SLIDE 1 Po we r-Up Summit T he Blue print fo r E a rly Childho o d Co nfe re nc e L a wre nc e , K a nsa s April 1, 2015
Judith Ca rta , Da le Wa lke r, & Cha rle s Gre e nwo o d Co -Dire c to rs . Bridg ing the Wo rd Ga p Na tio na l Re se a rc h Ne two rk Junipe r Ga rde ns Childre n’ s Pro je c t Unive rsity o f K a nsa s
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100 na tio na lly re c o g nize d re se a rc he rs,
pra c titio ne rs, po lic yma ke rs, a nd funde rs c re a ting a c o o rdina te d re se a rc h a g e nda a ddre ssing the Wo rd Ga p.
SLIDE 3 Childre n who a re po o r re a de rs b y the
e nd o f first g ra de a lmo st ne ve ra c q uire a ve ra g e -le ve l re a ding skills b y the e nd o f e le me nta ry sc ho o l.
▪
Jo se ph T
On a ve ra g e , c hildre n fro m lo w-inc o me
fa milie s e nte r kinde rg a rte n mo re tha n
- ne ye a r b e lo w na tio na l no rms in pre -
re a ding a nd la ng ua g e skills.
▪
Annie E . Ca se y F
SLIDE 4
he first sig ns o f lo we r o utc o me s fo r c hildre n fro m lo w-inc o me fa milie s is se e n b e twe e n 9 a nd 18 mo nths o f a g e .
he diffe re nc e s o nly g ro w la rg e r a s c hildre n g e t o lde r.
- 3. While the g a p c a n b e re duc e d in the
la te r g ra de s, it’ s muc h mo re diffic ult tha n pre ve nting it in the first pla c e .
SLIDE 5
So me thing is ha ppe ning in c hildre n’ s
e a rly e xpe rie nc e be fo re the y re a c h the sc ho o l ho use do o r to pre pa re the m fo r sc ho o l.
We c a nno t wa it until kinde rgarte n to
b e sure c hildre n a re o n the ro a d to b e c o ming suc c e ssful re a de rs.
SLIDE 6
T
his g a p b e g ins ve ry e a rly—lo ng b e fo re c hildre n e nte r the sc ho o l ho use do o r.
We kno w a lo t a b o ut wha t c o ntrib ute s
to it.
We c a n pre ve nt the g a p b ut it is
impo rta nt to sta rt e a rly.
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SLIDE 8
SLIDE 9 Ha rt & Risle y, 1995
SLIDE 10 Dispar ities in E ar ly Voc abular y Gr
1 6 m os. 2 4 m os. 3 6 m os.
Cumulative Vocabulary (Words)
College Educated Parents W orking Class Parents Low est I ncom e Parents
Child’s Age (Months)
2 0 0 6 0 0 1 2 0 0
Source: Hart & Risley (1995)
10
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SLIDE 12 F
- llo we d c hildre n fro m kinde rg a rte n
thro ug h 3rd g ra de
Childre n’ s la ng ua g e inte ra c tio ns
b e fo re a g e 3 pre dic te d c hildre n’ s sc ho o l re a dine ss a nd the ir la ng ua g e , c o g nitive a nd re a ding skills thro ug h 3rd g ra de
SLIDE 13
Go o d ne ws—tho se diffe re nc e s b e twe e n
lo w- a nd hig h- inc o me c hildre n a re thing s we c a n do so me thing a b o ut.
We kno w wha t it ta ke s to b ridg e the
wo rd g a p—K e y ing re die nts a re T
alking, Re ading a nd Playing with c hildre n in the
e a rlie st ye a rs.
T
he se a re a c tivitie s a ll pa re nts/ c a re g ive rs c a n do !
SLIDE 14
T
he wo rd ha sn’ t g o tte n o ut ho w impo rta nt the se thing s a re .
Childre n who wo uld mo st b e ne fit fro m
T a lking Re a ding a nd Pla ying a re g e tting the le a st.
