Image of Guam Early Learning CouncilÕs circular logo in purple and beige, with a infantÕs silhouette sitting with eight building blocks numbered and a hibiscus flower pointing in the direction of the infantÕs silhouette. I Mandikiki For Guam Families With Children Birth To Eight Volume 8, Issue 2 September 2014 Inside this issue: What is the Guam Early Learning Guidelines?.................1-2 Encouraging Communication/Way to be Responsive........3 Positive Parenting Practices....................................................4 Making a Connection!..............................................................5 Project Bisita Information/10 Ways to Be a Great Parent..6 Guam EHDI Info/Developmental Screening Information..7 New Nene Directories Available!............................................7 Guam Early Intervention System Information.....................8 Page 1-2 Photo underneath the article header of a young boy sitting at an activity table holding a green marker and smiling with several people in the background. What is the Guam Early Learning Guidelines? The Guam Early Learning Guidelines for Young Children Ages Three to Five (GELG) was first developed and published in 2005 and has been used to help families, caregivers, teachers, and administrators know what children should be able to know and do when they enter Kindergarten. The GELG provides an outline to help guide quality early learning experiences and programs. Since 2005, a lot has happened in research on early childhood development. The GELG is currently being revised and updated to include the newest information available on early learning. Some of the features of the current GELG will stay the same and will also include additional features that make it easier to use. What is in the GELG? The GELG is divided into five broad developmental domains, or areas of learning: 1. Physical Development and Health & Safety 2. Self-Concept and Social-Emotional Development 3. Cognitive Development Ð Math (Numeracy), Science, & Social Studies 4. Communication, Language Development, and Literacy 5. Creative Development Each domain has a set of content standards, the knowledge and skills that the majority of preschool-aged children should be reaching at this age level. Each standard has performance indicators, or examples of some things a child may do to show his knowledge and skills in relation to the content standards. The revised GELG includes suggested activities for parents and caregivers to do to support the child in achieving and reinforcing knowledge and skills in relation to the content standards. How do I use the GELG? For example, when a preschool child shows unacceptable social behavior, the parent or caregiver would look at ÒDomain 2: Self-Concept and Social-Emotional DevelopmentÓ in the GELG. In this domain, Content Standard 4 states that the preschool child should be developing the Òability to interact, develop, and maintain appropriate relationships with others,Ó which means that the child should be able to show acceptable behavior when playing with others. A performance indicator, or something the child can do, for this standard, would be for him to Òbegin to show self-control in handling frustration and disappointment with others.Ó This means that the child knows what to do when something doesnÕt go his or her way. But what if the child has not acquired this skill, and has a Òmelt downÓ when he doesnÕt get what he wants? One way that a parent or caregiver can help the child in learning this skill is suggested in the ÒWhat You Can DoÓ column: ÒHelp child to say or show what is causing his frustration or disappointment. Let him know that it is okay to feel the way he feels but he can do something else to make himself feel better. Offer, or help him to think of, alternate choices or activities to help him Òlet goÓ of his frustration or disappointment.Ó In other words, we teach the child how to tell others how he or she feels or we ask them what other activities he or she can do. Where can I find the GELG? The GELG is available online on the Guam CEDDERS website at www.guamcedders.org. Families may also be interested in the ÒGuam Early Learning Guidelines for Young Children Ages Three to Five Family GuidebookÓ, also available on the website. Drawn picture of a building with ÒPre-SchoolÓ on it with a spiral shaped sun with rays surrounding the spiral to the right of the building; tree to the left of the building; female adult holding a boy and girlÕs hands, standing on the sidewalk facing outwards. Page 3 Encouraging Communication When we talk with other adults, the conversation usually takes