kentucky.

KY Health Access Nurturing Development Services (HANDS)

The Kentucky Health Access Nurturing Development Services (HANDS) program is a voluntary home visitation program for any new or expectant parents. HANDS supports families as they build healthy, safe environments for the optimal growth and development of children.

HANDS will support you throughout your pregnancy and the first two years of your baby’s life. From pregnancy to the terrific twos, HANDS is here to answer all of your questions during the different stages of your baby’s growth. Families begin by meeting with a HANDS parent visitor who will discuss any questions or concerns about pregnancy or a baby’s first years. Based on the discussion, all families will receive information and learn about resources available in the community for new parents. Some families will receive further support through home visitation. That’s right, information is brought right to the home.

View more information about HANDS
Contact the Local Health Department during pregnancy or before the child is 3 months old to enroll.

KY First Steps

First Steps is a statewide early intervention system that provides services to children with developmental disabilities from birth to age 3 and their families. First Steps offers comprehensive services through a variety of community agencies and service disciplines and is administered by the Department for Public Health in the Cabinet for Health and Family Services.

View more information about First Steps
Anyone can refer a child to First Steps services. To make a referral contact your point of entry office.

KY Early Childhood Mental Health Program (ECMHP)

Kentucky’s Early Childhood Mental Health Program (ECMHP) provides:

Program and child-level consultation on social, emotional and behavioral issues to programs that serve children from birth through age 5.
Training on working with young children with social, emotional and behavioral needs and their families, to child-serving agencies and others.
Evaluation, assessment, and therapeutic services for children from birth through age 5 and their families.

View More information about the KY ECMH program
Contacts by County

KY Child Care Health Consultants (CCHC)

KY Child Care Health Consultation Program (CCHC) provides consultation and technical assistance on health, safety, and nutrition for children ages 0-5 to child care providers. Trained Child Care Health Consultants from local health departments participate in joint activities with Child Care Aware and the STARS for KIDS NOW program in their areas to ensure collaboration and coordination on issues impacting the quality of child care.

Child Care Health Consultants include Registered Nurses and Health Educators, who consult with child care providers and their families via telephone, email, or on-site to promote healthy, safe, and nurturing environments for optimal child development.

KY Parent Guides

Parents, as a child’s first and best teacher, play the most important role in giving their child the greatest opportunity to succeed. The Governor’s Office of Early Childhood, in partnership with the Kentucky Department of Education, has developed Parent Guides for the zero to three and three through four age groups. The guides use parent-friendly language to share tips and activities that families can use on a daily basis to encourage learning.

English Parent Guide for children 0-3yrs
English Parent Guide for children 3-4yrs
Spanish Parent Guide for children 0-3 yrs
Spanish Parent Guide for children 3-4yrs

National Resources

Vroom

Vroom provides science-based tips and tools to inspire families to turn shared, everyday moments into Brain Building Moments®. Get Vroom tips through download, text, or the Vroom app.

GO NOW

Child Development

Learn the Signs. Act Early.

This website provides information and resources on developmental milestones, developmental monitoring, and acting early on concerns.

GO NOW

The Foundations for School Readiness: Fostering Developmental Competence in the Earliest Years

This paper explores the scientific knowledge base concerning the remarkable developmental tasks that occur in the first 5 years of life. It also illustrates the important role of early childhood programs in preparing children for school.

READ NOW

News You Can Use: Foundations of School Readiness: Physical Development and Health

This article uses short stories to illustrate how physical development and health relate to school readiness.

READ NOW

When Health Affects Assessment

This fact sheet offers questions to consider about the impact of a child’s health on assessment. It also includes a list of tools that programs use to improve child assessment strategies.

READ NOW

Healthy Children Are Ready to Learn

This fact sheet explains how Head Start’s management systems support comprehensive health services that benefit children’s school readiness.

READ NOW

CDC’s Essentials for Parenting Toddlers and Preschoolers

Designed for parents of 2 to 4 year olds, Essentials for Parenting addresses common parenting challenges, like tantrums and whining. The purpose of the resource is to provide as much information as possible on things you can do to build a positive, healthy relationship.

READ NOW

Zero To Three

This website provides information on nurturing development in young children.

GO NOW

Head Start Center on Inclusion

The goal of the Head Start Center on Inclusion is to increase the competence and effectiveness of personnel in Head Start programs to include children with disabilities

READ NOW

Developmental Monitoring and Screening

Learn the Signs. Act Early.

This website provides information and resources on developmental milestones, developmental monitoring, and acting early on concerns.

GO NOW

Birth To Five: Watch Me Thrive!

This website contains information and resources on child development and developmental and behavioral screening.

READ NOW

Developmental Monitoring and Screening

This web page includes information on developmental monitoring and screening.

GO NOW

Screening: The First Step in Getting to Know a Child

This web page provides resources about screening infants and toddlers and helpful, practical tools that can help.

READ NOW

Child Screening and Assessment

This web page provides information on screening and assessment and how both provide valuable information about a child’s interests, strengths, and needs.

GO NOW

Office of Child Care Technical Assistance Network: Infant/Toddler Development, Screening and Assessment

This website provides information on infant/toddler development, screening and assessment.

READ NOW

Screening: The First Step in Getting to Know a Child

This web page provides resources on screening infants and toddlers along with helpful, practical tools that can help.

GO NOW

Healthy Child Care America: Developmental Screening

This web page consists of a list of resources on developmental screening

READ NOW

Child Care Organizations

Child Care Aware

Child Care Aware works with state and local Child Care Resource and Referral agencies (CCR&Rs) and other community partners to ensure that all families have access to quality, affordable child care.

GO NOW

Child Care Aware: Child Care Providers

This site provides information to those considering becoming a child care provider.

READ NOW

National Association for the Education of Young Children (NAEYC)

The NAEYC is the world’s largest organization working on behalf of young children. NAEYC’s mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources (NAEYC Bylaws, Article I., Section 1.1).

GO NOW

Course Wrap Up

Congratulations on completing the course content!

Then mark this topic complete to finish the course and access your course certificate.

Course Evaluation

ECE 140: Kentucky Watch Me! Celebrating Milestones and Sharing Concerns

Please choose the agency you represent.

Please rate the following items related to the course layout.

Ability to navigate the course.

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Timing and pace of the course.

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Objectives were clearly defined.

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Expectations for the course were clearly identified.

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Content was arranged in a clear and logical way.

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Rate the overall visual design of the course (content and materials).

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At the end of the course I am able to:

List three developmental concerns that early care and education providers should monitor.

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Identify at least three developmental milestones for class’s age group.

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Describe how to use “Learn the Signs. Act Early.” resources in early care and education work with children and parents.

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Describe two communication strategies to use when talking with families about their child’s development.

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Please rate the following items related to course knowledge and satisfaction.

This training has increased my knowledge on identifying and providing tools and best practices for monitoring the development of children and how to talk to parents about it.

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I was satisfied with the training provided.

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Please tell us what you found most useful and interesting in the course.

Please tell us any suggestions on improving understanding or information needed in the course.

Please tell us what you plan to do differently as a result of this course.

What are some training topics you would like to see in the future?

How to Talk with Parents about their Child’s Development

Please view all of the information from the CDC in the frame with scrollbar below.
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Objective and Engaged Developmental Monitoring

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Understanding Children’s Developmental Milestones

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Your Important Role in Monitoring Children’s Development

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What Now?

You have learned many strategies to offer a culturally responsive environment in this course. Now that we are at the end of this training, it’s time to put what you have learned into action.

For this application activity, you will identify a specific goal you would like to achieve to support children through offering culturally responsive environments.

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