Provider Insider, Fall 2024
October, November, December 2024
Hands on Learning Opportunities Resource Guide
Would you like to include more hands-on learning opportunities or field trips to your curriculum? Take a look at this resource guide that Clackamas CCR&R has put together for our providers! This resource guide is accessible year-round! Click here to find fun in your area!
Focus on the Pyramid Model
Our Purpose
In the first five years of life, experiences and relationships stimulate children’s development, creating millions of connections in their brains. Their brains develop connections faster in the first five years than at any other time in their lives. Our hope is that these newsletters will give you tools to help support your child's social and emotional development and prepare your child to enter preschool and Kindergarten ready to learn!
The Pyramid Model
The Pyramid Model is a framework for supporting the social and emotional development of our children. The goal of the Pyramid Model is to create an environment where every child feels good about coming to school. We do this by designing classrooms that promote a child's interest in learning and by building positive relationships among children, families, and staff.
Why do we use Pyramid Model? Click the links below to learn more.
Pyramid Model Quick Tip
Building Connection With Your Child: Encouragement
Persistence is about helping your child move from “I can’t do it” to “I can’t do it yet — I’m learning!” When young children focus on a task, make a plan, and keep trying even when something is hard, they’re learning important lessons about how to persevere, problem-solve, and tackle challenges for themselves. “All parents want to see their kids succeed, but it’s just as important to teach your children how to fail,” says Jaime M. Howard, Ph.D, Director at the Child Mind Institute. “Failing can be reframed as trying, practicing, and putting in effort” and it is okay. In other words, both failing and succeeding take persistence!
Encouragement is a tool that supports building positive relationships with young children and builds their skills in persisting at a task until they succeed.
How do you give encouragement? Click on the links below for examples you can use at home and school with the kids in your life.
Link to video we included as an example
Link to our newsletter
Inclusive Partners Tip of the Month
Did you know….
That all children are entitled to equal rights in childcare?
The Americans with Disabilities Act (ADA) is a federal civil rights law stating that people with disabilities are entitled to equal rights in employment, public services, and access to places of public accommodation. Public accommodations include childcare in homes, centers, after school programs, and everywhere childcare is provided. The ADA clearly states that providers cannot refuse to enroll a child with a disability and that “reasonable accommodation” must be made to serve them. A reasonable accommodation is any adaptation or alteration of strategies to better serve all children.
Since inclusive practices support children regardless of age or ability, imbedding inclusive strategies in your daily routines, your ways of communication, and your curriculum is a win-win! Inclusive Partners (IP) can help you at no cost! IP can provide individual consultations, talk through inclusive practices that work in your childcare setting, free staff trainings, and more. Call us at 971-673-2286 or email DELC.InclusivePartners@ode.oregon.gov
JUST ADDED - PRESCHOOL PYRAMID MODEL!
The Pyramid Model is a framework of evidence-based practices for promoting young children’s healthy social and emotional development. The Pyramid Model works in conjunction with the program’s curriculum, but is not a curriculum itself.
The Pyramid Model provides guidance for:
- early childhood special education personnel
- early intervention personnel
- early educators
- families
The Pyramid Model builds upon a tiered public health approach to providing universal supports to all children to promote wellness, targeted services to those who need more support, and intensive services to those who need them.
Over 5 Saturday in this cohort participants will have an opportunity to learn all levels of support for children for immediate implementation in your early childhood program. Participants must attend all classes to receive ORO credit. Classes will be held:
10/19/24 8am-430pm
10/26/24 8am-430pm
11/2/24 8am-430pm
11/16/24 8am-430pm
11/23/24 8am-11:30am
ORO Set 1, FSC 2 hrs, HGD 11 hrs, LEC 3 hrs, SN 2, UGB 11.5 hours
Cost: $150 (scholarships will apply)
Teaching Empathy, Kindness, Open-Mindedness & Compassion Cohort
Teaching Empathy, Kindness, Open-Mindedness & Compassion Cohort
Dates: Oct. 22, 23, 29 & 30, 6pm-9pm
Cost: $60 (Betty Gray and OFCC scholarships will apply)
Location: Online
ORO info: DIV 12 hours, Set 2, ARC: n/a
Trainer: Kelley Lawson
Join us for this 4 class deep dive into be intentional about teaching empathy and kindness in the early childhood environment. Participants must register for all 4 classes to participate. Classes are listed below:
10/22 Learning to Spot our Blind Spots: Understanding Implicit Bias and Working to Eliminate It In Our Teaching Practices (84064)
10/23 Privilege & Me: Examining Social Identity, Unearned Advantage & How We Can Work to Make Things Fair for Everyone (84065)
10/29 Interrupt & Educate: Activities for Early Childhood Professionals to Impede Systems of Oppression (84066)
10/30 Intentionally Teaching Empathy, Kindness, Open-Mindedness & Compassion in the EC Classroom: Demystifying DEI and Prioritizing Social Justice in Your Program (84067)
Neurodiversity/Autism Cohort
Dates: 11/12, 11/13, 11/19 & 11/20 6-9pm
ORO info: LEC 3 hrs & SN 9 hrs, Set 2, ARC: n/a
Cost: $60
Location: Online
Trainer: Joyce McCoy
Join us for these 4 classes to learn more about autism, neurodiversity and understanding what adaptations we can make to make our learning environments places where all children are welcome and thrive!
11/12 Terminology: Neurodiversity, Neurodivergence, Neurotypical (83920)
11/13 STEM Learning in the Neurodivergent Young Child (83921)
11/19 & 11/20 Ensuring All Children Succeed Differentiating Instruction (83922)
