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Resource Library
Our Resource Library contains materials and assistance for early childhood educators and those they serve. Explore our selection of podcasts, tip sheets, websites, documents, and self-study courses.
Results: Page 21 of 36
| Resource Name | Description | Resource Type |
|---|---|---|
| Holidays in a Diverse World: Applying Anti-Bias Thinking to Curriculum | "Acknowledging or celebrating holidays in early learning programs can bring pleasure to many families, staff, and children and can be useful in building connections between programs and families. However, holidays also pose a range of challenges to ensuring that all children, families, and staff feel respected and that children learn about a diverse world. Whether or not to include any holidays in your curriculum, and what activities to use if you do, requires thoughtful decision making.In this blog, which is an excerpt from the second edition of Anti-Bias Education for Young Children and Ourselves, Louise Derman-Sparks and Julie Olsen Edwards, with Catherine M. Goins, offer considerations about how programs and teachers can think about and take an anti-bias approach to holidays in their settings." | Document |
| Home Solutions to Cope with Sensory Processing Issues and Sensitivities | Because of misguided brain signaling, specific sensory triggers – of any sense - can become absolutely debilitating and unbearable. | Document |
| How Can I Prevent Gender Bias? | This resource from the Anti-Defamation League highlights a variety of measures adults can take to create fair and gender equitable environments for young children. | Document |
| How Does Occupational Therapy Help Children? | In this podcast, Cindy Croft and Priscilla Weigel talk with Gina Gibson, Occupational Therapist, Fraser, Minnesota, about what occupational therapy is and how an OT works with children around self care skills, sensory needs, and fine motor development. | Podcast |
| How Does the ADA Relate to Child Care? | Child care is considered a public accommodation under the ADA and so must comply with the civil right mandates of access and non-discriminatory policies and practices for children and their families. This tip sheet covers expectations for child care programs under the ADA. | Tipsheet |
| How To Communicate With Non-verbal Children During Meal Time | From Monica Pujol-Nassif at TeachStone: "Children who are nonverbal are always communicating with us. In fact, according to Dr. Mehrabian, 93% of our communication is nonverbal in nature. Yet, just because children who are nonverbal might not be speaking to us, educators can still have a reciprocal interaction. Try focusing on their facial expressions, following their gaze, and looking at what they pointing to. Interpret their input, and check for confirmation. Facilitate technological devices and apps that speak for them, and make available visuals they can use to show us what they want, think, need, fear, or are interested in. Lunchtime might post a more challenging time to incorporate these ideas. Here are some additional ways to support nonverbal communication during mealtimes." | Website |
| How to Create a Backyard Sanctuary for Kids with Disabilities by HomeAdvisor | Children of all abilities and needs should have room to play and explore their world. In fact, play is so important for a child’s development that the United Nations declared play is a human right for children. Making your home a place where a child with special needs can be active takes more than a look around. You’ll want to brainstorm ways the outside can be an inclusive sanctuary for children of all abilities, too. | Website |
| How to Identify Stress in a Child | Stress can be just has a harmful for children as adults. Since preschoolers don't articulate their emotions well, spotting anxiety in kids and how stress appears is the first step to supporting them. | Website |
| How to Implement Trauma-informed Care to Build Resilience to Childhood Trauma | This research brief from Child Trends summarizes current practices for implementing trauma-informed care to support children who have been exposed to trauma. The authors outline the ways in which a broad range of programs (including after school programs, schools, early care and education providers, medical providers, and social services) can incorporate trauma-informed care into their services and help children build resilience against past and future traumatic experiences. | Website |
| How to Support Young Learners in Racially Diverse Classrooms | In this Edutopia article, author Amanda Armstrong, explains that "teachers may be hesitant to discuss race with young kids" and describes how "research-backed, age-appropriate strategies can help." | Website |
Results: Page 21 of 36