Baby TALK

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Resumen

Baby TALK incluye una variedad de materiales para los visitadores del hogar y las familias que promueven el desarrollo infantil, la interacción entre padres e hijos, las habilidades de crianza y el bienestar de la familia. El currículo hace hincapié en la importancia de hacerles pruebas diagnósticas a cada familia, identificar las necesidades y ofrecer servicios adecuados para influir positivamente el desarrollo de los niños y fomentar relaciones saludables entre padres e hijos durante los primeros años cruciales.

Resumen de la evaluación

  • Promueve prácticas de visitas al hogar basadas en la investigación para forjar relaciones positivas y participar en interacciones receptivas con los padres.
  • Promueve prácticas de crianza de los hijos basadas en la investigación para apoyar el desarrollo y el aprendizaje de los niños.
  • 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.
  • Promueve la observación y el análisis continuo de los padres sobre el desarrollo y el aprendizaje de los niños.
  • Proporciona orientación a los padres sobre cómo involucrar a los niños en la exploración activa, el movimiento y el juego.
  • Proporciona orientación sobre cómo usar rutinas y materiales en el entorno del hogar para apoyar el aprendizaje de los niños.
  • Ofrece una orientación limitada sobre cómo integrar las culturas de los niños y las familias en las interacciones y experiencias de aprendizaje.
  • Carece de orientación sobre cómo apoyar el desarrollo y el aprendizaje de los niños que aprenden en dos idiomas (DLL, sigla en inglés).
  • 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.
  • Carece de orientación específica sobre cómo adaptar las actividades curriculares basadas en los intereses, las fortalezas y necesidades individuales de los niños.
Website: http://www.babytalk.org/default.htm

Detalles

Cost of Curriculum

El costo del currículo incluye capacitación, y el costo total se basa en el tipo de programa y la necesidad. Póngase en contacto con el editor para obtener más información sobre el costo.

Cost of Professional Development

  • Capacitación de certificación básica: $895 (cuatro días de capacitación basada en el hogar/centro); $650 (tres días de capacitación de Head Start/Early Head Start)
  • Capacitación de certificación profesional de 15 horas en la primera infancia: $495
  • Capacitación de encuentro con el recién nacido: $600

 

Puede encontrar más información en http://www.babytalk.org/which-training-do-i-need (en inglés)

 

Availability in Other Languages

El currículo está disponible en español.

Target Age

Niños desde el nacimiento hasta los 36 meses

Curriculum Materials Reviewed by Raters

Los materiales de Baby TALK se revisaron en 2018. Entre estos materiales se encontraban:

  • Cruce de caminos de Modele fidelidad, Estándares de calidad, Libro blanco y Estrategias de enseñanza Gold (TSG, sigla en inglés) de Baby TALK,
  • hojas informativas de Baby TALK,
  • documentación de Baby TALK,
  • currículo (en inglés) de Baby TALK.

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.

One star rating graphicSin evidencia

At the time of this review, there are no available published research studies on Baby TALK. Randomized controlled trials funded by the publisher suggest that children of families who participated in Baby TALK had more growth in their language development than children whose families did not participate. In addition, these evaluations found that participating in Baby TALK was associated with some positive parent outcomes. These studies have not yet been published in peer-reviewed journals and, therefore, are not included in the rating. One of the studies, however, is under review by a professional journal. More research is needed to establish evidence for positive effects of Baby TALK on children's learning outcomes.

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.

Four star rating graphicEvidencia completa

Home Visiting Practices and Interactions: Baby TALK promotes home visiting practices and interactions that research has shown to be effective in engaging parents. The curriculum is grounded in critical concepts, such as "building relationships," "going where families are," and "coming alongside" through partnerships with families rather than through giving advice. Baby TALK provides guidance on effective communication with families using the mnemonic OPERA: open-ended questions, pause, make eye contact, repeat, avoid judgment, ask opinion, advise last. The Encounter Protocols provide conversation prompts for the home visitor to engage the parents in discussing their child's interests and behaviors and to reflect on the quality of connection with the family. Examples of prompts include "What new behaviors have you observed your baby doing?" and "How did I connect with the family?" Additionally, the curriculum utilizes an approach and strategies that reflect the perspective of parents as adult learners. For example, the Baby TALK White Paper describes the importance of facilitating effective parenting rather than simply prescribing an approach for parents to follow. The curriculum materials promote the use of active listening, reflection, and affirmation of parental competence.

