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Results: Page 10 of 13
| Resource Name | Description | Resource Type |
|---|---|---|
| Promoting Social Behavior of Young Children in Group Settings: A Summary of Research | Glen Dunlap and Diane Powell have completed a synthesis for the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). It provides a summary of intervention practices that are supported by empirical evidence for promoting adaptive social-emotional behavior of young children in group contexts. The focus is on toddlers and preschool children who are identified as having or being at risk for disabilities, and who have identified problems with social-emotional behaviors. | Document |
| Promoting Social-Emotional Development Helping Infants Learn About Feelings | Starting from birth, infants begin learning how to make sense of their world through interactions with caregivers. Responsive caregiving--which involves a caregiver reflecting and validating a child's feelings and behaviors--helps very young children make sense of their world. Over time, children who have this type of nurturing, reflective care can better regulate their emotions. | Document |
| Relationships with Families | Communication strategies for helping caregivers build positive relationships with the families of the children in their program. | Tipsheet |
| Relaxation Techniques for Child Care Providers | This tip sheet highlights some practical strategies to facilitate relaxation for caregivers and educators. | Tipsheet |
| Release of Information | When developing policies around confidential information what type of documentation do you need to have in place to ensure that it is secure? Cindy Croft and Priscilla Weigel discuss key components of a Consent to Release Information Form that you should have in place. | Podcast |
| Resources to Help Children in the Wake of a School Shooting | As adults struggle with their own reactions to the school shooting in Parkland, Florida young eyes and ears are watching and listening. This is an important time to talk to children about what they are seeing and hearing, even when they did not directly witness the event. While it can be difficult to know what to say, evidence from research and clinical practice can help us with these difficult conversations. We begin with a few suggestions for adults who care for children indirectly affected by a school shooting: | Document |
| Safe and Healthy Naptime Routines | Our guest, Public Health Nurse Sarah Hawley from Minnesota Child Care Health Consultants, joins Inclusion Matters for another episode, this time focusing on safe and healthy naptime routines, policies, and practices. Sleep is essential for overall good health of the child and the whole family. Listen and gain resources and tools to support quality sleep for young children while in child care.Don't forget about these helpful CICC Tip Sheets:Safe and Healthy Naptime RoutinesRutinas seguras y saludables para la siesta | Podcast |
| Seguridad contra incendios en el cuidado infantil: Consideraciones para niños con discapacidades (Fire Safety in Child Care: Special Considerations for Children with Disabilities) | Consejos prácticos para implementar la seguridad contra incendios intencional en entornos de cuidado infantil para realizar adaptaciones individualizadas y garantizar la seguridad de los niños con discapacidades.Practical advice for implementing intentional fire safety in childcare settings to make individualized accommodations and ensure the safety of children with disabilities. | Tipsheet |
| Self-Care for Early Care and Education Professionals | Tip sheet with practical self-care strategies for early care and education professionals. | Tipsheet |
| Self-Care Strategies for Child Care Providers Working in Stressful Environments | Define and describe how the human stress response system works using Polyvagal Theory. Polyvagal Theory outlines how the human nervous system responds to short and long-term stress such as that faced daily by child care providers. Learn examples of ways to practice research-based self-care strategies for child care providers to incorporate into their work.Knowledge and Competency Framework Area(s) -VI: Professionalism (10 Hours)CDA Content Area - Content Area VI: Maintaining a commitment to professionalism (10 Hours)Level 2 - Implements | Course |
Results: Page 10 of 13
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