1
Guide to Promoting Inclusion
in Early Care and Education
A Section of the User’s Guide
to the Growing Together Portfolio
Delaware Health and Social Services
Birth to Three Early Intervention System
2
Information,
recommendations,
and suggestions
found in this material
are to be used at
the discretion of the
reader. This material
is not intended as
a replacement for
Baby’s doctor.
This material has been prepared for the Delaware Health and Social Services by the
University of Delaware’s Cooperative Extension through a grant under the Individuals
with Disabilities Education Act. This project is conducted through the collaboration of
Deborah J. Amsden, CFCS; project coordinator; Joan Schoch, researcher, Dr. Patricia
Nelson, Family and Child Development Specialist, editor; and Rosanne Griff-Cabelli,
Administrator, Birth to Three Program Early Intervention System.
This document can be downloaded from the Birth to Three website at
http://www.dhss.delaware.gov/dhss/dms/epqc/birth3/directry.html.
Advisory Committee
and Reviewers
Members of the Interagency Coordinating Council’s Building
Capacity For Natural Environments Committee (BCNE)
Evelyn Keating
Family & Workplace Connection,
Co-Chairperson
Janet Cornwell
Delaware Early Childhood
Center, Co-Chairperson
Rosanne Griff-Cabelli
Department of Health and Social
Services, Division of Management
Services/ Birth to Three
Early Intervention System, staff
Janet Carter
Department of Education,
Delaware Early Care and
Education Office
Samtra Devard
Delaware New Scripts, parent
Jennifer Donahue-Sawchenko
Department of Health and Social
Services, Division of Management
Services/ Birth to Three
Early Intervention System
Norma Everett
Department of Health and Social
Services/Division of Public
Health
Carmen Gallagher
Parents as Teachers, Kent County
Pam Harper
Children’s Secret Garden
Sarah Jagielski
Children’s Secret Garden
Michelle Lamers
Delaware New Scripts, parent
Jim Lesko
Department of Education,
Exceptional Children and
Early Childhood
Connie Moran
Department of Education,
Parents as Teachers and Early
Childhood Assistance Programs
Teresa Printz
Department of Health and
Social Services / Division
of Social Services, Child Care,
Employment and Training
Pam Reuther
Easter Seals of Delaware and
Maryland’s Eastern Shore
Al Rose
Developmental Disabilities
Council
Karen Rucker
University of Delaware,
Early Learning Center
Carol Ann Schumann
Department of Health and
Social Services, Division
of Management Services/
Birth to Three Early Intervention
System
Anna Scovell
Parents as Teachers,
Sussex County
Laurie Smith
Department of Health and
Social Services/Division of
Public Health/Child Development
Watch, Northern Health Services
Kristin Wilson
Department of Health and Social
Services/Division of Public
Health/Child Development Watch
Southern Health Services
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Early Care and Education Providers:
High quality early care and education benefits all children. In Delaware, there are many children
with disabilities who could benefit from a quality experience in an early care and education program.
This guide has been developed to help early care and education providers include more children
with disabilities in their groups. The guide has:
• Information about including children with disabilities in an early care and education
program.
• Suggestions for activities for all children which help children with specific disabilities
grow and learn
• Questions to ask a family when interviewing them for enrollment in an early care and
education program.
• Suggestions of ways to share information with families
• Ways to help support the social and emotional development of children and strategies to
promote positive behavior
• List of agencies that can provide information and answer general questions about
including children with disabilities
• List of useful websites, books, and other resources that have information about including
children with disabilities in early care and education programs
Everyone benefits when children with disabilities are included in all the activities of a community,
including early care and education programs. I hope you find this guide helpful in your very
important work with Delaware’s young children during their critical early years of development.
Yours,
Rosanne Griff-Cabelli, Part C Coordinator
Birth to Three Early Intervention System,
Division of Management Services,
DE Delaware Health and Social Services
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Table of Contents
Inclusive Early Care and Education ............................................... 7
Suggestions for Activities to Support Children’s Needs ................... 9
Speech Delays ....................................................................... 9
Developmental Delays .......................................................... 10
Hearing Loss ....................................................................... 10
Visual Impairments .............................................................. 11
Physical Disabilities .............................................................. 11
Social and/or Behavioral Issues ............................................ 12
Resources ............................................................................ 13
Interviewing a Family ................................................................ 18
Information about Daily Activities ............................................... 20
Teaching Children to Behave Appropriately ................................. 21
Supporting Appropriate Behavior ......................................... 21
Resources ............................................................................ 23
Sources of Support .................................................................... 25
Finding More Information ......................................................... 26
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All children are unique.
Children with disabilities are different from one another.