Parenting Practices: Baby TALK promotes teaching practices, learning experiences, and developmentally appropriate content that are effective in supporting positive child outcomes. The curriculum encourages parents to engage in sensitive, responsive interactions to build secure attachment relationships with children. For example, the monthly resources provide reflective prompts for the parent to think about their interactions with their child (e.g., "What changes have you noticed in his reaction to your voice? How do you think talking with him affects his mood or state?"). A variety of resources provide guidance on how to support social skills and emotional regulation (e.g., Let's Talk Kids articles). The curriculum consistently promotes the use of routines as learning opportunities and guides parents to support play and exploration throughout the day (e.g., Dressing, Diapering, Feeding, and Bath Time Fun). The curriculum offers guidance to promote language-rich interactions and strategies for engaging children in shared read-alouds, but provides limited guidance on how to effectively support the use of a home language and children who are DLLs.

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.

Three star rating graphicEvidencia moderada

Scope: The curriculum includes a clearly identifiable scope for supporting development in the following domains: Approaches to Learning; Self-Regulation; Cognitive, including emergent mathematical knowledge; Language; Physical Health and Development, including gross- and fine-motor development and self-care; and Social and Emotional Development. The activities for each month of age support children's development across these domains. On the bottom of each activity page, the curriculum indicates which domains and specific standards from the Illinois Early Learning Guidelines (IELG) are addressed.

Sequence: The Baby TALK curriculum provides multiple, related opportunities for children to explore concepts and skills with increasing depth in each of the ELOF domains. The curriculum suggests a sequence based on children's developmental progressions through monthly resources and activities, from newborn to 36 months. The Preschool Activities provide ideas for how to extend an activity for older children (e.g., Extension for Older Preschoolers). The general approach of Baby TALK promotes mindful planning and use of curriculum materials based on children's individual development. However, there does not appear to be specific guidance on how to flexibly use the sequence of suggested activities (e.g., 0–3 Developmental Activities, Preschool Activities) or adapt learning experiences to individualize them based on the child's strengths and needs or the family's priorities and concerns.

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.

Four star rating graphicEvidencia completa

Alignment with the ELOF: A thorough review of all the curriculum indicates that Baby TALK is fully aligned with the ELOF domains and sub-domains. The curriculum materials, including learning experiences, learning goals, parenting practices, and guidance support children across the ELOF sub-domains. Several activities are provided in the resources each month to promote development in different areas. Although not every month's materials include resources for each domain of development, overall the curriculum does address all domains across the various monthly resources and materials.

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.

Four star rating graphicEvidencia completa

Learning Goals: Baby TALK specifies measurable, developmentally appropriate goals for children's learning and development that are consistently supported by the learning experiences. The learning goals are based on the IELG, with one or two specific standards referenced within monthly activities. The curriculum provides guidance on how to engage families in identifying individual goals for their child's learning and development. Family Resource Assessment & Monitoring includes a section to assess the family's needs for resources related to child development concerns. The Baby TALK Individual Family Service Plan form, provided by the curriculum, is used to document goals agreed on by the parent and family support staff member, including goals related to child 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.

Three star rating graphicEvidencia moderada

Ongoing Observation: Baby TALK describes a process for observing and discussing children's development and using this information for home visit planning. The Encounter Protocol for each month includes explicit guidance to promote regular observation of the child by the home visitor and the parent during the visit. For example, at 1 Month activities, "Simply look at the baby with the parents for 10–30 seconds. Does the baby look to the parent or caregiver for praise or approval?" The Personal Encounter Documentation form requires the home visitor to note specific child behaviors observed during the visit. Then, the document HV Guideline for Preparation encourages the home visitor to reflect on past observations when planning the next visit (e.g., "What parent-child interactions have I observed in the past that I will build on during this encounter?"). Additionally, the Baby TALK monthly activities use the prompt, "Let's wonder together," with open-ended questions the home visitor can use to encourage parents to share their ongoing observations of their child (e.g., At 2 Months activities: "What changes have you noticed in your baby's awareness of her body parts? What does she like to do with her hands and feet?"). Similar prompts can be found in other monthly activity files. 

Standardized and Structured Assessment Instruments: Baby TALK makes a reference to standardized and structured assessment instruments to assess developmental progress. However, it provides minimal guidance on how home visitors can engage parents in collaboratively using standardized instruments to assess children's development. Specifically, the Baby TALK White Paper mentions the Ages and Stages Questionnaires, the Hawaii Early Learning Profile, and the Battelle Developmental Inventory as instruments to conduct developmental screenings, a process different from assessment. The Individual Family Case File Checklist mentions that developmental assessment should be "ongoing/every 6 months." No further guidance is provided within the curriculum materials on how standardized and structured assessments are to be incorporated into the program. Although the curriculum provides a structured assessment tool called the Family Resource Assessment & Monitoring, which includes a section to discuss family concerns, needs, and resources pertaining to the child's health and development, it only covers broad topics rather than specific skills and developmental milestones.

