Connecting the Smallest
Dots: Resources and
Practices to Support
Each Infant and Toddler
Camille Catlett
I. Three key concepts
All → Each & Every
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education
Policy Analysis Archives 8(1).
Jacob, B. A., Lefgren, L., & Sims, D. (2008). The persistence of teacher-induced learning gains. NBER Working Paper
14065. Washington, DC: National Bureau of Economic Research, Inc.
Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation.
NBER Working Paper No. 14607. Washington, DC: National Bureau of Economic Research, Inc.
Rockoff, J., (2004). The impact of individual teachers on student achievement: Evidence from panel data. American
Economic Review, 94, 247–252.
Rothstein, J. (2010, February). Teacher quality in educational production: tracking, decay, and student achievement.
Quarterly Journal of Economics 125(1), 175-214.
Knowledge Acquisition + Knowledge Application
National Professional Development Center on Inclusion. (2008). What do we mean by professional development in
the early childhood field? Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI_ProfessionalDevelopmentInEC_03-04-08_0.pdf
Research → Evidence-based Practices
Snapshot on Evidence-Based Practice
http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPr
actice_09-2006.pdf
II. An effective teacher
Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago Public High Schools. Journal of
Labor Economics, University of Chicago Press, 25, 95-135.
Jacob, B. A., Lefgren, L., & Sims, D. (2008). The persistence of teacher-induced learning gains. NBER Working Paper 14065.
Washington, DC: National Bureau of Economic Research, Inc.
Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation.
NBER Working Paper No. 14607. Washington, DC: National Bureau of Economic Research, Inc.
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2):
417–58.
Rockoff, J., (2004). The impact of individual teachers on student achievement: Evidence from panel data. American
Economic Review, 94, 247–252.
Developed by Camille Catlett, September 2014 camille.catlett@unc.edu Download this handout at
http://fpg.unc.edu/presentations/connecting-smallest-dots-drawing-resources-and-practices-support-each-infant-and-toddl
1
Become a Skilled Observer and Objective Describer of What You See
Print
Forman, G., & Hall, E. (2005). Wondering with children: The importance of observation in early education. Early
Childhood Research and Practice, 7(2). http://ecrp.uiuc.edu/v7n2/forman.html
Audiovisual
Early Intervention Videos http://www.cde.state.co.us/resultsmatter/RMVideoSeries_EarlyIntervention.htm#top
Monkey Business Illusion https://www.youtube.com/watch?v=IGQmdoK_ZfY
Observing Young Children http://www.easternct.edu/cece/e-clips_observation.html
Pathways Awareness Foundation Motor Development Videos http://www.youtube.com/user/PathwaysAwareness
Results Matter Video Library/Clips for Practicing Observation, Documentation and Assessment Skills
http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm#01
Web
Common Observation Strategies
http://www.heartland.edu/documents/heip/faculty/HandoutCommonObservationStrategies.pdf
Observation Toolkit for Mental Health Consultants http://www.ecmhc.org/observation_toolkit.html
Use Evidence-Based Practices to Improve Quality
Evidence
National Professional Development Center on Inclusion. (2011). Research synthesis points on quality inclusive
practices. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.
http://npdci.fpg.unc.edu/resources/articles/NPDCI-ResearchSynthesisPointsInclusivePractices-2011
Assistive Technology (AT)
AT for Infants/Toddlers http://www.scoe.net/seeds/resources/at/atInfants.html
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
Curriculum Map: Assistive Technology
http://www.kirkwood.edu/pdf/uploaded/1163/ece_103_at_early__childhood__program__curr__outline%5B1%5D.pdf
Using Assistive Technology (AT) to Promote Literacy in Infants and Toddlers
http://tnt.asu.edu/files/Dec2012Newsletter.pdf
Universal Design for Learning (UDL)
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
Bertling, J., Darrah, M., Lyon, D., & Jackson, S. (n.d.) Early childhood building blocks: Universal design for learning in
early childhood inclusive classrooms. http://rec.ohiorc.org/orc_documents/orc/recv2/briefs/pdf/0018.pdf
Building Inclusive Childcare Universal Design for Learning video
http://www.northampton.edu/Early-Childhood-Education/Partnerships/Building-Inclusive-Child-Care.htm
National Center to Improve Practice (NCIP): Early Childhood Guided Tour http://www2.edc.org/NCIP/tour/toc.htm
Embedded Instruction and Other Naturalistic Interventions
CONNECT Module 1: Embedded Interventions http://community.fpg.unc.edu/connect-modules/learners/module-1/
Embedded Learning Opportunities (videos, PowerPoints) http://depts.washington.edu/hscenter/elo
Embedded Instruction for Early Learning http://www.embeddedinstruction.net/
Scaffolding Strategies
Campbell, P. H., Milbourne, S. A., & Kennedy, A. A. (2012). CARA’s kit for toddlers! Baltimore: Brookes.
