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Results: Page 48 of 52
Resource Name Description Resource Type
Top 5: Mealtime Tips for a Healthy Start Many of us adults are concerned with trying to fuel our bodies with the right foods—in the right amounts. Did you know that parents can help children develop these healthy eating habits beginning in the first months of life? This article from Zero to Three will show you how. Website
Top 5: What You Need to Know About Tummy Time Here is a great resource from Zero to Three. Tummy time—giving babies a chance to play on their tummies—is recommended for every baby, every day. But what makes it so important, and how do you do it? Here’s what you need to know. Website
Top Funny Books for Babies and Toddlers Red Tricycle encourages us to “gather around and check out this collection of funny books that keep babies and toddlers in stitches.” Website
TOUCH TO BABY’S LIPS SETS OFF INTENSE BRAIN RESPONSE New research reveals a special neural signature associated with touching a baby’s lips. It’s an indicator of how soon infants’ brains begin to make sense of their own bodies and a first step toward other developmental milestones. Website
Tracking Services for Infants, Toddlers and their Families To help you in your advocacy for infants and toddlers, this chart summarizes the primary federal programs currently focused on very young children and the roles of federal, state and local governments in those programs. Document
Transition from Preschool Services to Kindergarten The Early Childhood Technical Assistance Center offers links to National Centers, studies and specialized projects that provide resources on transition to kindergarten. Website
Trauma Responsive/Healing Centered Strategies Part 1: Relationships And Environments Explore a relationship based approach in caregiving environments with young children that have been impacted by trauma. Define early childhood trauma and describe the impact on development and relationships. Identify trauma triggers and elements of healing centered environments.  The Content of this self-study was Developed by Ellison Center, St. Cloud, MN: https://www.ellisoncenter.org/  with funds provided by Greater Twin Cities United Way (GTCUW) 80x3 - Resilient from the Start.Knowledge and Competency Framework Area(s) - I: Child Development and Learning (3.00 hr)III: Relationships with Families (2.00 hr)IX: Trauma Informed Care (5.00 hr)CDA Content Area(s) - Content Area III: Positive ways to support children’ social and emotional development(5.00 hr)Content Area IV: Strategies to establish productive relationships with families(2.00 hr)Content Area VIII: Principles of Child Development and Learning(3.00 hr)Level 2 - ImplementsNew Navigation Tools:This self-study does not have audio available at this time.For optimal performance, please access this course from a computer or tablet.Click on the black box with 2 white arrows to view the self-study in Full-Screen Mode.Click on the black box with white eyeglasses to view the self-study in Accessibility Mode.Thanks 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! For ten clock hours on your Learning Record, please register online at Develop. Then, complete a 500 word reflection paper and submit this document with your reflection. Please note: You have access to this document as view only. To enable editing, download the document. Click "file" then "download as" in the upper left-hand corner of this screen. This will give you the option to open the document as a Word doc on your own computer. Then, you can complete the information and email it to: credit@inclusivechildcare.org.  Course
Trauma Responsive/Healing Centered Strategies Part 2: Self-Regulation For Children And Adults Describe the development of children’s regulation systems, including the concept of co-regulation. Explore strategies to support the development of regulation in young children who have experienced trauma. Explain how working with traumatized children and families contributes to compassion fatigue. Plan ways to reduce or address the impact of compassion fatigue. The Content of this self-study was Developed by Ellison Center, St. Cloud, MN: https://www.ellisoncenter.org/ with funds provided by Greater Twin Cities United Way (GTCUW) 80x3 - Resilient from the Start.Knowledge and Competency Framework Area(s) - II.C: Promoting Social and Emotional Development (2.00 hr)IX: Trauma Informed Care (8.00 hr)CDA Content Area(s) - Content Area III: Positive ways to support children’ social and emotional development(10.00 hr)Level 2 - ImplementsNew Navigation Tools:This self-study does not have audio available at this time.For optimal performance, please access this course from a computer or tablet.Click on the black box with 2 white arrows to view the self-study in Full-Screen Mode.Click on the black box with white eyeglasses to view the self-study in Accessibility Mode.Thanks 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! For ten clock hours on your Learning Record, please register online at Develop. Then, complete a 500 word reflection paper and submit this document with your reflection. Please note: You have access to this document as view only. To enable editing, download the document. Click "file" then "download as" in the upper left-hand corner of this screen. This will give you the option to open the document as a Word doc on your own computer. Then, you can complete the information and email it to: credit@inclusivechildcare.org.  Course
Trauma: Cómo responden los niños (Trauma: How Children Respond) Definición de trauma y respuestas de desarrollo de niños pequeños a experiencias traumáticas. Definition of trauma and developmental responses of young children to traumatic experiences. Tipsheet
Two-Year-Old Vocabulary Predicts Kindergarten Success A recent study linking early vocabulary skills to kindergarten success highlights the importance of early intervention. Analysis of data from a longitudinal sample revealed that 24-month-old children with larger oral vocabularies displayed greater reading and mathematics achievement, increased behavioral self-regulation, and fewer externalizing and internalizing problem behaviors at kindergarten entry. Document
Results: Page 48 of 52