WHY IS DIVERSITY IMPORTANT IN THE EARLY LEARNING ENVIRONMENT?

How do diversity experiences affect the process of learning? Students who interact in a diverse social environment will be more motivated and better able to participate in a heterogeneous and complex society. Diversity is a key component in the 21st century education model.

When should this process begin, you ask? Well, the earlier our children are given the privilege to interact in a diverse environment, the better. The process of stereotyping groups of people can begin at a very early age. Being offered the advantage of participating in an environment that is rich with diversity allows young children to build relationships and develop some understanding about how other individuals experience life.

What skills will our young children need in 20, 30 or 40? They will almost certainly need to possess the ability to interact with a diverse population. Isn’t it to their advantage to start at the earliest possible age?

Katherine Generaux, Community Inclusioin Director

The Little Engine That Could!

We will be wrapping up our Summer Therapy Camp this Tuesday with a party to celebrate everything that we have learned and accomplished throughout the month of July.

Last week we took a trip to Dan Nicholas Park to ride the Train and to see the animals! We had LOTS of fun!

Riding the train at Dan Nicholas

There were a lot of FIRSTS for many of the children:

First ride on the School Bus

- ride a school bus

"I think I can. I think I can."

- ride a train

'Round and 'Round we go

- ride animals on the carousel

Bald Eagles

- see animals, including bears, bald eagles, and foxes


Children were able to learn about trains and what it is actually like to ride a miniature train!

Having Fun on the train ride!!

Thank you to all of the children, parents, and therapists who have been a part of this summer's camp!

Katherine Zink, ITFS/P

Zoo Phonics learning happens daily at Partners In Learning through fun games, music and various activities. Zoo phonics fosters future reading, spelling and writing skills for even toddlers!! The children use their eyes, ears, mouth and body as they learn phonemic (sound) awareness.

Mrs. Jennifer is playing zoo phonics bingo with a group of children in the Dolphins Pre-K Class.

 

Do you have the letter "a", /a/ (as in apple), Allie Alligator?

 

"Since many Kindergarten learning envirnorments in the Rowan County area already use Zoo Phonics, my child was familiar with her letter sounds and blends when she entered Kindergarten. Thanks to Partners In Learning, she was exposed to pre-reading skills and this provided a smooth transition for her. -Debra and Phillip, Former PIL parents

"As a teacher who did not learn phonological sound as a child in my early childhood setting, seeing my students now, learn phonics along with learning vows and capitalization, this is all possible through the strategies of Zoo Phonics." -Kelly Kirk, PIL Pre-K Teacher

 

 

 

Michelle Macon, Program Coordinator

 

Early Literacy Learning

Early language and literacy (reading and writing) development begins in the first three years of life and is closely linked to a child's earliest experiences with books and stories. The interactions that young children have with such literacy materials as books, paper, and crayons, and with the adults in their lives are the building blocks for language, reading and writing development.

It is never to early to start cultivating a love for books!

These toddlers spent 5 minutes babbling to one another, pointing at pictures and turning pages.

Next, this little fella decided he would look at a book on his own. It is upside down but notice he is pointing to the words on the page "reading".

Deborah K. Howell, M.Ed., Assistant Director

WE’RE WALKING TO CALIFORNIA

Our quest continues as we attempt to reach California.  Can we do it?

One of this summer’s wellness activities at Partners In Learning is a “virtual” walk across the United States from Salisbury to California.  It is a combined effort with everyone, including parents, teachers and children, contributing miles they have walked, swam or cycled.  We recently past Nashville and we are now making our way to the Mississippi River.  Please join us, because we desperately need your help.   Those of you who are not local are welcome to contribute to our effort.   Simply email us your miles walked and include a photo showing you walking the dog, swimming or whatever.  We’ll post your photo on our “wall of fame”.

