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Resource Library
Our Resource Library contains materials and assistance for early childhood educators and those they serve. Explore our selection of podcasts, tip sheets, websites, documents, and self-study courses.
Results: Page 211 of 218
| Resource Name | Description | Resource Type |
|---|---|---|
| WHAT CAN BE DONE TO MAKE OUR CENTER GREEN? | "With the ubiquity of usage that the term “green” has seen in recent years, this question is on the mind of center directors, teacher and staff members throughout the world. This guide is an attempt to answer these questions: “What does ʻgreenʼ even mean?” and “What can I be doing in my part of the world to help our center become more “green?”This eco-friendly guide compiled by Adam Neugebauer, based on a review of resources recommended by the nature action collaborative for children leadership team. | Document |
| What Could Make Less Sense than Expelling a Preschooler? | A recent blog from the American Psychological Association?s Public Interest Directorate features an article entitled What Could Make Less Sense than Expelling a Preschooler? | Document |
| What Does a Child Learn From Play? | When a parent picks up a child from child care, one of the first questions they ask their child is, "What did you do today?" The usual answer is "I Played." In the parent?s mind, there may not be a connection between the value of play and its impact on a child?s learning, but every experience a child has is a learning experience! | Document |
| What Does it Mean to use Ongoing Assessment to Individualize Instruction in Early Childhood? | Using ongoing child assessment to individualize instruction is considered a best practice in early childhood education1 and is a requirement in the Head Start Performance Standards.2 Teachers who use ongoing assessment to individualize instruction may reduce the school readiness gap for children at risk, deliver more effective instruction, and have students who achieve better outcomes. | Document |
| What Does the ADA Mean to Child Care? | This tip sheet covers compliance and non-discriminatory expectations for child care programs under the ADA. | Tipsheet |
| What Does Trauma Do to a Baby’s Brain? | Trauma can greatly impact the developing and vulnerable minds of young children aged 0-3. Learn more from this article from Zero to Three, | Website |
| What has happened to play? | Current educational mandates are creating alarming changes in early childhood settings. More and more direct teaching of academic skills is being required at younger and younger ages. Some districts are now expecting four-year-olds to be reading before they enter Kindergarten. Increased testing is demanded to gauge mastery of required skills and teachers are blamed if their young students fail to achieve these ?benchmarks?. In this thought-provoking, research-based article, Diane Levin urges all educators who understand the vital role of play in the lives of young children to take action toward restoring play as a central part of childhood. | Document |
| What is an Asthma Action Plan? | An asthma action plan is designed to help families manage their child's asthma. The goal is to avoid asthma emergencies. The plan can guide parents and caregivers on what medications to use, and when to use them, to prevent and control flare-ups. Learn more in this article from healthychildren.org. | Website |
| What is Challenging Behavior | This tip sheet explores ways to identify and prevent challenging behavior through positive support. | Tipsheet |
| What is Happening to Fine Motor Development? | In recent years a growing number of children are arriving at school lacking in basic fine motor skills. This is a huge problem because if the young student does not have the finger strength and coordination to hold a pencil, for example, they will struggle to master current kindergarten requirements. Like large motor development, fine motor skills develop progressively, beginning in the earliest years of childhood. Young children who spend too much time swiping and tapping electronic devices, instead of playing with manipulative toys or coloring with crayons, struggle with poor hand control and weak pencil grip in school. This article will help educators and family members to consider a return to the time-tested play materials of childhood: blocks, play dough, beads, and crayons to best prepare children for school. | Document |
Results: Page 211 of 218