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Results: Page 169 of 206
Resource Name Description Resource Type
Supporting Medically Fragile Children and Their Families This article from NAEYC explains that, "including in your program children who have experienced extensive medical procedures may seem daunting. Keep in mind that they are still children and can benefit from using play and art to express their ideas and needs, just like children who have not had major medical experiences. Working closely with a care team that includes parents (or guardians) and a child life specialist can enhance the child’s physical and mental health across settings." Website
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 Positive Behaviors "Families can make a big difference in their child’s behavior. These tip sheets from the Head Start Early Learning & Knowledge Center (ECLKC) offer strategies and resources for how families can promote positive behaviors by connecting with the child, talking about feelings, teaching the child positive behaviors, and doing self-care. These tip sheets are available in Arabic, Chinese, Haitian Creole, Somali, and Vietnamese." Website
Supporting Safety and Security through the Preschool Environment Every early childhood setting has a story to tell. What does your environment say about you? What does it tell the children in your care? Tipsheet
Supporting School Readiness of Young African American Boys From Head Start and the National Center on Teaching and Learning:Supporting school readiness for African American boys begins with a culturally responsive and strength-based mindset in how we view them and their families. This mindset supports a focus on providing high-quality learning environments where adults understand and celebrate the diversity of African American boys within their families’ culture and lived experiences. The strategies in this resource help to bolster the development, learning, and school success of African American boys.Supporting the School Readiness and Success of Young African American BoysStrategies for Culturally Responsive Strength-based PracticesReflections on a Culturally Responsive Strength-based Approach 
Supporting Secure Attachments Alongside Families and Within Child Care Settings Strategies for families and early care and education programs to support the development of a secure attachment pattern in children. Tipsheet
Supporting Sensory Needs Of Young Children In Your Care This online self-study discusses Sensory Processing Disorder (SPD) and examines how and why SPD can impact an individual’s behavior. Identify behaviors and sensory system responses that may result from SPD. Implement strategies to support children with SPD by providing a variety of opportunities for different sensory experiences. Knowledge and Competency Framework Area(s) -  I: Child Development and Learning (4 Hours) II.A: Creating Positive Learning Experiences (4 Hours) II.C: Promoting Social and Emotional Development (2 Hours)  CDA Content Area -  Content Area II: Steps to advance children’s physical and intellectual development (4 Hours) Content Area III: Positive ways to support children’ social and emotional development (2 Hours) Content Area VIII: Principles of Child Development and Learning (4 Hours) Level 2 - Implements New Navigation Tools: This self-study does not have audio available at this time. For optimal performance, please access this course from a computer or tablet. Click on the black box with 2 white arrows to view the self-study in Full-Screen Mode. Click on the black box with white eyeglasses to view the self-study in Accessibility Mode. For ten clock hours on your Learning Record, please register and pay 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: credit@inclusivechildcare.org. *Disregard any directions regarding a final quiz. The only learning assessment needed is the reflection paper. Course
Supporting Sensory Needs Through Transitions In this episode we welcome back Pediatric Occupational Therapist, Alyssa Mason.  We discuss ways to support all children, and especially those with sensory differences, during key transitions in the early childhood setting.  Lunch and naptime are often tricky and Alyssa helps set children and adults up for success with her strategies. This podcast recording was funded by Greater Twin Cities United Way (GTCUW) 80x3 - Resilient from the Start. Podcast
Supporting Social and Emotional Learning for Children with Disabilities "Developing social and emotional skills are important for all young children! Making and keeping friends, solving social problems, and paying attention to emotions are key skills for children to learn during their early years. After all, social and emotional development is the foundation for lifelong learning and development. Learning these critical skills is especially important for young children with disabilities and suspected delays. Many children with disabilities may struggle with these skills, but we know successful social and emotional development leads to future positive outcomes in many different areas. This Inclusion Series [from the Office of Head Start National Center on Early Childhood Development, Teaching and Learning] webinar explores powerful individualized strategies to support social and emotional learning for children with disabilities and suspected delays." Website
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
Results: Page 169 of 206