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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 12 of 23
| Resource Name | Description | Resource Type |
|---|---|---|
| Henry Occupational Therapy Services, Inc. | Diana A. Henry, MS, OTR/L, FAOTA and Henry OT Services, Inc. offer school based and individual occupational therapy services to support the mandates of 'No Child Left Behind'. Along with her husband, Rick Ruess, they provide products and workshops across the USA and internationally. Our mission is to promote understanding and awareness of issues related to sensory processing, sensory integration and the sensory systems. These may influence attention, motor coordination, social participation, behavior and even violence in schools. | Website |
| Here’s 9 Ideas to help Children and Adults with ADHD Sleep Better | "Sleep issues are common for children and adults with attention deficit hyperactivity disorder (ADHD). People with ADHD often have a hard time focusing, sitting still or quieting their body. It’s no wonder that they then may have trouble falling or staying asleep. When your brain is racing, sleep feels impossible. Not getting enough sleep can affect your mood, weaken your immune system, disrupt your metabolism and cause problems with memory and concentration. The good news is there are also many ideas to help children and adults with ADHD sleep better." Learn more in this article written by Pam Dewey for the Fraser Blog. | Website |
| Herramientas para la caja de herramientas: Estrategias para hacer frente a comportamientos desafiantes (Tools for the Toolbox: Strategies to Meet Challenging Behaviors) | Registration Available Monday, July 1, 2024 - Tuesday, July 1, 2025Explore herramientas para trabajar con niños que tienen comportamientos desafiantes, incluidas adaptaciones ambientales y programáticas. Explore estrategias de orientación específicas que apoyen las necesidades sensoriales, de desarrollo y de temperamento de todos los niños.Área del marco de conocimientos y competencias - II.C: Promoción del desarrollo social y emocional Área de contenido de CDA - III: Formas positivas de apoyar el desarrollo social y emocional de los niños Este curso es accesible desde un dispositivo móvil. Para un rendimiento óptimo, se recomienda verlo desde una computadora o tableta.Para diez horas en su Registro de aprendizaje, regístrese y pague en línea en Develop. Luego, complete un documento de reflexión de 500 palabras y envielo con su reflexión. Tenga en cuenta que únicamente tiene acceso a ese documento como modo de visualización. Para habilitar la edición, descargue el documento. Haga clic en "archivo" y luego en "descargar como" en la esquina superior izquierda de esta pantalla. Esto le dará la opción de abrir el documento como un documento de Word en su propia computadora. Luego, puede completar la información y enviarla por correo electrónico a: credit@inclusivechildcare.org. * Haga caso omiso de las instrucciones con respecto a un examen final. La única evaluación de aprendizaje necesaria es el documento de reflexión. | Course |
| Hidden Allergies: Cause for Disruptive Behavior, Sensory Issues and Poor Retention? | This article contains information regarding allergies and how they may affect learning and behavior. | Website |
| 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 Discipline Toddlers | As they test their independence, setting and enforcing limits lays the groundwork for good behavior. | Document |
| How to Handle Tantrums and Meltdowns | In order to help a kid who’s having a meltdown or tantrum, parents need to understand what’s causing it. This is hard because it could be fear, anger, frustration, or something else. Here is a helpful article from the Child Mind Institute. | Document |
| 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 Take the Stress Out of the Holidays | From the Child Mind Institute, "We are reminded, every year at this time, how difficult holidays can be for people who are lonely or alone. But let’s be honest: even for families rich in children, holidays can be stressful—both for parents and kids." | Website |
| How to Use Visual Supports | The following are some of the ways in which visual supports can be used to benefit all young children, regardless of ability. | Tipsheet |
Results: Page 12 of 23