Center for Early Literacy Infant/Toddler Practice Guides for Practitioners
http://www.earlyliteracylearning.org/pgpracts.php
Center for Early Literacy Infant/Toddler Practice Guides for Families
http://www.earlyliteracylearning.org/pgparents.php
CONNECT Module 1: Embedded Interventions http://community.fpg.unc.edu/connect-modules/learners/module-1/
Developed by Camille Catlett, September 2014 camille.catlett@unc.edu Download this handout at
http://fpg.unc.edu/presentations/connecting-smallest-dots-drawing-resources-and-practices-support-each-infant-and-toddl
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Engage and Partner with Families
Evidence
Encouraging Meaningful Parent/Educator Collaboration: A Recent Review of Literature
http://www.directionservice.org/cadre/pdf/EncouragingMeaningfulCollaborationJULY2011.pdf
Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the
Literature http://www.naeyc.org/files/naeyc/file/research/FamEngage.pdf
Family-Provider Relationships: A Multidisciplinary Review of High Quality Practices and Associations with Family,
Child, and Provider Outcomes
http://www.acf.hhs.gov/programs/opre/cc/childcare_technical/reports/family_provider_multi.pdf
Fostering Parent and Professional Collaboration: Research Brief
https://www.utoledo.edu/education/grants/partnerproject/focus/docs/Parent%20and%20Professional%20Collaboration
%20Research%20Brief%20-%20Final.pdf
Having Their Say: Parents Describe Why and How They are Engaged in Their Children’s Education
http://www.parentinvolvementmatters.org/system_files/library/34.pdf
Print
Asking the Right Questions in the Right Ways: Strategies for Ethnographic Interviewing
http://www.asha.org/Publications/leader/2003/030429/f030429b.htm
School Readiness for Infants and Toddlers? http://www.naeyc.org/yc/article/school-readiness-for-infants-and-toddlers
Supporting Parent and Caregiver Involvement in Early Literacy Practices with Young Children from Diverse
Backgrounds and Abilities
http://depts.washington.edu/hscenter/sites/default/files/01_15m_inclusion_inservice/08_family_
literacy/documents/family_literacy_research_brief.pdf
Audiovisual
CONNECT Module 3: Communication for Collaboration
http://community.fpg.unc.edu/connect-modules/learners/module-3
CONNECT Module 4: Family-Professional Partnerships
http://community.fpg.unc.edu/connect-modules/learners/module-4
Just Being Kids http://www.cde.state.co.us/resultsmatter/RMVideoSeries_JustBeingKids.htm#top
Sharing Documentation with Families
http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm#top
Using Video to Celebrate Progress http://www.cde.state.co.us/resultsmatter/RMVideoSeries_EarlyIntervention.htm#top
Using Video to Share with Family Members
http://www.cde.state.co.us/resultsmatter/RMVideoSeries_EarlyIntervention.htm#top
Web
CSEFEL Family Tools http://csefel.vanderbilt.edu/resources/family.html
CSEFEL Parent Training Modules http://csefel.vanderbilt.edu/resources/training_parent.html
National Center on Parent, Family & Community Engagement http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family
Preparing Educators to Engage Families
http://www.hfrp.org/publications-resources/browse-our-publications/teaching-the-teachers-preparing-educators-toengage-families-for-student-achievement
Protective Factors Framework http://www.cssp.org/reform/strengthening-families/the-basics/protective-factors
TACSEI Backpack Connection Series http://www.challengingbehavior.org/communities/families.htm
Developed by Camille Catlett, September 2014 camille.catlett@unc.edu Download this handout at
http://fpg.unc.edu/presentations/connecting-smallest-dots-drawing-resources-and-practices-support-each-infant-and-toddl
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Support Culturally and Linguistically Respectful and Responsive Practices
Evidence
Division for Early Childhood. (2010). Responsiveness to ALL children, families, and professionals: Integrating cultural
and linguistic diversity into policy and practice. Los Angeles, CA: Author.
http://dec.membershipsoftware.org/files/Position%20Statement%20and%20Papers/Position%20Statement_Cultural%20a
nd%20Linguistic%20Diversity.pdf
National Association for the Education of Young Children. (2009). Where we stand on responding to linguistic and
cultural diversity: Recommendations for effective early childhood education. Washington, DE: Author.
http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
Print
(2008). Dual language learners in early care and education settings. Zero to Three, 29(2), 52-53.
http://main.zerotothree.org/site/DocServer/Dual_Language_Learners.pdf
Early Dual Language Learning http://main.zerotothree.org/site/DocServer/29-1_Genesee.pdf
Early Identification of Culturally and Linguistically Diverse Children (aged 0-5)
http://www.nectac.org/~pdfs/pubs/earlyidmini.pdf
Maschinot, B. (2008).The changing face of the United States: The influence of culture on early child development.
