Po we r-Up Summit T he Blue print fo r E a rly Childho o d Co - PowerPoint PPT Presentation

Judith Ca rta , Da le Wa lke r, & Cha rle s Gre e nwo o d Co -Dire c to rs . Bridg ing the Wo rd Ga p Na tio na l Re se a rc h Ne two rk Junipe r Ga rde ns Childre n’ s Pro je c t Unive rsity o f K a nsa s Po we r-Up Summit T he Blue print fo r E a rly Childho o d Co nfe re nc e L a wre nc e , K a nsa s April 1, 2015

 100 na tio na lly re c o g nize d re se a rc he rs, pra c titio ne rs, po lic yma ke rs, a nd funde rs c re a ting a c o o rdina te d re se a rc h a g e nda a ddre ssing the Wo rd Ga p.

 Childre n who a re po o r re a de rs b y the e nd o f first g ra de a lmo st ne ve r a c q uire a ve ra g e -le ve l re a ding skills b y the e nd o f e le me nta ry sc ho o l. ▪ Jo se ph T o rg e so n, 2004  On a ve ra g e , c hildre n fro m lo w-inc o me fa milie s e nte r kinde rg a rte n mo re tha n o ne ye a r b e lo w na tio na l no rms in pre - re a ding a nd la ng ua g e skills. ▪ Annie E . Ca se y F o unda tio n, 2010

1. T he first sig ns o f lo we r o utc o me s fo r c hildre n fro m lo w-inc o me fa milie s is se e n b e twe e n 9 a nd 18 mo nths o f a g e . 2. T he diffe re nc e s o nly g ro w la rg e r a s c hildre n g e t o lde r. 3. While the g a p c a n b e re duc e d in the la te r g ra de s, it’ s muc h mo re diffic ult tha n pre ve nting it in the first pla c e .

 So me thing is ha ppe ning in c hildre n’ s e a rly e xpe rie nc e be fo re the y re a c h the sc ho o l ho use do o r to pre pa re the m fo r sc ho o l.  We c a nno t wa it until kinde rgarte n to b e sure c hildre n a re o n the ro a d to b e c o ming suc c e ssful re a de rs.

 T his g a p b e g ins ve ry e a rly—lo ng b e fo re c hildre n e nte r the sc ho o l ho use do o r.  We kno w a lo t a b o ut wha t c o ntrib ute s to it.  We c a n pre ve nt the g a p b ut it is impo rta nt to sta rt e a rly.

Ha rt & Risle y, 1995

Dispar ities in E ar ly Voc abular y Gr owth 10 1 2 0 0 Cumulative Vocabulary (Words) College Educated Parents W orking Class 6 0 0 Parents Low est I ncom e Parents 2 0 0 1 6 m os. 2 4 m os. 3 6 m os. Child’s Age (Months) Source: Hart & Risley (1995)

 F o llo we d c hildre n fro m kinde rg a rte n thro ug h 3 rd g ra de  Childre n’ s la ng ua g e inte ra c tio ns b e fo re a g e 3 pre dic te d c hildre n’ s sc ho o l re a dine ss a nd the ir la ng ua g e , c o g nitive a nd re a ding skills thro ug h 3 rd g ra de

 Go o d ne ws—tho se diffe re nc e s b e twe e n lo w- a nd hig h- inc o me c hildre n a re thing s we c a n do so me thing a b o ut.  We kno w wha t it ta ke s to b ridg e the e y ing re die nts a re T alking , wo rd g a p—K Re ading a nd Playing with c hildre n in the e a rlie st ye a rs.  T he se a re a c tivitie s a ll pa re nts/ c a re g ive rs c a n do !

 T he wo rd ha sn’ t g o tte n o ut ho w impo rta nt the se thing s a re .  Childre n who wo uld mo st b e ne fit fro m T a lking Re a ding a nd Pla ying a re g e tting the le a st.

 Who will de sc rib e so me e vide nc e - b a se d a ppro a c he s fo r pro mo ting c hildre n’ s c o mmunic a tio n

Afte r se e ing ho w e a rly la ng ua g e a t ho me a ffe c te d c hild o utc o me s a t a g e 3 a nd whe n c hildre n e nte re d sc ho o l  We me a sure d the la ng ua g e le a rning e xpe rie nc e s o f 50 infa nts a nd to ddle rs in c o mmunity-b a se d c hild c a re  L o o ke d a t the a mo unt a nd q ua lity o f ta lk b e twe e n te a c he rs a nd infa nts a nd to ddle rs 0.32 Talk Ques*** 0.28 Praise Comm/Exp*** Question 0.3 Talk*** Comment 0.26 Read** Prohibition 0.22 Direct Read NoVoc*** 0.17 No Verbal Unconditional Talk Other Other*** 0.16 Probability.19 0 20 40 60 80 100 -0.1 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Percent Intervals Probability

 Arra ng ing the E nviro nme nt  F o llo wing Child’ s L e a d  Co mme nting , L a b e ling  I mita ting , E xpa nding  Ope n-E nde d Que stio ns  T ime -de la y ..\Mo de l De mo nstra tio n E a rly L a ng a nd L it\vide o s a nd pic ture s MDC\Jo hn - Sho rt.wmv  Po sitive Atte ntio n  Pro viding Cho ic e s (De rive d fro m Re spo nsive , Milie u te a c hing I nte rve ntio n) Wa lke r, Big e lo w, & Ha rjuso la -We b b (2008 )

 I nc o rpo ra te into fa mily a nd c la ssro o m g o a ls  Ho me visito rs e mb e d in da ily a c tivitie s a nd a c ro ss ro utine s: Pla y, Bo o ks, Da ily Ro utine s  I ndividua lize to fa milie s’ ne e ds a nd pre fe re nc e s  Sha re g ra phs with pa re nts a nd/ o r te a c he rs  Use I nte rve ntio n Se lf-Che c ks to se lf-mo nito r, pro mpt stra te g y use , pro mo te disc ussio n 18

John D. 3/2/2014 Mom D. May F. Mom labels colors during play and meal time. Mom catches John asking for more and praises him. I really wanted to work on tantrums at dinnertime, so I mostly focused on thanking him for using his words.

