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Results: Page 8 of 14
| Resource Name | Description | Resource Type |
|---|---|---|
| Helping the Child Who is Anxious | 🔊 This course includes AudioExplore causes of typical anxiousness in young children and learn to recognize red flags that may signal atypical anxiety. Discover ways to help children develop a sense of safety and security through their relationship with their primary caregivers.Knowledge and Competency Framework Area - II.C: Promoting Social and Emotional DevelopmentCDA Content Area - III: Positive ways to support children’s social and emotional development | Course |
| Helping the Child Who is Anxious: Early Childhood to School Age | This info module explores how anxiety can impact young children and strategies for support. | Info Module |
| Helping Young Children Who Have Experienced Trauma: Policies and Strategies for Early Care and Education | Early childhood trauma occurs when a young child experiences an event that causes actual harm or poses a serious threat to the child's emotional and physical well-being. These events range from experiencing abuse and neglect to having a parent with substance abuse issues or being separated from a parent. Trauma is different from regular life stressors because it causes a sense of intense fear, terror, and helplessness that is beyond the normal range for typical experiences. | Document |
| High-Quality Infant/Toddler Educators Need Good Training | This white paper examines the learning and social-emotional needs of infants and toddlers and the training requirements and needs of the early childhood professionals who educate and care for them. | Document |
| Identifying Interest-Based Everyday Activities for Infants, Toddlers, and Preschoolers | This Center on Everyday Language Learning Tool includes a set of exercises a parent or practitioner can use to hone their skills for recognizing and identifying children's interests and identifying the everyday activities that provide young children opportunities to participate in interest-based activities and learn communication and language skills. There are three exercises: one for an infant, one for a toddler, and one for a preschooler. | Document |
| Implicit Bias in Early Childhood | Understanding, identifying, and countering implicit bias in the classroom. | Tipsheet |
| In the Rush to Improve Early Education, Don't Forget About Teachers | Parents know that a child's early experiences greatly influence their success later in school and in life. While parents are young children's first and best teachers, they rely on early educators as partners in preparing their children for success. And when that partnership is strong, we have the building blocks for prosperous communities, states, and nations. As a result, states and communities across our country have started to raise the qualifications and credentials for early educators. An excellent article by Michelle Miller-Cox. | Document |
| Inclusion: Six Essential Program Practices | High-quality relationship-based care is central to children’s early brain development, emotional regulation, and learning (Center on the Developing Child, 2012). One of the Program for Infant/Toddler Care (PITC) six essential program practices for promoting this type of care is inclusion of infants and toddlers with special needs (PITC, n.d., a). | Document |
| Individualized Care: Six Essential Program Practices | Document | |
| Infant Training Modules | These modules from the Center on the Social and Emotional Foundations for Early Learning focus on promoting the social and emotional competence of very young children. Topics include understanding social-emotional development and behavior, building and sustaining relationships, and supporting social-emotional development. Materials include PowerPoints, handouts, video clips, and a trainer's guide. | Document |
Results: Page 8 of 14
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