its course and sometimes branches out to other topics. Most of the time we have free-flowing words to add to the discussion. But sometimes, talking with children is like pulling teeth without the proper instruments especially when weÕre talking to our school age children. For younger children, our frustrations come out when they get upset and we donÕt know the reason why. Babies tell us what they need by crying. Hungry? Cry. Wet? Cry. Sleepy? Cry. Hot or cold? Cry. When they donÕt want to be carried, babies arch away from the person carrying them andÉ cry. We figure out pretty quickly what babies need and want by their cries and their body language. When they get older and want to get their way, they throw a tantrum, cry, or say nothing. We ask them to use their words to tell us what is wrong, but the children donÕt know how to verbalize their needs. Just as we teach them to say, ÒPlease?Ó and ÒThank you,Ó we need to teach them how to communicate in acceptable ways. So how do we do that without being the ÒhelicopterÓ parent who hovers over their child and constantly asks questions? The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) developed strategies (below) to help us be more responsive to children. White text with blue background: Ways to be Responsive with Your Child Follow your childÕs interest * Show your child you are interested in what they are interested in * Join in your childÕs activities * Imitate your childÕs actions Talk just above your childÕs level * Expand what your child says * If your child points to cup, say ÒcupÓ * If your child says cup and shows you a blue cup, say, Òblue cupÓ Match turns Try to ÒmatchÓ your childÕs attempts to communicate by only talking when your child: * Talks * Uses gestures to communicate with you * Does something different WAIT! For your child to initiate * Give your child ample time to communicate * Wait for your child to non verbally ÒaskÓ for routine things so you can teach new words * Arrange your home to promote requests Repeat what your child says * Reinforce what your child says by repeating it * Show you are interested in/enthusiastic about your childÕs communication Do what your child is doing and talk about it * Imitate your childÕs play or other behaviors in order to gain his or her attention * Talk about what you and your child are doing, speaking just above your childÕs level Moore, H. B., & Barton, E. E. (2010) Language and Play Everyday Family Coaching Manual. Unpublished manuscript, Department of Special Education and Clinical Sciences, University of Oregon, Eugene, Oregon Page 4 Positive Parenting Practices From the moment a baby is born, he or she begins to learn. How to act around other people is one of the first things they learn. As children grow, they begin to show different behaviors around people. Sometimes they will show challenging behaviors to get what they want. For a parent, these challenging behaviors can be frustrating. At times it is easy for a parent to understand why a child is showing a challenging behavior. At other times, we do not know what caused the behavior. When a parent understands what the child wants, the parent can help the child change or lessen the behavior. Sometimes the most helpful thing to do is to praise your child when he or she is doing something good. You can say, ÒWow! Thank you for remembering to put your dirty clothes in the hamper.Ó Another helpful tip is to turn something negative into something positive. For example, you just finished cleaning the kitchen table and your child spills his milk. Instead of scolding him for making a mess, ask, ÒHow can we clean this?Ó Using praise and positive statements work to help children know and understand how to act in different situations. Below are some ways when to use praise and positive statements. Chalkboard graphics with text and three images of two boys and a girl. Catch your child being good: * How much time do you spend telling a child what not to do? How effective is that? * Giving specific, positive attention to the behavior that you want to see teaches the child what to do. * Give specific, positive attention to the behavior that you want to occur again. * Look for & pay attention to positive behavior instead of spending so much time & energy reacting to behavior that bothers you. Suggestions for using praise: * Gain the childÕs attention * Use behavior specific language * Keep it clean - avoid combining praise with criticism * Praise with enthusiasm * Double the impact with physical warmth * Praise in the front of others For more positive parenting strategies you can visit the Center on