STEM Innovation for Inclusion in Early Education

Logo for Science Technology Engineering Mathematics Innovation for Inclusion in Early Intervention.Science Technology Engineering Mathematics Innovation for Inclusion in Early Education (more easily referred to as STEMI2E2) is an OSEP-funded project of the University of North Carolina at Chapel Hill. This week’s resource from STEMI2E2 offers practical strategies for incorporating STEM concepts into daily mealtime routines. Parents can talk about quantity, volume, sequencing, physical properties, and plants, according to the article. To help the children with specific developmental considerations to be more engaged during mealtimes, the authors also provide specific adaptations in seating, plates, and utensils to try; communication strategies; and activities highlighting pattern perception, sorting, and experimentation. We believe you’ll discover ideas that you’ve never thought of before related to STEM for the one- to two-year-old crowd. Lots of families will enjoy reading these tips and giving them a try around their dinner tables. You can quickly download a PDF of this article here.

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.

This resource is related to the following ESPM knowledge-level competencies:

  • Core Knowledge (CK):
    • CK5: The importance of play as context, method, and outcome of learning.
  • Individualized Family Service Plan Development and Review (IFSP-DR):
    • IFSP-DR5 (EIS): Understands the rationale for the identification and selection of intervention strategies used in everyday routines, relationships, activities, places, and partnerships for early intervention activities.
  • Individualized Family Service Plan Implementation (IFSP-i):
    • IFSP-i2 (EIS): Understands the individual nature of child learning styles and the importance of adapting intervention strategies.
    • IFSP-i6 (EIS): Understands 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.
    • IFSP-i10 (EIS): Knows strategies that support parents in providing basic health, nutrition, and safety for infants and toddlers in natural environments.
    • IFSP-i11 (EIS): Knows strategies that support parents in adapting the natural environment to meet infant/toddler developmental needs.
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