Resources to Support Your Work
Evidence-Based Practice
Evidence-based practice is a decision-making process that integrates the best available research evidence
with family and professional wisdom and values.
Sources:
Buysse, V., & Wesley, P. W. (Eds.). (2006). Evidence-based practice in the early childhood field.
Washington, DC: Zero to Three; Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based
practice: What does it really mean for the early childhood field? Young Exceptional Children, 9 (4), 2-11.
Developmentally Appropriate Practice
NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from
birth through age 8. Retrieved from https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
What is known about child development and learning—referring to knowledge of age-related
characteristics that permits general predictions about what experiences are likely to best promote
children’s learning and development
What is known about each child as an individual—referring to what practitioners learn about each child
that has implications for how best to adapt and be responsive to that individual variation
What is known about the social and cultural contexts in which children live— referring to the values,
expectations, and behavioral and linguistic conventions that shape children’s lives at home and in their
communities that practitioners must strive to understand in order to ensure that learning experiences in
the program or school are meaningful, relevant, and respectful for each child and family
Handout created by Camille Catlett (camille.catlett@unc.edu) and available to download at
http://fpg.unc.edu/presentations/washtenaw-community-college-presentation
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Michigan’s Early Childhood Standards of Quality
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Early Childhood Standards of Quality for Infant-Toddler Programs
http://www.michigan.gov/documents/mde/ECSQ_IT_approved_422341_7.pdf
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Early Childhood Standards of Quality for Prekindergarten
http://www.michigan.gov/documents/mde/ECSQ_OK_Approved_422339_7.pdf
Faculty Finds
Using state early learning standards in
 Introduction to Early Childhood Education
http://scriptnc.fpg.unc.edu/sites/scriptnc.fpg.unc.edu/files/resources/SCRIPTNC_Foundations_119.docx
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Child Development http://scriptnc.fpg.unc.edu/resources/ideas-and-strategies-incorporatingfoundations-child-development-conception-age-8
Child, Family and Community http://scriptnc.fpg.unc.edu/resources/ideas-and-strategiesincorporating-nc-foundations-child-family-and-community
Health, Safety and Nutrition http://scriptnc.fpg.unc.edu/resources/ideas-and-strategiesincorporating-foundations-health-safety-and-nutrition
Infants, Toddlers, and Twos http://scriptnc.fpg.unc.edu/resources/ideas-and-strategies-incorporatingfoundations-infants-toddlers-and-twos
Language and Literacy http://scriptnc.fpg.unc.edu/resources/incorporating-foundations-languageand-literacy
Social-Emotional Development/Child Guidance http://scriptnc.fpg.unc.edu/resources/child-guidancefoundations
Culturally and Linguistically Appropriate Services and Supports
Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education
http://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF
Responsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity
into Policy and Practice
http://www.decsped.org/uploads/docs/about_dec/position_concept_papers/Position%20Statement_
Cultural%20and%20Linguistic%20Diversity_updated_sept2010.pdf
What Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and
Culturally Diverse Children and Families http://www.naeyc.org/files/tyc/file/WhatECENeedToKnow.pdf
Where We Stand on Responding to Cultural and Linguistic Diversity
https://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
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Faculty Finds
Cultural Diversity Resources http://fpg.unc.edu/presentations/washtenaw-community-collegepresentation
Linguistic Diversity Resources http://fpg.unc.edu/presentations/washtenaw-community-collegepresentation
Family Engagement Resources http://fpg.unc.edu/presentations/washtenaw-community-collegepresentation
Curriculum Maps http://www.kirkwood.edu/site/index.php?p=33656
CONNECT Module 4 Family-Professional Partnerships http://community.fpg.unc.edu/connectmodules/learners/module-4
DEC Recommended Practices (2014)
Evidence-based practices for supporting children with or at risk for disabilities and their families