Each disability has a different impact on a child’s abilities.
Children may have the same disability to different degrees.
Within early care and education programs,
children are to be encouraged to develop their abilities.
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Inclusive Early Care
and Education
Inclusive early care and education is…
…where children of all abilities and backgrounds live, learn and
play together
…where all children can participate in all daily activities because
the activities and routines are planned to meet the needs of each
child
…where each child’s individual strengths and needs are valued
What does inclusive early care and education
look like?
Inclusion is:
• Children with different abilities, interests or backgrounds playing
and learning together
• Every child is involved in all daily activities
• Materials or activities are adapted to meet different needs
of children
• Activities are based on children’s interests, building on and
repeating their successes to increase good feelings about themselves
• Needs of the children are the basis for the daily plans and schedules
Who benefits from inclusion and inclusive early care
and education?
You, the early childhood professional:
• Inclusion increases your experiences and skills to benefit all
children
• Inclusion is rewarding. You are able to see all children learn and
grow together
Other children in your care:
• Inclusion helps children discover that all children are more alike
than different
• Inclusion builds children’s self-esteem
• Inclusion allows children to learn from each other
• Inclusion helps children see the strengths and abilities of each
unique friend
Children with a disability:
• Inclusion increases children’s opportunities to play and talk
together
• Inclusion creates opportunities for friendships among children
• Inclusion builds children’s self-esteem
Training is available to
help providers serve children
with special needs.
Contact The Family &
Workplace Connection for
a list of upcoming training
sessions.
New Castle: 302-479-1679
Kent: 302-672-0506
Sussex: 302-855-1649
Toll-free: 800-671-0050
www.familyandworkplace.org
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Families:
• Inclusion connects families to other families and resources in
their community
• Inclusion increases families’ participation in the community
Community:
• Inclusion increases the sharing of resources from various agencies,
benefiting all children
• Inclusive early care and education sends a message to the community
that all children are valued and welcomed
Successfully including children with special needs in early childhood
programs with typically developing children depends on:
• teachers who believe that all children have the potential to
learn. A positive attitude helping all children grow and develop
is important.
• teachers who know and understand child development.
Understanding that children learn skills in a particular order will
help the early care and education provider and educator set realistic
expectations for a child’s skill development. As an example,
a child needs to practice standing before the child can practice
walking. A child with special needs may need to have a skill
divided into smaller steps before the skill can be mastered.
• teachers who realize that the child with special needs is more
like children than different. While there are some exceptions,
many two-year-olds with special needs have the same challenges
of being two that all children face. Where and when possible,
setting similar expectations for the children will help them to be
accepted by children.
• teachers who encourage a child to be independent. Children
like to do things on their own. There is a tendency to “over” help
children with special needs. Yet, it is better for development of
these children, to encourage them to do whatever they can for
themselves.
• having a physical environment that meets the needs of the
child. In most cases, the environment of the area may not need to
be changed at all. Compare your space with the needs of the child.
• planning activities that all children can do. It is possible to
plan activities, snacks, meals, and programs that are appropriate
for all children.
• a willingness of the teachers to work with the family and
other professionals who may be providing support services to
the child. While in an early care and education program, a child
with special needs may receive additional therapy from a specialist.
Communication with those providing the support helps to
coordinate the experience of the child.
Adapted from A Place For Me: Including Children With Special Needs in Early
Care and Education Settings by Phyllis A. Chandler: National Association for the
Education of Young Children, Washington, D.C., 1994.
Inclusive Early Care
and Education
9
An inclusive early care and education program plans activities and
routines so that all children can participate.
Some activities may need to be adapted or changed for children
of different abilities or stages of development. When you observe
children being successful, repeat the activity or plan similar activities
to let children practice their skills. Success builds on success.
Adjust routines to meet the needs of children with special needs, as
well as for all of the children.
