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LET’S TALK ABOUT
YOU
P O D C AS T O N E I N F O R M ATI O N SH EE T
The work that AIAN, Early Head Start, and Migrant and Seasonal Head Start programs do with children from birth to five years of age, their families, and communities is imbedded in strong relationships and intentional, individualized, responsive interactions. This podcast, which opens the Caring Connections podcast series, highlights the importance of the adult-child relationship and interactions as the base for all work in AIAN, Early Head Start, and Migrant and Seasonal Head Start programs.
RESOURCES REFERRED TO IN THIS PODCAST Early Childhood Learning & Knowledge Center (ECLKC) http://eclkc.ohs.acf.hhs.gov
Little Voices for Healthy Choices https://eclkc.ohs.acf.hhs.gov/physical-health/article/little-voices-healthy-choices HEAD START PROGRA M PERFORM ANCE STANDARDS RELEVANT TO THE CONTENT IN THIS PODCAST This podcast segment was designed to be an overview and speaks very broadly to work within AIAN, Early Head Start, and Migrant and Seasonal Head Start programs. As such, multiple standards are relevant to the content presented. AREAS OF THE HEAD START PROGRA M PERFORM ANCE STANDARDS THAT ADDRESS THE CONCEPTS DISCUSSED HERE INCLUDE: § 1302, Subpart C – Education and Child Development Program Services § 1302, Subpart D – Health Program Services
§ 1302, Subpart E – Family and Community Engagement Services § 1302, Subpart G – Transition Services
§ 1302, Subpart H – Services to Enrolled Pregnant Women
Click on the bulleted items above to link directly to the performance standards categories.
If you do not have a copy of the Head Start Program Performance Standards and would like to view them electronically, go to http://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii. QUESTIONS TO CONNECT YOUR EXPERIENCES TO THE INFORM ATION IN THE PODCAST 1. Why did you choose to work in your program?
2. What is the most important thing you do in your job?
3. What is the best thing you do for children and families? This document was developed with funds from Grant Grant #90HC0012 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
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LET’S TALK ABOUT
NOURISHMENT P O D C AS T T WO I N F O R M ATI O N SH EE T
Feeding practices for infants and young children can vary greatly and are deeply rooted in relationships. This podcast recommends that adults support a child’s need for nourishment in an individualized way, respecting family and community foodways.
RESOURCES REFERRED TO IN THIS PODCAST Early Childhood Learning & Knowledge Center (ECLKC) http://eclkc.ohs.acf.hhs.gov
Little Voices for Healthy Choices. “Beyond Bottles and Baby Food.” https://eclkc.ohs.acf.hhs.gov/webinar/ beyond-bottles-baby-food-setting-nutritional-foundation-lifelong-wellness
Please note that the video clip of infant Eleanor breastfeeding is taken with permission from © ZERO TO THREE (2007). Learning Happens (DVD). HEAD START PROGRA M PERFORM ANCE STANDARDS RELEVANT TO THE CONTENT IN THIS PODCAST §1302.44 CHILD NUTRITION.
(a) Nutrition service requirements. (1) A program must design and implement nutrition services that are culturally and developmentally appropriate, meet the nutritional needs of and accommodate the feeding requirements of each child, including children with special dietary needs and children with disabilities. Family style meals are encouraged as described in §1302.31 (e)(2). (2) Specifically, a program must: (i) Ensure each child in a program that operates for fewer than six hours per day receives meals and snacks that provide one third to one half of the child’s daily nutritional needs;
(ii) Ensure each child in a program that operates for six hours or more per day receives meals and snacks that provide one half to two thirds of the child’s daily nutritional needs, depending upon the length of the program day; … (iv) Feed infants and toddlers according to their individual developmental readiness and feeding skills as recommended in USDA requirements outlined in 7 CFR parts 210, 220, and 226, and ensure infants and young toddlers are fed on demand to the extent possible; (v)
Ensure bottle-fed infants are never laid down to sleep with a bottle;
(vi) Serve all children in morning center-based settings who have not received breakfast upon arrival at the program a nourishing breakfast; (vii) Provide appropriate healthy snacks and meals to each child during group socialization activities in the home-based option; (viii) Promote breastfeeding, including providing facilities to properly store and handle breast milk and make accommodations, as necessary, for mothers who wish to breastfeed during program hours, and if necessary, provide referrals to lactation consultants or counselors; and, (ix) Make safe drinking water available to children during the program day.