the Social and Emotional Foundations for Early Learning website at: www.csefel.vanderbilt.edu. Page 5 Making a Connection! Being a parent is not easy. There are many things parents have to think about and do every single day. Caring for our children is one of those important things. At the end of the day, we might feel like we didnÕt spend any time with them aside from eating a meal together or riding in the car on the way to child care or school. Making connections with your child is very important. But, what does that mean? Making a connection can be something as simple as giving your child your full attention as he or she tells you what happened at school. It could also be smiles and words that make them feel good at the beginning and end of the day. Another connection could be recognizing when your child is having a bad day and giving him or her a big hug. You could also slip a note that says, ÒI love youÓ in to their lunch boxes. Making connections with your children teaches them how to get along with others and increases their self-esteem. Those moments also help you get to know your child better and let them know that they are loved. So what do you do to make the connection with your child? You give time and attention, not ÒthingsÓ to make the connection. These little things help make your relationship better and your child will have more confidence. Text in a purple box: Some Ideas to Try Together * Read a book * Sing a favorite song * Hugs, high fives, kisses, winks, thumbs up * Let your child be a special helper (dinner, laundry, setting the table) * Take a walk * Play a game Photo of a female toddler in a dress holding a stuffed animal and looking at the photographer. Page 6 Advertisement: Project Bisita I Familia GuamÕs Maternal, Infant, and Early Childhood Home Visiting Program Valuing Children. Strengthening Families.Engaging Communities. OUR MISSION: To improve the well being of GuamÕs children, birth to 8 years of age, and their families through home visiting services. For more information call: 735-7105 / 634-7408 520 W. Santa Monica Avenue, Dededo, Guam 96929 This flyer was produced by Project Bisita I Familia with 100% funding support from the U.S. Department of Health & Human Services, Health Resources and Services Administration, Grant #X02MC23100, under a subcontract with the Department of Public Health & Social Services and facilitated by the University of Guam Center for Excellence in Developmental Disabilities Education, Research, & Service (Guam CEDDERS). Text in a colored orange box: 10 ways to be a Great Parent 1. Be a good role model. Your child learns from the example you set. 2. Show respect for your childÕs feelings, thoughts and suggestions. 3. Make your child feel loved with your words of praise, and your hugs and kisses. 4. Keep your word. If you must break it, apologize and make it up to your child. 5. Encourage your childÕs creativity. Ask questions to stimulate imagination. 6. Build your childÕs self-esteem by showing appreciation for all genuine efforts. 7. Stay involved. Know whatÕs going on in your childÕs life, both at school and with friends. 8. Discipline your child fairly, firmly, and with love. Focus on the behavior, not the child. 9. Set up family traditions and make time to do fun things together. 10. Think positively. By expecting the best, you empower yourself and your child to solve problems and achieve goals. Page 7 Three quarter page advertisements Ad#1 (top left): Photo of a male baby posing with his left hand on the left check. Concerned about your childÕs HEARING? FREE HEARING SCREENING services are available. To schedule an appointment, call the Guam Early Intervention System (GEIS) at Telephone: 300-5776 / 5816 Produced by the Guam Early Hearing Detection and Intervention (Guam EHDI) Project with 100% funding support by the U.S. Department of Health & Human Services, Health Resources and Services Administration, Grant No. H61MC00094, in collaboration with the University of Guam Center for Excellence in Developmental Disabilities Education, Research, & Service (Guam CEDDERS). Ad#2 (bottom left): Photo of the 2014-2015 Neni Directory in a green filled box. The 2014-2015 Neni Directory is available online! Go to www.guamelc.org or www.guamcedders.org to download a PDF copy! The 2014-2015 Neni Directory was produced in collaboration with the Guam Department of Education, Department of Public Health & Social Services, and facilitated by the Guam Early Learning Council and University of Guam Center for Excellence in Developmental Disabilities Education, Research & Service (Guam CEDDERS). Ad#3 (top right): Photo of a male toddler standing and dressed up in a button up shirt and black pants standing in front of a ruler. It is important that every parent knows about typical early childhood development to help nurture their childÕs growth. 