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toddlerIn Tips for Video Chatting with Young Children – Staying Connected While Far Apart, the National Association for the Education of Young Children (NAEYC) offers some practical guidance on how to make video chatting a rich and meaningful experience. The author reports that “children as young as 8 months old respond very well to interactions with people via video chat platforms.” It’s all about the real-time interaction capability of today’s video chat platforms (like Skype, Facetime, and Google Hangout). This resource provides tips on supporting children as they use the platforms and adults as they chat with young children as well as ways to make video chats more interactive. The article ends with a link to some exciting research on the topic. Check it out and leave us a comment below to tell about your video chatting experiences.

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):
    • CK2: The role of primary social and emotional relationships as the foundation for early 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-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-i11 (EIS): Knows strategies that support parents in adapting the natural environment to meet infant/toddler developmental needs.
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