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NCECDTL (b) Payment sources. A program must use funds from USDA Food, Nutrition, and Consumer Services child nutrition programs as the primary source of payment for meal services. Early Head Start and Head Start funds may be used to cover those allowable costs not covered by the USDA.
§1302.46
(b) Opportunities. (1) Such collaboration must include opportunities for parents to: (ii) Discuss their child’s nutritional status with staff, including the importance of physical activity, healthy eating, and the negative health consequences of sugar-sweetened beverages, and how to select and prepare nutritious foods that meet the family’s nutrition and food budget needs;
If you do not have a copy of the Head Start Program Performance Standards and would like to view them electronically, go to http://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii.
QUESTIONS TO CONNECT YOUR EXPERIENCES TO THE INFORM ATION IN THE PODCAST 1. What are three ways you use meal times to connect with children? 2. How do you support families in creating positive mealtimes?
3. What are some of the ways you respond to cultural diversity while nourishing children and families?
This document was developed with funds from Grant Grant #90HC0012 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
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LET’S TALK ABOUT
ROUTINES
P O D C AS T TH REE I N F O R M ATI O N SH EE T
The very youngest children are busy learning whether their needs will be met by adults. How can you help them build a sense of trust and security? This podcast explores predictable routines for young children and offers tips to help adults build them.
RESOURCES REFERRED TO IN THIS PODCAST Early Childhood Learning & Knowledge Center (ECLKC) http://eclkc.ohs.acf.hhs.gov
Wittmer, Donna and Sandra Petersen. Infant and Toddler Development and Responsive Program Planning: A Relationship-Based Approach. Upper Saddle River, NJ: Pearson Education, Inc., 2006. Resources for Infant Educarers (RIE). Seeing Infants with New Eyes [Video]. Los Angeles, CA: RIE.
HEAD START PROGRA M PERFORM ANCE STANDARDS RELEVANT TO THE CONTENT IN THIS PODCAST §1302.31 (b)(1) Teaching practices must:
(ii) Focus on promoting growth in the developmental progressions described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five by aligning with and using the framework and the curricula as described in 1302.32 to direct planning of organized activities, schedules, lesson plans, and the implementation of high-quality early learning experiences that are responsive to and build upon each child’s individual pattern of development and learning;(c) Learning Environment. A program must ensure teachers implement well-organized learning environments with developmentally appropriate schedules, lesson plans, and indoor and outdoor learning experiences that provide adequate opportunities for choice, play, exploration, and experimentation among a variety of learning, sensory, and motor experiences and: (1) For infants and toddlers, promote relational learning and include individualized and small group activities that integrate appropriate daily routines into a flexible schedule of learning experiences; (e) Promoting learning through approaches to rest, meals, routines, and physical activity. (3) A program must approach routines, such as hand washing and diapering, and transitions between activities, as opportunities for strengthening development, learning, and skill growth. (4) A program must recognize physical activity as important to learning and integrate intentional movement and physical activity into curricular activities and daily routines in ways that support health and learning…
If you do not have a copy of the Head Start Program Performance Standards and would like to view them electronically, go to http://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii.
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NCECDTL QUESTIONS TO CONNECT YOUR EXPERIENCES TO THE INFORM ATION IN THE PODCAST 1. How do you structure routines that respond to the developmental needs of infants and toddlers?
2. How do you engage families in planning routines and schedules that connect the program day to the family’s life? 3. How do you take advantage of routines to teach children new skills and knowledge?
