The Early Childhood Personnel Center

Provide information and resources related to the Standard and Components.

• American Academy of Pediatrics Healthy Children – Ages & Stages
• American Academy of Pediatrics Healthy Children – Health Issues, Conditions
• American Foundation for the Blind
• American Occupational Therapy Association
• American Physical Therapy Association
• American Speech and Hearing Association
• Annual Disability Statistics Compendium
• Autism Speaks
• Centers for Disease Control and Prevention – Diseases & Conditions
• Centers for Disease Control and Prevention – Epilepsy
• Centers for Disease Control and Prevention – Milestone Moments: Learn the Signs, Act Early
• Children’s Disability Information
• Children’s Hospital of Philadelphia Center for Fetal Diagnosis and Treatment
• Division for Early Childhood - Learning Decks
• Division for Early Childhood - Recommended Practices
• Head Start Early Childhood Learning and Knowledge Center
• Head Start Early Childhood Learning and Knowledge Center – Intervening Early: Substance Use Disorders During Pregnancy
• March of Dimes
• National Association of School Psychologists
• The National Professional Development Center on Autism Spectrum Disorder
• National Down Syndrome Society (NDSS)
• National Genetics Education and Family Support Center
• National Information Center for Children and Youth with Disabilities (NICHCY)
• National Organization for Rare Disorders (NORD)
• State of Babies Yearbook
• Zero to Three

The modules related to the Standard can be used in their entirety or by selecting sections or content that support the objectives of an IHE course or PD content. The evidence-based practices for adult learners will vary based on the module selected.

• American Academy of Pediatrics (AAP) Early Brain and Child Development (EBCD) Education and Training Modules
• Autism Spectrum Disorder (Part 1): An Overview for Educators
• Early Childhood Recommended Practices Module 1: Interaction
• Institute for Learning & Brain Science Learning Modules (I-LABS) - 23 Modules Related to Brain Science and Child Development
• Understanding Young Children’s Development Part 1: A Focus on Positive Social-Emotional Skills
• Understanding Young Children’s Development Part 2: A Focus on Children’s Acquisition and Use of Knowledge and Skills
• Understanding Young Children’s Development Part 3: A Focus on Children’s Ability to Take Appropriate Action to Meet Needs
• Virginia Early Intervention eLearning Center Child Development Module
• Virginia Early Intervention eLearning Center Deaf-Blindness for Early Intervention Practitioners 
• Virginia Early Intervention eLearning Center Services for Deaf and Hard of Hearing Children in EI
• Watch Me! Celebrating Milestones and Sharing Concerns
• What Do You See? Perceptions of Disability

Key terms used in Standards and Components. The references and resources in addition to being the source(s) for that definition may also provide additional background information specific to the use of that term in Early Intervention/Early Childhood Special Education.

Culturally and linguistically responsive and affirming

Approaches that empower individuals intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, to impart skills, and to change attitudes.
Such approaches involve consciously creating social interactions to help individuals meet the criteria of academic success, cultural competence, and critical consciousness and include creating individual-centered learning environments that affirm cultural identities; foster positive learning outcomes; develop children’s abilities to connect across lines of difference; elevate historically marginalized voices; empower children as agents of social change; and contribute to individual child engagement, learning, growth, and achievement through the cultivation of critical thinking. These approaches challenge norms (e.g., expectations regarding language, behavior, social interactions) to be responsive to marginalized children and families and work towards greater equity.

References

• Culturally Responsive-Sustaining Education Framework
• Division for Early Childhood. (2015). DEC recommended practices glossary.
• Barrera, I., Corso, R., & Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore: Paul H. Brookes.
• Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74-84.

Developmental domains

Specific areas of human growth and development such as cognition, social-emotional, motor/physical, communication, play, and adaptive behavior.

References

• U. S. Department of Education. (n.d.) Definitions.
• National Center for Hearing Assessment and Management. (2016). Eligibility and service delivery policies: Differences between IDEA Part C and IDEA Part B: A comparison chart.

Family

A child’s consistent (i.e., primary) caregiver(s) who have responsibility for the child’s well-being and development and who are partners in the child’s education and intervention. This may include a variety of individuals, including, but not limited to, the child’s biological, adoptive, or foster parent(s), legal guardians, siblings, grandparents, other relatives, and others within the child’s primary support network.

References

• Mapp, K., & Kuttner, P. J. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Austin, TX: Southwest Educational Development Lab.
• Turnbull, A. P., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Upper Saddle River, NJ: Pearson.

Instruction

A set of practices that are evidence-based, intentional, systematic, and support development and learning for all young children across developmental and content domains. Instruction includes the intentional structuring of children’s environments and learning experiences as well as methods used to teach a curriculum. Instruction is used across natural environments and inclusive settings in collaboration with families and other professionals.

References

• Wolery, M. (2012). Voices from the field. Young Exceptional Children, 15(4), 41-44.
• Boat, M., Dinnebeil, L., & Bae, Y. (2010). Individualizing instruction in preschool classrooms. Dimensions of Early Childhood, 38(1), 4-10.
• Division for Early Childhood. (2015). DEC recommended practices glossary.

Intervention

A set of strategies that are evidence-based, individualized, and support specific individualized developmental and learning objectives across natural environments and inclusive settings in collaboration with families and other professionals.

References

• Wolery, M. (2004). Using assessment information to plan intervention programs. In M. McLean, M., Wolery, & D. B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (pp. 517-544). Upper Saddle River, NJ: Pearson.
• Division for Early Childhood. (2015). DEC recommended practices glossary.

Play

A distinct developmental domain characterized by activities with objects and people that capture a child’s attention and interest as they experiment, try new ideas and roles, investigate laws of nature, and represent what they know about and are learning from ongoing events. As a context for learning, play skills can be operationalized, predicted, and a focus of intervention and instruction with children’s learning goals embedded in indoor and outdoor play activities.

References

• Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 28(2), 109-125.
• Brown, S. L. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York, NY: Penguin.
• Lifter, K., Mason, E. J., & Barton, E. E. (2011). Children’s play: Where we have been and where we could go. Journal of Early Intervention, 33(4), 281-297.