Suggestions for activities to support children’s
varying needs
To support children with speech delays
• Talk while you are doing activities – providing simple words:
– Talk to yourself, describing what you are doing
– As a child is doing a task, talk about the steps the child is using
to do the task
– Copy the sounds, actions, or gestures made by the child
– Repeat what the child says
• Take advantage of natural opportunities or events that occur
without planning
– Talk with children while going through tasks during the day
• Create situations where a child needs to communicate, as
examples, forget silverware for a meal; place objects out of reach
and ask the children to get the objects
• Create situations that would encourage a child to talk; as examples,
offer a new toy, a new learning center, or a new poster
• Count a set of objects together, out loud, and name the objects
• Give simple directions – start with one step at a time
Activity ideas helping children to develop speech skills:
– Sing
– Read to the group
– Use rhymes – pausing before saying a word to let the children
shout it out
– Repeat sounds in a game-like fashion, imitating each other
– Play “What’s this?” with pictures
– Use picture cards
– “Feed the dog” by pretending to feed a stuffed animal picture
cards of the alphabet, numbers, colors, pictures of common
objects
– Do simple puzzles – supply words for colors, shapes, direction
– Plan time each day for each child to talk with you and with
other children
– Plan for “show and tell” – at first, a child may just nod, “yes”
or “no” to statements you provide. As a child feels more comfortable,
they will start to add words
– Let other children ask questions about the “show and tell” item
Inclusive Early Care
and Education
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To support children with developmental delays
• Follow routines
• Be consistent, do the same routine every day
• Tell child one direction at a time
• Plan new activities for a short amount of time and gradually
increase the time spent on the activity each day
• Practice skills over and over
• Limit choices to avoid confusion
• Give information in a variety of ways – speech, gestures,
pictures
• Use activities that involve the interests of the children;
for example, dinosaurs, cars, sports
Activity ideas helping children develop their skills:
– Develop any type of obstacle course to encourage crawling,
pedaling
– Scavenger hunt for items with characteristics such as plastic
eggs to hunt for colors or objects to hunt for shapes
– Give small food pieces like cereal to pick up with fingers
– Sort and make patterns with colored blocks, beads
– Prepare food or snacks – naming food items; counting and
measuring; physically mixing, rolling, and stirring during the
food preparation
– Create areas within the program for children to pretend such as
grocery store, doctor’s office, restaurant, beach, or farm. These
theme areas allow children to interact at all different levels
To support children with hearing loss
• Speak or gesture directly to the child
• Wait for children to watch you. This indicates they are ready to
pay attention
• Eliminate background noises that may be distracting
• Help children use simple signs that the entire group can practice
at circle time
Activity ideas helping children who have hearing loss:
– Use simple music activities – shaking rattles to music or
rhythm
– Play matching games – taking time to identify the picture and
look at it
– Exercise with picture directions or video
– Cook with picture cards
– Sing songs with actions such as “If you’re happy” and
“Hokey Pokey”
– Everyone learn simple signs to use at mealtime or snack time
– Have children use picture cards to express what they want
Inclusive Early Care
and Education
11
To support children with visual impairment
• Be aware of lighting – make sure the rooms are well lit
• Arrange furniture to have clear, uncluttered pathways
• Talk, describing what everyone is doing during an activity
• Use many descriptive words rather than vague words
• Use more words to replace gestures or body language
• Use clear visual images – dark solid lines for cutting
Activity ideas helping children who have visual impairments:
– Play games involving the senses of touch, smell, taste
– Velcro® laminated parts of body, animals on board or mat
– Toss balls
– Put shapes into shape box
– Make up stories during circle time; using their imagination –
each child adds a sentence
– Play “Copy Cat” – stacking blocks in different patterns
To support children with physical disabilities
• Make sure the furniture arrangement can adjust for special equipment
• Adapt activities so that all children can participate
Activity ideas helping children who have physical disabilities:
– Blow bubbles
– Use puzzles with knobs on them
– Put shapes into shape boxes
– Animal walk
– Scarf dance to music
– Play “Hot Potato” – sitting or standing
– Play “I Spy”
– Use group exercises – Use a “Follow the leader” approach.
Consider playing “Follow the leader” in different positions—
lying, standing, sitting—so that all can participate
– Toss bean bags
– Prepare food – Consider cooking at a table rather than standing
at a counter
– Play obstacle course – Set up the course in a way that all
children can participate, perhaps having children crawl on the
floor or using “wheeled” transportation
– Do art projects – Create group murals or collages while laying
on the floor or sitting at a table
– Lace cardboard cards
– Use Velcro® wall boards that children can access either standing
or sitting
– Bowl with plastic water bottles as pins
Inclusive Early Care
and Education
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To support children with social and/or behavior issues
• Use routine, consistency and structure to offer comfort and
predictability
• Promote positive behavior; model appropriate behavior
• Use activities appropriate for age or ability
• Provide safe, risk-free environment for children to try new
activities without feeling that they might fail. Focus on their
willingness to try something new
• Watch for frustration, talk through possible ways to solve
problems
• Do new activities or teach a new skill when children are rested
or relaxed
• Balance physically demanding activities with less active or quiet
activities, as an example, plan a quiet activity before nap time
• Remember that some children may need to “watch” before
participating
Activity ideas for helping children with social and/or
behavioral issues:
– Have a “Show and Tell” during circle time
– Use play dough
– Make individual or group collage
– Have a music center
– Play marching band with simple homemade instruments
– Follow the leader through obstacle course using a variety of
movements such as crawling, slithering, or walking
– Play game of “Red Light/Green Light” or “Go/Stop”
Inclusive Early Care
and Education
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Resources for more information about activities to
support children’s development
Internet resources on inclusion:
http://www.dhss.delaware.gov/dhss/dph/chca/
dphearlychildprofessional.html
Delaware site for assisting early childhood professionals with
promoting the health and safety of young children.