This document was developed with funds from Grant Grant #90HC0012 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
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LET’S TALK ABOUT
ENVIRONMENTS P O D C AS T F O U R I N F O R M ATI O N SH EE T
The way your indoor space is set up sends powerful messages to the infants and toddlers in your care. What messages do your physical environment convey to young children? Are they positive messages of security and trust, comfort, belonging, and freedom? This podcast focuses on those messages and how the space affects and impacts relationships between children and adults. It also offers strategies for creating and sustaining spaces that convey positive messages.
RESOURCES REFERRED TO IN THIS PODCAST Early Childhood Learning & Knowledge Center (ECLKC) http://eclkc.ohs.acf.hhs.gov
Lally, J. Ronald and Jay Stewart. Infant/Toddler Caregiving: A Guide to Setting Up Environments. Sacramento, CA: California Department of Education, 1990. Early Head Start National Resource Center. “Learning at Home and Homelike Environments.” News You Can Use, February 2011. https://eclkc.ohs.acf.hhs.gov/learning-environments/article/ news-you-can-use-learning-home-homelike-environments
For more information about environments that say “yes”: Early Head Start National Resource Center. “Environment as Curriculum for Infants and Toddlers.” News You Can Use, January 2017. https://eclkc.ohs.acf.hhs.gov/learning-environments/article/ news-you-can-use-environment-curriculum-infants-toddlers HEAD START PROGRA M PERFORM ANCE STANDARDS RELEVANT TO THE CONTENT IN THIS PODCAST §1302.21 CENTER-BASED OPTION
(d) Licensing and square footage requirements. (1) The facilities used by a program must meet state, tribal, or local licensing requirements, even if exempted by the licensing entity. When state, tribal, or local requirements vary from Head Start requirements, the most stringent provision takes precedence. (2) A center-based program must have at least 35 square feet of usable indoor space per child available for the care and use of children (exclusive of bathrooms, halls, kitchen, staff rooms, and storage places) and at least 75 square feet of usable outdoor play space per child. (3) A program that operates two or more groups within an area must ensure clearly defined, safe divisions to separate groups. A program must ensure such spaces are learning environments that facilitate the implementation of the requirements in subpart C of this part. The divisions must limit noise transfer from one group to another to prevent disruption of an effective learning environment.
§1302.22 HOME-BASED OPTION
(d) Safety requirements. The areas for learning, playing, sleeping, toileting, preparing food, and eating in facilities used for group socializations in the home-based option must meet the safety standards described in §1302.47(1)(ii) through (viii).
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NCECDTL §1302.23 FAMILY CHILD CARE OPTION
(d) Licensing requirements. A family child-care provider must be licensed by the state, tribal, or local entity to provide services in their home or family-like setting. When state, tribal, or local requirements vary from Head Start requirements, the most stringent provision applies.
§1302.31 TEACHING AND THE LEARNING ENVIRONMENT
(c) Learning environment. A program must ensure teachers implement well-organized learning environments with developmentally appropriate schedules, lesson plans, and indoor and outdoor learning experiences that provide adequate opportunities for choice, play, exploration, and experimentation among a variety of learning, sensory, and motor experiences and: (1) For infants and toddlers, promote relational learning and include individualized and small group activities that integrate appropriate daily routines into a flexible schedule of learning experiences;
(d) Materials and space for learning. To support implementation of the curriculum and the requirements described in paragraphs (a), (b), (c), and (e) of this section a program must provide age-appropriate equipment, materials, supplies and physical space for indoor and outdoor learning environments, including functional space. The equipment, materials and supplies must include any necessary accommodations and the space must be accessible to children with disabilities. Programs must change materials intentionally and periodically to support children’s interests, development, and learning. SAFETY PRACTICES §1302.47 (b) A program must develop and implement a system of management, including ongoing training, oversight, correction and continuous improvement in accordance with §1302.102, that includes policies and practices to ensure all facilities, equipment and materials, background checks, safety training, safety and hygiene practices and administrative safety procedures are adequate to ensure child safety. This system must ensure: (1) Facilities. All facilities where children are served, including areas for learning, playing, sleeping, toileting, and eating are, at a minimum: (i) Meet licensing requirements in accordance with §§1302.21(d)(1) and 1302.23(d); (ii) Clean and free from pests;
(iii) Free from pollutants, hazards and toxins that are accessible to children and could endanger children’s safety; (iv) Designed to prevent child injury and free from hazards, including choking, strangulation, electrical, and drowning hazards, hazards posed by appliances and all other safety hazards; (v)
Well lit, including emergency lighting;
(vi) Equipped with safety supplies that are readily accessible to staff, including, at a minimum, fullyequipped and up-to-date first aid kits and appropriate fire safety supplies; (vii) Free from firearms or other weapons that are accessible to children;
(viii) Designed to separate toileting and diapering areas from areas for preparing food, cooking, eating, or children’s activities; and, (ix) Kept safe through an ongoing system of preventative maintenance.
