Currículo

Growing Great Kids™: Prenatal a 36 meses

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Resumen

Descripción del currículo

Growing Great Kids: Prenatal a 36 meses proporciona materiales específicos según la edad para los visitadores del hogar y las familias que promueven el desarrollo infantil y las prácticas de crianza de los hijos. Este currículo incluye un volumen que se enfoca en el bienestar de la familia.

Resumen de la evaluación

  • Promueve una variedad de prácticas de visitas al hogar basadas en la investigación a fin de construir una relación positiva con las familias.
  • Promueve prácticas de crianza de los hijos basadas en la investigación para apoyar el desarrollo y el aprendizaje de los niños a través del juego, el movimiento y la exploración activa.
  • Describe un proceso específico para establecer y evaluar las metas a nivel familiar.
  • Apoya el desarrollo y aprendizaje de los niños en todos los dominios del Marco de Head Start sobre los resultados del aprendizaje temprano de los niños (ELOF, sigla en inglés).
  • Ofrece capacitación estandarizada integral y materiales para apoyar la implementación.
  • Proporciona orientación específica sobre cómo los visitadores del hogar pueden apoyar y promover una relación entre la familia y los hijos que fomente el desarrollo.
  • Ofrece orientación general sobre cómo apoyar a los niños que aprenden en dos idiomas (DLL, sigla en inglés).
  • Proporciona una orientación limitada sobre cómo integrar las culturas y lenguas maternas de los niños y las familias en las interacciones y experiencias de aprendizaje.
  • Proporciona una orientación limitada sobre cómo garantizar que el entorno del hogar, los materiales de aprendizaje y las experiencias de aprendizaje sean accesibles a los niños con discapacidades, sospechas de retraso u otras necesidades especiales.
  • Proporciona una orientación mínima sobre cómo responder a los intereses, las fortalezas y las necesidades de las familias y los niños.
  • Carece de orientación para que los visitadores del hogar y las familias planifiquen conjuntamente las visitas al hogar y las socializaciones en grupo.
Website: http://www.greatkidsinc.org/ggk-curriculum/ggk-prenatal-to-36-months-home-visit…

Detalles

Cost of Curriculum

Los desarrolladores de currículos requieren capacitación para poder adquirir el currículo.

Cost of Professional Development

Los precios de la capacitación varían según el tamaño del grupo y la función del participante.

Comuníquese con el editor para obtener la información más actualizada sobre los costos del currículo y las ofertas actuales de desarrollo profesional.

Availability in Other Languages

Criando Niños Fantásticos: Prenatal a 36 meses: $495 por un currículo, además de los gastos de capacitación

Target Age

Programas basados en el hogar para madres embarazadas y niños desde el nacimiento hasta los 36 meses

Curriculum Materials Reviewed by Raters

Los materiales de Growing Great Kids: Prenatal a 36 meses se revisaron en 2018. Entre estos materiales se encontraban:

  • Growing Great Kids: 1 a 12 meses,
  • Growing Great Kids: 13 a 24 meses,
  • Growing Great Kids: 25 a 36 meses,
  • Growing Great Families: un currículo de fortalecimiento familiar, manejo del estrés y habilidades para la vida.

Evaluación y valoraciones

¿Qué significan las valoraciones?

  • Four star rating graphic Evidencia completa
  • Three star rating graphic Evidencia moderada
  • Two star rating graphic Evidencia mínima
  • One star rating graphic Sin evidencia

Criterio 1

Base empírica para los resultados del niño

La evidencia de la investigación demuestra que el currículo se ha asociado con los resultados positivos del niño. El currículo ha sido implementado y estudiado directamente en programas de visitas al hogar de la primera infancia, y la investigación ha demostrado efectos positivos y significativos en los resultados del niño. Se han obtenido pruebas de eficacia en estudios de investigación rigurosos, como ensayos controlados aleatorizados o diseños de regresión discontinua. Los estudios de investigación sobre el currículo han incluido de manera óptima varios grupos diversos de niños y familias.

