Camille Catlett FPG Child Development Institute UNC-Chapel Hill 919.966.6635 [email protected] [email protected] Resources to Support Your.

Camille CatlettCamille CatlettFPG Child Development InstituteFPG Child Development Institute

UNC-Chapel HillUNC-Chapel Hill919.966.6635 919.966.6635

[email protected]

Resources to Support Your Work

Guiding Principles for the Full Participation of Young Children, Birth through Age Eight, in New Mexico’s Early Learning System

Driving Force for Change in New Mexico

It Takes More Than a New Reading

Coursework– Texts, readings, resources– Assignments– Guest speakers– In-class instructional experiences– Title, description, objectives

Practica – Experiences in diverse settings with

diverse families and diverse practitioners

Program Practices– Recruitment, retention, and supports of

students and faculty– Climate

Shift Needs to Happen in Many Ways

Defining MomentsIn recent research, five types of program experiences were found to influence the development of preservice teachers’ culturally responsive dispositions and teaching practices:

• Readings and assignments on issues of race, language, culture, poverty, inclusion, and social justice

• Diverse internships

• Interactions with diverse families

• Critical reflection

• Discussion and dialogueKidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2008). Defining moments: Developing culturally responsive dispositions and teaching practices in early childhood preservice teachers. Teaching and Teacher Education, 24(2), 316-329.

http://www.challengingbehavior.org/

http://www.earlyliteracylearning.org/

http://community.fpg.unc.edu/connect-modules/connect-modules

http://www.vanderbilt.edu/csefel/

http://76.249.171.46/specialquest/trainingmaterials/

http://depts.washington.edu/hscenter/

http://www.peabody.vanderbilt.edu/iris_matrix.htm?prn=0

http://www.vanderbilt.edu/csefel/

http://www.challengingbehavior.org/

http://www.earlyliteracylearning.org/

http://www.ecmhc.org/

Ways of Making Shift Happen• Infusion• Extension• Stand Alone

DEC/NAEYC DefinitionEarly childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child to participate in a full range of activities and contexts as full members of families, communities and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services include (1) access, (2) participation, and (3) supports.

Desired Results A sense of belongingFriendshipsReaching full potential

Features1. Access

2. Participation, and

3. Supports

Access

Participation

Participation

Participation

Supports