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NCECDTL (2) Equipment and materials. Indoor and outdoor play equipment, cribs, cots, feeding chairs, strollers, and other equipment used in the care of enrolled children, and as applicable, other equipment and materials meet standards set by the Consumer Product Safety Commission (CPSC) or the American Society for Testing and Materials, International (ASTM). All equipment and materials must at a minimum: (i) Be clean and safe for children’s use and are appropriately disinfected; (ii) Be accessible only to children for whom they are age appropriate;
(iii) Be designed to ensure appropriate supervision of children at all times;
(iv) Allow for the separation of infants and toddlers from preschoolers during play in center-based programs; and, (v)
Be kept safe through an ongoing system of preventative maintenance.
If you do not have a copy of the Head Start Program Performance Standards and would like to view them electronically, go to http://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii. QUESTIONS TO CONNECT YOUR EXPERIENCES TO THE INFORM ATION IN THE PODCAST 1. How do your environments support children’s learning?
2. What are three ways that your environment helps you build nurturing relationships with the children in your programs? 3. How do you set up an environment that helps children become independent while preventing injury?
This document was developed with funds from Grant Grant #90HC0012 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
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CARING CONNECTIONS:
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LET’S TALK ABOUT
FOLLOWING THE BABY’S LEAD P O D C AS T FIVE I N F O R M ATI O N SH EE T
Following a child’s lead can be a powerful learning experience for that child. But what does following a child’s lead mean? What does it look like? What does a child learn? This podcast talks about following a child’s lead, why it is important, and offers some ideas to help adults follow a child’s lead during routines and play times.
RESOURCES REFERRED TO IN THIS PODCAST Early Childhood Learning & Knowledge Center (ECLKC) http://eclkc.ohs.acf.hhs.gov
Little Voices for Healthy Choices. “Beyond Bottles and Baby Food” (Webinar). https://eclkc.ohs.acf.hhs.gov/webinar/beyond-bottles-baby-food-setting-nutritional-foundation-lifelong-wellness Resources for Infant Educarers. Seeing Infants with New Eyes [Video]. Los Angeles, CA: RIE.
