Page 5 - CCRC Annual Report 2020-2021

Helping at Home
Our Home Based program, which uses the Parents as Teachers (PAT) curriculum, received a Blue Ribbon Endorsement for exceeding program benchmarks and outcomes. The Home Visiting Program promotes early intervention services for children 0-5. CCRC obtained grant funding to expand this immersive program through an apprenticeship that pays participants while they are trained. These interactions provide tools that support parent knowledge about child development, empowering them as their child’s advocate as they navigate the elementary school system. Typically, a certified CCRC-trained parent educator pays each parent two home visits per month. But during the pandemic, all services were virtual. Grants were used to hire and train 12 new Home Visitors, expanding services to more families in the Antelope Valley. The program maintained a strong client retention rate and actually increased the number of visits from previous years. We launched a virtual infant massage training for parents and hosted virtual baby showers for the program’s expectant mothers. Contactless drop offs provided participants with diapers, formula, wipes, food and developmentally appropriate activities for children.
CCRC is the lead agency for a northern Los Angeles County-wide effort First 5 LA Help Me Grow. Help Me Grow is a system of supports for pregnant women, caregivers with new babies and families with young children with developmental delays and disabilities. With a goal of early intervention and support for children birth to age five, CCRC is in charge of the evaluation of different systems that “talk to each other” and ensure families, doctors and all community services work together to help families concentrate on the ability to enhance the child’s learning and development while receiving help for a multitude of available services.
As part of the Preschool Development Grant (PDG), CCRC was tasked with supporting Resource & Referral agencies statewide to empower parents to better understand their role in child development. CCRC continues to lead the coordination and implementation of Parent Cafés across the state, connecting families and supporting community building, peer sharing experiences, and knowledge development. We supported 32 Resource and Referral agencies across the state in initiating 80 virtual Parent Cafés. Feedback sessions allowed us to collect information from participants through small group sessions, where they discussed in a safe space family needs, availability of services and deficiencies. These recorded sessions are shared with stakeholders and decision makers to identify ways to improve our early learning systems. CCRC Creative Bridge also used the grant to design Zero to Three Cafe Curriculum materials.
I’m thankful for you because with your help, your guidance, and you talking to me about his development, I was able to get him the help he needed. Now his teacher said he is good and doesn’t need therapy anymore. He reached all of the goals that were set up for him and he was able to do that thanks to your support and the support from the teachers and the therapists. This program was a blessing.
- Parent Strengthening Families Throughout California
Communication and Language Milestones
□ □ □
Infants recognize and respond when they hear their name. Infants begin to point.
Infants begin to understand simple requests like when an adult says, “Can mommy have a cracker?”
□Toddlers point to a caregiver’s request, such as “Show me your nose” and the toddler will point to their nose.
□
Use about 50 or more words and three-word sentences like “Mama go car.”
□Use 300-1000 words and two to three sentences at a time when talking.
□Infants say their first word.
□Understand actions like “jump” and placement like “in” and “out.”
0-12
months
12-18
months
24-36
months
Ways to Support Communication and Language Development at Any Age
• Put words to your experiences with your child (e.g., "You are kicking your legs."; "These pears are so sweet and juicy!")
• Model the back-and-forth of converstaions and take turns using words, facial expressions, gestures, and sounds.
• Expand your child's vocabulary (e.g. if your child says, "Look dog," you can respond: "Yes, that's a big, brown dog.")
• Read aloud and make books come alive.
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□Toddlers say “no” with intention. □Toddlers repeat the last word from a caregiver’s sentence. For
□Understands when an adult talks about a room in their own house like when an adult says “Your shoes are in the kitchen.” □Understands two step sentences, such as “First we will put our shoes on, and then we’ll go to the park.”
□Sing nursery rhymes and songs they know.
example a caregiver might say, “Go get your shoe”, the toddler might say “Shoe!”
□Ask “what,” “where,” and “when” questions.
□Toddlers use 15-20 words including their own name.
□Answers simple questions with more than a yes-or-no response.
18-24
months
□ Understand spatial descriptors, such as “in front of,” “behind,” and “next to.”
□ An understanding of time concepts such as “before” and “after” or “yesterday” and “today.”
□Being able to respond to “What happens if...” questions.
□ Use “but,” “and,” and “because” to combine sentences and produce more complex statements.
□ The ability to ask and understand “how”, “why”, and “when” questions.
□Retell a story in sequence and give a description of a past experience.
□Ask questions about how □Producespronounsappropriately □Usingregularpasttense,suchas anotherpersonfeels.
and uses possessives, such as “mine.”
adding “-ed” to make “fix” “fixed.” □Using irregular past-tense verbs correctly, such as “fell” or “broke.”
by 4 years old
□Produce longer, more complex, and grammatically correct sentences.
by 5 years old
□ Asks “Is...” and “Do...” questions.
by 3 1/2 years old
Supporting Social-Emotional Development
Loving relationships provide young children with a sense of comfort, safety, and confidence. They teach young children how to form friendships, communicate emotions, and deal with challenges. Like any skill, young children develop these abilities in small steps over time.