36 Months * Sorts matching objects * Says 2 to 4 word sentences 24 Months * Walks, runs, climbs without help * Says 3 to 6 words 18 Months * Walks up steps * Begins to put words together 12 Months * Says ÒMamaÓ or ÒDadaÓ * Imitates gestures Free Developmental Screening Available for children, birth - 3 years Call 735-2466 Produced by Project Tinituhon with 100% funding support by the U.S. Department of Health and Human Services, Grant No. H25MCO6097 and facilitated by the University of Guam Center for Excellence in Developmental Disabilities Education, Research, and Service (Guam CEDDERS). The University of Guam is an Equal Opportunity Provider and Employer. This advertisement is adapted from the Centers for Disease Control and Prevention Act Early Campaign. Acknowledgment: Special support for this issue was provided by Project Bisita I Familia with 100% funding support from the U.S. Department of Health & Human Services, Health Resources and Services Administration, Grant #X02MC23100, under a subcontract with the Department of Public Health & Social Services and facilitated by Guam CEDDERS. Heidi San Nicolas, Ph.D., Guam CEDDERS Director Elaine Eclavea, Health, Wellness, & Prevention Initiative Area Coordinator Editor-in-Chief: Terrie Fejarang Managing Editor: Vera Blaz Layout: Sherolyn Guerrero This issue of I MandikikiÕ was made possible through contributions from the following individuals: Vera Blaz, Terrie Fejarang, Charlita Harper, Terry Naputi, and Jeffrey Pinaula. Alternative formats (e.g., Braille, large print, or audio tapes) of I Mandikiki may be made available by sending a request to newsletters@guamcedders.org or 735-2477. Page 8 Full page advertisement: Your ChildÕs Early Development is a Journey Check off the milestones your child has reached and share your childÕs progress with the doctor at every visit. Photos of children at different ages along ÒstepsÓ with the following text: Start Here Birth to 6 Months * Recognizes Mom/Dad * Coos, babbles, smiles * Likes to play with others, especially parents * Responds to own name * Strings vowels together when babbling (Òah,Ó eh,Ó ÒohÓ) * Turns head to you when you speak 12 Months (1 YEAR) * Uses simple gestures such as shaking head for ÒnoÓ or waving Òbye byeÓ * Copies gestures * Responds to simple spoken requests * Imitates simple words and sounds * Says ÒmamaÓ and ÒdadaÓ * Pulls up to stand 18 Months (1 ? Years) * Says several single words * Walks alone * Knows what ordinary things are for (e.g. telephone, brush, spoon, etc..) * Plays simple pretend such as feeding a doll * Points to show others something interesting 24 Months (2 Years) * Says sentences with 1 to 2 words * Gets excited when with other children * Follow simple instructions * Kicks a ball * Points to things or pictures when theyÕre named 36 Months (3 Years) * Jumps, runs, throws, climbs, and begins to peddle tricycle * Says sentences with 2 to 4 words * Climbs well * Plays make-believe with dolls, animals, and people * Shows affections for friends without prompting Guam Early Intervention System Program Philosophy Guam Early Intervention System is committed to Enabling families to access Integrated and quality services for your children through Supports and shared dreams. The first three years of a childÕs life are very important, but keep in mind that children grow and learn at different rates. If you have questions about how your child is developing, or if you think your child might need extra help, contact the Guam Early Intervention System (GEIS) for a FREE DEVELOPMENTAL SCREENING to help you get the services you need to give your child a good start in life. To schedule a FREE Developmental Screening or for more information on early intervention services, call 300-5776/5816. For FREE DOWNLOADS AND RESOURCES on early intervention services and early childhood development visit online at: www.gdoe.net/geis. 100% federally funded by the Individuals with Disabilities Education Act Part C Grant for Infants and Toddlers, Department of Education, Division of Special Education, Guam Early Intervention System (GEIS) in collaboration with the University of Guam Center for Excellence in Developmental Disabilities Education, Research, & Service (Guam CEDDERS). This poster is adapted from ÒTracking Your ChildÕs Developmental MilestonesÓ from the Centers for Disease Control and Prevention Act Early Campaign.