Please note that the video clip of infant Isaiah with his mother is taken with permission from © ZERO TO THREE (2007). Learning Happens (DVD). Please note that the video clip of infant Pebbles with her mother and home visitor is taken with permission from © ZERO TO THREE (2002). Learning Through Observation (DVD). HEAD START PROGRA M PERFORM ANCE STANDARDS RELEVANT TO THE CONTENT IN THIS PODCAST §1302.31 (b)(1)(i) Emphasize nurturing and responsive practices, interactions, and environments that foster trust and emotional security; are communication and language rich; promote critical thinking and problem-solving; social, emotional, behavioral, and language development; provide supportive feedback for learning; motivate continued effort; and support all children’s engagement in learning experiences and activities; (ii) Focus on promoting growth in the developmental progressions described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five by aligning with and using the Framework and the curricula as described in §1302.32 to direct planning of organized activities, schedules, lesson plans, and the implementation of high-quality early learning experiences that are responsive to and build upon each child’s individual pattern of development and learning; (iii) Integrate child assessment data in individual and group planning; and, (iv) Include developmentally appropriate learning experiences in language, literacy, social and emotional development, math, science, social studies, creative arts, and physical development that are focused toward achieving progress outlined in the Head Start Early Learning Outcomes Framework: Ages Birth to Five. §1302.31 (c) Learning environment. A program must ensure teachers implement well-organized learning
environments with developmentally appropriate schedules, lesson plans, and indoor and outdoor learning experiences that provide adequate opportunities for choice, play, exploration, and experimentation among a variety of learning, sensory, and motor experiences and: (1) For infants and toddlers, promote relational learning and include individualized and small group activities that integrate appropriate daily routines into a flexible schedule of learning experiences…
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NCECDTL §1302.35 (c) Home visit experiences. A program that operates the home-based option must ensure all home visits focus on promoting high-quality early learning experiences in the home and growth towards the goals described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and must use such goals and the curriculum to plan home visit activities that implement: (1) Age and developmentally appropriate, structured child-focused learning experiences;
(2) Strategies and activities that promote parents’ ability to support the child’s cognitive, social, emotional, language, literacy, and physical development;
(3) Strategies and activities that promote the home as a learning environment that is safe, nurturing, responsive, and language- and communication- rich…
If you do not have a copy of the Head Start Program Performance Standards and would like to view them electronically, go to http://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii.
QUESTIONS TO CONNECT YOUR EXPERIENCES TO THE INFORM ATION IN THE PODCAST 1. When you think about the children in your program, how do you identify and respond to their interests? 2. How do you gather information about the children so you can follow their lead in your planning?
3. How do you respond on-the-spot while addressing all developmental domains of the Head Start Early Learning Outcomes Framework?
This document was developed with funds from Grant Grant #90HC0012 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
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LET’S TALK ABOUT
MOVEMENT
P O D C AS T SIX I N F O R M ATI O N SH EE T
Infants and toddlers are always on the move. And there are many benefits to supporting very young children as they move their bodies—from transmitting culture to motor skill development to early brain development. This podcast shares information about movement and opportunities for movement through active play and daily routines.
RESOURCES REFERRED TO IN THIS PODCAST Early Childhood Learning & Knowledge Center (ECLKC) http://eclkc.ohs.acf.hhs.gov I Am Moving I Am Learning (IMIL) Interactive Tool https://eclkc.ohs.acf.hhs.gov/nutrition/learning-module/imil-interactive-tool
Little Voices for Healthy Choices. “Building a Dynamic Brain: The Influences of Music, Movement, and Nutrition.” https://eclkc.ohs.acf.hhs.gov/video/building-dynamic-brain-influences-music-movement-nutrition HEAD START PROGRA M PERFORM ANCE STANDARDS RELEVANT TO THE CONTENT IN THIS PODCAST §1302.31 (e)(4) A program must recognize physical activity as important to learning and integrate intentional movement and physical activity into curricular activities and daily routines in ways that support health and learning. A program must not use physical activity as reward or punishment.§1302.21 (d) Licensing and square footage requirements. (1) The facilities used by a program must meet state, tribal, or local licensing requirements, even if exempted by the licensing entity. When state, tribal, or local requirements vary from Head Start requirements, the most stringent provision takes precedence.
(2) A center-based program must have at least 35 square feet of usable indoor space per child available for the care and use of children (exclusive of bathrooms, halls, kitchen, staff rooms, and storage places) and at least 75 square feet of usable outdoor play space per child.
§1302.47 (b)(1) Facilities. All facilities where children are served, including areas for learning, playing, sleeping, toileting, and eating are, at a minimum: (i) Meet licensing requirements in accordance with §§1302.21(d)(1) and 1302.23(d); (ii) Clean and free from pests; (iii) Free from pollutants, hazards and toxins that are accessible to children and could endanger children’s safety; (iv) Designed to prevent child injury and free from hazards, including choking, strangulation, electrical, and drowning hazards, hazards posed by appliances and all other safety hazards; (v) Well lit, including emergency lighting; (vi) Equipped with safety supplies that are readily accessible to staff, including, at a minimum, fully-equipped and up-to-date first aid kits and appropriate fire safety supplies; (vii) Free from firearms or other weapons that are accessible to children; …
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NCECDTL (ix) Kept safe through an ongoing system of preventative maintenance.
