Training Guides for the Head Start Learning Community:
Individualizing: A Plan for Success
| Contents
| Preface
| Introduction
| Module 1
| Module 2
| Module 3
| Module 4 | |
Resources
The works cited below have influenced the field's understanding of the individualizing cycle and provide the philosophical underpinnings of many of the activities in this guide. It is recommended that the trainer be familiar with their basic contents and recommend them to participants who need further information.
- Anderson, Maria, and Paula F. Goldberg for the National Early Childhood Technical Assistance System (NEC*TAS), Chapel Hill, N.C. Cultural Competence in Screening and Assessment: Implications for Young Children with Special Needs Ages Birth through Five. Minneapolis, Minn.: Parent Advocacy Coalition for Educational Rights (PACER) Center, 1991.
This technical assistance paper is the fourth in a series on cultural diversity. It defines cultural competence and shows its impact during screening, evaluation, and service delivery through five examples. The paper ends with strategies for policy makers, parents, and professionals; questions related to the selection of instruments; and a comprehensive list of resources.
- Beaty, Janice J. Observing the Development of the Young Child. Columbus, Ohio: Charles E. Merrill Publishing, 1986, revised 1990.
The author discusses six aspects of development-social, emotional, physical, cognitive, language, and creative-and describes the related characteristics of children ages two through six. A checklist of children's skills lists specific behaviors in each area.
- Bredekamp, Sue, editor. Reaching Potentials: Appropriate Curriculum and Assessment for Young Children. Washington, D.C.: National Association for the Education of Young Children, 1992.
This volume presents the curriculum and assessment guidelines of the National Association for the Education of Young Children and discusses how to use recommended guidelines for screening and assessment and for curriculum planning. It describes strategies for reaching the potentials of children with special needs, minority children, and linguistically diverse children.
- Bredekamp, Sue, and Carol Copple, editors. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8: Revised Edition. Washington, D.C.: National Association for the Education of Young Children, 1997.
This volume defines appropriate and inappropriate practice in settings for children from infancy through the primary grades. It discusses professional consensus about the characteristics of quality care and education that support the development of each child's full potential.
- Derman-Sparks, Louise, and the A.B.C. Task Force. Anti-Bias Curriculum: Tools for Empowering Young Children, 3rd edition. Washington, D.C.: National Association for the Education of Young Children, 1989.
This resource, based on the findings of a task force of early childhood educators, helps adults understand how biases are unintentionally passed on to young children. It includes strategies for reducing, addressing, and eliminating biases in early childhood settings.
- Gage, Jim, and Susan Workman. "Creating Family Support Systems: in Head Start and Beyond." Young Children 49 (November 1994): 74-77.
This article describes the use of the Family Strengths Model in Head Start programs. This model offers an approach that is sensitive to each family member and based on a trusting relationship between the family and Head Start staff.
- Gonzalez-Mena, Janet. "Taking a Culturally Sensitive Approach in Infant-Toddler Programs." Young Children 47 (January 1992): 4-11.
This article presents an approach to respecting each family's culture while sharing the care of their very young child. The author's suggestions could be adapted for working with families whose children are preschoolers.
- Gonzalez-Mena, Janet, and Dianne Eyer Widmeyer. Infants, Toddlers, and Caregivers. Palo Alto, Calif.: Mayfield Publishing, 1989.
This book highlights the importance of relationships between adults and infants and toddlers. An appendix demonstrates how the physical and social environment that adults provide contributes to children's development in the four domains.
- Grace, Cathy, and Elizabeth F. Shores. The Portfolio and Its Use: Developmentally Appropriate Assessment of Young Children. Little Rock, Ark.: Southern Association on Children under Six, 1992.
This book discusses why portfolios are a developmentally appropriate method for assessing young children's progress. It defines the contents of a typical portfolio and explains how portfolios can be used for evaluation and for communication with families.
- Hills, Tynette W., Lawrence J. Schweinhart, Samuel J. Meisels, John R. Bergmam, and Jason K. Feld. "Assessing Learning in Preschool and Primary Programs." Young Children 48 (July 1993): 20-47.
This issue of Young Children includes four articles about assessment and its connection to planning an appropriate curriculum for young children. Each author discusses a different aspect of the topic.
- Lee, Fong Yun. "Asian Parents as Partners." Young Children 50 (March 1995): 4-9.
The author presents ideas and methods of working with Asian parents. The article is based on interviews with forty Asian parents, representing five Asian groups.