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At the time of this review, Growing Great Kids: Prenatal–36 Months (Growing Great Kids) has been studied as part of an evaluation of two home visiting programs, both administered by the Children's Institute of Los Angeles (Children's Institute, 2012; Children's Institute, 2017). The first study evaluated the federal Abandoned Infant Assistance (AIA) program, while the more recent study evaluated the Institute's Early Head Start (EHS) program. Both of these studies found outcomes for children associated with their families' participation in a program that used the Growing Great Kids: Prenatal–36 Months curriculum. However, these evaluation studies used descriptive methods and did not include comparison groups. More rigorous research is needed in order to establish evidence for positive effects of the Growing Great Kids™ curriculum on child outcomes.

For information on Growing Great Kids as a parenting curriculum, please see the Home-Based Parenting Curriculum database.

Rigorous Design: The Children's Institute conducted pre-post descriptive studies that explored how child outcomes changed after families participated in their programs. There were no comparison groups.

Sample and Generalizability: Both Children's Institute studies had small sample sizes (under 100 families in the final samples) and primarily included families with incomes below the poverty line. The children in the EHS sample ranged in age from 1 month to 30 months old, with a mean age of 10 months old when they began the program. Most children were from Latino families. The AIA sample included women who were pregnant as well as children up to 3 years and 8 months old, with a mean age of 13 months. All families in the AIA sample had multiple risk factors.

Fidelity of Implementation: The reports did not provide information on fidelity of implementation. Home visitors in both programs received a week-long training from an official Growing Great Kids™ trainer. In addition, the EHS evaluation reported that home visitors participated in individual supervision twice each month, group supervision monthly, and booster training sessions annually. The AIA evaluation reported weekly individual and group supervision. The EHS program included weekly 90-minute home visits. The AIA program included weekly 6090 minute home visits, with weekly supplemental group sessions.

Parenting Outcomes: The EHS evaluation did not investigate effects on parenting outcomes. The AIA evaluation found that parents reported positive changes in their stress levels, attitudes, and beliefs after six months in the program.

Child Outcomes: Both evaluations investigated child outcomes in the domains of communication, fine and gross motor, problem-solving, and personal-social skills. The EHS evaluation compared children's development in these domains at intake and at 4, 8, and 12 months. They reported normative child development in these domains. In addition, children's gross motor skills developed, on average, at a faster pace than normative development. The AIA evaluation reported that, after six months, child outcomes in communication, problem-solving, personal-social skills, and total score were higher than developmental norms for the children's ages. The EHS evaluation also explored child outcomes in initiative/attachment relationships and self-regulation and found that children's skills corresponded to normative development.

References:

Children's Institute, Inc. (2012). Project Stable Home Abandoned Infants Assistance Grant Final Report (No.: 90-CB-0159). Los Angeles, CA: Author.

Children's Institute, Inc. (2017). Outcome Evaluation of the Growing Great Kids Developmental Curriculum with Early Head Start Families Served by Children's Institute, Inc. Los Angeles, CA: Research & Evaluation Center, Children's Institute.

Criterio 2

Currículo basado en la investigación

El currículo proporciona contenido basado en la investigación y las prácticas de crianza para apoyar el desarrollo y el aprendizaje de los niños. Un currículo de visitas al hogar basado en la investigación es consistente con la investigación sobre prácticas eficaces de visitas al hogar y de crianza. Específicamente, promueve las prácticas de visitas al hogar y las interacciones que la investigación ha demostrado que son eficaces para involucrar a los padres y a las familias. Además, un currículo de visitas al hogar basado en la investigación promueve el conocimiento sobre la crianza, las actitudes y las prácticas que se han demostrado y que apoyan el aprendizaje y el desarrollo de los niños.

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Home Visiting Practices and Interactions: The curriculum consistently promotes home visiting practices and interactions that research has shown to be effective in engaging families. The curriculum supports home visitors to build trusting and positive relationships with families, particularly through the proposed structure of home visits.  For example, each home visit starts with "Making Connections," a time for home visitors and families to check in on how families are doing). The curriculum also encourages home visitors to use a strengths-based approach with families to build relationships and affirm parental competence (e.g., materials emphasize "accentuating the positives" while working with families). The curriculum also supports many adult learning strategies that allow for family engagement (e.g., meaningful activities build on families' existing skills, joint reflection). While the curriculum provides information on supporting a family's strengths, minimal guidance is offered for home visitors on how to follow the family's lead to jointly plan home visits.