Washington, DC: ZERO TO THREE. http://main.zerotothree.org/site/DocServer/Culture_book.pdf?docID=6921
AudioVisual
Gonzalez-Mena, J. (1996). Diversity: Contrasting perspectives. Crystal Lake, IL: Magna Systems.
http://learningseed.vidcaster.com/j7Dj/diversity-contrasting-perspectives/
Play & Motor Development: A Multicultural Perspective http://www.youtube.com/watch?v=ly6AxV1TVe8
Web
Building Cultural Connections: Curriculum and Trainer’s Guide
http://www.dhs.state.mn.us/main/groups/business_partners/documents/pub/dhs16_157281~2.pdf
Colorín Colorado http://www.colorincolorado.org/
Cultural Competency: What It Is and Why It Matters http://www.californiatomorrow.org/media/ccompetecy.pdf
Cultural Influences on Early Language and Literacy Teaching Practices
http://main.zerotothree.org/site/DocServer/ZTT27-1_Parlakian.pdf?docID=11661
Linguistically and Culturally Relevant Early Childhood Environments
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/culturallinguistic/Dual%20Language%20Learners/ecd/supportive_environments/Linguisticallyan.htm
Multicultural Principles for Head Start Programs
http://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/ECLKC_Bookstore/PDFs/Revisiting%20Multicultural%20Principles%20for
%20Head%20Start_English.pdf
National Center for Children in Poverty http://www.nccp.org/
National Center on Cultural and Linguistic Responsiveness
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic
Reaching All Children: Understanding Early Care and Education Participation Among Immigrant Families
http://www.clasp.org/publications/child_care_immigrant.pdf
Strategies for Supporting All Dual Language Learners
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/dll-strategies.pdf
Supporting Parent and Caregiver Involvement in Early Literacy Practices with Young Children from Diverse
Backgrounds and Abilities http://depts.washington.edu/hscenter/family-literacy-1
Overall Resources
Baby Talk / Natural Resources
CONNECT Modules http://community.fpg.unc.edu/
SCRIPT-NC http://scriptnc.fpg.unc.edu/
Developed by Camille Catlett, September 2014 camille.catlett@unc.edu Download this handout at
http://fpg.unc.edu/presentations/connecting-smallest-dots-drawing-resources-and-practices-support-each-infant-and-toddl
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Checklist of Effective Partnerships with Families
Did You See It?
What Should You See?
YES
NO
Enhanced Communication
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Asking families open-ended questions about the people, places, and activities that are
important to them
Listening to families’ perspectives without sharing your own opinions first
Learning about how families prefer to communicate (e.g., phone, email, in person)
Using an interpreter to support interactions with family members who speak another
language
Learning and using key words and phrases in the languages of the children
Seeking families’ input on topics when there are differences that need to be openly
addressed
Being persistent about communicating with each family, even when they have not been
responsive thus far
Demonstrating how disagreements or differences of opinion do not interfere with your
commitment to the family and child
High Expectations
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Asking families what they see as their child’s strengths
Focusing on the child’s strengths and not just the child’s needs
Asking families about goals for their child
Involving families in all decisions about their child
Celebrating with families as children meet new milestones
Respect
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Asking families what is important to know about their culture, language(s), celebrations,
and customs and showing genuine interest
Listening to families with particular attention to insights and information about cultural
and linguistic preferences and priorities
Asking how you should address members of the family
Asking families how they have been involved in their child’s program in the past and
how they would like to be involved in the future
Reflecting the cultures and languages of families in each classroom or program
Commitment
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Holding meetings at times and places suited to the families’ needs and availability
whenever possible
Reflecting the cultures, language(s), celebrations, customs and values of the families in
environments, interactions, and curriculum
Discussing ways to find options that are responsive to families’ cultural values
Developing and using a process for regularly soliciting and implementing input from
families to inform program decisions
Adapted from: CONNECT Module 4; Teaching at the Beginning: Partnering with Parents
http://teachatb.org/partneringwithparents/; Language Castle http://www.languagecastle.com/2014/09/fast-5gamechangers-really-get-parents-dlls-engage/; NCLR Core Qualities for Successful Early Childhood Education Programs
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