SLIDE 15
Who will de sc rib e so me e vide nc e -
b a se d a ppro a c he s fo r pro mo ting c hildre n’ s c o mmunic a tio n
SLIDE 16 Afte r se e ing ho w e a rly la ng ua g e a t ho me a ffe c te d c hild
- utc o me s a t a g e 3 a nd whe n c hildre n e nte re d sc ho o l
- We me a sure d the la ng ua g e le a rning e xpe rie nc e s o f
50 infa nts a nd to ddle rs in c o mmunity-b a se d c hild c a re
- L
- o ke d a t the a mo unt a nd q ua lity o f ta lk b e twe e n
te a c he rs a nd infa nts a nd to ddle rs
20 40 60 80 100 Talk Other No Verbal Read Prohibition Comment Question Praise Talk
Percent Intervals
0.32 0.28 0.3 0.26 0.22 0.17 0.16
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Probability
Ques*** Comm/Exp*** Read** NoVoc***
Unconditional Probability.19
Other*** Talk*** Direct
SLIDE 17
nviro nme nt
e a d
a b e ling
mita ting , E xpa nding
nde d Que stio ns
ime -de la y..\Mo de l De mo nstra tio n E
a rly L a ng a nd L it\vide o s a nd pic ture s MDC\Jo hn - Sho rt.wmv
- Po sitive Atte ntio n
- Pro viding Cho ic e s
(De rive d fro m Re spo nsive , Milie u te a c hing I nte rve ntio n)
Wa lke r, Big e lo w, & Ha rjuso la -We b b (2008)
SLIDE 18 I
nc o rpo ra te into fa mily a nd c la ssro o m g o a ls
Ho me visito rs e mb e d
in da ily a c tivitie s a nd a c ro ss ro utine s: Pla y, Bo o ks, Da ily Ro utine s
I
ndividua lize to fa milie s’ ne e ds a nd pre fe re nc e s
Sha re g ra phs with pa re nts a nd/ o r te a c he rs Use I
nte rve ntio n Se lf-Che c ks to se lf-mo nito r, pro mpt stra te g y use , pro mo te disc ussio n
18
SLIDE 19 John D. 3/2/2014 Mom D. May F. Mom labels colors during play and meal time. Mom catches John asking for more and praises him. I really wanted to work on tantrums at dinnertime, so I mostly focused on thanking him for using his words.
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Ra ndo mly a ssig ne d 100 infa nts a nd to ddle rs to two g ro ups
- One g ro up re c e ive d pro fe ssio na l de ve lo pme nt a nd
c o a c hing in use o f stra te g ie s
- Ob se rve d a nd me a sure d te a c he rs’ inte rve ntio n use
- Child T
a lk fro m 6 - 36 mo nths
SLIDE 23
Build the c a pa c ity o f pa re nts a nd
e duc a to rs to pro mo te infa nts’ a nd to ddle rs’ c o mmunic a tio n skills
Do c ume nt inte rve ntio n
imple me nta tio n a nd impa c t o n c hildre n’ s c o mmunic a tio n a nd e a rly lite ra c y
Childre n who se pa re nts use d the
inte rve ntio n with hig he r fide lity ha d hig he r ra te s o f c o mmunic a tio n a nd b e g inning lite ra c y a t 48 mo nths.
SLIDE 24 Childre n who se pa re nts use d the Stra te g ie s mo re fre q ue ntly ha d hig he r sig nific a ntly ra te s o f c o mmunic a tio n c o mpa re d to c hildre n who se pa re nts use d the m le ss fre q ue ntly. Pa re nt Stra te g y use pre dic te d c hild c o mmunic a tio n a s me a sure d
CI .
SLIDE 25 Childre n who re c e ive d hig he r ra te s o f the Stra te g ie s mo re like ly to ha ve inc re a se s in PL S sta nda rd sc o re s
c o mpa re d to c hildre n re c e iving lo we r ra te s.
