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Results: Page 6 of 8
| Resource Name | Description | Resource Type |
|---|---|---|
| Somali ECE Glossary | The Washington State Department of Children, Youth, and Families (DCYF) is excited to announce the creation of two glossaries for Washington state’s Early Care and Education (ECE) field! The Spanish and Somali glossaries ensure early learning terminology is translated accurately and consistently. | Document |
| Spanish ECE Glossary | The Washington State Department of Children, Youth, and Families (DCYF) is excited to announce the creation of two glossaries for Washington state’s Early Care and Education (ECE) field! The Spanish and Somali glossaries ensure early learning terminology is translated accurately and consistently. | Document |
| Starting the Conversation: Developmental Concerns | How to share concerns with family members about observed and recorded red flags in a child's development. | Tipsheet |
| Su'aalaha la Weydiiyo Marka la Raadinayo Daryeelka Carruurta leh Qaba Baahiyaha Gaarka ah | Warqad talobixin ah oo ay ku jiraan su'aalo hagis ah oo loogu talagalay xubnaha qoyska si ay u isticmaalaan marka ay raadinayaan daryeelka hore iyo barnaamijka waxbarashada ilmaha baahiyaha gaarka ah qaba. Questions to Ask When Seeking Child Care for Children with Special Needs - A tip sheet with guiding questions for family members to use when seeking an early care and education program for a child with special needs. | Tipsheet |
| Suspensions Are Not Support: The Disciplining of Preschoolers with Disabilities | Children in preschool and early childhood programs are suspended or expelled at a rate three times higher than school-aged children. However, exclusionary discipline practices might not always carry these labels – suspended and expelled. | Document |
| Talking With Families When There Are Developmental Concerns | This course will examine the early childhood educator's role in the observation and documentation of child development, including tools to identify best practice methodologies when talking with parents.Knowledge and Competency Framework Area -III: Relationships with Families (5.0 hr)IV.A: Observing, Recording, and Assessing Development (5.0 hr)CDA Content Area -Content Area IV: Strategies to establish productive relationships with Families (5.0 hr)Content Area VII: Observing and recording children’s behavior (5.0 hr) | Course |
| The Difference Between IEPs and 504 Plans | Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K–12 students with learning and attention issues. They’re similar in some ways but quite different in others. This chart compares them side-by-side to help you understand the differences. | Document |
| The Impact of Parental Incarceration on Young Children | Examine the impact of parental incarceration on early childhood development, focusing on emotional, social, cognitive, and behavioral effects. Explore changes in family dynamics, caregiver challenges, financial strain, and children's trauma responses. Apply trauma-informed care strategies to build resilience, support stability, and reduce negative outcomes.The content of this self-study was written by Kamyala Howard, MSW, LICSW in partnership with CICC with funds provided by Greater Twin Cities United Way (GTCUW) 80x3 - Resilient from the Start.Knowledge and Competency Framework AreasI: Child Development and Learning (2 Hours)III: Relationships with Families (2 Hours)IX: Trauma Informed Care (6 Hours)CDA Content AreasContent Area III: Positive ways to support children’ social and emotional development (6 Hours)Content Area IV: Strategies to establish productive relationships with families (2 Hours)Content Area VIII: Principles of Child Development and Learning (2 Hours)Level 2 – ImplementsThanks 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 |
| The Impact of Parental Incarceration on Young Children | This tip sheet explores the impact of parental incarceration on children’s mental health, behavior, and family stability. It also highlights research findings, signs of trauma, and practical strategies to support children and families facing this challenge. | Tipsheet |
| The Successful Learner Equation | Inclusion Matters welcomes Olivia Christensen and Jon Vaupel from the Minnesota Department of Education, Division of Early Learning to discuss supporting children and their learning pathway-starting with kindergarten. This podcast highlights the Successful Learner Equation, which recognizes that children are always ready to learn and that it is the responsibility of adults and systems to be ready to support all children as they grow and develop, and as they transition to kindergarten. Listen and learn more about this exciting way to look at a child’s foundation for learning. For more information on the Successful Learner Equation, please visit: https://education.mn.gov/MDE/dse/early/ | Podcast |
Results: Page 6 of 8
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