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood
special education. http://dec.membershipsoftware.org/files/Recommended%20Practices/DEC_RPs_%204-25-14.pdf
Online edition http://ectacenter.org/decrp/decrp.asp
Performance Checklists http://ectacenter.org/decrp/type-checklists.asp
Illustrations http://ectacenter.org/decrp/type-illustrations.asp
Practice Guides for Practitioners http://ectacenter.org/decrp/type-pgpractitioner.asp
Practice Guides for Families http://ectacenter.org/decrp/type-pgfamily.asp
Online Modules http://ectacenter.org/decrp/development.asp#onlinemodules (coming in 2016)
Faculty Finds
Using the DEC Recommended Practices in
 Introduction to Early Childhood Education http://scriptnc.fpg.unc.edu/resources/ideas-and-strategiesincorporating-dec-recommended-practices-introduction-early-childhood Child Development http://scriptnc.fpg.unc.edu/resources/ideas-and-strategies-incorporating-decrecommended-practices-child-development-conception Child, Family and Community http://scriptnc.fpg.unc.edu/resources/child-family-and-communityideas-and-strategies-incorporating-dec-recommended-practices
 Health, Safety, and Nutrition http://scriptnc.fpg.unc.edu/resources/ideas-and-strategiesincorporating-dec-recommended-practices-health-safety-and-nutrition
 Infants, Toddlers, and Twos http://scriptnc.fpg.unc.edu/resources/ideas-and-strategies-incorporatingdec-recommended-practices-infants-toddlers-and-twos
 Language and Literacy http://scriptnc.fpg.unc.edu/resources/language-and-literacy-ideas-andstrategies-incorporating-dec-recommended-practices
 Social-Emotional Development/Child Guidance http://scriptnc.fpg.unc.edu/resources/socialemotional-development-child-guidance-ideas-and-strategies-incorporating-dec-recomme
Supporting Interactions with Young Children of Diverse Abilities
http://ectacenter.org/decrp/topic-interaction.asp
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Evidence-Based Practices That Support Inclusion
Assistive Technology
Universal Design for Learning
National Professional Development Center on Inclusion. (2011). Research synthesis points on practices that
support inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCIResearchSynthesisPointsInclusivePractices-2011_0.pdf
 Access: 1) Universal Design for Learning; 2) Assistive Technology
 Participation: 1) Embedded Instruction and Other Naturalistic Interventions; 2) Scaffolding Strategies;
and 3)Tiered Models of Instruction/Intervention
 [Systemic] Supports: 1) Professional Development; 2) Collaboration; and 3) Family-Professional
Collaboration
EVIDENCE-BASED PRACTICES THAT SUPPORT ACCESS FOR EACH CHILD
Building Inclusive Childcare Universal Design for Learning
http://www.northampton.edu/Early-Childhood-Education/Partnerships/Building-Inclusive-Child-Care.htm
Conn-Powers, M., Cross, A.F., Traub, E.K., & Hutter-Pishgahi, L. (2006, September). The universal
design of early education: Moving forward for all children. Beyond the Journal: Young Children on
the Web. http://journal.naeyc.org/btj/200609/ConnPowersBTJ.pdf
Dinnebeil, L. A., Boat, M. B., & Bae, Y. (2013). Integrating principles of universal design into the early
childhood curriculum. Dimensions of Early Childhood, 41(1), 3-13.
http://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol41_1_Dinnebeil.pdf
Questions to Consider in UDL Observations in Early Childhood Environments
http://www.pakeys.org/uploadedContent/Docs/Higher%20Ed/CunconanLahr%20Kennedy%20Sti
fel%20Universal%20Design%20for%20Learning%20handout%202.pdf
Supporting Early Literacy Through Universal Design & Assistive Technology
http://depts.washington.edu/hscenter/family-literacy-2
Universal by Design: Inclusive Approaches that Support Each Preschool Child
http://dec.membershipsoftware.org/files/EHornhandoutsvermont14.pdf
AT for Infants/Toddlers http://www.scoe.net/seeds/resources/at/atInfants.html
AT for Preschool http://www.scoe.net/seeds/resources/at/atPreschool.html
Assistive Technology and Early Childhood Education (PowerPoints)
http://www.idahoat.org/Portals/0/Documents/Assistive%20Technology%20for%20Early%20Child
hood%20Education%20Trainings%20-%20modified.pdf
Assistive Technology for Infants, Toddlers, and Young Children
http://www.nectac.org/topics/atech/atech.asp
CONNECT Module 5: Assistive Technology
http://community.fpg.unc.edu/connect-modules/learners/module-5
Kirkwood Community College Assistive Technology Curriculum Map
http://www.kirkwood.edu/pdf/uploaded/1163/ece_103_at_early__childhood__program__curr_
_outline%5B1%5D.pdf
Mulligan,S. (2003). Assistive technology: Supporting the participation of children with disabilities.
