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Results: Page 34 of 52
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Model Me Kids Model Me Kids® is dedicated to producing high quality teaching tools for children with Autism, Asperger Syndrome, PDD-NOS, and Nonverbal Learning Disorder. We strive to make our products affordable so that they are accessible to both families and educators. Designed as a teaching tool for children, adolescents, and teenagers with Autism, Aspergers, PDD-NOS, Nonverbal Learning Disorder (NVLD or NLD), and developmental delays, the videos are used by parents, teachers, and therapists. The videos are also helpful for teaching children with developmental disabilities such as Down Syndrome. Website
Monolingual Homes, Bilingual Babies? A new study shows how children in monolingual households can better pick up a second language. Document
More Than Baby Talk: 10 Ways to Promote the Language and Communication Skills of Infants and Toddlers Early childhood educators have a prime opportunity to provide children with interactions that can support children’s growth and development, particularly their language and communication skills. Website
Mothers and Infants Connect Through Song As one of the first records of human music, infant-directed singing permeates cultural boundaries and parenting traditions. The act of mothers singing to infants is a universal behavior that seemingly withstands the test of time. Document
Motor Development of Infants--What to Expect and When to be Concerned (Part 1) In the first part of our series on Infant and Toddler Development Cindy Croft and Priscilla Weigel discuss critical milestones in an infant’s fine and gross motor development. Our hosts discuss common things to look for at the stages of 3 months through 1 year and highlight some concerns that would require further investigation. We will also talk about the ways child care providers and parents can encourage physical development at this important age. Podcast
Multilingual Learners The early childhood years are an important time for building foundational language and literacy skills needed by young multilingual learners as they transition to kindergarten. The Minnesota Department of Education (MDE) supports local educational agencies and early childhood programs in promoting equitable access to language supports for multilingual learners from culturally and linguistically diverse backgrounds. This link provides information about WIDA Early Years Training. WIDA stands for World Class Instructional Design and Assessment and is part of the Wisconsin Center for Educational Research at UW Madison. They are THE experts in working with Multilingual Learners and their families. Website
Not Just “Soft Skills”: How Young Children’s Learning & Health Benefit from Strong Social-Emotional Development This paper synthesizes the research on social emotional development in early childhood, and underscores the need for a new national dialogue on this topic. It also outlines how we might better support parents and caregivers so they can contribute to the healthy social-emotional development of their children. Document
Noticing Same and Different: The Concept of Comparison with Infants and Toddlers “More” is often one of children’s first words. Infants attend to differences, though they don’t yet discriminate between “more” as quantity or magnitude/size or intensity of sensation. Toddlers are beginning to differentiate between attributes and develop a spectrum of preferences. These are all examples of the origins of the precursor math concept of Comparison, that is noticing sameness and difference." Check out this article from The Erikson Institute Early Math Collaborative. Website
Nurturing Gratitude in Young Children Children aren’t always appreciative, and their demands can hit especially hard when we’re working long hours—or just trying to get dinner on the table. While young children can’t yet see the world from somebody else’s perspective, we can begin to build a sense of gratitude starting in the toddler years.   Document
Parent Cell Phone Use Can Halt a Child’s Language Learning Researchers at Temple University’s Language Learning Lab found that children are less likely to learn a new word when a phone call interrupts the child’s conversation with their parent. To learn more about this research, check out this video interview with researcher Dr. Kathy Hirsh-Pasek. Website
Results: Page 34 of 52