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.

Three star rating graphicEvidencia moderada

Relationships with Parents and Families: Baby TALK offers specific guidance and a process for how to build positive relationships with families. Guidance is integrated throughout the curriculum materials. For example, the Encounter Protocol provides a process for each encounter with the family that promotes respectful, collaborative relationships. In preparing for the home visit, the Encounter Protocol prompts the home visitor to "prepare with an open mind" and "recognize what I bring to the interaction." It also provides tips for respectful communication (e.g., "avoid judgment," "ask opinion"), open-ended questions, and observation prompts to learn about the family' strengths and needs. Further, each of the monthly activities from birth through 36 months provide open-ended questions and prompts that elicit the parent's perspective on their child's development. They also promote home visitor-parent interactions that are built on trust and respect toward parents as the agent of change in promoting their child's development (e.g., "How might you ask questions that will help him figure out …").

Responsive Interactions with Parents and Families: The curriculum provides general principles and some strategies on how to engage in responsive interactions with parents. It recommends meeting the family where they are, using active listening, and eliciting information about family needs to provide individualized services. For example, there is a "Preparation" section in all Encounter Protocols that reminds home visitors, "It is crucial to have the courage to meet every family without preconceptions or prepared programs, to come open-minded and ready to listen, not knowing in advance what form our intervention may take." In another section, "Affiliation," the Encounter Protocol discusses how to effectively and authentically communicate with families using OPERA listening. Each Encounter Protocol ends with reflective questions (Reflection-On-Action) to promote responsiveness to the family's needs when planning future visits (e.g., "Did I hear or understand a concern from the family that I can follow up on?"). While the curriculum provides general direction on responsive interactions with families, it lacks more specific guidance embedded in the materials for responsive interaction with culturally and linguistically diverse families.

Peer Support: Baby TALK provides specific guidance on how to bring families together to facilitate peer support. The Guideline for Group Preparation resource provides reflective prompts to help the home visitor plan group activities for families. Factors to consider include materials, information from the curriculum that will be shared with the family, things to observe during the group activity, and developmental behaviors to support. The Group Encounter Documentation provides the home visitor with a tool for recording the interactions (e.g., parent-to-child, parent-to-parent, and child-to-child) that took place within the group activity, any concerns about families, family support systems, and reflections on the activity.

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.

Four star rating graphicEvidencia completa

Professional Development: Baby TALK provides both comprehensive standardized initial training and ongoing professional development opportunities. There is a four-day Core Certification training that is required to purchase the curriculum. It covers a variety of topics to support curriculum implementation, including, but not limited to, supporting family engagement and parental mastery, facilitating parent-child interactions, and relating to families with cultural humility. In addition, technical assistance is provided through site visits or off-site interactive technology, which may provide individualized supports to programs.

Curriculum Materials to Support Implementation: Baby TALK includes a comprehensive, systematic set of user-friendly materials embedded throughout the curriculum to facilitate understanding and implementation of the curriculum. There are a variety of forms to guide the home visitor in planning the home visit, as well as documenting and reflecting on what occurred during the visit. The resources for each month of development (e.g., Encounter Protocols, Developmental Perspectives, Activities) also reference specific principles and strategies pertaining to home visitor-parent interactions as a constant reminder of the philosophy and approach of the curriculum.

  • Fidelity Tool: The curriculum provides a tool for implementation fidelity called the Baby Talk Model Fidelity and Self-Assessment Tool. It covers questions pertaining to key components of the curriculum: the "12 Words" (Build a System, Screen Every Family, Identify the Need, Deliver Appropriate Services), the foundational "Critical Concepts," and protocols for family encounters. The tool contains "yes and no," open-ended, and Likert-scale questions to review the extent to which the program was implemented with fidelity and quality. There is also the Baby TALK Quality Confirmation Process document, which is used to examine the fidelity of the program overall, with a specific section to evaluate the quality of reflective supervision.

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.

Three star rating graphicEvidencia moderada

Family-Child Relationship: The curriculum consistently offers specific guidance and a process for how home visitors facilitate nurturing relationships between parents and children. For example, the HV Guideline for Preparation includes the question, "What parent-child interactions have I observed in the past that I will build on during this encounter?" Guidance can also be found in the Developmental Perspectives articles, which explain development from the point of view of the child to help the parent respond more appropriately to their child. Further, during each visit at each month of age, birth through 36 months, the Personal Encounter Documentation form has the home visitor describing their observations of the parent-child interaction in great detail (e.g., looking at things like holding, eye contact, talking, calming/comforting, smiling/laughing, serve and return, and play behaviors). 