Parenting Practices: Growing Great Kids™ consistently promotes parenting practices that research has shown to be effective in supporting children's development and learning. Guidance to promote responsive and sensitive parent-child interactions is embedded throughout the materials. For example, each home visit includes "Getting in Sync with My Baby," which provides reflective prompts for parents to think about ways they can tune in to their child as they learn to respond contingently. The curriculum also guides parents to support play and exploration throughout the day by using routines, space, and materials in the home environment as learning opportunities. For example, the module "Basic Care" discusses the use of daily routines to promote learning and provides activities for making toys at home using everyday materials. The curriculum also offers guidance for parents on how to model and support the development of children's social skills (e.g., suggestions for building empathy during interactions), emotional regulation, problem-solving, and physical skills. However, while the curriculum supports families to promote a language and literacy-rich environment, less consistent guidance is offered on the use of the child's home language throughout the curriculum.

Criterio 3

Alcance y secuencia

El currículo incluye un alcance y una secuencia organizados del desarrollo para apoyar el aprendizaje de los niños. El alcance y la secuencia describen en qué se enfoca el currículo y de qué manera los planes y los materiales apoyan a los niños en los diferentes niveles del desarrollo. El alcance se refiere a las áreas de desarrollo abordadas en el currículo; la secuencia incluye planes y materiales para experiencias de aprendizaje que van progresivamente de menor a mayor complejidad, con la meta de apoyar a los niños mientras avanzan a través de las progresiones del desarrollo. Un currículo rico en contenido garantiza que las secuencias de experiencias de aprendizaje incluyan múltiples oportunidades relacionadas para que los niños exploren un concepto o una habilidad con una profundidad cada vez mayor. Las secuencias de experiencias de aprendizaje deben ser flexibles para responder a los intereses, las fortalezas y las necesidades individuales de los niños.

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Scope: Activities in the curriculum manuals are organized around the following six modules: Basic Care, Social and Emotional Development, Cues and Communication, Physical and Brain Development, Play and Stimulation, and Successes and Next Steps. Each activity identifies a few developmental skills or concepts (e.g., object permanence, use of tools, cause and effect). The activities implicitly support children's development and learning across modules in key domains of development, but there is no explicit correspondence between the activities and the domains. Moreover, the developmental domains are identified differently in other curriculum resources, such as the "Child Development Milestone Charts" (e.g., Language/Communication, Cognitive and Physical, and Social and Emotional), making it difficult to see a clear connection between the domains and the activities.

Sequence: The curriculum provides a sequence of learning experiences that supports children as they build knowledge and skills in each of the ELOF domains. The curriculum manuals are organized by age: birth12 months, 1324 months, and 2536 months. Along with Growing Great Families: A Family Strengthening, Stress Management, and Life Skills Curriculum (Growing Great Families), they provide a variety of learning experiences that are based on children's developmental progressions with multiple, related opportunities for children to explore or learn concepts or skills in each domain. While the curriculum promotes using the modules in the order that suits the family, limited guidance is offered on how to individualize sequences of learning experiences based on children's interests, strengths, and needs.

Criterio 4

Alineación con el Marco de Head Start sobre los resultados del aprendizaje temprano de los niños (ELOF)

El currículo está alineado con el Marco de Head Start sobre los resultados del aprendizaje temprano de los niños (ELOF, sigla en inglés). Alinear un currículo con el ELOF determina el grado en que los dominios y subdominios del ELOF se abordan en el currículo. Los currículos que están totalmente alineados con el ELOF son integrales y abarcan todas las áreas de aprendizaje y desarrollo de los niños descritas en el ELOF.

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Alignment with the ELOF: A thorough review of all of the curriculum materials in relation to the ELOF domains and sub-domains indicates that Growing Great Kids: Prenatal–36 Months is fully aligned with the ELOF. The learning experiences described in the curricular manuals support children across the ELOF sub-domains.