(2) Equipment and materials. Indoor and outdoor play equipment, cribs, cots, feeding chairs, strollers, and other equipment used in the care of enrolled children, and as applicable, other equipment and materials meet standards set by the Consumer Product Safety Commission (CPSC) or the American Society for Testing and Materials, International (ASTM). All equipment and materials must at a minimum: (i) Be clean and safe for children’s use and are appropriately disinfected; (ii) Be accessible only to children for whom they are age appropriate; (iii) Be designed to ensure appropriate supervision of children at all times; (iv) Allow for the separation of infants and toddlers from preschoolers during play in center-based programs; and, (v) Be kept safe through an ongoing system of preventative maintenance.
§1302.47 (5) Safety practices. All staff and consultants follow appropriate practices to keep children safe during all activities, including, at a minimum: (iii) Appropriate indoor and outdoor supervision of children at all times; If you do not have a copy of the Head Start Program Performance Standards and would like to view them electronically, go to https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii.
QUESTIONS TO CONNECT YOUR EXPERIENCES TO THE INFORM ATION IN THE PODCAST 1. How do you keep children moving in your program?
2. How do you decide when to take children outside? What do you do when you cannot?
3. What kind of training or support would help you plan ways to integrate movement into your daily schedule?
This document was developed with funds from Grant Grant #90HC0012 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
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LET’S TALK ABOUT
MUSIC
P O D C AS T SE VEN I N F O R M ATI O N SH EE T
Through music, young children explore social, emotional, and creative expression, emerging literacy and math, physical development, and all kinds of things in between! This podcast features artists from the Wolf Trap Institute for Early Learning Through the Arts who share music and chants designed to support young children’s creative and dramatic expression.
RESOURCES REFERRED TO IN THIS PODCAST Early Childhood Learning & Knowledge Center (ECLKC) http://eclkc.ohs.acf.hhs.gov
Little Voices for Healthy Choices. “Building a Dynamic Brain: The Influences of Music, Movement, and Nutrition.” https://eclkc.ohs.acf.hhs.gov/video/building-dynamic-brain-influences-music-movement-nutrition HEAD START PROGRA M PERFORM ANCE STANDARDS RELEVANT TO THE CONTENT IN THIS PODCAST §1302.31 (b)(1)(ii) Focus on promoting growth in the developmental progressions described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five by aligning with and using the Framework and the curricula as described in §1302.32 to direct planning of organized activities, schedules, lesson plans, and the implementation of high-quality early learning experiences that are responsive to and build upon each child’s individual pattern of development and learning; (iv) Include developmentally appropriate learning experiences in language, literacy, social and emotional development, math, science, social studies, creative arts, and physical development that are focused toward achieving progress outlined in the Head Start Early Learning Outcomes Framework: Ages Birth to Five.
§1302.32 (a) Curricula (1)(ii) Center-based and family child care programs must implement developmentally appropriate research-based early childhood curricula, including additional curricular enhancements, as appropriate that … Are aligned with the Head Start Early Learning Outcomes Framework: Ages Birth to Five and, as appropriate, state early learning and development standards; and are sufficiently content-rich to promote measurable progress toward development and learning outlined in the Framework; and, (iii) Have an organized developmental scope and sequence that include plans and materials for learning experiences based on developmental progressions and how children learn. §1302.35 (d) Home-based curriculum (1) A program that operates the home-based option must (1) Ensure home visiting and group socializations implement a developmentally appropriate research-based early childhood homebased curriculum that (i) Promotes the parent’s role as the child’s teacher through experiences focused on the parent-child relationship and, as appropriate, the family’s traditions, culture, values, and beliefs; (ii) Aligns with the Head Start Early Learning Outcomes Framework: Ages Birth to Five and, as appropriate, state early learning standards, and is sufficiently content-rich within the Framework to promote measurable progress toward goals outlined in the Framework; and,
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NCECDTL (iii) Has an organized developmental scope and sequence that includes plans and materials for learning experiences based on developmental progressions and how children learn.