http://www.ccplus.org/BackIssues.html
Back issues of Child Care Plus + - a newsletter with many topics
related to inclusion. Can be downloaded free from the Center on
Inclusion in Early Childhood from the University of Montana
http://www.circleofinclusion.org
Practical site for information on inclusive programs, methods
and practices with interactive lessons, forms and other materials
that can be downloaded for your use.
http://www.supportforfamilies.org
This site offers general information on inclusion, tips and links to
other resources. Click on Partnerships, then on CCICP –
Child Care Inclusion Challenge Project.
http://www.ucsfchildcarehealth.org
Site provides forms and fact sheets that can be downloaded.
Click on Publications and resources.
http://www.bridges4kids.org
Site provides many good links for child care teachers and parents.
Click on Early Childhood. Information on developmental
delays and challenging behavior can be downloaded.
http://www.kidshealth.org
Site provides doctor approved health information about children.
Click on Parents Site for information on growth and development,
behavior and positive parenting.
http://www.nectac.org/inclusion/research/research.asp#conditions
Click on Quick Links to Topics (on the bottom left side of the
page) for information on Inclusion and Special Needs
Other internet resources of tips and activities:
http://www.zerotothree.org
This user friendly site provides early childhood professionals
information and resources about child development from birth
through age three.
http://researchtopractice.info/productSolutions.php
Free download of toolkits – easy to use resources that are practice
guides that give activity suggestions and ways to identify if solutions
are working.
Inclusive Early Care
and Education
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http://www.supportforfamilies.org
Click on Resources on the left; then on Internet Resources for Families
of Children with Disabilities.
Click on Partnerships on the left, then under Child Care Inclusion
Challenge Project click the CCICP website, then click Inclusion,
then Tips.
Click on Partnerships on the left, then links.
http://www.parenttoparentofga.org/roadmap/library
State of Georgia’s web site with articles, suggested books and
web sites.
http://facts.crc.uiuc.edu/facts3/facts3.html
This site offers strategies to promote communication and
methods to offer praise and encouragement. Practical ideas and
actual situations are described.
http://www.rif.org
Reading is Fundamental site. Book lists and activity suggestions.
Books on Inclusion:
– An Activity-Based Approach to Early Intervention
by Diane Bricker with Kristie Pretti-Frontczak, Ph.D, and
Natalya McComas, MS., Paul H. Brookes Publishing Co., Baltimore
2004.
Includes forms, discussion of specific disabilities and activities.
– Integrated Child Care Meeting the Challenge by Mulligan,
Green, Morris, McMurray, Kiffelson-Aldred. San Antonio, TX.
Communication Skill Builders, Division of The Psychology
Corporation. 1992.
This manual is an easy to use guide on the “how-to’s” of managing
an inclusive child care setting.
– Consultation in Early Childhood Settings by V. Buysse. Paul H.
Brookes Publishing Co., Baltimore 2005.
Book on how child care professional can use expertise of others
in various areas of inclusive education.
– DEC Recommended Practices Guidance for Parents and
Professionals by Susan Sandall, Mary E McLean and Barbara J.
Smith. 2000. www.dec-sped.org
Learning environments and problem solving.
– Blended Practices for Teaching Young Children in Inclusive
Settings by Grisham-Brown J., Hemmeter, M.L., & Pretti-
Frontczak, K., Paul H. Brookes Publishing Co., Baltimore 2005.
Book for child care teachers encouraging blending special and
general education so that all children have positive outcomes.
– Including the Special Needs Child by Grace Bickert.
Incentive Publications, Inc., Nashville, Tennessee 2002.
Activities and recipes for sensory projects.
Inclusive Early Care
and Education
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– The Inclusive Early Childhood Classroom by Patti Gould and
Joyce Sullivan. Gryphon House, Beltsville, Maryland 1999.
Practical checklists and activity suggestions .
– The Inclusive Learning Center Book by Christy Isbell and
Rebecca Isbell, Gryphon House, Beltsville, Maryland 2005.
Activities and centers with adaptations for specific disabilities.
– Kids With Special Needs by Veronica Getskow and Dee Konczal,
The Learning Works, Inc., Huntington Beach, California 1996.
Activities and information on specific disabilities.
