A
Banner
Title

Search and Filter Tools

Disability Topic
Category
Language

Filtering by:

Results: Page 154 of 217
Resource Name Description Resource Type
Raising Young Children in a New Country: Supporting Early Learning and Healthy Development Refugee and immigrant families come to the United States with a wealth of parenting strengths, drawing on culture, tradition, and family experience. Like most parents in the US they tend to be responsible and nurturing, and have often sacrificed tremendously to provide their children with an opportunity for safety and success in this new country. At the same time, newcomer parents have experienced incredible loss, including the loss of extended family members, community, and homeland, and they must adapt to new traditions and lifestyles that are often at odds with their own beliefs and practices. Refugee and immigrant families also must overcome cultural, language, and practical barriers to access the community services they need, while these services must also learn about the newcomer families in their communities and how best to serve them. Document
Ratio and Group Size Standards for Licensed Child Care Staff-to-child ratios, group sizes, and age distributions for child care centers and family child care settings are critical standards that ensure a minimum level of safety, supervision, and quality in child care. The standards vary based on setting, the age of children in care, and the concentration of children from each age group. These standards are set forth by Minnesota law. Minnesota Rules, chapter 9503 (?Rule 3?) defines the standards for child care centers, and Minnesota Rules, chapter 9502 (?Rule 2?) governs family child care and group family child care. Document
Reach Every Child-Special Education Reach Every Child-Special Education website offers addresses and phone numbers for switches, joysticks, sign language, posters, as well as other organizations related to special education. One needs to click on "special education" to get to those resources. Website
Reading Aloud, Play and Social Emotional Development Research findings published in Pediatrics documents that infants and toddlers who were read to by family members had notable social-emotional skill advantages when they started school. Document
Reading Rockets Resources for Parents, Teachers, Librarians and Other Professionals Website
Ready Wriggly Prepares for Flu Season The Centers for Disease Control and Prevention has created Ready Wrigley to provide parents, guardians, teachers, and young children with tips, activities, and a story to help the whole family prepare for emergencies.  Document
Recommended Books for Children Coping With Loss or Trauma Books can be wonderful tools to use with children who have experienced difficult times such as trauma or loss. Reading (or being read to) and talking with adults can help them understand and cope with their feelings in a developmentally appropriate way. Reading also offers a great way to spend time with a child, reinforce a sense of normalcy and security, and connect with them, all of which are important to recovery from a traumatic experience. This resource is from the National Association of School Psychologists. Document
Recurso Sobre Fondos para Apoyar el Cuidado de Niños con Necesidades Especiales de Minnesota (Funding Resources to Support Children with Special Needs) Esta hoja de consejos destaca los recursos de financiación disponibles, incluidos los específicos del estado de Minnesota, para apoyar el cuidado de niños con necesidades especiales. This tip sheet highlights funding resources available, including those specific to the state of Minnesota, to support the care of children with special needs. Tipsheet
Red Flags and Referral Details signs the child is not moving along expected developmental pathways and how to refer them for further testing and observation. Tipsheet
Reducing Exclusionary Discipline Practices in Early Childhood Education While research shows that exclusionary discipline practices in the early years are ineffective and developmentally inappropriate, young children continue to be suspended and expelled at high rates. An increasing number of states have taken steps to ensure that young children are not removed from programs due to their behavior. This report from Abbie Lieberman and Aaron Loewenberg of New America, explores how Illinois and Colorado are limiting the use of these exclusionary discipline practices and providing supports to educators to equip them to better serve the children in their programs. Document
Results: Page 154 of 217