Friday, May 26, 2017
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Mission:
Idaho Parents Unlimited supports, empowers, educates and advocates to enhance the quality of life for Idahoans with disabilities and their families
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U.S. Department of Health and Human Services (eagle) logo, Administration for Children and Families logo and Early Childhood Development logo. 

 HHS, ED, and Too Small to Fail Release the Talk, Read, Sing Together Every day! Toolkit

 

“We know that right now during the first three years of life, a child born into a low-income family hears 30 million fewer words than a child born into a well-off family. By giving more of our kids access to high-quality pre-school and other early learning programs, and by helping parents get the tools they need to help their kids succeed, we can give those kids a better shot at the career they are capable of, and a life that will make us all better off.” - President Obama

talk-read-singDuring the first few years of life, children’s brains develop at a rapid pace, influenced by the experiences they have at home, in their early care and education settings, and in their communities. Their experiences include the quantity and quality of words they are exposed to through talking, reading, and singing. Research has found that providing infants, toddlers, and preschoolers with rich early language experiences can have important benefits on their brain development and school readiness.

Today, the U.S. Departments of Health and Human Services (HHS) and Education (ED), in partnership with Too Small to Fail, are releasing “Talk, Read, Sing Together, Every Day!,” a suite of resources that can help enrich children’s early language experiences beginning from birth. This toolkit is the result of a commitment made at the 2014 White House convening focused on bridging the “word gap.”

The suite of resources includes tip sheets for families, preschool teachers, and infant/toddler teachers and caregivers, as well as a fact sheet that highlights the evidence behind the benefits of being bilingual and embracing children’s home languages. All tip sheets are available in English and Spanish, and can be downloaded for free at toosmall.org.

We hope you find these resources helpful and share them with your networks! 

For Families:

storybook-thumbfam-guide-thumbtips-infant-toddler-thumb

Talking is Teaching Family Guide (PDF available in English and Spanish)

Talking is Teaching Storybook (PDF available in English and Spanish )

Tips for Infants & Toddlers (PDF)

For Providers:

http://toosmall.org/community/body/community-provider-guide-thumb.pnghttp://toosmall.org/community/body/pediatric-prof-resource-thumb.pnghttp://toosmall.org/community/body/tips-for-health-care-prof-thumb.pngTalking is Teaching Community Provider Guide (PDF)


Books Build Connections Toolkit. Learn what every pediatrician can do to promote early literacy and learning. (AAP.org)


Tips for Health Care Professionals (PDF)


A Family Guide to Participating in the Child Outcomes Measurement Process

As a parent of a young child who is in an early intervention (EI) or early childhood special education (ECSE) program, you want to be sure these services are helping your child develop and learn. These services are designed to make the most of each child’s potential, as well as to strengthen the family’s ability to help their child. But how can you know if your child’s early intervention or special education program is meeting his or her needs?Click the title above for the guide. 


Early Childhood Outcomes Include:

Positive Social and Emotional
Skills, including Social
Relationships

Acquiring and Using
Knowledge and Skills,
Early Childhood Outcomes
including Communication and
Early Literacy

Taking Appropriate Action to
Meet Needs

Goal of Preschool Special Education

The overarching goal of preschool special education is to enable young children to be active
and successful participants in home, school and community settings resulting in positive outcomes for children and their families.

 

Key Principles:

Principle 1:

Preschoolers learn best through meaningful everyday experiences and interactions within

developmentally, linguistically and culturally appropriate routines, play and activities in

inclusive settings.

 

Principle 2:

All families, with appropriate supports and resources, promote their children’s learning

and development.

 

Principle 3:

The primary role of preschool special educators and related service providers is to provide

and support high quality services in collaboration with families, teachers and caregivers to

promote positive outcomes for children and families.

 

Principle 4:

Throughout the preschool special education process, the child’s individual strengths and

needs, along with the family’s culture, priorities, and preferences, are respected and

reflected.

 

Principle 5:

IEP goals based on multiple sources of information, including family concerns and

authentic assessment, support and promote access to and participation in the preschool

curriculum.

 

Principle 6:

Professionals build partnerships with families and support them as the primary decision

makers for their children.

 

Principle 7:

Preschool learning experiences are developmentally appropriate, and based on

recommended practices.

 

 Handout 10 Parent Brochure Page 1

 

 Handout 10 Parent Brochure Page 2

Handout 10 Parent Brochure Page 3Handout 10 Parent Brochure Page 4

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