Criterio 5

Metas de aprendizaje para los niños

El currículo especifica metas de aprendizaje para los niños. Las metas de aprendizaje del currículo son objetivos para el desarrollo y el aprendizaje de los niños en todos los dominios. Estas deben ser medibles y apropiadas para el desarrollo. Las metas de aprendizaje medibles para los niños se centran en habilidades, comportamientos y conocimientos que son observables; las metas de aprendizaje apropiadas para el desarrollo se corresponden con progresiones de desarrollo bien establecidas. Las experiencias de aprendizaje apoyan el progreso de los niños hacia las metas de aprendizaje. Además de las metas proporcionadas por el currículo, los visitadores del hogar colaboran con los padres y las familias para identificar las metas individuales para el aprendizaje y el desarrollo de sus hijos.

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Learning Goals: Each curriculum activity includes goals for facilitating children's learning and development and supports children in making progress toward the goals. Some activity goals are too broad to be observable (e.g., "To prepare children to play sports"), but most activities include some observable behaviors or skills. In addition, the curriculum provides age-based (birth36 months) developmental indicators in the "Child Development Milestone Charts." The milestones describe behaviors and skills that parents might observe in the following areas: Social and Emotional; Language/Communication; Cognitive; and Physical. The learning experiences support children in reaching the milestones across domains, but the connection between the developmental indicators and the activities in other sections of the manuals is not always clear. The curriculum also provides strategies for home visitors to engage parents in identifying individual goals for their child's learning and development.

Criterio 6

Evaluación continua del niño

El currículo proporciona orientación sobre la evaluación continua de los niños. La evaluación continua del niño es el proceso en el que las familias y los visitadores del hogar observan y recopilan información para comprender y apoyar el desarrollo de los niños y el aprendizaje a lo largo del tiempo. La información recopilada a través de la observación ayuda a los visitadores y a las familias a apoyar los intereses y necesidades individuales de los niños. La información de las observaciones en curso también se puede utilizar para completar periódicamente instrumentos de evaluación estandarizados y estructurados para evaluar el progreso del desarrollo de los niños.

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Ongoing Observation: The "Child Development Milestone Charts" provide some general guidance parents and home visitors can use to observe children's behaviors and skills in different domains (e.g., a home visitor is encouraged to prompt parents, "As we go through the list, you can tell me what she is already doing"). Additionally, some activities throughout the manuals offer conversational prompts that could guide home visitors and families to reflect on a child's development (e.g., an activity designed to support toddler independence starts with conversational prompts to reflect on a child's self-care skills). The curriculum does not provide specific guidance on how to use information from observation to plan future home visits.

Standardized and Structured Assessment Instruments: The curriculum does not provide guidance for how home visitors and families select and use standardized and structured child assessment instruments. The curriculum offers information on using developmental screening tools (e.g., Ages and Stages Questionnaire (ASQ), Devereux Early Childhood Assessment (DECA)) in Growing Great Families, but no information on assessment instruments.

Criterio 7

Relaciones e interacciones entre la familia y el visitador del hogar

El currículo promueve relaciones e interacciones positivas entre el visitador del hogar y la familia. Una relación positiva de un visitador del hogar con los padres y las familias a través de interacciones que son cultural y lingüísticamente receptivas forma la base de las visitas al hogar. Un enfoque basado en las fortalezas para crear relaciones con las familias proporciona una base para que los visitadores del hogar interactúen con las familias. El currículo proporciona estrategias sobre cómo los visitadores del hogar pueden establecer relaciones positivas e interacciones receptivas con los padres y las familias. El currículo también proporciona estrategias para reunir a las familias en grupos para facilitar el apoyo entre pares.

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Relationships with Parents and Families: Growing Great Kids™ offers specific guidance for building positive relationships with families that is integrated throughout the curriculum materials and structure of home visits. Each home visit starts with "Making Connections," a dedicated time for home visitors and families to talk through what the family is experiencing, as well as to recognize the efforts of families. The "Conversation Guides" provide home visitors with conversation scripts that could support home visitors' relationships with families (e.g., "This is a partnership, so I will be listening closely to what is going on with you and your child and where you want to go next in the curriculum."). The materials offer a strengths-based approach for home visitors to use with families (e.g., a focus on "accentuating the positives"). Moreover, "Home Time," the last part of home visits, is a time for home visitors to check in with families about taking concepts and activities into the week.

