Early Childhood Paraprofessional Module
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Early Childhood Paraprofessional Module
Early ChildhoodSign-in
Print name
School District
Social Security
Pre-test
Circle pre
Complete test
Turn in to be scored
Activity 1
Brainstorming Activity
Characteristics of babies 10 days to 6 months
Characteristics of babies 1 year to 2 years
Characteristics of children 3 years to 5 years
Human Development
Section A
Principals of Typical Human Development
All people grow and develop in patterns and stages that may vary in the length of time required to complete each sequence, but the patterns are predictable from on person to another.
Theories of Development
Maturationist Theory
Behaviorist Theory
Psychosocial Theory
Cognitive Theory
Sociocultural Theory
Ecological Systems Theory
Brain DevelopmentHandout 1
Stages of Development
Step by step process
Does not necessarily proceed evenly
Proceeds from concrete and simple to abstract and complex
Language is unique to humans
Basic Principal of Human Development
Development in all people is similar
Development is an orderly process with stages/patterns that can be predicted
Development proceeds from the general to the specific
Handout 2
Basic Principal of Human Development
Development proceeds from the upper portions of the body toward the lower portions-from head to toe
Development proceeds from the center of the body to the outer body parts
Basic Principal of Human Development
Development proceeds at different rates
Development can proceed at different rates within an individual person
Physical, cognitive, social and emotional development are interrelated and affected by the interaction of heredity and environment
Terms Used in the Study of Human Development
Cognitive Development
Communication
Development
Developmental Delay
Handout 3
Terms Used in the Study of Human Development
Emotional Development
Physical Growth
Human Development
Language
Terms Used in the Study of Human Development
Learning
Maturation
Normal/Typical
Physical/Motor
Social
Terms Used in the Study of Human Development
Speech
Theory
Developmental Checklist
Birth to 24 months is time of greatest growth
24 to 36 months is one of many changes
3 to 5 years children learn by observing
Handout 4
Factors That May Impede Human Development
Down’s Syndrome
Hemophilia
PKU
Rhetts Syndrome
Sickle Cell
Prenatal
Natal
Postnatal
Handout 5
Simulation Activities
Simulation 1 – Hearing Loss
Simulation 2 – Vision Loss
Simulation 3 – Physical Disability
Instruction
Section B
Early Childhood InstructionSection B
Objectives:
1. On-going assessment of progress and
toward development/educational goals
2. Keeping data on progress
3. Developmentally appropriate
Early Intervention Categories of Disabilities
Birth To Three Years
Developmental Delay or Disability
Diagnosed Physical or Mental Condition
To Determine Eligibility
Multidisciplinary Evaluation
Eligibility
Individual Family Service Plan
Components of the IFSP
General Information
Current level of cognitive development speech and language social developmentphysical development
Child’s strengths
Family strengths
Outcomes to be achieved
Support services
Start and duration dates
Who is responsible for plan
Procedures for transition
IFSP
Early Childhood Special Education Program
3-5 Eligibility Criteria
Autism
Deaf-Blindness
Deafness
Hearing Impairment
Multiple disabilities
Non-categorical
Orthopedic
Other Health
Speech or Language
Traumatic Brain Injury
Visual Impairment
Individualized Education Plan
Written statement
Developed by a team to include parents
Is individualized based on the child’s needs
Components of an IEP (3-21)
Statement of measurable annual goals
Description of how goals will be measured
Time line for progress toward goals
Statement of special education and related services that are to be provided
Components of an IEP (3-21)
Statement of modifications or supports
1. to advance toward goals
2. to be involved and make progress in
general education
3. to participate in extracurricular and non
academic activities
4. Participation with non-disabled peers
IEP
ObservationObservation should:
Be done for a specific reason
Provide samples of behavior over time
Provide samples of behavior in variety of settings
Be objective
Why We Observe Children
Get to know each child
Document learning and development over time
Gives basis for planning
Document behaviors that support concerns
Improve teaching skills
Video
Getting to Know Children Through Observation
Arkansas Department of Human Services (26 minutes)
When We Observe Children
Have a focus
Vary situations
Vary times of day
Record over time
Use action words
Record what child says
Avoid labels
Avoid judgment words
Avoid interpreting
Record what child can do
Record as events occur
Activity 2
Observation or Judgment
Read each scenario. In groups discuss the
words that demonstrate observation,
judgments, labels or interpretations of
situations.
