We’ve discovered yet another set of highly informative resources from our colleagues at Zero to Three to help you “learn what you can do to support social-emotional development” in young children. In fact, what we’ve linked to here are two sets of three handouts, one for parents and another for professionals, each focusing on a specific age group: birth to 12 months, 12 to 24 months, and 24 to 36 months. These resources explore a wide variety of topics, such as making friends, expressing anger in healthy ways, resolving conflicts, helping someone who’s been hurt, waiting your turn, following rules, and spending time with others. As a series, they “describe the arc of healthy social-emotional development,” outline the small steps children take over time to develop these skills, and offer practical suggestions parents and professionals can implement right away. Be sure to check them out and download them for future reference. We’d love to hear your comments about how you’ve used these resources. Be sure to click the FOLLOW button so you can read all the great ideas from your fellow Neighbors, too.
The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, CLICK HERE.
These resources are related to the following ESPM knowledge-level competencies:
- Core Knowledge (CK):
- CK2: The role of primary social and emotional relationships as the foundation for early learning.
- CK6: The sequences of development and the interrelationships among developmental areas/factors, including social and emotional development.
- Individualized Family Service Plan Development and Review (IFSP-i):
- IFSP-i3 (EIA): Is familiar with generic and specific evidence-based early intervention strategies to support all areas of development.
- IFSP-i6 (EIA): Is aware of the need for developmentally appropriate strategies (for example, hands-on, experiential, child-centered, play-based activities within daily routines), adaptations, assistive technologies and other supports that maximize the child’s learning opportunities.
