resources
Resource Library
Materials and assistance for childcare professionals, and those they serve, including info modules, tip sheets, documents, helpful URLs and self study courses.
Results: Page 123 of 152
| Resource Name | Description | Resource Type |
|---|---|---|
| Supporting Morning and Afternoon Transitions | Every day preschoolers must adjust from home life to school and then back again. Such transitions can be challenging for children, families, and teachers. Here are some suggestions from preschool programs to make mornings and afternoons go more smoothly. | Document |
| SUPPORTING OUTDOOR PLAY and EXPLORATION for INFANTS and TODDLERS | As the weather warms up, opportunities to move outside increase. Here?s a great resource on the many benefits of outdoor play and exploration, coupled with opportunities and options, including how to take advantage of ?loose parts.? | Document |
| Supporting Sensory Preferences in Children, part 1 - Overview | This info module is Part One of two parts and provides a brief overview of the sensory processes and preferences of young children. | Info Module |
| Supporting Sensory Preferences in Children, part 2 - Strategies | Part two of this series provides specific strategies to promoting sensory activities and interventions for children with sensory challenges. | Info Module |
| Supporting the Development of Children Who Are Dual Language Learners in Early Childhood | The purpose of this policy statement is to support early childhood programs and States by providing recommendations that promote the development and learning of young children, birth to age five, who are dual language learners (DLLs).2 The statement also provides support to tribal communities in their language revitalization efforts within tribal early childhood programs. National estimates indicate that there is a large and growing population of children who are DLLs ? children who have a home language other than English and are learning two or more languages at the same time, or learning a second language while continuing to develop their first language. Early childhood programs should be prepared to optimize the early experiences of these young children by holding high expectations, capitalizing on their strengths- including cultural and linguistic strengths - and providing them with the individualized developmental and learning supports necessary to succeed in school | Document |
| Supporting the Development of Communication Skills in Infants and Toddlers | This self study focuses on the development of the communication skills of infants and toddlers, including practical strategies and resources. For ten clock hours on your Learning Record, please register online at Develop. Then, complete a 500 word reflection paper and submit this document with your reflection. Please note: You have access to this document as view only. To enable editing, download the document. Click "file" then "download as" in the upper left-hand corner of this screen. This will give you the option to open the document as a Word doc on your own computer. Then, you can complete the information and email it to: danderson2@csp.edu. *Disregard any directions regarding a final quiz. The only learning assessment needed is the reflection paper. | Course |
| Supporting the Development of Executive Function Skills in Infants and Toddlers | This info module focuses on the ways in which executive functions encompass the cognitive processes that enable individuals to manage attention, emotions, create and attain goals. | Info Module |
| Supporting the Development of Friendship Skills | Making friends in an early care and education setting requires that children be able to ask another child to play, receive/accept an invitation to play and the ability to be flexible enough to adapt and negotiate with others. | Tipsheet |
| Supporting Transitions: Using Child Development as a Guide | During the course of a child’s life, change is inevitable. Families move, siblings are born, school begins and consequently, transitions happen. Knowing about children’s development can help us understand how children respond to transition. | Document |
| Supportive Relationships and Active Skill-Building Strengthen the Foundation of Relationships | Decades of research provide substantial evidence that children who do well despite serious hardship have had at least one stable and committed relationship with a supportive parent, caregiver, or other adult. These relationships buffer children from adversity and help them build key capacities that enable them to adapt and thrive. Supportive relationships, adaptive skill-building, and positive experiences constitute the foundation of what is commonly called resilience. | Document |
Results: Page 123 of 152