Ra ndo mly a ssig ne d 100 infa nts a nd  to ddle rs to two g ro ups  One g ro up re c e ive d pro fe ssio na l de ve lo pme nt a nd c o a c hing in use o f stra te g ie s  Ob se rve d a nd me a sure d te a c he rs’ inte rve ntio n use  Child T a lk fro m 6 - 36 mo nths

 Build the c a pa c ity o f pa re nts a nd e duc a to rs to pro mo te infa nts’ a nd to ddle rs’ c o mmunic a tio n skills  Do c ume nt inte rve ntio n imple me nta tio n a nd impa c t o n c hildre n’ s c o mmunic a tio n a nd e a rly lite ra c y  Childre n who se pa re nts use d the inte rve ntio n with hig he r fide lity ha d hig he r ra te s o f c o mmunic a tio n a nd b e g inning lite ra c y a t 48 mo nths.

Pa re nt Stra te g y use pre dic te d c hild Childre n who se c o mmunic a tio n a s me a sure d pa re nts use d the o n E CI . Stra te g ie s mo re fre q ue ntly ha d hig he r sig nific a ntly ra te s o f c o mmunic a tio n c o mpa re d to c hildre n who se pa re nts use d the m le ss fre q ue ntly.

Childre n who re c e ive d hig he r ra te s o f the Stra te g ie s mo re like ly to ha ve inc re a se s in PL S sta nda rd sc o re s o ve r time c o mpa re d to c hildre n re c e iving lo we r ra te s.

http:/ / fo x4kc .c o m/ 2015/ 03/ 24/ why-ta lking -to -yo ur-b a b y- ma tte rs/ # o o id=5lb T g 2dDpwkr5jhDq lJE ufPyVq sK sc QZ  E xa mine the impa c t o f te xt me ssa g ing o n  Pa re nt use o f Pro mo ting Co mmunic a tio n stra te g ie s with the ir infa nt/ to ddle r se rve d in rura l a nd urb a n E HS a nd Pa rt C pro g ra ms in a ra ndo mize d study with o ve r 140 c hildre n  E xa mine la ng ua g e o utc o me s a s a func tio n o f pa re nt inte rve ntio n use  Pa re nt e ng a g e me nt in ho me visiting inte rve ntio n de live ry in g e ne ra l

 F a milie s re c e ive 5 te xt me ssa g e s pe r we e k, a nd a b rie f pho ne c a ll  Ho me Visito rs a nd c o a c he s se nd me ssa g e s fo c use d o n suppo rting pa re nts’ use o f the Pro mo ting Co mmunic a tio n inte rve ntio n a nd e ng a g e me nt in ho me visiting • Pro mpts/ re minde rs a b o ut using the inte rve ntio n stra te g ie s • T ips/ c o mmunity re so urc e s  http:/ / fo x4kc .c o m/ 2015/ 03/ 24/ why-ta lking -to -yo ur-b a b y-ma tte rs/ 27

 F le xib le imple me nta tio n pro c e ss; e a sy to a da pt  F a mily-frie ndly ma te ria ls  Use o f me tho ds tha t he lp pa re nts, te a c he rs a nd/ inte rve ntio nists re fle c t o n wha t the y do da ily o r we e kly  Me a sure me nt o f inte rve ntio n imple me nta tio n a nd c hild o utc o me s to do c ume nt pro g re ss  Re q uire c o mmitme nt a nd re so urc e s to suppo rt pa re nt a nd pro g ra m use

Drs. Da le Wa lke r & K a thryn Big e lo w wa lke rd@ ku.e du kb ig e lo w@ ku.e du Junipe r Ga rde ns Childre n’ s Pro je c t http:/ / www.ta lk.ku.e du/ We a c kno wle dg e o ur re se a rc h sta ff, Pa rt C a nd Pa rt B e a rly inte rve ntio n pro vide rs, pa re nts, c hild c a re te a c he rs, a nd c hildre n. T his wo rk wa s suppo rte d b y the USDE , OSE P Gra nt # H326MO70005 a nd thro ug h the K a nsa s I nte lle c tua l a nd De ve lo pme nta l Disa b ilitie s Re se a rc h Ce nte r, NI H Gra nt # HD002528, Sc hie fe lb usc h I nstitute fo r L ife Spa n Studie s, Unive rsity o f K a nsa s. T his pre se nta tio n wa s suppo rte d in pa rt thro ug h the HRSA Bridg ing the Wo rd Ga p Re se a rc h Ne two rk.

 We ne e d to b ring to g e the r the va rie ty o f sta ke ho lde rs a nd disc ipline s tha t c a n mo ve the ne e dle o n this wo rd g a p pro b le m.  We ne e d inte rve ntio ns a t ma ny le ve ls:  Na tio nwide a nd c ity-wide pub lic a wa re ne ss c a mpa ig ns  Va rie ty o f c o mmunity a g e nc ie s tha t c a n pro vide pa re nts a nd c a re g ive rs with mo re info rma tio n  Ho me visiting , e a rly c a re a nd e duc a tio n, a nd e a rly inte rve ntio n pro g ra ms who c a n wo rk with pa re nts