Responsive Interactions with Parents and Families: The curriculum provides some information for home visitors on how to be responsive to families (e.g., using a strengths-based approach with families, collaborating to develop "Individualized Family Support Plans"). It also provides a tool for family self-assessment ("GGK Tool"). However, it is not clear how the tool is used to support collaborative planning. Additionally, the "Conversation Guides," which are the foundation of all curriculum manuals, give scripted questions and responses for home visitors to use with families. In a description of the "Conversation Guides" during the first visit with families, the home visitor script reads, "You will notice that I am going to be reading from this manual. That is because it includes ‘Conversation Guides' for our visits." The scripted nature of the guides leaves little room for home visitors to adaptively respond to families. Additionally, while families can ask which module to progress to next, little guidance is provided to modify activities based on the family's interests, strengths, or needs.

Peer Support: Growing Great Kids: Prenatal–36 Months includes a few short sections that discuss the importance of social support for families (e.g., "Growing Your Support Network ... Strengthening Protective Buffers" in Growing Great Families). However, no explicit guidance is offered on how home visitors can gather families together for group socializations within this curriculum. The publisher offers a separate curriculum, Growing Great Socializations, that programs can purchase to support group socializations.

Criterio 8

Desarrollo profesional y materiales para apoyar la implementación

El currículo ofrece desarrollo profesional y materiales para apoyar la implementación y la mejora continua. El desarrollo profesional incluye la adquisición de los conocimientos y las habilidades requeridas para la implementación eficaz de un currículo. Los procedimientos de capacitación estandarizados incluyen formación inicial y continua para apoyar a los visitadores del hogar a medida que aprenden a implementar un currículo con fidelidad. Los procedimientos de capacitación estandarizados proporcionan contenido uniforme y métodos de impartición en las sesiones de capacitación. Los materiales del currículo para apoyar la implementación de los mismos incluyen recursos que vienen con un currículo para ayudar a los visitadores del hogar a entender cómo utilizarlo. Los materiales pueden incluir también recursos para ayudar a los gerentes de educación y a los coaches a apoyar a los visitadores del hogar para que implementen el currículo de manera eficaz.

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Professional Development: The curriculum developers offer comprehensive standardized initial and ongoing training. Home visitors and supervisors are required to attend a 4.5-day in-person training to become certified to use the curriculum. A variety of follow-up training options are offered online through the GK Professional Development Academy and in person, such as a training on home visitor competencies, including cultural humility, "GGK Advanced Practice Integration," "Fidelity Implementation Training." The curriculum developers also offer consultation services for individual program needs.

Curriculum Materials to Support Implementation: Growing Great Kids™ includes comprehensive materials and guidance to facilitate understanding of the curriculum. The "Conversation Guides" in each manual provide home visitors with discussion questions for families. The "HV Notes" are call-out boxes embedded throughout the manuals that provide suggestions to home visitors to highlight certain aspects of activities or areas of development. Additionally, many of the materials provided in the mandatory trainings (e.g., the Staff Development and Certification Guide) support various aspects of implementation.

  • Fidelity Tool: The curriculum offers three fidelity tools to support implementation—one for home visitors, one for supervisors, and one for trainers. The fidelity tool for home visitors, GGK Implementation Fidelity Best Practice—for Home Visits, is a yes/no checklist with the required components for every home visit: materials to bring, what to do, dosage of curriculum components, and Foundational Modules to be completed with all families.

Criterio 9

Interacciones y experiencias de aprendizaje

El currículo promueve experiencias de aprendizaje valiosas para los niños para apoyar el desarrollo entre los dominios. Las experiencias de aprendizaje valiosas se producen en el contexto de las relaciones receptivas. El currículo ayuda a los visitadores del hogar a apoyar la relación familia-hijo como la base para el aprendizaje en todos los dominios y anima a los padres y las familias a involucrar a los niños en el juego, el movimiento y la exploración activa. El currículo también proporciona orientación sobre cómo los padres y las familias pueden interactuar con los niños para extender su exploración, pensamiento y comunicación. Los visitadores del hogar y las familias colaboran para planificar experiencias y rutinas de aprendizaje para los niños que se basan en la cultura, el idioma y las preferencias de la familia.