Katherine Generaux, Community Inclusion

Parent's Night Out while Kids Camp Out FRIDAY NIGHT

Technology can be very beneficial to a young child's learning and development. Check out Norma's blog post about 'Using an iPad for Communication' from last week. With the development of new technologies comes improvements and new ways to teach young children. A hugely growing field is teaching children with special needs through the use of technology.

Our #1 goal is for children to learn

Benefits of using technology, such as iPads, when working with children with Special Needs include:
- motivation
- academic skills
- social development
- communication
- fine motor skills
- MUCH MORE!

MANY different Apps are designed for children with special needs

We are currently holding a fundraiser that is specifically designed for providing those technology-based experiences and opportunities for children with special needs in our community. The money we raise goes toward purchasing technology, such as iPads, for play therapists and families through Partners In Learning.

With assistance and supervision, children can learn while having fun with technology

Our first fundraising event for this Technology Campaign will be THIS Friday night, the 27th. Our staff will be hosting 'Parent's Night Out while Kids Camp Out!' Parents can drop their kids off for a fun-filled night while they do shopping, go out on a date, or simply relax for the evening.

Cost is $25 for the first child and $10 for each additional child in the family. Drop off will be at 6:30pm and pick-up will be at 9:30pm. Dinner will be provided. Activities will include crafts, smores, and watching an outdoor movie!

Please bring your child's PJs and a sleeping bag (or blanket).

Call to RSVP at 704-638-9020.

Learning knows no bounds

If you do not have children or would simply like to donate to the cause, check out the GiveForward link, http://www.giveforward.com/supportingchildrenwithspecialneedsthroughtechnology.

You can also follow the Facebook Group, 'Supporting Children with Special Needs through Technology' for more up to date information about the campaign, http://www.facebook.com/#!/groups/124701611004930/.

We appreciate every contribution, even if it is just your time.

Katherine Zink, ITFS/P

Making a Difference for Teachers

It only takes 5 minutes in a day to make a difference for teachers.

How? Simple... take 5 minutes at some point in the day and write a hand written note to one of your staff members and mail it.

This week I chose to write a note to Erica, one of our part-time summer camp leaders and volunteer coordinator.

In return, I received the following in an email:

I received a card today thanking me for joining the team and telling me I was the star of the week and I want to say thanks...and I should be the one sending you the card for putting the sparkle back in my eyes when I see students. I have never laughed so much. Sometimes we as public school teachers forget that students are more than just their test scores...when I work, I get that reminder and will bring the experiences from this summer with me as I start my school year in a few weeks. So again thank you so much for an experience that has already changed my life.

Erica Reid

5 minutes made a difference for Erica. Teachers need to know that you sincerely believe in them, through words and actions. As human beings we have the power to uplift someone or bring someone down.

Choose to uplift someone everyday and make a difference in their life! Make the choice to tell, offer, thank, encourage, inspire and let others know that you notice and believe in them. Is "Making a Difference" on your TO DO list?

Michelle Macon, Program Coordinator

Learning to walk

Most parents take for granted that their child will learn to walk.  They watch their child learn to crawl, pull up and walk into their arms.  Walking is a wonderful milestone for parents to celebrate.  Parents of children with special needs often can't take walking for granite  .  They absolutely celebrate the milestones, but it is at a much greater level.  The parents work for weeks, months, and sometimes years to reach each little milestone in the process of walking.

The little guy pictured above is truly a miracle.  He was born at less than 2 pounds and just look at him.  His family and therapist work together to teach him how to reach his goal of walking.  Only a few short months ago, he couldn't crawl.  He is now crawling everywhere, able to pull up and cruise furniture, and using a gait trainer to build his strength and prepare for him for taking those steps to his mothers arms.  It is an honor to be part of his live and assist him as his developmental therapist to reach his goals.  

Norma Honeycutt

Males in Childcare

The one experience that a female caregiver cannot provide is that of a male role model. When boys lack the experience of men who are caring and nurturing, the message they receive is that it's not an important trait for males to have.