If you do not have a copy of the Head Start Program Performance Standards and would like to view them electronically, go to https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii.
QUESTIONS TO CONNECT YOUR EXPERIENCES TO THE INFORM ATION IN THE PODCAST 1. What role does music play in your life? Can it energize you? Can it help you calm down?
2. How do you use music to teach mathematics, language, literacy, and other academic skills? How do you use music to support children’s social emotional development? 3. How do you integrate music throughout your day?
This document was developed with funds from Grant Grant #90HC0012 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
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CARING CONNECTIONS:
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LET’S TALK ABOUT
EMPATHY
P O D C AS T EI G H T I N F O R M ATI O N SH EE T
Babies and toddlers are learning about how others feel. Empathy is an important part of self-awareness and a vital social skill. This podcast offers information about helping children understand the impact of their actions and offers tips to help adults teach empathy to very young children.
RESOURCES REFERRED TO IN THIS PODCAST Early Childhood Learning & Knowledge Center (ECLKC) http://eclkc.ohs.acf.hhs.gov
Resources for Infant Educarers. On Their Own with Our Help [Video]. Los Angeles, CA: RIE. HEAD START PROGRA M PERFORM ANCE STANDARDS RELEVANT TO THE CONTENT IN THIS PODCAST §1302.31 (a) Teaching and the learning environment. A center-based and family child care program must ensure
teachers and other relevant staff provide responsive care, effective teaching, and an organized learning environment that promotes healthy development and children’s skill growth aligned with the Head Start Early Learning Outcomes Framework: Ages Birth to Five, including for children with disabilities. A program must also support implementation of such environment with integration of regular and ongoing supervision and a system of individualized and ongoing professional development, as appropriate. This includes, at a minimum, the practices described in paragraphs (b) through (e) of this section. (b) Effective teaching practices. (1) Teaching practices must: (i) Emphasize nurturing and responsive practices, interactions, and environments that foster trust and emotional security; are communication and language rich; promote critical thinking and problemsolving; social, emotional, behavioral, and language development; provide supportive feedback for learning; motivate continued effort; and support all children’s engagement in learning experiences and activities;
§1302.35 (c) Home visit experiences. A program that operates the home-based option must ensure all home visits focus on high-quality early learning experiences in the home and growth towards the goals described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and must use such goals and the curriculum to plan home visits and activities that implement: 1. Age and developmentally appropriate, structured child-focused learning experiences; 2. Strategies and activities that promote parents’ ability to support the child’s cognitive, social, emotion, language, literacy, and physical development; 3. Strategies and activities that promote the home as a learning environment that is safe, nurturing, responsive, and language- and communication-rich … §1302.35 (d)(2) Group socializations must be structured to: (i) Provide age-appropriate activities for participating children that are intentionally aligned to school readiness goals, the Head Start Early Learning Outcomes Framework: Ages Birth to Five and the homebased curriculum; and
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NCECDTL (ii) Encourage parents to share experiences related to their children’s development with other parents in order to strengthen parent-child relationships and to help promote parents understanding of child development…
§1302.46 (b)(1) Parent collaboration opportunities. Such collaboration must include opportunities for parents to: (iv) Discuss with staff and identify issues related to child mental health and social and emotional well-being, including observations and any concerns about their child’s mental health, typical and atypical behavior and development, and how to appropriately respond to their child and promote their child’s social and emotional development; If you do not have a copy of the Head Start Program Performance Standards and would like to view them electronically, go to https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii.
QUESTIONS TO CONNECT YOUR EXPERIENCES TO THE INFORM ATION IN THE PODCAST 1. How do you promote empathy in your program?
2. How do you celebrate children’s social emotional growth?
3. What kind of support would help you encourage empathy in children? Would program managers and family members be able to help?
This document was developed with funds from Grant Grant #90HC0012 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
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