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| 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 |
| 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 |
| Señales de Alarma y Referido (Red Flags and Referral) | El aprendizaje sucede a través de nuestra vida, comenzando al nacer. Los niños aprenden y crecen físicamente, socialmente y cognitivamente. Developmental milestones for children birth to three years of age, and what to do when there are developmental concerns. | Tipsheet |
| Sensory Processing FAQ - Preguntas Frecuentes sobre Procesamiento Sensorial | Here is a FAQ from the Child Mind Institiute that discusses Sensory Processing Disorder; what it is, how it's treated, and why it's controversial. ( In Spanish) | |
| Sensory Processing--Evaluation Process | In this podcast, Cindy Croft and Priscilla Weigel talk with Gina Gibson, Occupational Therapist, Fraser, Minnesota, about what the evaluation process for sensory processing looks for a young child. | Podcast |
| Sharing Concerns with Families--Having the Conversation: Part Three | In part 3 of our series on Sharing Concerns with Families, Priscilla Weigel and Cindy Croft discuss the sensitive topic of talking to a family about their child’s development. This is often one of the hardest jobs an early educator will undertake but it is critically important for the child for whom early intervention can make a world of difference. We will talk about ways to share developmental information and continue building the important relationship between parent and caregiver. | Podcast |
| Sharing Concerns with Families--Observations and Recordings: Part One | In this podcast, we will begin a series on the sensitive topic of how to share developmental concerns with families. The first steps in talking to families about a developmental red flag is to have objective, nonjudgmental observations and recordings that can give them an accurate developmental picture. This is foundational to a successful conversation and will help allay some of your anxiousness as you approach families with your concerns. | Podcast |
| Sharing Concerns with Families--Setting the Stage: Part Two | Once we have gathered our information to share about a developmental concern, we need to set the stage for our conversation with the family. The ongoing partnership between the early educator, family, and child will rely on trust, confidentiality, and compassion. In this podcast, we will share some fundamental tips that will help us as we prepare to talk with the family, including when and how to hold the meeting. | Podcast |
| Sharing Developmental Concerns with Families | How to prepare for and talk with family members when there are developmental or behavioral concerns. | Tipsheet |
| Sida Waalidiinta Loolawadaago waxa Caruurtooda Khuseeya (Sharing Concerns with Families) | Sida loogu diyaar garoobo oo loola hadlo xubnaha qoyska marka ay jiraan walaacyo koritaan ama dhaqan. How to prepare for and talk with family members when there are developmental or behavioral concerns. | Tipsheet |
Results: Page 5 of 8
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