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Family-Child Relationship: The curriculum provides specific guidance that is integrated throughout curriculum materials for how home visitors can support and promote nurturing family-child relationships as the foundation for a child's learning and development. Many activities support parents to respond to a child's cues and follow the child's lead. For example, in the section of each home visit called "Getting in Sync with My Baby," home visitors support parents to reflect on their child's cues with a list of questions, such as, "What is my baby feeling or experiencing right now?"

Active Exploration and Play: Growing Great Kids™ provides specific guidance throughout the curriculum manuals on how parents engage children in ongoing active exploration and play. Opportunities for play, movement, and active exploration are integrated throughout most learning experiences in the curriculum (e.g., suggestions for parents to arrange furniture to support exploration of the home environment, opportunities to promote outdoor play).

Interactions that Extend Children's Learning: The curriculum provides minimal guidance on supporting interactions that extend children's exploration, thinking, and communication during activities. A few activities include suggestions for parents to describe children's explorations (e.g., an activity for young infants encourages parents to talk with babies, even if they are not showing understanding). In addition, a handout for parents, the "Daily Do's," provides some strategies to support children's learning (e.g., describing what the child is doing). However, the curriculum lacks specific guidance throughout the activities for how parents can extend children's exploration, thinking, and communication.

Individualization: The curriculum provides general guidance for how to collaborate with families to create learning experiences that are responsive to all children. Some of the curriculum's activities highlight how home visitors can collaborate with families to create learning experiences that build on the family's culture. For example, "Cultural Practices and Responding to Infant Cues" describes how the home visitor can explore and discuss with parents how culture influences the ways that they respond to their children. However, limited guidance is offered on how to collaborate with families to create learning experiences that are responsive to a child with a disability, suspected delay, or other special need.

Criterio 10

Entornos de aprendizaje y rutinas

El currículo proporciona orientación sobre cómo apoyar a los padres y las familias para lograr que el hogar sea un entorno de aprendizaje valioso y para establecer rutinas apropiadas para el desarrollo. Un entorno de aprendizaje del hogar que fomente el desarrollo ofrece horarios apropiados para el desarrollo, rutinas y oportunidades en el interior o al aire libre que proveen opciones para jugar, explorar y experimentar. El entorno de aprendizaje en el hogar debe incluir materiales y suministros apropiados para la edad. El currículo debe apoyar la selección de materiales de aprendizaje apropiados para el desarrollo procedentes del hogar y la cultura que fomenten la exploración y la investigación de composición abierta en los niños.

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Environment: The curriculum emphasizes use of the home as a learning environment to support children's development. Throughout the curriculum, the activities provide specific guidance for using space in the home to support exploration and development (e.g., "messy play at home for learning through touch," arranging furniture to support exploration, activities on assessing safety in the home). A limitation is that no specific guidance is provided about making a home learning environment accessible for a child with a disability, suspected delay, or other special need.

Learning Materials: The curriculum provides specific guidance embedded throughout curriculum materials on using learning materials from the home. The learning activities in each of the manuals emphasize finding and using materials that can be found in the home to support open-ended exploration (e.g., plastic bowls, metal spoons). For example, one activity proposes that families and home visitors find "three objects that have different textures, colors, and shapes" for the child to touch or mouth. However, no specific guidance is offered on how to incorporate learning materials in play that are accessible for a child with a disability, suspected delay, or other special need.

Routines: Growing Great Kids: Prenatal–36 Months provides specific guidance on how to establish and support developmentally appropriate routines that are responsive to a child's needs. Guidance on routines is embedded throughout the activities, "Daily Do's" (handouts parents can use every day), and Growing Great Families materials, emphasizing how routines (e.g., bath time, mealtime, bedtime) provide natural contexts for children's learning and development (e.g., self-regulation, independence, fine motor skills).

