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| Resource Name | Description | Resource Type |
|---|---|---|
| *NEW* Building Bridges - Supporting Multilingual Families In Early Childhood Programs | Distinguish how culture and language influence children’s development, identity, and communication in early childhood settings. Analyze myths and truths about multilingual language development and how these beliefs shape educator practice, program culture, and family partnerships. Design responsive strategies that create inclusive environments and strengthen meaningful collaboration with multilingual children and their families.Knowledge and Competency Framework Area -X: Working with Multilingual Preschoolers and Their Families (10 Hours)CDA Content Area -IV: Strategies to establish productive relationships with families (10 Hours)Level 3 - Designs & LeadsThis self-study was written by Gail Solit, an early childhood education professional with more than 40 years of experience in a variety of child care settings. With a background in psychology, early childhood education, and special education, she has focused her career on supporting the well-being and growth of children and early childhood professionals. Gail has authored books and articles, presented at local and national conferences, and served as a consultant and coach for early childhood professionals. | Course |
| *NEW* From Challenge to Connection - Preventing Expulsion in Early Childhood Settings | Describe alternatives to expulsion in early childhood settings and the role of challenging behavior in preschool expulsion. Recognize individualized child support plans and supportive transitions that help children and families feel successful and supported. Identify proactive strategies that support children, families, and early childhood educators and help prevent expulsion. This is an online self-study course.Knowledge and Competency Framework Area - II.C: Promoting Social and Emotional Development (5 Hours)X: Working with Multilingual Preschoolers and Their Families (5 Hours)CDA Content Area -III: Positive ways to support children’s social and emotional development (10 Hours)Level 1- ExploresThis self-study was written by Beth Menninga, M.A.Ed. Beth worked in the early childhood field for more than 40 years and continues to advocate for full funding of child care in her semi-retirement. Her experience includes serving as the Coaching Manager at CICC, as well as working as a preschool teacher and child care center director. For the past 25 years, her work has focused on professional development in the areas of infant and toddler caregiving, early literacy, early math, and relationship-based practices. | Course |
| *NEW* Leading Healthy Change in Early Childhood Education: Part 1 | Design healthy change processes within early childhood education programs by examining program‑level reasons for change and their impact on the health, well‑being, and emotional safety of children, families, and educators. Analyze relationship‑based approaches to change that support healthy communication, emotional safety, and staff well‑being. Lead the application of intentional strategies that promote safe, healthy, and sustainable learning environments within early childhood education settings. Knowledge and Competency Framework Area -VII.A: Establishing Healthy Practices (10 Hours)CDA Content Area -I: Planning a safe, healthy learning environment (10 Hours)Level 3 - Designs & LeadsThis self-study was written by Gail Solit, an early childhood education professional with more than 40 years of experience in a variety of child care settings. With a background in psychology, early childhood education, and special education, she has focused her career on supporting the well-being and growth of children and early childhood professionals. Gail has authored books and articles, presented at local and national conferences, and served as a consultant and coach for early childhood professionals. | Course |
| *NEW* Leading Healthy Change in Early Childhood Education: Part 2 | Evaluate leadership decisions within early childhood education case studies and their impact on the health, well being, and emotional safety of children, families, and educators during change. Analyze leadership approaches used in early childhood change scenarios and their influence on communication, relationships, and staff well being. Design leadership strategies that support healthy, stable, and emotionally safe environments during change within early childhood education programs.Knowledge and Competency Framework Area -VII.A: Establishing Healthy Practices (10 Hours)CDA Content Area -I: Planning a safe, healthy learning environment (10 Hours)Level 3 - Designs & LeadsThis self-study was written by Gail Solit, an early childhood education professional with more than 40 years of experience in a variety of child care settings. With a background in psychology, early childhood education, and special education, she has focused her career on supporting the well-being and growth of children and early childhood professionals. Gail has authored books and articles, presented at local and national conferences, and served as a consultant and coach for early childhood professionals. | Course |
