May 23 2014 Making the most of AHS to suport children's language learning

57 Pages·2014·3.74 MB·English

by  Jessica Ball

Welcome to Fireside Chat #393
May 23, 2014 1:00 – 2:30 PM Eastern Time

(Teleconference open for participants at 12:50 ET)

Making the Most of AHS to Support Children's
Language Learning
:
Advisors on Tap
Jessica Ball
Sharla Peltier

www.chnet-works.ca
Population Health Improvement Research Network
Canadian Health Human Resources Network
University of Ottawa
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Preface

This presentation guides practitioners to facilitate
language development of children in AHS programs. It is
intended to build on skills developed in previous
professional education in ECE, and to reinforce and
enhance activities that practitioners can use with
children and encourage primary caregivers to use at
home.

The views expressed here do not necessarily represent
the views of the Public Health Agency of Canada.
About the presenters
Sharla Peltier, M.Ed., has over 20 years of experience
in direct service to Aboriginal children to support their
speech and language development and to address
clinically significant speech-language difficulties.
Sharla is a First Nations Education Learning and
Teaching Cultural Specialist in the Rainbow District
School Board in Sudbury, Ontario. She is a member of
the Rama First Nation and is Anishinaabe.

Jessica Ball, M.P.H., Ph.D., has over 30 years of
experience in research on child development and 20
years of experience in projects involving service
delivery to support optimal development of
Aboriginal young children. Jessica is a Professor at the
University of Victoria in B.C. She is a third generation
English-Irish Canadian.
Your turn!
Hi! This is us. Who are you?
Learning goal & objectives
Goal: Enhancing feasible and effective practices that practitioners can use with
preschool children and their primary caregivers to facilitate
language learning in developmentally and culturally appropriate ways.

Objectives: By the end of this webinar, you will be better able to:

1. Support developmentally on-time speech and language acquisition through
everyday program activities.

2. Guide primary caregivers to facilitate language learning at home.

3. Know early signs of possible speech and language delays and difficulties.

4. Participate in skilled ways in early intervention work by professional clinicians with
children who have been identified as needing extra support.
“The Basics”
The broad context of language development
‘Aboriginal’ diversity calls for local innovation
Aboriginal Head Start
A holistic model for Aboriginal children’s early learning