Criterio 11

Receptividad cultural

El currículo apoya la receptividad cultural. La receptividad cultural es un enfoque basado en fortalezas para las relaciones y el cuidado arraigado en el respeto y aprecio por el papel que desempeña la cultura en el aprendizaje y el desarrollo de los niños. Un currículo culturalmente receptivo les indica a los visitadores del hogar que incorporen la cultura de la familia a las visitas del hogar. El currículo guía a los visitadores del hogar para crear relaciones e interacciones con familias de diversos orígenes culturales; para aprender sobre las expectativas, prácticas y preferencias de las familias en apoyo al aprendizaje de sus hijos; y trabajar con los padres y las familias para incorporar su cultura y tradiciones en las visitas al hogar.

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Interactions: Growing Great Families briefly mentions the importance of home visitors interacting with families from diverse backgrounds and cultures. In a unit called "Family Traditions and Cultural Practices," home visitors are provided with some scripted discussion questions to help families reflect on their traditions (e.g., religion, food, dress). Additionally, a few places in the curriculum prompt home visitors to ask families about cultural practices related to responding to children's cues. However, limited guidance is provided on how home visitors interact with families in a culturally responsive manner.

Learning Experiences: The curriculum provides some general principles for planning learning experiences based on a family's traditions, culture, and beliefs. The curriculum encourages families and home visitors to identify the family's values and traditions that are relevant to the child's daily life. For example, in a discussion on responding to infant cues, the curriculum prompts home visitors to inquire about how culture might influence the way a family responds to young children. A module from Growing Great Families called "Learning about Family Values and Strengths: Strengthening Family Foundations" describes how home visitors and families can discuss what values families want to pass on to their children. However, the curriculum does not give specific guidance that is embedded throughout the materials on how to collaborate with families to adapt learning experiences based on their culture.

Criterio 12

Receptividad lingüística

El currículo apoya la receptividad lingüística. La receptividad lingüística se refiere a las prácticas que apoyan el aprendizaje, el desarrollo y la participación de los niños de diversos orígenes lingüísticos. Esta implica asociarse con las familias para apoyar intencionalmente el desarrollo y el aprendizaje de los niños que aprenden en dos idiomas (DLL, sigla en inglés). El currículo proporciona orientación a las familias para apoyar el idioma del hogar y también ofrece sugerencias sobre cómo exponer a los niños al inglés.

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Linguistic Responsiveness: The curriculum offers some general guidance on supporting the development and learning of children who are DLLs. For example, handouts such as "Two Languages Are Better Than One" and "Benefits of Being a Bilingual Child" list advantages of learning two languages and provide conversation prompts for home visitors to discuss bilingualism with parents. Limited specific guidance is provided on how home visitors can explicitly support parents' use of their home or tribal languages in learning experiences or routines.

Criterio 13

Individualización para niños con discapacidades, sospecha de retrasos u otras necesidades especiales

El currículo proporciona orientación sobre cómo ayudar a los padres y las familias a apoyar a su hijo con una discapacidad, sospecha de retraso u otra necesidad especial. Los visitadores del hogar y las familias pueden adaptar las experiencias de aprendizaje del currículo para un niño con una discapacidad u otra necesidad especial. El currículo incluye sugerencias de adaptaciones para el entorno físico de aprendizaje en el hogar y adaptaciones de experiencias de aprendizaje en el currículo para satisfacer las necesidades de aprendizaje y las fortalezas de los niños con discapacidades, sospechas de retrasos u otras necesidades especiales. El currículo también proporciona sugerencias sobre cómo los visitadores del hogar pueden proporcionar recursos y referencias a las familias según sea necesario.

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Resources and Referrals: The curriculum offers minimal support for home visitors to connect families of a child with a disability, suspected delay, or other special need to resources in the community. In a few places in Growing Great Families, the curriculum mentions the importance of connecting families with resources in the community if needed (e.g., Advice for home visitors: "You can best support parents by ... partnering with community-based agencies/early intervention services."). However, it does not provide specific guidance for home visitors on how to identify resources or how to support families in a referral process.

