Orientation

Available for order and download from the Texas Early Learning Council.

http://www.earlylearningtexas.org/itelg.aspx

• English

• Spanish

• Vietnamese

Purpose

• High quality early experiences

• Assist caregivers in understanding early childhood

• Support appropriate caregiver practices

• Professional development

• Parent engagement

• Administrative planning, key class materials, and curricula

Potential Users

Parents Teachers Policy Makers

The ITELG is not:

• Developmental checklist

• Assessment tool

• Curriculum

• Permanent and unchanging

• Exclusive

Development Domains

Physical Health and Motor – Gross Motor

– Fine Motor

– Health and Wellbeing

Social and Emotional– Trust and Emotional Security

– Self-Awareness

– Self-Regulation

– Relationships with other

Language and Communication – Listening and Understanding

– Communication and Speaking

– Emergent Literacy

Cognitive – Exploration and Discovery

– Problem Solving

– Memory

– Imitation and Make Believe

Ages

• 0-8 month infants

• 8-18 month older infants

• 18-36 month toddlers

• 36-48 month three-year-olds

Organization

TALK TALK TALK

Responsive Caregiving

PlayPlay Play

Responsive Caregiving

Respond appropriately

Child receives the response

and needs are met

Observe the child’s needs

Why Responsive Caregiving is Important

• Promotes secure attachment with caregivers

– Adults are trustworthy and will meet my needs

• Promotes emotional and behavioral regulation

• Builds a solid foundation upon which later relationships and learning are based

How Can Caregivers Be Responsive?

• Tone of voice

• Reflecting a child’s tone and emotion

• Facial Expressions

• Giving affection

• Open ended questions

• Positive limit setting

• Offering limited, appropriate choices

• Using language that reflects emotion

Caring for Young Children with Disabilities or Special Needs

• The ELG’s are based on expectations for typically developing children

• Special Needs Scenarios

• Inclusion:

– access

– particpation

– supports

Role of the Caregiver

• Learn about the particular need or disability

• Do not make assumptions

• Practice inclusion when possible

• Partner with parents

• Bring concerns about development or delay to the child’s parents immediately

• Access supports (director, resources, etc.)

Culturally Appropriate Practice

• Connect with families and learn about traditions, customs

• Make use of home languages in the classroom

• Honor diversity and cultural awareness as a concept and a core value of our society.

• Exhibit diversity in the environment, books, toys, etc.

Culturally Appropriate Practice

Conclusion

• Q&A