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| Resource Name | Description | Resource Type |
|---|---|---|
| *NEW* Culturally Responsive Partnerships with Immigrant Children And Families | Reflect on levels of culture and care within immigrant communities, with examples from West African culture. Explore strategies to build strong partnerships with families and identify ways to advocate for equitable, culturally responsive early childhood programs that support the success of all children in care. This self-study was written by Jamesetta Ross Diggs, founder of Beyond Early Initiatives, an agency dedicated to improving early childhood program quality and trauma-informed care. With a background in Early Childhood Development and extensive experience with diverse families, she supports caregivers and professionals in fostering young children’s healthy development. She created the Early Connections Parent-Child Interaction Cards and is a 2024–2026 Zero to Three Fellow and 2023 Child Care Advocate.Don't forget to tune into the CICC Inclusion Matters episode on this important topic: Building Strong Partnerships: A Culturally Responsive Approach to Engaging Immigrant Children and FamiliesKnowledge and Competency Framework Area -III: Relationships with Families (10 Hours)CDA Content Area -IV: Strategies to establish productive relationships with families (10 Hours)Level 1 - Explores | 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 |
| *NEW* The Director as an Inspired Leader | Assess your motivations for becoming an Early Childhood Director. Explain key leadership responsibilities and how leaders motivate and guide their teams. Differentiate between personal attributes and professional skills to identify growth areas and develop strategies to lead with confidence and effectiveness. Examine the daily responsibilities and long-term impact of an ECE Director on staff and learning environments.Knowledge and Competency Framework AreasVI: Professionalism (10 Hours)CDA Content AreasVI: Maintaining a commitment to professionalism (10 Hours)Level 3 - Designs & Leads | 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 |
| 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 |
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