– The Mainstreaming Handbook: How to Be an Advocate for Your
Special Needs Students by Deborah Coughlin. 2000.
www.Heinemann.com
For child care professionals - how to make adjustments in order
to accommodate various needs in your child care facility.
– Preschool Inclusion by Claire Cavallaro and Michele Haney,
Baltimore, MD 1999. www.brookespublishing.com
Activity planning, positive behavior support, photocopiable
forms and case studies. Also includes suggestions for family
involvement information.
– Widening the Circle: Including Children with Disabilities in
Preschool Programs. Odom, S.L. Teachers College Press,
New York 2002.
Discusses influences on inclusive education settings.
– Young Exceptional Children Monograph Series No. 2 Natural
Environments and Inclusion by Sandall and Ostrosky. 2000.
www.dec-sped.org
Ways to use natural settings to promote inclusion.
– Nobody’s Perfect: Living and Growing with Children Who Have
Special Needs by Nancy Miller Brookes Publishing Company,
1994. Available in every library in Delaware.
Book for parents and caregivers giving a practical perspective on
adapting to an inclusive setting.
Books for Children
– Let’s Talk About It: Extraordinary Friends by Fred Rogers.
Penguin Putnam, Inc., New York, NY 2000.
A book by Fred Rogers for children without special needs;
addressing questions and issues about individual differences.
– Susan Laughs by Jeanne Willis. Henry Holt and Company New
York NY. 2000
Children’s story about a day in Susan’s life that is very typical
of all children until the ending where you see Susan in a
wheelchair.
Inclusive Early Care
and Education
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– Different Just Like Me by Lori Mitchell. Charlesbridge
Publishing, Watertown, MA 2001.
Children’s story about how alike and how different people and
flowers can be.
– Mama Zooms by Jane Cowen-Fletcher. Scholastic Press, Inc.,
Jefferson City, MO 1996.
Children’s story about child sitting on mom’s lap in wheelchair
and going places.
– Friends in the Park by Rochelle Bunnett. Checkerboard Press,
Inc., New York, NY 1993.
Children’s story about a group of children (some with disabilities)
spending a day together in the park.
Videos:
– ABC’s of Inclusive Child Care. Texas Planning Council for
Developmental Disabilities. Dependent Care Management
Group, Austin, TX 1993.
Discusses apprehensions and shows peer acceptance of
inclusion. Follows three actual situations.
– Activity-Based Intervention (video) and An Activity-Based
Approach to Early Intervention (book) by Bricker and Cripe.
Brookes Publishing Co, Inc., Baltimore, Maryland 1991.
Video gives tips on skill development, routines, planned activities
and learning through natural consequences and reinforcers.
– DEC Recommended Practices Video. Mary Louise Hemmeter,
PhD, Gail E. Joseph, PhD, Barbara J. Smith, PhD, Susan
Sandall, PhD., www.sopriswest.com
Video covers elements of the environment, positive reinforcement,
systematic use of prompts and peer mediated interventions.
– Early Intervention: Natural Environments. Indiana’s Child Care
Collection #168.
Shows environments benefiting typically developing peers with
special needs children.
– Parents as Teaching Partners. Educational Activities, Inc., 2004.
A video that helps parents teach through play to help children
develop language and pre-reading skills. This is appropriate for
all parents.
– Quality Family Child Care. Indiana Steps Ahead: The Child Care
Collection. #103
Child care providers and parents discuss factors that create quality
inclusive settings.
– Tikes Series One. Learner Managed Designs, Inc.
Developing Together, Coping Together, Planning Together
– Tikes Series Three, Learner Managed Designs, Inc.
Inclusive Early Care
and Education
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Playing Together, Cooperating Together
– Welcoming All Children: Creating Inclusive Childcare.
Bloomington, IN 2004, http://www.iidc.indiana.edu
Available in English and Spanish. Video and booklet available
on implementing inclusion and creative ways to meet the needs
of each unique child.
– The Inclusion Series. Comforty Media Concepts, 2004.
Comforty@comforty.com
Training videos that model real situations at home, school
and play.
– Emma’s Gifts Endless Horizon Productions, Charlotte, NC 2004.
Video about children with special needs, early intervention and
creating an inclusive setting.
– Can I Play, Too. Chapel Hill NC:FPG Child Development Institute,
UNC-CH 1993.
Video demonstrating inclusion in child care programs from three
views – parent, provider and an overall overview.
– Just Being Kids. Western Media Products, Denver, CO 2001.
Video demonstrates support for special needs children in “natural
environments” – everyday routines and activities. A facilitator’s
guide is available to accompany the video.
Resources:
• Early Care and Education Resource Centers through
The Family & Workplace Connection – each county
• Parent Information Center of Delaware, Inc.