Learning Environment: Growing Great Families very minimally addresses accessibility of the home environment or learning materials for a child with a disability, suspected delay, or other special need. The module "Unique Needs: Being a Parent of a Child with Special Needs" offers general suggestions for parents and mentions the importance of making a "home environment safe and developmentally rich" for children with unique needs.

Parenting Practices and Interventions: The curriculum offers minimal guidance in Growing Great Families on adapting routines and learning experiences for a child with a disability, suspected delay, or other special need. The module "Unique Needs: Being a Parent of a Child with Special Needs" includes a brief mention of the importance of adapting activities in the curriculum. The prompt says, "We can find and adapt activities that your child's care team feels are important," and provides one example. However, the information provided is vague and contained in the one section of the curriculum. Throughout the manuals, there is no information included on how specific activities can be adapted for a child with a disability, suspected delay, or other special need.

Criterio 14

Individualización basada en intereses, fortalezas y necesidades

El currículo ofrece orientación sobre cómo individualizar en función de los intereses, fortalezas y necesidades de las familias y los niños. La individualización es un proceso de colaboración con las familias para planear las visitas al hogar y experiencias de aprendizaje que responden a las familias y los niños. Los visitadores del hogar y las familias reflexionan sobre sus observaciones del niño y juntos planifican cómo apoyar el aprendizaje y el desarrollo de cada niño. Cuando las experiencias de aprendizaje se adaptan a los intereses de los niños y tienen lugar en el contexto de las rutinas regulares de la familia, son más atractivas y significativas para los niños. Debido a que los niños pueden variar en sus progresiones del desarrollo, también es importante que el currículo apoye a los visitadores del hogar y a las familias en la planificación de experiencias de aprendizaje que respondan a las fortalezas y necesidades individuales de los niños.

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Individualization Based on Interests: Some activities in the curriculum manuals suggest ways to adapt activities based on children's interests, particularly around selecting materials for activities (e.g., an activity on naming objects encourages parents to use items that the child might be interested in). However, the curriculum provides minimal guidance throughout the materials on how to tailor home visits based on the interests of children.

Individualization Based on Strengths and Needs: The curriculum provides some suggestions for adapting activities in a home visit based on the strengths and needs of children. For example, the module "Unique Needs: Being a Parent of a Child with Special Needs" of Growing Great Families provides broad suggestions for modifying specific sections of the curriculum based on a child's development. For example, one suggestion for the "Play-by-Play" language development activities in the curriculum includes exploring and supporting different kinds of communication a child might use when the child does not use spoken words. However, the majority of activities described in the curriculum do not include guidance on how to tailor the home visit based on the strengths and needs of individual children.

Criterio 15

Desarrollo y bienestar familiar

El currículo apoya el desarrollo y el bienestar de la familia como el contexto para promover el desarrollo y el aprendizaje de los niños. Los niños se desarrollan en el contexto de sus sistemas familiares; las familias proporcionan una base de apoyo para el desarrollo de cada niño. Los visitadores del hogar apoyan el desarrollo y el bienestar familiar a través del proceso de establecimiento de metas familiares. Estos se asocian con las familias para identificar metas que aborden los desafíos familiares y apoyen el desarrollo y el bienestar de la familia. Los visitadores del hogar también les brindan a las familias recursos y referencias para apoyarlos a medida que trabajan hacia sus metas.

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Family Goals: The curriculum describes a specific process for how to engage parents in setting goals at the family level. Growing Great Families provides a unit on developing an Individual Family Support Plan (IFSP), which includes creating a set of family goals. It outlines a specific process for home visitors and families on how to select goals, plan action steps toward goals, and support goal success.

Ongoing Assessment of Progress Toward Family Goals: Growing Great Families includes a specific process for ongoing assessment of progress toward family goals. The "Supporting Goal Success with Families Blueprint" aids home visitors in engaging with families to check in on goal progress and revisit them when needed. The blueprint includes conversation starters and suggestions for specific steps to take daily, weekly, or monthly.

Resources and Referrals: The Growing Great Kids curriculum briefly describes the importance of connecting families to resources they might need in Growing Great Families (e.g., referring parents to a family counselor to address traumatic experiences). However, the curriculum lacks comprehensive guidance for referring families to resources in the community to make progress toward reaching their goals.