Active Exploration and Play: The curriculum provides specific guidance on how parents can create ongoing opportunities to engage children in active exploration, movement, and play. For example, the "Children's Play" resource in the Family Fun series, discusses play as the "work" of childhood and provides tips for parents on how to support their child's play ("What Is My Role as a Parent in My Child's Play?"). The Homemade Toy series provides a range of activities to engage families in positive communication and play with children using homemade toys (e.g., Cloth Pin Drop; Bells on Their Toes; Fun with Blocks). The activities emphasize parents' role in encouraging children's play and exploration. Finally, the curriculum's monthly activities encourage parents to engage children in play, movement, and exploration. For example, at 6 months, the activity encourages parents to provide the baby with toys they can grasp and transfer between hands and to observe the baby's reaction (e.g., "Let's have you set some toys around her and see what happens."). 

Interactions that Extend Children's Learning: The curriculum provides some specific guidance for how parents can extend young children's exploration, thinking, and communication. On the Personal Encounter Documentation form, the home visitor records the extent to which the parent demonstrated play behaviors, including "Engagement" (e.g., the parent initiated interaction), "Encouragement" (e.g., the parent offered some verbal or physical support), and "Extension" (e.g., parent initiated an extension of the play activity). The monthly activities provide some guidance for parents on how to extend children's learning. For example, in the 15-month Fish activity, it prompts parents to "continue the learning during bath time by talking about fish, asking the child to wiggle and splash like a fish, and to pour water to and from containers." While the monthly activities consistently include guidance in the form of reflective prompts for parents (e.g., "How do you think she likes doing this activity?"), concrete supports to extend children's learning are not consistently embedded throughout curriculum materials. 

Individualization: Baby TALK describes the importance of building on a family's culture and home language. The curriculum materials emphasize engaging authentically with families and ensuring that supports are individually meaningful and relevant to families (e.g., Quality Confirmation Standards on Adult/Child Interactions and Curriculum). However, minimal guidance is embedded in curriculum materials on how to offer learning experiences that build on the families' culture and home language. Guidance to support a child's special needs is also lacking.

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.

Three star rating graphicEvidencia moderada

Environment: The curriculum provides guidance for how to use the home environment to support exploration and development. For example, the Developmental Perspectives for 8 Months instructs parents to make their home environment safe for exploration through child-proofing (e.g., baby gates, cabinet locks, removing choking hazards). 16-Month Activities encourages the parent to find safe places for the child to climb, either outdoors or at home, by creating a safe obstacle course. A limitation is that no specific guidance is provided about making the home learning environment accessible for a child with a disability, suspected delay, or other special need.

Learning Materials: The curriculum provides guidance for using learning materials in the home environment to promote open-ended exploration. The Homemade Toys series provides guidance on how to make homemade toys and use everyday household items. There are many examples of using homemade toys and materials found in the home to support learning experiences. For example, how to make a "Touch and Feel Book," using materials from home, and how to use everyday kitchen items such as measuring cups, spoons, and funnels to support learning experiences. However, there is no specific guidance for how to incorporate learning materials that are accessible to children with disabilities, suspected delays, or other special needs. 

Routines: Baby TALK provides specific guidance, embedded throughout the curriculum, on how to support parents and families in establishing developmentally appropriate routines that foster learning. For example, resources such as "Goodnight Toddler," "Toilet Training," and "Daily Schedules" provide guidance and strategies for helping parents establish predictable routines for children. Additionally, Cycles & Routines contains documents on "Dressing, Diapering, Feeding," "Value of Daily Schedule," "Bedtime Routine," and "Bath Time Fun," all of which explain the learning opportunities within these routines.

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.

Two star rating graphicEvidencia mínima

Interactions: The curriculum recognizes the importance of cultural responsiveness. For example, the Baby TALK White Paper describes the importance of "valuing each family's culture and traditions and honoring these traditions in program practices." Training materials provide guidance on cultural responsiveness. The curriculum also cites research that shows how the home visitor's non-judgmental, optimistic attitude about parents is more likely to lead to increased family participation and positive family outcomes. However, the curriculum materials provide no further guidance for engaging in culturally responsive interactions with diverse children and families.

Learning Experiences: While the curriculum emphasizes responsiveness in general, there is minimal guidance in the materials on how to plan or adapt learning experiences based on families' traditions, cultures, and values. There are some references to culture in a few sources. For example, in the 2-Month Activities, the reflective questions include the following prompts: "How might you encourage your baby to understand who she is? Your family's culture? How did you learn about who you are and the family you come from?"