Social-Emotional Milestones
0-12 Months
• Read and respond to adult cues and signals. • Use simple gestures to start or
reciprocate interactions.
12-24 Months
• Engage with others through back-and forth interactions.
• Imitate adult behaviors in play.
• Shows a range of emotional expressions. 24-36 Months
• Be eager to meet new people.
• Talk about experiences and the thoughts
and feelings of others.
• Play more cooperatively with peers by sharing and exchanging material and objects. 3 to 5 Years
• Respond to others’ emotional needs.
• Use words to express complex feelings.
• Regulate attention, thoughts, and feelings with less support from an adult.
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WHAT YOU CAN DO:
Be aware of your child's likes and dislikes: What toys are they interested in? What books or songs do they like?
Be affectionate and nurturing: Touching, holding, comforting, rocking, singing, and talking to your baby all send the message that they are special and loved.
Establish routines for your child: Knowing what to expect helps young children feel safe, confident, and in control of their world. Is the tantrum due
to fear of a new situation or because the child
is overwhelmed by too much stimulation
around him?
Praise the effort, not just the end product: "You are working so hard on that puzzle, really thinking through where each piece fits."
Help your child understand their feelings
and help your child express their feelings in age-appropriate ways: "You are feeling sad that Carly got the cupcake that you wanted. Now you can choose the blue cupcake or the green one." They can rip paper, stomp their feet, or throw a foam ball when they are upset.
Help your child see others' point of view: "Casey is feeling sad because his daddy just said goodbye. Let's see if he wants to read a book."
Be a role model of expressing emotions in a positive way: "It's okay to cry when sad" or say, "I am angry so I am going to take a deep breath."
Understanding Behavior
All behavior has meaning. Children's actions are important communicators and are efforts to cope with the challenges they face. Young children aren't misbehaving on purpose.
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Managing Challenging Behaviors
Your mood is contagious. If you get angry, your child is more likely to get agitated and worked up. The calmer you are, the more likely it is that your child will calm more quickly, and the more likely you are to be able to carefully observe what is happening and consider how best to respond.
Stay Calm
• Deep breathing • Self talk
• Engage the help of a friend
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Everyday Play
Have a plan: Think about how you will respond to situations that come up often. Below are some strategies to include in your plan.
1. Let your child know you understand their
feelings. Remember, it's not the feelings that are the problem, it is what kids do with their feelings. Give them the words that show you understand: "I see you are mad that I turned off the TV."
2. Set the limit calmly and clearly, with as few words as possible. "Hands are not for hitting." 3. Offer acceptable choices, whenever possible. "It is not your turn yet, would you like to read a
book or color while we wait?"
4. Allow space for your child to get himself back
together. "It seems like you are really excited right now, maybe we need a break. Let's take a deep breath together."
5. Wait to talk about what happened until after the child is calm.
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Temperaments
• Distractibility • Adaptability • Persistence • Mood
• Activity level
• Intensity
• Approach/withdrawal • Sensory threshold (aka sensitivity)
• Regularity
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Understanding the reasons behind their behavior makes it easier for both you and your child to cope. Is the tantrum due to fear of a new situation or because the child is overwhelmed by too much stimulation around him?
Children have very little self-control before
three years old. Young children are largely driven by emotion, not logic; preschoolers' ability for self-control is limited.
Different kids respond to the world in different ways. Every child has a unique temperament–his or her own way of experiencing and approaching the world (see side bar).
Changes in a child's world can cause changes
in behavior. A move, the loss of a person or beloved pet, the birth of a new sibling, or a change in child care arrangements can all affect a child's behavior.
"Play is the work ofthechild."
- Maria Montessori
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How to expand learning through play
• Join in your child's play.
• Provide the support your child needs to accomplish their goal.
• Follow your child's lead.
• Present new challenges when you see your child is ready.
• Help children 2 years and older become critical thinkers and problem solvers.
• Be spontaneous and have fun!
Have conversations
• "Wow! Tell me about what you made. How did you
make it SO big/small/so many?"
• "I wonder" questions: "I wonder what will happen
if you mix these colors?" or "I wonder what will happen if the bigger block is on the bottom?"
• "Tell me more about your art."
Free and low-cost activities •Rtoeyaoduw.ithyourchildoraskthemto"read"abook
• Water play (supervise your child at all times with water to prevent drowning): Fill a sink or tub with water and add spoons, mixing bowls, ice cube trays, or funnels.
• Dance party! Put on some fun music! Or see if you can freeze your bodies when you pause the song. • Go outside! Walk in your neighborhood or at a park to count how many birds you see, find as many green things as possible, or talk about the weather.
• Have a picnic! Too cold or hot outside? Put a blanket down inside and have an indoor picnic.
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Child Care Resource Center 5