Standard 3: Multimedia Illustrations

Application to Evidence-Based Practices for Adult Learners
The videos and video vignettes can be used primarily to demonstrate a practice/topic/concept and thus, align with the evidence-based practice for adult learners of illustration. Some are informational and relate to the practice of introduction.

Component 3.1

Title Key Content Duration Link
Finley’s Parent-Teacher Conference A parent-teacher conference for which the meeting occurred during the half-hour before preschool began. The mom brought two of her children, her preschooler, and infant, along with her. The video illustrates a variety of practices, including using engaging open-ended questions, active listening, positive ways to share information with families, having strengths-based discussions, and sharing photo and video documentation with families. 11:03 View
CONNECT Video 3.1: The Teacher’s Viewpoint Shawanda, a teacher in a community-based childcare program shares a dilemma about collaborating with a speech therapist to address the learning goals of David, a 4-year-old boy in her class. 1:50 View
CONNECT Video 3.2: The Therapist’s Viewpoint Ashley, a speech therapist shares her view on collaborating with a teacher in a community-based childcare program to address the goals of David, a 4-year-old boy with language delays. 1:09 View
CONNECT Video 3.3: Conversation with Examples of Attending and Active Listening Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part one of a three-part conversation highlighting examples of attending and active listening communication strategies. 2:38 View
CONNECT Video 3.4: Conversation with Examples of Seeking and Verifying Information Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part two of a three-part conversation highlighting examples of seeking and verifying communication strategies. 2:39 View
CONNECT Video 3.5: Conversation with Examples of Joining and Supporting Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part three of a three-part conversation highlighting examples of joining and supporting communication strategies. 3:13 View
Janella’s Story The video illustrates how an Early Interventionist worked with members of a transdisciplinary team and the family to help 27-month-old Janella make her choices known and participate in play and family routines. 11:33 View
Overview of Using Technology to Support Families in Early Intervention This video provides an overview of how video conferencing can be used to conduct team early intervention meetings that include both professionals and families. 6:54 View
Video and Video Conferencing to Enable Team Meetings over Distances This video illustrates several ways that video and video conferencing are being used to enhance supports for families and team functioning. 6:54 View
Using Facetime to Enhance Team Collaboration Kate, a physical therapist, and Lori, a developmental specialist, illustrate how video conferencing is being used to help practitioners who work in different locations better collaborate to support families. 4:50 View

Component 3.2

Title Key Content Duration Link
Using Video Reflection and Coaching at SD27J Preschool Description of how video is used for self-reflection and coaching at a Preschool in Brighton, CO. 5:48 View
Using the iPod Touch and iPhone to Record Video and Photographic Documentation Three teachers discuss and illustrate how they use the iPhone and iPod Touch to record, watch, and share video and photographs as part of child observation. 3:53 View

Component 3.3

Title Key Content Duration Link
Transitions: A Community Perspective on Transitioning into Kindergarten Transition to kindergarten strategies by each collaborative partner is highlighted. Head Start educators work with receiving schools to understand school readiness and alignment between the program and kindergarten. The perspectives of parents, children, teachers, program coordinator, principal, and superintendent are presented. 12:56 View
Transition at Age 3 The families' experiences and feelings about transition and how they collaborate with providers, despite differences among systems (such as early intervention and preschool special education and Early Head Start and Head Start), are shared. 30:23 View
CONNECT Video 2.2: The Family’s Viewpoint Rosemary, the mother of Tamiya, a two-year-old girl turning three with developmental delays, shares her view on the upcoming transition of her daughter into a childcare program. 2:27 View
CONNECT Video 2.1: The Teacher’s Viewpoint Melanie, a teacher in a community-based childcare program shares a dilemma about the transition of Tamiya, a two-year-old girl turning three with developmental delays, joining her classroom. 1:55 View
CONNECT Video 2.3: Highlights of a Home Visit The preschool teacher makes a home visit before the child starts preschool to build rapport with the mom, gather information, and share information about what the first day of school will be like. 3:03 View