• Child Development Watch – Family Resource Rooms and
Family Forums
• Local Libraries carry Grow With Books collection
Inclusive Early Care
and Education
18
It is likely that the first meeting you, as an early childhood
professional, will have with a child and their parents will be
the interview or intake session.
It is important to try to hold this meeting when you have a block of
time when you can ask questions, answer questions and tour your
center without interruption.
It is helpful to have information about children and their families
before you start to care for them. Below are some questions to
provide you with information to be the best teacher you can be
for this child.
To prepare families, you may want to send the questions to the
family before you meet so they will have a chance to think about
their answers and maybe bring in some information to help you.
Learning about a new child is a first step in forming a good
working relationship with the parents and child.
About the Child
• What would you like me to know about your child?
– Favorite activities
– Favorite toys, games, books
– Favorite foods
– Pets
About the Child’s Routines
• What is your child’s daily routine?
• How does your child get along with other children?
• What is the best way of handling these situations with
your child?
– When your child gets fussy?
– When it is time to take a nap?
– What comforts your child?
– What do you do to calm your child when he or she has
been upset?
– How do you reassure your child?
– How do you reward your child?
• Are there any “family rules” I should be aware of?
• Does your child have any fears?
• Does your child have any food allergies or require a special diet?
• Does your child need any help with routines such as toileting
or eating?
• Does your child use specific medications?
• What do you think will be hard about coming to child care for
your child?
Interviewing
a Family
19
More details about the child
• Does your child have any play restrictions?
• Does your child have any hearing or vision problems?
• Does your child have any physical disabilities?
• Does your child have any problems learning new tasks?
• Are there any others working with your child (specialists such
as a therapist, teacher, service coordinator)?
• Does your child have an IFSP, an Individual Family Service
Plan – a plan for any child identified as having a special need,
disability or developmental delay?
• Is there any special vocabulary or gestures I would need to be
aware of to communicate with your child?
• Is there any other information you would like to share about
your child?
• Does your child use any special equipment? And if so, when?
Sample forms for interviews and daily progress sheets can be
found at:
www.supportingproviders.com
Large assortment of free child care forms.
http://facts.crc.uiuc.edu/facts4/f4ho11a.html
Worksheet to help parents share information about their child
with you, their teacher.
Resource books are available at local libraries or Early Care and
Education Resource Centers through The Family & Workplace
Connection in each county.
Interviewing
a Family
20
Here is a sample form to describe what happened during the day.
Parents like to know and need to know what has happened to their
children during the day. This form could be completed for each
child to give to parents at the end of the day .
Information about
daily activities
Child’s name_____________________________ Date_____________
Classroom Theme:
Today I played:
The friends I played with:
A fun learning activity I did was:
I want to keep practicing:
Did I eat today? A = all S = some M= most N = none
Breakfast: A S M N Lunch: A S M N Snack: A S M N
How much did I potty? Wet diaper_____ BM diaper_____ Potty_____
How long did I nap? _______ to ________ _______ to ________
Don’t forget to bring next time I come
Ask me about:
Notes or Comments:
21
Children need to learn how to behave appropriately.
Early childhood professionals are always helping children to manage
their behavior. Young children need to learn appropriate social
skills as they play with other children and talk with adults. When
teaching children behavior that they are expected to use, simply
describe the behavior in a positive, calm tone of voice and model
or act out the expected behavior. Practice the behavior with the
children. When a child shows any progress in using the expected
behavior, they should be verbally rewarded.
All children, as well as children with disabilities, can behave
appropriately.
Children need to learn to behave appropriately. Some children
learn how to behave before they are in child care situations. Other
children need to be taught while in child care situations.
There are many ways to teach children to behave.
Early childhood professionals need to have strategies for teaching
children to behave appropriately and managing behavior. Here are
several that are effective in helping most children learn what is appropriate
behavior.
Supporting appropriate behavior
• Positive Discipline
– Focus on the correct behavior – give directions that state what
you want children to do or how you want children to behave
– Keep negative words out of statements or directions that are
given to children. As an example, “Use your inside voice”
rather than, “Don’t shout!”
• Catch children being good
– When you see children doing what you taught them to do, say,
“I noticed…”
• Distraction / Redirect
– When a behavior issue develops, change the activity or the
play area. As an example, if an activity becomes too loud or
too physical; change the activity by calming down the noise
level or changing the activity.
– Suggest another activity.
• Ignore the behavior
– Often behaviors continue because of the reaction they get from
you, the early childhood professional, or the attention that they
get from other children. As long as everyone is safe, by not responding
to the behavior may cause the child to stop behaving
in that way.
