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| Resource Name | Description | Resource Type |
|---|---|---|
| *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 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 |
| *NEW* The Impact of Parental Incarceration on Young Children | Examine the impact of parental incarceration on early childhood development, focusing on emotional, social, cognitive, and behavioral effects. Explore changes in family dynamics, caregiver challenges, financial strain, and children's trauma responses. Apply trauma-informed care strategies to build resilience, support stability, and reduce negative outcomes.The content of this self-study was written by Kamyala Howard, MSW, LICSW in partnership with CICC with funds provided by Greater Twin Cities United Way (GTCUW) 80x3 - Resilient from the Start.Knowledge and Competency Framework AreasI: Child Development and Learning (2 Hours)III: Relationships with Families (2 Hours)IX: Trauma Informed Care (6 Hours)CDA Content AreasContent Area III: Positive ways to support children’ social and emotional development (6 Hours)Content Area IV: Strategies to establish productive relationships with families (2 Hours)Content Area VIII: Principles of Child Development and Learning (2 Hours)Level 2 – ImplementsThanks 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! | Course |
| 80x3 Podcast: Bridges, Not Barriers - Reimagining Support for Families | Priscilla Weigel welcomes Leo Howard III, Program Officer for the 80x3 Initiative at Greater Twin Cities United Way for an engaging conversation about supporting families. Leo shares his own experiences working with many different families, the work of 80x3, and ways to engage to build trust and partner in relationship for effective support. This podcast is part of our ongoing work with GTCUW 80x3. Looking for more information? Explore these links:https://www.gtcuw.org/stories-and-news/voices-for-change-how-united-way-is-making-a-difference-in-minnesota/ https://www.gtcuw.org/stories-and-news/great-start-early-learning-scholarships/ 80x3 | Resilient from the Start🌟To learn about FREE self-study courses, please visit the 80x3 Page on the CICC Website | Podcast |
| 80x3 Podcast: Supporting Young Children Through Parental Incarceration | Inclusion Matters welcomes our guest, Kamy Howard, MSW LCSW and author of our self-study course, The Impact of Parental Incarceration on Young Children. The development of this course was funded by Greater Twin Cities United Way and their 80x3 Initiative. Kamy brings her 20 plus years of supporting young children and families to the discussion of the systemic issues related to this topic, the emotional and developmental impact of parental incarceration on young children, the trauma and developmental effects of this experience on children and families and shares key strategies for building a safe and secure environment so that children can thrive. 🌟Register for the FREE self-study course today!The Impact of Parental Incarceration on Young Children | Podcast |
| 80x3 Podcast: Trauma Informed Early Childhood Leadership | Priscilla Weigel and Helene Pearson of Agape Child Development Center discuss some key ways to build a team, embedding trauma informed practices as you teach, support, and care in partnership with families. Helene provides real life examples of how she and her team through relationships and connection support the scholars they serve each day. This episode is part of our Greater Twin Cities United Way 80x3 Initiative Partnership.🌟To learn about FREE self-study courses, please visit the 80x3 Page on the CICC Website | Podcast |
| Building Strong Partnerships: A Culturally Responsive Approach to Engaging Immigrant Children and Families | Jamesetta Ross Diggs joins Inclusion Matters to share about the NEW CICC self-study course that she authored for us. As an immigrant herself, and an early childhood expert, Jamesetta shares her personal stories as well as an overview of the course. The course equips early childhood professionals with strategies to partner with families in co-creating culturally affirming learning environments for young children. It also offers support to advocate for strength-based approaches that uplift immigrant families, ensuring that young children can thrive in environments beyond home. 🌟Be sure to check out our NEW Self-Study on this important topic: Culturally Responsive Partnerships with Immigrant Children And Families | Podcast |
| Educator Strategies: Supporting Children with Incarcerated Parents | This tip sheet offers guidance for educators on using trauma-informed practices to create stable, supportive environments for children affected by parental incarceration. | Tipsheet |
| Fight, Flight, Freeze, and Fawn Responses | Learn to recognize Fight, Flight, Freeze, and Fawn responses and craft strategies for students to regulate and avoid response escalation. | Tipsheet |
| TALKING WITH CHILDREN ABOUT DIFFICULT THINGS IN THE NEWS | During times of tragedy and difficulty in the news, we may think - or even hope - that children are unaware of what is happening. However, children are more aware than we know and are especially sensitive to the moods and conversations of adults around them. Here are some ideas and considerations for supporting children when the news in the world is difficult. This resource is from The Fred Rogers Institute. | Document |
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