Beyond the Journal: Young Children on the Web.
http://journal.naeyc.org/btj/200311/assistivetechnology.pdf
Faculty Finds
Assistive Technology Curriculum Maps http://www.kirkwood.edu/site/index.php?p=33656
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Inclusion
DEC/NAEYC. (2009). Early childhood inclusion. Chapel Hill: UNC, FPG Child Development Institute.
http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion
Early childhood inclusion embodies the values, policies, and practices that support the right of every infant
and young child and his or her family, regardless of ability, to participate in a broad range of activities and
contexts as full members of families, communities, and society. The desired results of inclusive experiences
for children with and without disabilities and their families include a sense of belonging and membership,
positive social relationships and friendships, and development and learning to reach their full potential. The
defining features of inclusion that can be used to identify high quality early childhood programs and
services are access, participation, and supports
US Department of Health and Human Services/US Department of Education. (2015, September). Policy
statement on inclusion of children with disabilities in early childhood programs.
http://www2.ed.gov/about/inits/ed/earlylearning/inclusion/index.html
Inclusion in early childhood programs refers to including children with disabilities in early childhood
programs, together with their peers without disabilities; holding high expectations and intentionally
promoting participation in all learning and social activities, facilitated by individualized accommodations;
and using evidence-based services and supports to foster their development (cognitive, language,
communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging.
This applies to all young children with disabilities, from those with the mildest disabilities, to those with the
most significant disabilities.
Faculty Finds
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SCRIPT-NC Children with Exceptionalities http://scriptnc.fpg.unc.edu/children-exceptionalities
SAMPLE COURSE CALENDAR Supporting Young Learners of Diverse Abilities
http://scriptnc.fpg.unc.edu/resources/sample-course-calendar-exceptional-children
Bunnett, R. (1995). Friends at school. New York: Star Bright Books.
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/
CONNECT Modules http://community.fpg.unc.edu/connect-modules
Early Childhood Learning and Knowledge Center http://eclkc.ohs.acf.hhs.gov/hslc
Head Start Center on Inclusion http://depts.washington.edu/hscenter/
National Center on Parent, Family and Community Engagement
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family
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National Center on Cultural and Linguistic Responsiveness
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic
 60 minutes from catalog to classroom
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/culturallinguistic/center/60MinutesfromC.htm
 The Importance of Home Language series
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/center/home-language.html
 Strategies for Supporting All Dual Language Learners https://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/cultural-linguistic/docs/dll-strategies.pdf
National Center on Quality Teaching and Learning
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities
 15 Minute In-Services (expansions, asking questions, engaging children in conversations)
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/center/practice/ISS/ISS-library_T.html
 Front Porch series https://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/teaching/center/practice/fp/fpSeries.html
Results Matter video library http://www.cde.state.co.us/resultsmatter/rmvideoseries
Technical Assistance Center on Social Emotional Development for Young Children
http://www.challengingbehavior.org/
Faculty Finds
Heartland Equity and Inclusion Project (HEIP) https://www.heartland.edu/heip/
Kirkwood Community College Heartland Early Childhood Paraeducator Grant https://www.kirkwood.edu/heartland
Preparing Early Childhood Educators for Inclusion http://teachingresearchinstitute.org/projects/pepi
Supporting Change and Reform in Preservice Teaching in North Carolina (SCRIPT-NC) http://scriptnc.fpg.unc.edu/
 Course resources http://scriptnc.fpg.unc.edu/resource-search
 Webinars http://scriptnc.fpg.unc.edu/registration-2015-script-nc-webinar-series
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