| *NEW* Leading With Care: Trauma-Informed Practices In Early Childhood Education | Analyze how trauma-informed leadership practices create emotionally safe, relationship-based early childhood programs where children, families, and educators can thrive. Evaluate the impact of trauma and stress on regulation, behavior, relationships, and workplace culture while designing practical strategies that support resilience through reflective leadership, compassionate policies, and responsive caregiving practices. Develop regulation, connection, and cultures of care that strengthen the ability to lead supportive, healing-centered early childhood communities. Knowledge and Competency Framework Area -IX: Trauma Informed Care (10 Hours)CDA Content Area -III: Positive ways to support children’s social and emotional development (10 Hours)Level 3 - Designs & LeadsThis self-study was written by Shauna Taradash, an early childhood education professional with over 18 years of experience. She holds a Master’s in Social Psychology from Stanford University, and her expertise spans psychology, race and ethnic studies, parent relationships, preschool management, and leadership development. Shauna is the founder and lead consultant of Underground Education, specializing in professional development and cultural transformation, and she serves as an adjunct professor of psychology and ethnic studies at Las Positas College.A lifelong learner, Shauna is a published writer and Public Voices fellow with The OpEd Project and the National Black Child Development Institute. She is also a dancer and actor with the Belonging Residence Company and Liberation Academy. | Course |
| A Better Start: Why Classroom Diversity Matters in Early Education | The results of this study show racial/ethnic and economic disparities in preschool enrollment and in the quality of preschool that children experience. Among families who do enroll in preschool, the study finds that most children attend classrooms that are homogenous in family income, and often in race/ethnicity as well. The result is a segregated system in which low-income and minority children often attend low-quality and non-diverse early-childhood programs. The authors discuss researching findings on why the socioeconomic and racial/ethnic composition of early childhood classrooms is important and provide a number of suggestions for steps that can be taken to increase diversity. | Document |
| ADHD data and trends information | 2001 Data on ADHD from the Child Trends Data Bank | Document |
| AmazeWorks | Inclusion Matters welcomes Melissa Hendrickx, Business and Operations Director for AmazeWorks. Through professional development and educational curricula, AmazeWorks engages people in creating the conditions for belonging by initiating important conversations with each other about identity, differences, and bias. Tune in to the conversation to learn more about what they offer.🌟Additional Resources:🔗https://amazeworks.org/ | Podcast |
| Apoyo a las necesidades sensoriales de los niños bajo su cuidado (Supporting Sensory Needs Of Young Children In Your Care) | Este autoestudio en línea analiza el trastorno del procesamiento sensorial (SPD por sus siglas en inglés) y examina cómo y por qué el SPD puede afectar el comportamiento de un individuo. Identifique los comportamientos y las respuestas del sistema sensorial que pueden resultar del SPD. Implemente estrategias para apoyar a los niños con SPD proporcionando una variedad de oportunidades para diferentes experiencias sensoriales. Áreas del Marco de Conocimientos y Competencias -I: Desarrollo y aprendizaje infantil (4 horas)II.A: Crear experiencias de aprendizaje positivas (4 horas)II.C: Promover el desarrollo social y emocional (2 horas)Áreas de contenido de CDA -II. Pasos para avanzar en el desarrollo físico e intelectual de los niños (4 horas)III. Formas positivas de apoyar el desarrollo social y emocional de los niños (2 horas)VIII: Principios de desarrollo y aprendizaje infantil (4 horas)Nivel 2 - Implementos | Course |
| Apoyo de coaching de CICC: No estás solo (CICC Coaching Support: You Are Not Alone) | Escuche a nuestra entrenadora de CICC, Karina Pliego Vergara, describir la forma en que el coaching gratuito de CICC puede mejorar y apoyar el trabajo que realiza como educador de la primera infancia para brindar atención de calidad a todos los niños. Listen as our CICC Coach, Karina Pliego Vergara describes the way CICC free coaching can enhance and support the work you do as an early childhood educator to provide quality care for all children. | Podcast |
Results: Page 1 of 14
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