 Because of these early experiences which do not include significant male involvement boys learn very early in life that caring for children is not an activity men engage in.

 On the other hand, girls learn that caring for children is their exclusive responsibility and that they should not expect men to contribute. How might our society be different if young children's experience included caring, nurturing men as well as women?

At Partners In Learning our children are getting this experience, above are Matt and Josh two of our five males on staff who are leading the children in a dance train recently at an outdoor concert. 

Deborah K. Howell M.Ed., Assistant Director 

 Source: Quality Childcare: The Missing Element—Men
by Louis Torelli, M.S.Ed

The little boy pictured in this photo is having a bad day, and he has not yet learned the social skills that would facilitate his ability to negotiate socially challenging encounters with peers. In this situation, he wanted a toy that another child had, so he was immediately redirected to the “Angry Jar”.


The purpose of this intervention is to:

• Redirect the child in an effort to avoid misbehaviors such as hitting, biting or kicking another child

• The child learns to articulate frustrations with the assistance of his teacher

• The child will eventually learn to use verbal communication to problem solve challenging situations

Katherine Generaux, Community Inclusion

Summer Therapy Camp 2012 is in Full Swing

Footprints in the Community is currently hosting it's first annual Summer Therapy Camp for children with special needs in Rowan County.

The camp is held at North Hills Christian School on Tuesdays and Thursday mornings in July.

Summer Camp 2012 is an inclusive therapy camp for children aged 3-8 with special needs and their typically developing peers. The professionals and therapists involved in the camp fully believe in an inclusive model for learning, as children of all abilities benefit from learning together.

The camp is literacy-based with themed units taught utilizing preschool-early elementary level books and paired with planned field trip experiences for hands-on learning.

The purpose of the camp is to bridge the gap for children who may have limited access to therapy services over the summer, whether due to financial or geographic constraints, or due to the typical gap in school-based therapy services over the summer. We strive to help children with special needs continue their developmental progress through participation in Summer Camp 2012 so that they will not lose skills over the summer.

Camp staff include an early education teacher, an occupational therapy professional, a physical therapy professional, and a speech language pathology professional.

During the first two weeks in July, our theme was "Jump, Frog, Jump" and we ended the unit with a visit to the Splash Pad. Take a look at some of the children having a blast in the water!

The second unit will be themed, "The Little Engine That Could!"

Follow Footprints in the Community on Facebook or at http://www.footprintsinthecommunity.com/home for more information or for upcoming information on next year's Camp!

Katherine Zink
Infant Toddler Family Specialist/P

Using an IPad for Communication

As an Early Intervention Specialist, I have been looking for the right tool for children to be able to communicate.  I have seen others use the app "Tap To Talk", so I  immediately downloaded the app.  I was so excited to start using it; only to find out that I couldn't use any actual photos unless I paid a LOT of money.  I was so disappointed and asked everyone if they knew of an app and finally my friend told me about Sounding Board.  It has totally lived up to my exceptions.  I made a picture of four different toys, recorded the words and was ready to go.  It was so easy!!!   The child pictured choose the pig.  He touched the picture and it said "pig".  As you can see below, he now gets to play with the pig.  This is a great way for him to communicate and is just the beginning of many different ways to use it.  Will this stop him from learning to talk?  Absolutely not, it will aid him in his learning.  Norma Honeycutt

Creating a need to communicate

Partners In Learning provides Community Based Rehabilitative Services (CBRS) to over 100 children at the center and in their homes each week.   Through CBRS, our professionals work with your child and family as a team to build a plan of supports and services for desired outcomes related to your child's development.  Activities are planned to help the child meet their developmental goals.  In the this video, I am working on several goals with one activity.  The child is using his pincer grasp to put pegs in a board.  He is beginning to use words and use them for a purpose.  I have provided a "need for him to communicate" by withholding pegs until he says "more please".  Three weeks ago he had no language and just listen to him now!  It is so exciting!

Norma Honeycutt, Early Intervention Specialist