Share with entire group 5 to 8 minutes
Handout 6
Keeping DataTypes of Data Collection
Checklists Behavior Checklists
Anecdotal Records Interviewing
Frequency or Duration Notes
Other Data CollectionHandout 7
Activity 3Read the list of words. If it describessomething you can see, hear, or count write“yes” on the line in front of it. If it does not describe a behavior that can be seen, heardor counted, write “no” in front of it.
Group discussionHandout 8
5 – 8 minutes
Activity 4
What is Your Learning Style?
Check the items under the three columns
that you feel is a good representation of
yourself.
Handout 9
10 minutes
Activity 5
Brainstorming Behavior Reinforcements
In your groups, develop a list of activities orevents that reinforce you to do some things
Discuss programs you have participated inthat supported efforts to change a behavior
(weight loss, stop smoking)
Developmentally Appropriate Practice
Age Appropriate
Individually Appropriate
Components to Consider
Curriculum activities
Adult-child interactions
Ideas for materials that include children with disabilities
Functional assessment strategies
Play-Based Learning
Play is a mechanism for enabling children to progress through developmental stages
Handout 10
Through Play Children Learn
To have fun by themselves & with othersMake choicesIncrease independenceShare & cooperateSolve problemsFollow rulesUse their imaginationComplete tasksImprove sensory-motor skillsLay the foundation for academic skills
Learning Environments
Activity 6
Working in groups, discuss the three
questions and share responses with the
Group.
Handout 11
Factors to Consider in Designing a Learning Environment
Schedule
Learning and play centers
Outdoor play
Materials that encourage children to use their imagination and try new things
Curriculum & Activities
Strategies for Language DevelopmentStrategies for Social & Cognitive DevelopmentStrategies for Physical DevelopmentAdaptations and ModificationsCenter Modifications
Handout 12Handout 13Handout 14
Behavior
Section C
Instructional Objectives
Identify behavior management techniques
that will benefit all children
Identify behavior management strategies
that may be used with individual children
with challenging behaviors
Classroom TechniquesStructure rooms and activities in a developmentally appropriate way
Positive reinforcement
Transition between activities
Help child to feel a part of the group
Other ways to avoid problems
Self-regulation as part of curriculumHandout 15
Structure Rooms and Activities
Children benefit from a stable and organized classroom
Rules should be clear and consistent
Negative behaviors should not be taken personally
Be aware of amount of stimulation in the classroom
Activity 7
In table groups:
Read the case study on
Amy and respond to
the questions.
Handout 16
Positive Reinforcement
Behavior followed by positive reinforcers tend to increase in strength and frequency.
An appropriate and inappropriate behaviorcan not be emitted at the same time.
If a child’s good behavior is strengthened through reward, the child is less likely to misbehave.
Activity 8In table groups:
Read the case study about Michael andrespond to the questions.
Handout 16
Effective Praise
Is specificImmediately follows the desired behaviorIs sincere
Activity 9 – Handout 17Change the negative statements to positive statements
Strategies
Observe, Identify and Describe Behavior
Learn each child’s strengths and limitations
Determine when behavior is occurring
Does the child understand
StrategiesIgnore and Extinguish Behavior
Ignore is to pay no attention to the behavior
Extinction is weakening a behavior by
removing the consequences that have
supported it
Strategies
Redirection
Replacing an inappropriate form of an
activity with and appropriate form of the
same activity
Activity 10
In table groups
Read the case study on
Billy and respond to the
questions
Handout 16
Strategies
Setting Limits
Clarifies for the child both the desired
behavior and the consequences of failure to
cooperate
Activity 11
In table groups
Read the case study on
Joshua and respond to
the questions
Handout 16
Strategies
Use Natural or Logical Consequences
Natural consequences are the inevitable
results of the child’s own actions
Logical consequences follow from the child’s
actions but involve adult intervention
Strategies
Shaping
Reinforcement of closer and closer
approximations of a desired behavior
Strategies
Stay in Charge
Develop a plan for what might be expected
and what the response should be
Handout 19
Strategies
Avoid Blaming
The child is not his or her actions
Do not expect perfection
Adaptations for Infants
Anticipate needs and act before the infant cries
Provide stimulation
Give lots of brief physical contact
Adaptations for Toddlers
Watch for frustration and intervene before
the child becomes frustrated
Rules should be simple, specific, and
consistent
Have a quiet spot so child can regain control
Points to RememberChanging behavior is not easy
Changing behavior takes time and patience
If what you are doing is not working try something different
Expect to make mistakes
Staff should support each other
We can not fix every child in every situation
Handout 19
Post Test
Circle Post
Take assessment
Turn in assessment
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