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4506051240?profile=RESIZE_400xDid you know that “research shows . . . having a strong foundation in early math . . . can lead to higher achievement in both math AND reading later in school.” That’s the kind of wisdom you’ll find in this tip sheet from the U.S. Departments of Health & Human Services and Education. The article defines S.T.E.M. (science, technology, engineering, and math) education in easy-to-understand terms then offers a long list of tips that families can try in their home language. These tips address such concept areas as measurement, counting, shapes, spatial relationships, patterns, and many more . . . all things inquisitive young minds are interested in learning. Give this tip sheet a read and see what S.T.E.M. skills you can support with children from birth to age three. You might be surprised! Leave us a comment below and let us know what your child found exciting about this important area of education.

 

 

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 (or justification of the extent to which some outcomes cannot be achieved in a natural environment).
  • Individualized Family Service Plan Development and Review (IFSP-i):
    • IFSP-i3 (EIS): Knows generic and specific evidence-based early intervention strategies to support all areas of development.
    • IFSP-i4 (EIS): Understands early experiences that contribute to emergent literacy.
    • IFSP-i5 (EIS): Understands issues related to English language learning and maintenance of home language.
    • 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.
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