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.

One star rating graphicSin evidencia

Linguistic Responsiveness: The Baby TALK curriculum does not provide guidance for how to intentionally support the development and learning of children who are DLLs.

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's approach promotes building a system of support and the delivery of appropriate services. Baby TALK emphasizes the importance of providing resources and referring families to resources in the community. Guidance is included to discuss the potential need for referrals at each home visit (e.g., the Referrals Document keeps track of all referrals made by the home visitor to the parents; the Personal Encounter Documentation form includes the question of whether a referral is needed). However, the curriculum does not provide specific guidance for home visitors on how to identify resources or how to support families in referrals relevant to children with disabilities, suspected delays, or other special needs. For example, the Developmental Perspectives for 12-month-olds recommends sharing developmental concerns with the pediatrician, and the pediatrician will "keep an eye on the concern to make sure it is addressed as quickly as possible." No further information is provided on specific services for children identified with a developmental delay (e.g., Early Intervention services under Part C of the Individuals with Disabilities Education Act (IDEA)).

Learning Environment: The curriculum does not include clear suggestions for parents and families about how to set up an appropriate environment and materials to support the development and learning of their child with a disability, suspected delay, or other special need.

Parenting Practices and Interventions: The curriculum provides limited guidance on how home visitors and families can adapt learning experiences for a child with a disability or other special need. For example, in the Let's Talk Kids column, Special Kids, Regular Lives, families and home visitors are reminded that children with special needs are children first. Additionally, another column, When Kids Know Best, briefly mentions the issue of sensory overstimulation and the importance of supporting the child to avoid difficulty with concentration, stress and anxiety, and other significant challenges. Baby TALK lacks more specific strategies related to parenting practices and interventions to support children with special needs.

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: Baby TALK provides some guidance for engaging the home visitor and parent in learning about the child's interests. For example, materials like the Encounter Protocol promote a reflective process that includes open-ended questions (e.g., "Where does your child like to explore? What are some of his favorite books? Does he seem to like sorting and grouping objects?") In addition, there is a Parent Interview form that guides the home visitor to ask the parent about their child's favorite play things. Overall, the curriculum's approach emphasizes the importance of implementing the activities responsively. However, there is no specific guidance on how to tailor activities based on children's individual interests.

Individualization Based on Strengths and Needs: The curriculum provides general guidance for how to tailor home visits based on the strengths and needs of individual children. It discusses the importance of implementing the activities responsively, being sensitive to the development of the child. The Encounter Protocols include a structure and prompts to engage the home visitor and parents in "Observation" (e.g., "How does the toddler show frustration?"), to notice "Developmental Behaviors" (e.g., "Elicit or note expected behaviors and the meaning parents are making of the behavior."), and to consider this information when planning the next family visit. Several resources in the curriculum discuss individual differences (e.g., Temperament). However, the curriculum materials lack specific guidance on how the home visitor can tailor the monthly learning activities to children's individual strengths and needs.    

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 Baby TALK curriculum provides a specific process for setting family-level goals in the following three categories: parent-child interaction; child development; and personal, work, academic, and family well-being. The curriculum includes procedures to assess the family's strengths, resources, and areas of need to guide the development of the Individual Family Service Plan form. For example, the form Baby TALK Family Resource Assessment & Monitoring guides the discussion and reflection with the parent on goals and concerns around education, career, and financial capabilities; physical, emotional, and spiritual health; relationships and role models; support systems; and child growth and development. Family Resource Assessment Instructions, an accompanying form, provides further details on goal-setting based on the assessment. Additionally, there are tips within the monthly resources for engaging parents in setting goals.

Ongoing Assessment of Progress Toward Family Goals: Baby TALK includes a specific process and tools for ongoing assessment of progress toward family goals. The Individual Family Service Plan—Goals form indicates goals should be specific, measurable, achievable, realistic, and timely (SMART). The form is to be used for documenting the goal, action steps by the parent, action steps by the family support staff member, target completion date, and progress toward meeting the goal.

Resources and Referrals: Baby TALK consistently promotes discussing with parents the need to seek further resources and referrals. The Personal Encounter Documentation form asks the home visitor to note any resources needed and referrals made during the visit. Similarly, the Family Resource Assessment Instructions form provides questions the home visitor can ask the family about their specific needs for additional resources and referrals for supplementary services. While there are tools to facilitate the process, more explicit guidance is needed to support home visitors on how to refer families to additional resources in the community.