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Results: Page 13 of 20
| Resource Name | Description | Resource Type |
|---|---|---|
| Play in Kindergarten - MN Department of Education | Lifelong learning begins with play. Play uses exploration, imagination, and inquiry to develop cognitive and social-emotional skills and the confidence to engage in new experiences. Play is a valuable and evidence-based teaching practice for all early learning environments, including kindergarten and beyond. | Document |
| Play--Helping Children Who Won’t Stay or Won’t Leave: Part Two | Building on the foundation of play skills from Part One, this podcast will examine children who can’t seem to settle into play activities or, conversely, the child who doesn’t want to leave a center or a particular toy. How can the early educator intervene to ensure that a child feels safe and secure but also is building important peer relationships? Inclusion consultant Priscilla Weigel will share some strategies that can help children settle into play. | Podcast |
| Policy Statement: Quality Early Education and Child Care from Birth to Kindergarten | High-quality early education and child care for all young children improves abstract physical and cognitive outcomes for the children and can result in enhanced school readiness. Preschool education can be viewed as an investment (especially for at-risk children), and studies show a positive return on that investment. | Document |
| Pretend Resource KH | A fake resource created by Kimberly. | |
| Processing the Impact of the Pandemic on Young Children and Ourselves | Tracy Schreifels, Executive Director of Ellison Center in St. Cloud, MN joins us for an important conversation centered around the pandemic and what it was like for young children and their families. We discuss some key questions that can help us to begin to process the impact. What are our bodies holding related to this trauma? How do we process and name our experiences so we can start to heal? How do we help young children organize their experiences and move forward? | Podcast |
| 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 |
| Psychosocial Factors in Children and Youth with Special Health Care Needs and Their Families | According to the National Survey of Children's Health, children with special health care needs increased 4.3% between 2010 and 2016. The latest issue of Pediatrics from the American Academy of Pediatrics (AAP) (January 2019, VOLUME 143, Issue 1), discusses the psychosocial factors of this population and provides recommendations for caregivers, pediatricians and schools to better support the well-being of children challenged with special health care needs. | Document |
| Reading Aloud, Play and Social Emotional Development | Research findings published in Pediatrics documents that infants and toddlers who were read to by family members had notable social-emotional skill advantages when they started school. | Document |
| Recommended Books for Children Coping With Loss or Trauma | Books can be wonderful tools to use with children who have experienced difficult times such as trauma or loss. Reading (or being read to) and talking with adults can help them understand and cope with their feelings in a developmentally appropriate way. Reading also offers a great way to spend time with a child, reinforce a sense of normalcy and security, and connect with them, all of which are important to recovery from a traumatic experience. This resource is from the National Association of School Psychologists. | Document |
Results: Page 13 of 20
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