SLIDE 26 E
xa mine the impa c t
- f te xt me ssa g ing o n
- Pa re nt use o f Pro mo ting Co mmunic a tio n
stra te g ie s with the ir infa nt/ to ddle r se rve d in rura l a nd urb a n E HS a nd Pa rt C pro g ra ms in a ra ndo mize d study with o ve r 140 c hildre n
xa mine la ng ua g e o utc o me s a s a func tio n o f pa re nt inte rve ntio n use
- Pa re nt e ng a g e me nt in ho me visiting
inte rve ntio n de live ry in g e ne ra l
http:/ / fo x4kc .c o m/ 2015/ 03/ 24/ why-ta lking -to -yo ur-b a b y- ma tte rs/ # o o id=5lb T g 2dDpwkr5jhDq lJE ufPyVq sK sc QZ
SLIDE 27 F
a milie s re c e ive 5 te xt me ssa g e s pe r we e k, a nd a b rie f pho ne c a ll
Ho me Visito rs a nd c o a c he s se nd
me ssa g e s fo c use d o n suppo rting pa re nts’ use o f the Pro mo ting Co mmunic a tio n inte rve ntio n a nd e ng a g e me nt in ho me visiting
- Pro mpts/ re minde rs a b o ut using the
inte rve ntio n stra te g ie s
ips/ c o mmunity re so urc e s
http:/ / fo x4kc .c o m/ 2015/ 03/ 24/ why-ta lking -to -yo ur-b a b y-ma tte rs/
27
SLIDE 28
le xib le imple me nta tio n pro c e ss; e a sy to a da pt
a mily-frie ndly ma te ria ls
he lp pa re nts, te a c he rs a nd/ inte rve ntio nists re fle c t o n wha t the y do da ily o r we e kly
- Me a sure me nt o f inte rve ntio n imple me nta tio n
a nd c hild o utc o me s to do c ume nt pro g re ss
- Re q uire c o mmitme nt a nd re so urc e s to suppo rt
pa re nt a nd pro g ra m use
SLIDE 29
a thryn Big e lo w wa lke rd@ ku.e du kb ig e lo w@ ku.e du Junipe r Ga rde ns Childre n’ s Pro je c t http:/ / www.ta lk.ku.e du/
We a c kno wle dg e o ur re se a rc h sta ff, Pa rt C a nd Pa rt B e a rly inte rve ntio n pro vide rs, pa re nts, c hild c a re te a c he rs, a nd c hildre n. T his wo rk wa s suppo rte d b y the USDE , OSE P Gra nt # H326MO70005 a nd thro ug h the K a nsa s I nte lle c tua l a nd De ve lo pme nta l Disa b ilitie s Re se a rc h Ce nte r, NI H Gra nt # HD002528, Sc hie fe lb usc h I nstitute fo r L ife Spa n Studie s, Unive rsity o f K a nsa s. T his pre se nta tio n wa s suppo rte d in pa rt thro ug h the HRSA Bridg ing the Wo rd Ga p Re se a rc h Ne two rk.
SLIDE 30
SLIDE 31 We ne e d to b ring to g e the r the va rie ty o f sta ke ho lde rs
a nd disc ipline s tha t c a n mo ve the ne e dle o n this wo rd g a p pro b le m.
We ne e d inte rve ntio ns a t ma ny le ve ls:
- Na tio nwide a nd c ity-wide pub lic a wa re ne ss
c a mpa ig ns
- Va rie ty o f c o mmunity a g e nc ie s tha t c a n pro vide
pa re nts a nd c a re g ive rs with mo re info rma tio n
- Ho me visiting , e a rly c a re a nd e duc a tio n, a nd e a rly
inte rve ntio n pro g ra ms who c a n wo rk with pa re nts
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SLIDE 37
A c o mmunity-wide me ssa g ing
c a mpa ig n: T a lk, Re a d, Pla y with yo ur c hild e ve ry da y.
Spe c ific stra te g ie s tha t c a n b e ta ug ht
to pa re nts de sc rib ing ho w the y c a n T AL K , RE AD, a nd PL AY with the ir infa nt, to ddle r, o r pre sc ho o le r.
SLIDE 38
T
a lking , Re a ding a nd Pla ying c a n b e do ne fo r fre e —it just ta ke s a mo m o r da d o r g ra ndma o r g o o d frie nd so me time , pla nning a b o ut ho w a nd whe n to
do it. Gre a t thing : a lmo st
a nyo ne c a n do it.
T
he se a c tivitie s c a n b e use d a lmo st a nytime .