- Mallory, Bruce L., and Rebecca S. New, editors. Diversity and Developmentally Appropriate Practices: Challenges for Early Child-hood Education. New York: Teacher's College Press, 1994.
This book expands the current definition of developmentally appropriate practices to address the needs of young children with cultural and developmental differences. Contributors include Barbara T. Bowman, Carol Brunson Phillips, Douglas R. Powell, and Samuel J. Meisels.
- McCormick, Linda, and Stephanie Feeney. "Modifying and Expanding Activities for Children with Disabilities." Young Children 50 (May 1995): 10-18.
This articles outlines strategies for modifying and expanding curriculum activities so that they are individually appropriate for children with disabilities.
- Meisels, Samuel J., and S. Atkins-Burnett. Developmental Screening in Early Childhood: A Guide, 4th edition. Washington, D.C.: National Association for the Education of Young Children, 1994.
This book is a guide to selecting an appropriate screening instrument. It includes sample forms and the National Association for the Education of Young Children position statement on standardized testing.
- Phillips, Carol Brunson, editor. Essentials for Child Development Associates Working with Young Children. Washington, D.C.: Council for Early Childhood Professional Recognition, 1991.
This book has eight units based on the Child Development Associates Competency Standards. It contains information about what defines competent teachers of young children. It discusses the early childhood profession, stages of child development, and preparation for assessment as a child development associate. The book contains NAEYC's Statement of Commitment and the Code of Ethical Conduct, as well as a list of members and resource information.
- Stone, Jeannette Galambos. Teacher-Parent Relationships. Washington, D.C.: National Association for the Education of Young Children, 1987.
This book offers useful strategies for building relationships between child development program staff and families. The author describes how the relationship begins at enrollment and grows and changes during the child's period of participation. The author discusses how to handle common problems in ways that are acceptable to both staff and families.
- Wolery, Mark, and Jan S. Wilbers, editors. Including Children with Special Needs in Early Childhood Programs. Washington, D.C.: National Association for the Education of Young Children, 1994.
Each chapter in this book presents a different aspect of the issues and practices involved in including children with special needs in a child development program. Topics include working with families, assessments, environments, teaching strategies, and transitions.
- Wolverton, E. Dollie, and Michele A. Plutro. "An Introduction to Developmental Screening in the Education Component." National Head Start Bulletin 43 (January/February 1993): 4, 13.
This article provides suggestions for child-centered screening and ongoing assessment that allow staff to focus on the child's individual abilities in relation to the sequence of development. The approach outlined is effective with preschoolers.
- York, Stacy. Roots and Wings: Affirming Culture in Early Childhood Programs. St. Paul, Minn.: Redleaf Press, 1991.
This resource includes practical suggestions for implementing multi-cultural education. The author defines a conceptual framework for multicultural education and shows how it is tied to quality early childhood programming. She describes the stages children pass through as they become aware of differences and develop prejudices and discusses the effects of prejudice on young children from diverse cultures.
- Head Start Publications
The following publications are available at no cost to all Head Start programs. Look for them in your program or center library. If your program does not have these resources, ask your Head Start director to mail or fax a written request to the Head Start Publications Center. Be sure to include the Head Start grant number. Catalogs and order forms are available from:
Head Start Publications Center
P.O. Box 26417
Alexandria, VA 22313-0417
Fax: 703-683-5769 - As I Am (1992)
This curriculum and resource book encourages children's mental health. Suggested activities and experiences promote each child's self-awareness and growth toward independence.
- Head Start Home Visitor Handbook (1992)
This handbook offers guidance for implementing an individualized home-based program for Head Start children and families.
- Head Start Training Guides
The National Training Contracts have produced a series of skill-based training guides. The Introduction of Individualizing: A Plan for Success mentions several Head Start guides that support its training activities.
- Individualizing in Head Start and Curriculum in Head Start, A User's Guide to the Videotape Individualizing in Head Start and Curriculum in Head Start
The videotape, which provides both programs on a single cassette, and the accompanying guide depict families and staff getting to know individual children. It also includes ways for planning appropriate activities that respond to each child's unique characteristics.
- Responding to Children under Stress: A Skill-Based Training Guide for Classroom Teams (1994)
This staff development program provides trainer and participant materials for eight workshops that focus on a team approach to supporting children and families in environments with multiple stressors. The program suggests practical, individualized strategies staff can adapt to address individual circumstances.
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