Word Count: 100939
ISBN: 978-1-998755-52-3
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
An Open Educational Resources Publication by Saddleback College and Saddleback CDE adapted from College of the Canyons Child Development
Word Count: 130060
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
This is a 2019 derivative of Version 1.2. There were minor changes made in this book from the original: Child Growth and Development by College of the Canyons, Jennifer Paris, Antoinette Ricardo, and Dawn
Rymond and is used under a CC BY 4.0 international license
Those changes include:
The title of this book was changed.
A new cover was created.
The title page and acknowledgements were adjusted.
A new table of contents was created.
Autonomy vs. shame and doubt was added to Chapter 6.
Cover art photo by Rene Bernal on Unsplash
This reading guide is designed to be used with Chapter 1 of Understanding the Whole Child by Paris, Ricardo, and Rymond (2019). It may be especially useful for English Learners who are studying child development with this textbook.
Comprehensive literacy instruction for all students requires the use of tools and strategies that make the instruction accessible. The Unlocking Literacy for Students with Disabilities Modules will build on what you already know about literacy instruction by demonstrating how strategic tools or strategies can make literacy instruction accessible to students with complex communication needs and physical disabilities. Best practices and research-based strategies for literacy instruction, as well as K-2 English Language Arts (ELA) Common Core State Standards (CCSS), will be included throughout all modules. Universal Strategies & Technology ToolsModule 1 will equip educators and parents with foundational tools and universal strategies to improve literacy instruction for students with complex communication needs and physical disabilities. The foundational tools and strategies will be applied within subsequent Unlocking Literacy modules.
How do students with physical disabilities learn to write? In what ways can non-speaking students express the stories they have to share? Module 4 describes how students with complex communication and physical access needs can participate in emergent writing. The tools and strategies demonstrated in this module will provide teachers with guidance on how to support students with writing. These tools and strategies will enable students to express ideas and share their learning. Module 4 consists of the following sections:Introducing Emergent WritingPredictable Paths Toward WritingUsing Alternative Pencils for WritingUsing Eye Gaze Boards for WritingSpelling on High Tech - Keyboards & Phonetic KeyboardsCelebrating Student WritingWriting Implementation IdeasPairing Writing with PicturesPredictable Chart WritingEmergent Writing GoalsCommon Core Standards ReflectionResearch
This module focuses on best practices for instruction on alphabet knowledge and phonological awareness. Explicit Instruction and the Cycle Approach to teaching letters and sounds are highlighted. Instructional strategies and tools to extend literacy instruction to students with complex communication needs and physical disabilities are discussed. English Language Art Common Core Standards are provided, along with research on instructional strategies to address the standards.
This document provides a rationale of the importance for using centers in early childhood classrooms. An explanation of the teacher's role is provided along with several resources that are available to teachers for creating a variety of center activities.
A quick lesson designed for PreK-2 on decision making. Specifically decision making using the stop, think, act model.
The video clips in the library were selected to provide opportunities for awareness and reflection in a class, training, or coaching session. Use the categories and tags to narrow down the list based on age, setting, developmental domain, content area, and other criteria - or use the Search box to look for a specific term.
This is an image of each short and long vowel with a picture to help students understand what they are looking at!
We would like to remind you of the Resources Library located within the Family area of the online platform, GOLD®. If you have added your student's family members and their emails to the online platform (if not see instructions below), you will be able to directly email families those activities that are based on the areas of development for your students. These activities are intended to be shared and are therefore, family friendly. Take some time to explore the Family area in GOLD® and consider using these lessons as a way to support your remote learning plan.
Washington Office of Superintendent of Public Instruction created WaKIDS resources to support kindergarten families and teachers with remote learning including the Goal Planning and Reflection Sheet, Choice Boards, and Discussion Prompts, Look Fors, and Observational Activities. Kindergarten children are not yet able to manage their learning independently, so it will be important to establish goals together with the key adults who will help them engage in remote learning. The Goal Planning and Reflection Sheet is intended be co-created with the child, their parent/guardian and teacher during meeting times. The other resources assist families and teachers to identify learning activities that offer opportunities for observation and assessment of skills, knowledge, and behavior.
This document outlines the roles for the following participants in WaKIDS: District Assessment Coordinators, Teachers, Principals/Admi, District WaKIDS Support Staff, and Curriculum Directors. Additionally, you can see how the OSPI, ESD WaKIDS Coordinators, and Teaching Strategies can offer technical assistance.
ACTIVITY OBJECTIVE: making new friends
One of the highest impact strategies for aligning to 5030 and the ASCA National Model is partnering with administrators around CSCP staff’s use of time. Join us for expert tips, tools, and recommendations for time analysis and planning through an equity lens.
Contains tool overview and chart example
Contains tool overview and student example
This lesson is meant to be a guide for Nebraska Family and Consumer Sciences teachers who may teach the following courses Human Development, Human Growth & Development, Child Development, Parenting, Interpersonal Relationships, Relationships, Family Living, Teen Living or Daily Living courses. Any additional readings and/or topics not included in the lesson plan should be marked N/A
If you could do one thing - the most important thing - to influence the life of a young child, what would that be (it’s likely not what you first bring to mind)? We want to improve the wellbeing of children - our own, in our community, and in the world, so thinking globally about this question is vital.