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Profiles

Zero to Three Critical Competencies for Infant - Toddler Educators Series Area 3: Supporting Language and Literacy Development


Event Description

The ZERO TO THREE Critical Competencies for Infant?Toddler Educators™ Professional Development Mini-Series: Supporting Language and Literacy Development provides opportunities for infant-toddler educators to explore, understand, and practice critical interactions with infants and toddlers that support and nurture their language and literacy development and learning. The mini-series is designed for educators who work in home or center-based group settings with infants and/or toddlers. It includes three modules focused on: promoting communication exchange; expanding expressive and receptive language and vocabulary; and promoting early literacy.


Sessions / Training Location Info


Session Being Hosted At:
Galion Alliance Church - 430 Portland Way N Galion 44833 Crawford (directions)

Session Being Hosted At:
Galion Alliance Church - 430 Portland Way N Galion 44833 Crawford (directions)

Session Being Hosted At:
Galion Alliance Church - 430 Portland Way N Galion 44833 Crawford (directions)

Instructor(s)

Danielle Reith

Event Information

Contact Hours 9.00
Training approved for OA-L2
Registration deadline Mar 12, 2019
Number of open seats 1
Event Owner YWCA Child Care Resource and Referral
Sponsor Phone (419) 775-5179

Topic Areas

Target Audience Classroom Staff / Teacher,Staff working with children with special needs,Program Administrator,Family Child Care
Age Groups related to content Infants,Toddlers
Core Knowledge Area N/A
Child Development Associate Area To advance physical and intellectual competence
Early Learning and Development Standards Language and Literacy Development
Assessment Type None

Objectives

Objective:

Become familiar with the content, structure, and learning expectations of the ZERO TO THREE Critical Competencies for Infant Toddler Educators™ model and professional development mini-series.

 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies *REVISED*
 
Area: Professionalism
 
Subgroup: Continuous and Reflective Professional Development
 
Competency: 1.2 Reflects on own practices and utilizes professional resources, including input from supervisor and colleagues, in order to improve practices.
Objective:

Explain the nature of communicative exchanges and identify ways that young children grow and change in their communication skills over the first 3 years.

 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies *REVISED*
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 1.3 Identifies the developmental patterns, sequence and milestones that occur in each learning and development domain.
Objective:

Explore teaching strategies and practices that support, facilitate, and extend children’s engagement in communicating.

 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies *REVISED*
 
Area: Child Growth and Development
 
Subgroup: Appropriate Environments and Experiences
 
Competency: 2.5 Plans activities that support children's individual needs in all areas of development and learning and reflect the children's culture and language through the environment and learning activities.
Objective:

Recognize the impact of a limited language environment on the development of communication skills.

 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies *REVISED*
 
Area: Child Growth and Development
 
Subgroup: Appropriate Environments and Experiences
 
Competency: 2.1 Implements a responsive learning environment (addressing setting, space, resources, relationships and schedules) based on the needs, interests, gender, language, and culture of children and the connection to the curriculum and standards.
Objective:

Recognize the communicative intent that dual- and multi-language learners demonstrate and identify strategies for encouraging and building on it in ways that are meaningful to them.

 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies *REVISED*
 
Area: Child Growth and Development
 
Subgroup: Appropriate Environments and Experiences
 
Competency: 2.1 Implements a responsive learning environment (addressing setting, space, resources, relationships and schedules) based on the needs, interests, gender, language, and culture of children and the connection to the curriculum and standards.
Objective:

Recognize the innate capacity for language learning that young children possess.

 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies *REVISED*
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 1.1 Identifies the basic concepts and theories of child development and learning.
Objective:

Identify the components of language and the developmental process of language acquisition.

 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies *REVISED*
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 1.3 Identifies the developmental patterns, sequence and milestones that occur in each learning and development domain.
Objective:

Identify and analyze teaching strategies and practices that expand children’s expressive and receptive language and vocabulary.

 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies *REVISED*
 
Area: Child Growth and Development
 
Subgroup: Appropriate Environments and Experiences
 
Competency: 2.1 Implements a responsive learning environment (addressing setting, space, resources, relationships and schedules) based on the needs, interests, gender, language, and culture of children and the connection to the curriculum and standards.
Objective:

Expand knowledge about young children learning more than one language and the teaching practices that are most supportive.

 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies *REVISED*
 
Area: Child Growth and Development
 
Subgroup: Appropriate Environments and Experiences
 
Competency: 2.1 Implements a responsive learning environment (addressing setting, space, resources, relationships and schedules) based on the needs, interests, gender, language, and culture of children and the connection to the curriculum and standards.
Objective:

Identify the benefits to young children of books, rhymes, songs, and other early literacy experiences.

 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies *REVISED*
 
Area: Child Growth and Development
 
Subgroup: Appropriate Environments and Experiences
 
Competency: 1.1 Describes the elements of a responsive learning environment (including setting, space, resources, relationships and schedules) and how they support children's development and learning while considering their gender, culture, language, family and environment.
Objective:
  • Analyze and practice the teaching skills that promote early literacy in infant–toddler early learning settings.
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies *REVISED*
 
Area: Child Growth and Development
 
Subgroup: Appropriate Environments and Experiences
 
Competency: 2.1 Implements a responsive learning environment (addressing setting, space, resources, relationships and schedules) based on the needs, interests, gender, language, and culture of children and the connection to the curriculum and standards.
Objective:

Identify strategies for extending and ensuring the benefits of early literacy experiences to children with limited resources to books and children learning multiple languages.

 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies *REVISED*
 
Area: Child Growth and Development
 
Subgroup: Appropriate Environments and Experiences
 
Competency: 2.1 Implements a responsive learning environment (addressing setting, space, resources, relationships and schedules) based on the needs, interests, gender, language, and culture of children and the connection to the curriculum and standards.
Objective:

Present an example of personally meaningful gains in knowledge and skill during the Critical Competencies professional development mini-series and identify intentions and action steps for building on the knowledge and skills gained.

 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies *REVISED*
 
Area: Professionalism
 
Subgroup: Continuous and Reflective Professional Development
 
Competency: 2.2 Develops personal goals based on reflections on current practices. Explores current trends and research-based practices in early childhood.

Training Organization


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