Nebraska

1
Nebraskas Pathway to Early Learning
Guidelines
2
Child Care Development Fund (CCDF) Federal
Requirements

• Voluntary Early Learning Guidelines
• In early literacy and math
• For ages 3 to 5
• Align with States K-12 standards
• Implement by Fall 2005

3
Nebraska Partnership

• Nebraska Health Human Services
• Nebraska Department of Education
• Nebraska Head Start Association
• Head Start-State Collaboration Office
• Early Childhood Training Center

4
Critical Components of Early Learning
Development

• Safe, supportive environments
• Health nutrition needs met
• Relationships to support positive social and
  emotional development

5
Critical Components of Early Learning
Development

• Experiences to support
• -curiosity exploration
• -language, literacy, math plus
• -development across all domains
• Support respect for family and cultural context

6
Early Learning Guidelines Nebraskas Intent

• Resource for planning
• For early childhood caregivers, teachers, parents
  and others who work with young children,
  including children with disabilities

7
Early Learning Guidelines Nebraskas Intent

• What to expect or look for in the development and
  learning of young children
• What adults can do to support learning for all
  children across domains of development and
  learning

8
Early Learning Guidelines Nebraskas Intent

• Include Birth Age 5
• Include Multiple Domains
• Align with Multiple Standards
• Develop comprehensive support system
• Build on current state EC initiatives

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Birth Age 5

• Important to represent continuum of development
  and learning
• Broad-based expectations (outcomes)
• Ages 3 to 5 printed January 2005
• Birth to 3 available January 2006

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Multiple Domains

• Social Emotional Development
• Approaches to Learning
• Health Physical Development
• Language Literacy Development
• Mathematics
• Science
• Creative Arts

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Elements of each domain

• Introduction Key Elements
• Widely Held Expectations
• Learning in Action Examples for Child and Adult
• The Environment
• Alignments w/Standards
• Strategies to Support Inclusive Environments

12
 

 
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Examples of Strategies to Support Inclusive
Practices

• Divide skills and behaviors into smaller steps
• Provide choices so children have more control
  over their environment
• Use appropriate verbal, visual, and physical cues
  in interactions and activities to meet the
  special needs of individual children

14
Examples of Strategies to Support Inclusive
Practices (cont.)

• Use vocabulary and phrases in the childs native
  language when introducing new ideas/concepts
• Assure that materials in indoor and outdoor
  environments are easily accessible (height, size,
  location)
• Provide physical guidance/support for children
  having difficulty with motor tasks

15
Examples of Strategies to Support Inclusive
Practices (cont.)

• Provide good models of communication, including
  sign language and other alternative methods
• Use special or adaptive devices and/or processes
  to increase level of communication and/or
  participation
• Simplify a complicated task by breaking it into
  smaller parts or reducing the number of steps

16
Examples of Strategies to Support Inclusive
Practices (cont.)

• Use shorter but more frequent activities and
  routines
• Encourage hands-on and sensory experiences such
  as touching, holding, exploring, tasting,
  smelling, and manipulating
• Adapt the environment to promote participation,
  engagement, and learning using a variety of
  textures

17
Align with Multiple Standards

• Aligns with
• Nebraska State K-12 Standards
• Reading/Writing, Science, Social Studies/History,
  Mathematics
• Nebraska Rule 11 EC Regulations
• Head Start Outcomes Framework

18
Align with Multiple Standards

• Reflects
• Primary Program Growing and Learning in the
  Heartland
• Nebraska Rule 51 SPED Regulations
• P-16 Initiative

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Meeting the DiverseNeeds of All Children

• Individual personality, temperament and learning
  style
• Experiences and family background, including
  language, culture, ethnicity, etc.
• Special health considerations

20
Meeting the DiverseNeeds of All Children (cont.)

• Food allergies
• Physical or cognitive disabilities
• Preferences based on child and family interests

21
Strategies to Support Children with
Disabilities

• Provide adaptive equipment and materials when the
  child needs support
• Provide adult assistance/support as the child
  initiates action, then reduce support when the
  child shows ability to do some actions
  independently
• Provide opportunities for interaction with
  typically developing peers

22
Strategies to Support Children with Disabilities
(cont.)

• Modify materials and activities so the child can
  participate as independently as possible
• Utilize peers as models, helpers, and friends to
  provide praise and encouragement
• Assure that child care homes, centers, and
  preschool environments meet the needs of all
  children

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Strategies to Support Children with Disabilities
(cont.)

• Ensure that naturally occurring events, such as
  opportunities to use materials both independently
  and cooperatively, are purposefully arrange so
  the child has learning opportunities
• Add new and/or specific activities as needed to
  meet individual needs
• Provide visual supports (pictures, drawings,
  labels, color coding, picture schedules, etc.)

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Additional Supports

• Print Resources Category Where All
  Belong-Celebrating Childrens Diversity and
  Special Needs
• Early Learning Guidelines Definitions
• Inclusive language/terminology
• Accommodations/modifications
• Adaptations

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Implementation

• State and local conferences
• Mailing and ongoing distribution beg. Jan.
  2005
• Awareness training in regions 2005
• Training of Trainers Fall 2005
• 2- and 6-hour Domain Specific training beg.
  Jan. 2006
• Support and resources online and print

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Implementation Linkages

• Curriculum planning tool for state-funded early
  childhood programs
• Support document for early childhood outcomes
  Results Matter in Nebraska

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Developing a Comprehensive Support System

• Core Knowledge and Competencies
• Professional Development Support
• Program Practices and Environment
• Parent Involvement and Support
• Public Awareness and Engagement

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Nebraskas Desired Outcome

• Support learning and development of all young
  children
• Improve quality of early childhood care and
  education in Nebraska

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For More Information

• Jan Thelen
• jan.thelen_at_nde.ne.gov
• Jeanine Huntoon
• jeanine.huntoon_at_nde.ne.gov