Using Your Leadership to Support Each Child and Family
Model the Use of Words, Images and Interactions That Reflect Each Child and Family

Favazza, P. C., La Roe, J., Phillipsen, L., & Kumar, P. (2000). Representing young children with disabilities in
classroom environments. Young Exceptional Children, 3(2), 2-8.
Children’s Books

10 Books That Empower Kids to Stand Up and Speak Out
http://www.readbrightly.com/10-books-empower-kids-stand-speak/

12 Children’s Books that Challenge Traditional Gender Roles
http://humaneeducation.org/blog/2012/06/11/12-childrens-picture-books-that-challenge-traditional-gender-roles/

African-American Experience Children’s Literary Reference Guide (2011-2016)
http://blogs.slj.com/afuse8production/2016/02/01/african-american-experience-childrens-literary-reference-guide-20112016/

Children’s Books About Bullying http://www.best-childrens-books.com/childrens-books-about-bullying.html

Children’s Books that Break Gender Role Stereotypes http://journal.naeyc.org/btj/200303/Books4Children.pdf

Culturally Relevant Books in the ELL Classroom
http://www.colorincolorado.org/article/culturally-relevant-books-ell-classroom

The End of Bullying Begins with Me: Bullying Prevention Books for Young Children
http://www.amightygirl.com/blog?p=10255

Guide for Selecting Anti-Bias Children’s Books http://www.tfcbooks.org/guide-anti-bias-childrens-books

Looking at Gender Identity with Children’s Books
http://www.welcomingschools.org/pages/looking-at-gender-identity-with-childrens-books

Recommended Children’s Books on Bullying/Friendship Issues
http://www.k12.wa.us/safetycenter/BullyingHarassment/WorkGroup/RecommendedBooks.pdf

Selecting and Using Culturally Responsive Children’s Books
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/fcp/docs/selecting-culturally-appropriate-books.pdf

Top 100+ Recommended African-American Children’s Books http://aalbc.com/books/children.php
Fully Embrace the Concept of Developmentally Appropriate Practice
Responding to Linguistic and Cultural Diversity
Recommendations for Effective Early Childhood Education
https://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF
Socially/
Culturally/
Linguistically
Individually
Appropriate
Appropriate
DEC Recommended Practices
http://dec.membershipsoftware.org/files/Recommended%20Pr
actices/DEC_RPs_%204-25-14.pdf
http://ectacenter.org/decrp/
Developmentally Appropriate Practice in Early Childhood
Programs Serving Children from Birth Through Age 8
Developmentally
Appropriate
https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
Foundations
http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf
Feb. 2016 Handout designed by Camille Catlett (camille.catlett@unc.edu). Download at http://fpg.unc.edu/presentations/using-your-leadership
1
INTENTIONAL APPROACHES FOR SUPPORTING EACH CHILD AND FAMILY
Ask yourself…
What are examples of intentional practices?

Do your
policies reflect
your
intentionality?



Do your family
engagement
efforts reflect
your
intentionality?



Do your
programs and
practices with
young children
reflect your
intentionality?
Are your
professional
development
efforts growing
the capacity of
early childhood
professionals
to support
young children
who are
culturally,
linguistically,
and ability
diverse?