– If it is obvious that the child needs more attention, try to
arrange more one-on-one time with that child or let the child
spend more time with you by “helping” you.
Teaching children to
behave appropriately
22
• “I” messages
– Phrase requests starting with “I” instead of “you.” As an example:
“I would like you to hang up your coat in the closet or
on the hook” instead of, “You always leave your coat on the
floor.” “You” immediately puts the child on the defensive. Using
“I” does not take away your authority but it takes away the
bad feeling when a statement starts with “you.”
• Develop a signal
– Agree with the child on a signal such as a special word like
“think” or a hand signal to serve as a hint that the child should
think about what the child is doing or one’s next actions.
Steps to changing a child’s behavior
• Identify which one behavior you wish to target or change.
– When does the behavior occur?
– What triggers the behavior?
– What happens when the behavior occurs?
– How is the behavior being rewarded?
– How are children and adults reacting to the behavior?
• Involve the parents and any other workers.
– Share ideas.
– Ask what works for them.
• Put a plan into action.
– Teach the child the expected behavior.
– Act out or role play the behavior and what to do in different
situations.
– Let the child practice the appropriate behavior.
– Anticipate the behavior and use a signal as a prompt.
– Celebrate success when the child is able to use the desired and
appropriate behavior.
– Pay more attention to the desired behavior.
– Be consistent with all children in your care.
How do I know if the child is learning the behavior?
• Is the negative behavior decreasing?
• Are more successes being celebrated?
• Is the child playing more with other children?
Teaching children
to behave appropriately
23
Resources for more information
about children’s behavior
Internet resources of ideas and other tips
www.familyandworkplace.org
Resources and training information. Tips are available by clicking
on Families, then on Tips and Info.
http://www.supportforfamilies.org
Click on Partnerships, and then on CCICP – Child Care
Inclusion Challenge Project.
www.behavioradvisor.com
Tips and step-by-step instructions on managing behavior.
http://ici2.umn.edu/preschoolbehavior/strategies/genintro.htm
This site looks at why behaviors occur, creating environments
that decrease challenging behaviors and strategies for supporting
children exhibiting challenging behavior.
http://csefel.uiuc.edu
Downloadable “briefs” with practical strategies to deal with challenging
behavior and more links. Click on What Works Briefs.
http://www.dhss.delaware.gov/dhss/dph/chca/
dphearlychildprofessional.html
Information on accessing help through a child care health
consultant.
Internet resources on behavior management
http://www.dhss.delaware.gov/dhss/dph/chca/
dphearlychildprofessional.html
Information on accessing help through a child care health
consultant.
http://www.teachervision.fen.com/page/5806.html?s4
Many strategies for managing behavior including Catch Them
Being Good.
http://www.4pm.com/articles/behavio.html
Very simple and usable guide to analyzing behavior problems.
http://www.healthychildcare.org/challenging.cfm
Site sponsored by American Academy of Pediatrics,
click on Online access to Bright Futures.
Books:
Integrated Child Care: Meeting the Challenge by Mulligan, Green,
Morris, Maloney, McMurray, Kittelson-Aldred. San Antonio,
TX. Communication Skill Builders, Division of The Psychology
Corporation, 1992.
This manual is an easy to use guide on the “how-to’s” of
managing an inclusive child care setting.
Teaching children
to behave appropriately
24
Common Sense Discipline: Building Self-Esteem in Young Children
by Dr. Grace Mitchell and Lois Dewsnap Telshare.
Publishing Company, Inc. Chelsea, MA 1995. Available all
libraries in Delaware.
Discipline strategies. Describes scenarios that are followed by
problem solving approaches.
Discipline From Birth to Three by Jeanne Warren Lindsay
and Sally McCullough. Morning Glory Press 2004.
Available at Child Development Watch.
Discipline through teaching strategies rather than punishment
for babies and toddlers.
How to Talk So Kids Will Listen and Listen So Kids Will Talk
by Adele Faber and Elaine Maglish Collins. 1999.
Step-by-step book to improve talking with and problem solving
with children of all ages.
Creating the Inclusive Preschool: Strategies for a Successful
Program by van den Pol, Guidzy, & Keeley. Communication
Skill Builders, Division of The Psychology Corporation.
San Antonio, TX 1997.
Practical manual for setting up inclusive setting, partnering with
families, positive behavior and learning through play.
Videos:
Behavior Management of the Chronically Ill and Disabled Child.
Media Services Child Development & Mental Retardation
Center, University of Washington
Video that shows methods for managing the behavior of children
with special needs.
1-2-3 Magic. Parentmagic, Inc., www.parentmagic.com
Set includes DVD’s and a book on three effective discipline
strategies – ways to stop behavior, encourage good behavior and
to strengthen relationships. Good for caregivers and parents.
