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| Resource Name | Description | Resource Type |
|---|---|---|
| **NEW** Safe, Seen And Supported - Caring For Children In Foster And Kinship Care In Early Education | Describe the experiences and needs of infants and young children in foster and kinship care, including the impact of trauma on development, behavior, and relationships. Recognize the importance of partnering with birth families, foster and kinship caregivers, and other professionals. Identify trauma-informed, relationship-based strategies that support safety, connection, and resilience. This self-study was written by Michele Fallon, LICSW, IMH-E®, a licensed clinical social worker endorsed as an Infant Mental Health Mentor through the Minnesota Association for Children’s Mental Health. She has more than 50 years of experience working with young children, families, and caregivers in a variety of settings, including early care and education, foster care, home visiting, medical settings, and therapeutic early childhood classrooms. A former instructor at the University of Minnesota, Michele currently provides infant and early childhood mental health reflective consultation and training for multidisciplinary practitioners working with young children and their families. Knowledge and Competency Framework AreasIX: Trauma Informed Care (10 Hours)CDA Content AreasContent Area III: Positive ways to support children’ social and emotional development (10 Hours)Level 1 – ExploresThis self-study was developed with funds provided by Greater Twin Cities United Way (GTCUW) 80x3 - Resilient from the Start. Thanks to a generous grant from Greater Twin Cities United Way 80x3 we are able to offer 10 hours of training credit for this self-study FREE OF CHARGE! | Course |
| *NEW* Building Bridges - Supporting Multilingual Families In Early Childhood Programs | Distinguish how culture and language influence children’s development, identity, and communication in early childhood settings. Analyze myths and truths about multilingual language development and how these beliefs shape educator practice, program culture, and family partnerships. Design responsive strategies that create inclusive environments and strengthen meaningful collaboration with multilingual children and their families.Knowledge and Competency Framework Area -X: Working with Multilingual Preschoolers and Their Families (10 Hours)CDA Content Area -IV: Strategies to establish productive relationships with families (10 Hours)Level 3 - Designs & LeadsThis self-study was written by Gail Solit, an early childhood education professional with more than 40 years of experience in a variety of child care settings. With a background in psychology, early childhood education, and special education, she has focused her career on supporting the well-being and growth of children and early childhood professionals. Gail has authored books and articles, presented at local and national conferences, and served as a consultant and coach for early childhood professionals. | Course |
| *NEW* Child Development: Milestones and Concerns | Describe developmental milestones across physical, cognitive, language, and social-emotional domains. Explain how observation and developmental screening guide early responses and support family partnerships. Identify local referral resources that connect families to supports that help children thrive.Knowledge and Competency Framework Area -I: Child Development and Learning (10 Hours)CDA Content Area -VIII: Principles of Child Development and Learning (10 Hours)Level 1 - Explores | Course |
| *NEW* From Challenge to Connection - Preventing Expulsion in Early Childhood Settings | Describe alternatives to expulsion in early childhood settings and the role of challenging behavior in preschool expulsion. Recognize individualized child support plans and supportive transitions that help children and families feel successful and supported. Identify proactive strategies that support children, families, and early childhood educators and help prevent expulsion. This is an online self-study course.Knowledge and Competency Framework Area - II.C: Promoting Social and Emotional Development (5 Hours)X: Working with Multilingual Preschoolers and Their Families (5 Hours)CDA Content Area -III: Positive ways to support children’s social and emotional development (10 Hours)Level 1- ExploresThis self-study was written by Beth Menninga, M.A.Ed. Beth worked in the early childhood field for more than 40 years and continues to advocate for full funding of child care in her semi-retirement. Her experience includes serving as the Coaching Manager at CICC, as well as working as a preschool teacher and child care center director. For the past 25 years, her work has focused on professional development in the areas of infant and toddler caregiving, early literacy, early math, and relationship-based practices. | Course |
| *NEW* Leading Healthy Change in Early Childhood Education: Part 1 | Design healthy change processes within early childhood education programs by examining program‑level reasons for change and their impact on the health, well‑being, and emotional safety of children, families, and educators. Analyze relationship‑based approaches to change that support healthy communication, emotional safety, and staff well‑being. Lead the application of intentional strategies that promote safe, healthy, and sustainable learning environments within early childhood education settings. Knowledge and Competency Framework Area -VII.A: Establishing Healthy Practices (10 Hours)CDA Content Area -I: Planning a safe, healthy learning environment (10 Hours)Level 3 - Designs & LeadsThis self-study was written by Gail Solit, an early childhood education professional with more than 40 years of experience in a variety of child care settings. With a background in psychology, early childhood education, and special education, she has focused her career on supporting the well-being and growth of children and early childhood professionals. Gail has authored books and articles, presented at local and national conferences, and served as a consultant and coach for early childhood professionals. | Course |
| *NEW* Leading Healthy Change in Early Childhood Education: Part 2 | Evaluate leadership decisions within early childhood education case studies and their impact on the health, well being, and emotional safety of children, families, and educators during change. Analyze leadership approaches used in early childhood change scenarios and their influence on communication, relationships, and staff well being. Design leadership strategies that support healthy, stable, and emotionally safe environments during change within early childhood education programs.Knowledge and Competency Framework Area -VII.A: Establishing Healthy Practices (10 Hours)CDA Content Area -I: Planning a safe, healthy learning environment (10 Hours)Level 3 - Designs & LeadsThis self-study was written by Gail Solit, an early childhood education professional with more than 40 years of experience in a variety of child care settings. With a background in psychology, early childhood education, and special education, she has focused her career on supporting the well-being and growth of children and early childhood professionals. Gail has authored books and articles, presented at local and national conferences, and served as a consultant and coach for early childhood professionals. | Course |
| *NEW* Leading With Care: Trauma-Informed Practices In Early Childhood Education | Analyze how trauma-informed leadership practices create emotionally safe, relationship-based early childhood programs where children, families, and educators can thrive. Evaluate the impact of trauma and stress on regulation, behavior, relationships, and workplace culture while designing practical strategies that support resilience through reflective leadership, compassionate policies, and responsive caregiving practices. Develop regulation, connection, and cultures of care that strengthen the ability to lead supportive, healing-centered early childhood communities. Knowledge and Competency Framework Area -IX: Trauma Informed Care (10 Hours)CDA Content Area -III: Positive ways to support children’s social and emotional development (10 Hours)Level 3 - Designs & LeadsThis self-study was written by Shauna Taradash, an early childhood education professional with over 18 years of experience. She holds a Master’s in Social Psychology from Stanford University, and her expertise spans psychology, race and ethnic studies, parent relationships, preschool management, and leadership development. Shauna is the founder and lead consultant of Underground Education, specializing in professional development and cultural transformation, and she serves as an adjunct professor of psychology and ethnic studies at Las Positas College.A lifelong learner, Shauna is a published writer and Public Voices fellow with The OpEd Project and the National Black Child Development Institute. She is also a dancer and actor with the Belonging Residence Company and Liberation Academy. | Course |
| 10 Halloween Safety Tips for Children with Special Needs | Check out these safety tips from the National Lekotek Center for all children to ensure a safe and enjoyable Halloween! | Document |
| 12 Tipos de Juegos (12 Types of Play) | Esta hoja de consejos presenta los doce tipos de juegos clave para un crecimiento y desarrollo saludables.This tip sheet introduces the twelve key types of play for healthy growth and development. | Tipsheet |
| 12 Types of Play | This tip sheet introduces the twelve key types of play, each of which support healthy growth and development in their own way. | Tipsheet |
Results: Page 1 of 108
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