Do your efforts have an explicit and intentional emphasis on young children who are
culturally diverse (includes racial, ethnic, socio-economic, and other aspects of
diversity)? On young children who are dual language learners? On young children
with disabilities?
Do you have agreed upon definitions of key terms to use in your work (e.g., cultural
competence, inclusion)?
Do you have guiding principles to underscore your shared commitment to diversity in
all aspects of your work?
Have you incorporated an explicit and intentional emphasis on authentically engaging
families who are culturally and linguistically diverse? Are you also engaging families
who have young children with disabilities?
Is input from family members shaping the quality of your work? Are you building the
capacity of diverse families to support the capability and success of their children?
Are family members helping you to intentionally and effectively support practices that
connect home cultures and experiences to their learning?
Are you intentionally and effectively supporting practices that connect children’s
cultures and experiences to their learning?
Are you shaping teachers’ personal capacities and attitudes to support each child’s
achievement?
Do program characteristics (e.g., teacher-child ratios, time for small groups or oneon-one interactions, materials in multiple languages) support individual children?
Do environments authentically reflect the children, families, and communities you
serve?
Do early childhood professionals have a strong knowledge base about evidencebased practices for supporting young children who are culturally, linguistically, and
ability diverse? For example, do they understand the process of second language
acquisition? Are they familiar with evidence-based practices that support inclusion?
Promoting bilingual development of young DLLs?
Have you identified specific competencies related to evidence-based practices for
supporting young children who are culturally, linguistically, and ability diverse and
their families?
Do you have explicit requirements for early childhood professionals in developing
their capacity to support young children who are culturally, linguistically, and ability
diverse?
Are you using intentional strategies to increase the diversity of the individuals who
work with young children?
Help Others to Recognize and Prioritize Quality in Programs for Children and Families
Educational Services, Inc. (2000). A creative adventure: Supporting development and learning through art, music,
movement and dialogue: A guide for parents and professionals. Alexandria, VA: Head Start Information & Publication
Center. http://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/teaching/eecd/Domains%20of%20Child%20Development/Creative%20Arts/ACreativeAdvent.htm
2
Provide and Support Others to Provide Effective Professional Development
References
Billington, D.D. (n.d.). Seven characteristics of highly effective adult learning programs.
http://www.umsl.edu/~henschkej/henschke/seven_characteristics_of_highly_effective_adult_learning_programs.pdf
Dunst, C. J.; Trivette, C. M. (2009). Let’s be PALS: An evidence-based approach to professional development. Infants
and Young Children, 22(3), 164–176.
Harris, B.M. (1980). Improving staff performance through in-service education. Needham, MA: Allyn & Bacon.
Kidd, J., Sanchez, S., & Thorp, E. (2008). Defining moments: Developing culturally responsive dispositions and
teaching practices in early childhood preservice teachers. Teaching and Teacher Education, 24(2), 316-329.
Lieb, S. (1991). Principles of adult learning.
http://www.lindenwood.edu/education/andragogy/andragogy/2011/Lieb_1991.pdf
National Professional Development Center on Inclusion (NPDCI). (2008). What do we mean by professional
development in the early childhood field? Chapel Hill, NC: The University of North Carolina, FPG Child Development
Institute. NPDCI.
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI_ProfessionalDevelopmentInEC_03-04-08_0.pdf
NPDCI. (2011). What we know about professional development. Chapel Hill, NC: The University of North Carolina, FPG
Child Development Institute. NPDCI.
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-What-We-Know-About-PD-7-2011.pdf
Trivette, C. M., Dunst, C. J., Hamby, D. W., & O’Herin, C.E. (2009). Characteristics and consequences of adult learning
methods and strategies. Research Brief Volume 3, Number 1. http://tnt.asu.edu/files/AdultLearning_rev7-04-09.pdf
PALS Checklist for Presenters
Directions: As you prepare for a presentation, think about these evidence-based practices for supporting
the learning for adults.
Before
After
Indicator
Have I
planned
to…
Yes
Did I
actually…
Yes
No
No
1. Introduce information about an evidence-based ractice and it’s important features?
2. Provide examples, demonstrate, or otherwise illustrate for the practitioners what
the practice looks like?
3. Involve the practitioners in actively trying out and doing the practice?
4. Assist the practitioners in assessing what was done, what happened, and what
worked when the practice was implemented?
5. Engage the practitioners in thinking about their experiences using the practice?
6. Engage the practitioners in reflecting on their understanding of the key
characteristics of the practice?
7. Using a checklist or set of standards with the practitioners, review his or her
accumulated knowledge and experience to determine his or her mastery and deep
understanding of the practice?
8. Determine what new learning opportunities will be provided to build upon the
practitioner’s understanding and use of the practices?
3
Resources
Resources for Instructors
 Heartland Equity and Inclusion Project (HEIP) http://www.hcc.cc.il.us/heip/
 Heartland Early Childhood Education Project (Kirkwood Community College) http://www.kirkwood.edu/heartland
 SCRIPT-NC Landing Pads http://scriptnc.fpg.unc.edu/resource-search
CONNECT http://community.fpg.unc.edu/connect-modules/learners
 Overview http://community.fpg.unc.edu/connect-modules/resources/videos/CONNECT-Video-Ad
 Instructor Supports http://community.fpg.unc.edu/connect-modules/instructor-supports
 Modules http://community.fpg.unc.edu/connect-modules
o 1: Embedded Interventions http://community.fpg.unc.edu/connect-modules/learners/module-1/
o 2: Transition http://community.fpg.unc.edu/connect-modules/learners/module-2/
o 3: Communication for Collaboration
http://community.fpg.unc.edu/connect-modules/learners/module-3/
o
4: Family-Professional Partnerships
o
o
o
http://community.fpg.unc.edu/connect-modules/learners/module-4/
5: Assistive Technology http://community.fpg.unc.edu/connect-modules/learners/module-5/
6: Dialogic Reading Practices http://community.fpg.unc.edu/connect-modules/learners/module-6/
7: Tiered Interventions http://community.fpg.unc.edu/connect-modules/learners/module-7/
Early Childhood Learning and Knowledge Center http://eclkc.ohs.acf.hhs.gov/hslc
National Center on Cultural and Linguistic Responsiveness http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic
National Center on Parent, Family and Community Engagement http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family
National Center on Quality Teaching and Learning http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities
Subscriptions to Consider
 Children’s Champions E-Mail List http://capwiz.com/naeyc/mlm/signup/?ignore_cookie=1
 ECTA Center Notes (Early Childhood TA Center) (weekly)


View or search all issues of eNotes at http://www.ectacenter.org/enotes/enotes.asp
Natural Resources/BabyTalk
World Association of Early Childhood Educators (AMEI-WAECE) News of the Week
Subscribe at http://www.waece.org/contenidoingles/suscribirboletin.php
Video Libraries

Results Matter video library http://www.cde.state.co.us/resultsmatter/RMVideoSeries_EarlyIntervention.htm#top
Your Tax Dollars at Work
 Center on Early Literacy Learning http://www.earlyliteracylearning.org/
 Center on the Social and Emotional Foundations of Early Learning http://csefel.vanderbilt.edu/
 Center on Everyday Child Language Learning http://www.cecll.org/index.php
 Technical Assistance Center on Social Emotional Development for Young Children
http://www.challengingbehavior.org/
4
5
Check Your Assignment Alignment
Course Number/Title
Alignment with Student Learning
Outcomes
Assignment
1
2
3
4
5
6
7
8
What does the
assignment
measure?
Knowledge
Acquisition
Knowledge
Application
What, if any, are
the field
experiences
related to this
assignment?
1.
2.
3.
4.
5.
6.
7.
8.
6