Page 23 - PDG-R | Resource & Referral Toolkit

Year 1: Be Strong Families Vitality Cafés: A Healthy Family Is a Strong Family
Vitality Café Themes:
 Physical
 Mental & Emotional  Spiritual
 Financial
 Environmental  Social
Year 2: Zero to Three: The Growing Brain
Café Themes:
 Social Emotional Development
 Understanding Behavior
 Everyday Play
 Communication & Language Development
Parent Café Training
Parent Café
Conversation starters
RESILIENCE
Parental Resilience
How do relationships with your family affect your relationship with your child?
RELATIONSHIPS
Social Connections
How do you decide who can take care of your child?
KNOWLEDGE
Knowledge of Parenting & Child Development
What are some of the things you have had to learn as a parent? How did you learn them?
SUPPORT
Concrete Support in Times of Need
What do you look for in a day care provider or early childhood program?
COMMUNICATION
Social & Emotional Competence of Children
How do you provide physical and emotional safety for your child?
Communication and Language Milestones
Introduction to
The Growing Brain Café Themes
UNDERSTANDING BEHAVIOR
The unit on Understanding Behavior addresses 3 factors that influence a child’s behavior (development, temperament and environmental factors) therefore the questions ask a parent to think about their child’s behavior. Additionally, the unit provides strategies on how to remain calm during a challenging behavior as well how to help teach children healthy coping skills which strengthens positive brain connections.
COMMUNICATION AND LANGUAGE DEVELOPMENT
The unit on Communication and Language Development focuses on how language is formed long before the child speaks their first word. The questions prompt adults to think about how connecting with their child plays a large role in communication and language development, but also how their own adult relationships are impacted by communication.
SOCIAL-EMOTIONAL DEVELOPMENT
In The Growing Brain, the unit on Social-Emotional Development discusses how children build relationships with the people in their lives and the impact positive and responsive relationships have on the child’s brain development. The questions focus on acknowledging our own emotions, the relationships we have with others, and how we tune into meeting the needs of children.
EVERYDAY PLAY
The unit on Everyday Play covers the stages of play that builds a child’s growing brain and skills across all developmental domains. The unit also highlights the importance of both free and guided play for children. The questions focus on the
□ □ □
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.
from a caregiver’s sentence. For example a caregiver might say, “Go get your shoe”, the toddler might say “Shoe!”
□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.
• Have fun with language. Use silly rhymes and songs during playtime with your child.
T#h90isT[Pp0u0b6li3c.aItitsonconrtepnrotsjeacrte] wsoalselmy athde rpeosspsoibnlseibiylitgyroanf t the authors and do not necessarily represent the official view of the United
States Department of Health and Human Services, Administration for Children and Families.
www.ccrcca.org |
Year 3: American Psychological Association: ACT Raising Safe Kids
Café Themes:
 American Psychological Association’s Raising Safe Kids
 Building Safe & Strong Families (in development, available in 2022)
□Toddlers say “no” with intention. □Toddlers repeat the last word
□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.
□Toddlers use 15-20 words including their own name.
□Answers simple questions with more than a yes-or-no response.
18-24
months
□Ask “what,” “where,” and “when” questions.
□ 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.
role of the adult during a child’s play and prompts adults to think about the skills children develop when engaged in play.
□ 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.
□ Produces pronouns appropriately and uses possessives, such
as “mine.”
□ Using regular past tense, such as adding “-ed” to make “fix” “fixed.” □Using irregular past-tense verbs correctly, such as “fell” or “broke.”
□Ask questions about how another person feels. □Produce longer, more
□ Asks “Is...” and “Do...” questions.
complex, and grammatically correct sentences.
by 5 years old
by 3 1/2 years old
by 4 years old
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