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SLIDE 41 I
n K CMO, Ma yo r’ s Co mmunity Co nve rsa tio n a b o ut T RP re sulte d in c o mmitme nts fro m mo re tha n 50 Ag e nc ie s thro ug ho ut the c ite to spre a d the wo rd:
- City ve hic le s will c a rry T
RP b umpe r stic ke rs
- He a lth de pa rtme nt a nd lo c a l ho spita ls will
distrib ute T RP ma te ria ls a nd spre a d the wo rd
- Pub lic utilitie s will inc lude T
RP me ssa g e in e le c tric a nd wa te r b ills
- Cle rg y will disse mina te to o lkits o f T
RP ma te ria ls
- Sc ho o l distric ts will pro mo te T
RP in pre sc ho o ls a nd in Pa re nts-a s-T e a c he rs pro g ra ms
SLIDE 42
Our g o a l is to re a c h e ve ry fa mily with
yo ung c hildre n se ve ra l time s e a c h ye a r.
We wa nt fa milie s to he a r the me ssa g e
a nd use it da ily.
So o n whe n a he a lth wo rke r o r ho me
visito r o r lib ra ria n sta rts to e xpla in T RP we wa nt pa re nts to sa y, “Ye s, we kno w a b o ut tha t. L e t us te ll yo u wha t we do .”
SLIDE 43 Pro vide nc e T
a lks—A Bridg ing the Wo rd Ga p Ca mpa ig n le d b y Ma yo r Ang e l T a ve ra s.
- Ho me Visiting with fo c us o n pro mo ting la ng ua g e ;
- T
ra c king numb e r o f wo rds a nd la ng ua g e inte ra c tio n turns with L E NA—la ng ua g e pe do me te r
e e db a c k to pa re nts o n ho w muc h the y a re ta lking with the ir c hild
- Stra te g ie s fo r pro mo ting mo re inte ra c tio ns
- https:/ / www.yo utub e .c o m/ wa tc h? v=0_sT
8XNpJw
L
E NA Sta rt: inte rve ntio n using individua l fe e db a c k a nd g ro up pa re nting inte rve ntio n
SLIDE 44 We ha ve a g a p:
n a c hie ve me nt o utc o me s,
- Amo unt o f pa re nt ta lk to c hildre n,
- Awa re ne ss a b o ut the impo rta nt ro le tha t
a dult ta lk pla ys in b ridg ing the g a p.
We ha ve pro mising stra te g ie s fo r b ridg ing
the g a p: T a lking , Re a ding a nd Pla ying .
No w we ha ve a re spo nsib ility to c ha ng e
b usine ss a s usua l.
SLIDE 45
SLIDE 46
Wha t a re wa ys tha t we c a n b uild a
sta te wide c o a litio n?
Ho w c a n we g e t ma yo rs o r c o unty
le a de rs to use the ir influe nc e ?
Wha t ma jo r o rg a niza tio ns c a n he lp
spre a d the wo rd?
SLIDE 47 I
f yo u’ re a pa re nt o r a c a re g ive r:
hink a b o ut wa ys yo u c a n ta lk a nd use ne w wo rds with yo ur c hild—e ve n if the y a re to o yo ung to ta lk.
- Re a d b o o ks, ta lk a b o ut the pic ture s, o r sha re
sto rie s with c hildre n.
I
f yo u wo rk with pa re nts o r c a re g ive rs:
- He lp fa milie s unde rsta nd the impo rta nc e o f
ta lking re a ding a nd pla ying with the ir c hildre n E VE RY DAY. Se nd ho me sug g e stio ns.
I
f yo u wo rk in he a lth c a re : I nc lude the me ssa g e a b o ut T a lk, Re a d a nd Pla y in we ll-c hild visits.
SLIDE 48
I
f yo u’ re in the fa ith-c o mmunity, o r so c ia l se rvic e s—he lp to g e t the wo rd o ut to fa milie s a nd find wa ys to g ive the m suppo rt to do this.
I
f yo u’ re in the b usine ss c o mmunity o r phila nthro pic c o mmunity—re a lize tha t a n inve stme nt in c a mpa ig ns to b ridg e the wo rd g a p c o uld re sult in hug e re turns la te r—b e tte r pre pa re d wo rkfo rc e .
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SLIDE 50
E a c h o ne o f us c a n ma ke a diffe re nc e in pre pa ring the ne xt g e ne ra tio n o f c hildre n fo r suc c e ss.
SLIDE 51 Judith Ca rta
Cha rle s Gre e nwo o d
Da le Wa lke r
www.b wg re sne t.ku.e d u Yo u c a n a lso fo llo w us o n T witte r @ BWGRe sNe t a nd like us o n F a c e b o o k a t Bridging the Wo rd Gap
Re se arc h Ne two rk