Teaching children
to behave appropriately
25
Various agencies provide services to children with disabilities.
The following agencies could be a resource for general information
on child development issues experienced by children. You may want
to talk with someone from one of these organizations about concerns
you have about children’s development. You may contact these
agencies to ask general questions about children’s development.
They may not be able to answer questions related to a specific child.
The following information is current as of printing. If you have
trouble contacting them, please check a current telephone book.
Sources of support
Organization New Castle Co. Kent County Sussex County
Bayada Nurses, Pediatric Office http://www.bayada.com (302) 322-2300 (302) 322-2300 (302) 322-2300
Building Blocks For Learning (302) 677-0248
Child Development Watch (302) 995-8617 (302) 424-7300 (302) 424-7300
http://dhss.delaware.gov/dhss/dph/chs/chscdw.html Toll-free: (800) 671-0500 (800) 752-9393 (800) 752-9393
Child, Inc www.childinc.com (302) 762-8989 (302) 697-2292 (302) 697-2292
(800) 874-2070 (800) 874-2070
Child's Play By the Bay, Inc. www.childsplayde.com (302) 645-2153
Christiana Care Pediatric Rehabilitation Pam Green, Coordinator: (302) 733-1037
Delaware Curative Workshop email: pediatrics@delawarecurative.com (302) 656-2684
Delaware Early Childhood Center www.k12.de.us/decc (302) 323-5370 (302) 739-4707 (302) 398-8945
Delaware Helpline www.delawarehelpline.org Toll-free: (800) 464-4357 (800) 464-4357 (800) 464-4357
Early Care and Education Resource Center (302) 479-1679 (302) 672-0506 (302) 855-1649
through The Family and Workplace Connection Toll-free: (800) 671-0050 (800) 671-0050 (800) 671-0050
Early Learning Center, University of Delaware (302) 831-6205
http://www.udel.edu/elc email: UD-elc@udel.edu
Easter Seals of Delaware and Maryland's Eastern Shore (302) 324-4444 (302) 678-3353 (302) 856-7364
www.de.easterseals.com email: InfantsToddlersQA@esdel.org
Nurses N' Kids, PPEC http://www.nursesnkids.com Child Life Therapist: (302) 323-1118
x2027 (302) 424-4467 (302) 424-4467
Toll-free: (866) 303-KIDS (866) 303-5437 (866) 303-5437 (866) 303-5437
Parents As Teachers (302) 454-5955 (302) 697-4545 (302) 856-5239
Parent Information Center of Delaware http://www.picofdel.org (302) 999-7394 (302) 856-9880
Toll-free: (888) 547-4412 (888) 547-4412 (888) 547-4412
Ridgaway Philips of Delaware, Inc. http://www.ridgawayphilips.com (302) 323-1436
Toll-free: (866) 323-1436 (866) 323-1436 (866) 323-1436
The Children's Secret Garden (302) 730-1717
www.childrenssecretgarden.net email: t.c.s.garden@yahoo.com
The Family & Workplace Connection (302) 479-1679 (302) 672-0506 (302) 855-1649
email: info@familyandworkplace.org Toll-free: (800) 671-0050 (800) 671-0050 (800) 671-0050
26
Finding more
information
Using the Internet
The Internet is a way to find a great deal of information about
disabilities and strategies for helping children and families. This
information will help you search and find the information that will
be helpful to you.
To start:
When the internet browser opens, at the top of the computer screen
there is a box called the address. Type in the search engine you
wish to use.
Examples: www.yahoo.com
www.google.com
www.search.com
Press enter and an empty box will appear for you to type a
keyword or search topic. This box maybe labeled “search” or
“keyword.”
Suggestions of words to use for internet searches would be:
Inclusion
Early childhood inclusion
Inclusion early childhood
Inclusion childcare
Childcare inclusion
Special needs
Early intervention
Behavior management
Managing behavior
Names of specific disabilities
The Birth to Three Early Intervention System Internet Guide for
Parents and Professionals lists helpful web addresses:
Find the Internet Guide at http://www.dhss.delaware.gov/dhss/dms/
epqc/birth3/directry.html in the Publications section.
Using the library
When looking for books at the library, a search can be done using
a computer at the library or at home. Use the same keywords listed
in the “Internet” section to find books that would be of interest.
Searches of Delaware Public Libraries can be done on the internet
at this web address:
www.dLA.lib.de.us/directory/website_pubcats.shtml
Most public libraries in Delaware have computers with free internet
service for doing searches on the internet.
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Delaware Health and Social Services
Birth to Three Early Intervention System