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Results: Page 205 of 210
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What to Expect and When to Seek Help: Tools to Promote Social and Emotional Development About the Tools: Throughout the tools, a strong emphasis is placed on strengths as well as concerns. The information under "What to Expect" not only offers a guide to healthy development and parenting, but provides information that parents can find reassuring about their child's behavior and their own parenting. The tools provide an opportunity to identify concerns at an early stage. The information under "When to Seek Help" includes concerns that might be addressed with additional information, as well as concerns that signal the need for further assessments and services. Website
What We Know & Don't Know About Measuring Quality in Early Childhood & School-Age Care and Education Measures assessing the quality of children?s environments and interactions in nonparental care settings were developed originally for use in child care research and as self-assessment tools for practitioners. Within the last decade, however, these measurement tools have moved into the public policy arena, where they are now used to make programmatic decisions and inform consumers about the quality of settings. As new demands are placed on quality measures to be used in accountability systems, important questions emerge about how measures function in these new contexts and in what ways measurement strategies could be strengthened. This brief provides an overview of what we know and what we don?t know, given the current status of the research, about three key questions concerning the measurement of quality. It also provides suggestions for ongoing research and dialogue related to each question. Document
What You Need to Know about a Child’s Gross Motor Skill Development Before Kindergarten "Backpack. Crayons. Markers. Glue sticks. New shoes. After you’ve crossed all the items off your back-to-school shopping list, you might think your child is prepared for kindergarten. But what about your child’s gross motor skills checklist?" Here is an article by Fraser Pediatric Physical Therapists, Olivia Haws and Pam Dewey. Website
What You Need to Know: Early Intervention Babies have many new skills to learn – lifting their heads, sitting up and saying their first words! Parents, grandparents, other family members and early care and education professionals sometimes have concerns about a child’s development. To learn more about early intervention services check out Document
What Your Baby's Smile Can Tell You About Her/His Development Infants’ earliest grins are a primitive impulse but become a communication tool; know the types of baby smiles Starting nearly from birth, infants' ethereal grins provide a window into their social and emotional development, researchers say. And the responses those enchanting and goofy expressions elicit can help program babies' brains for a lifetime of social interactions. Document
What’s Baby Saying? Written by Rebecca Parlakian at Zero to Three, "Research shows that getting to know your baby’s cues also helps the two of you build a strong, secure attachment—a loving, trusting relationship."   Website
When Children Miss Their Friends "Since children are spending a lot of time at home these days due to COVID-19, they’re likely to really be missing friends from school and other parts of life. But there are ways to help children stay socially connected, even when they’re physically apart." Explore these activities from Sesame Street. Website
When Concerns Arise--Answering the Common Questions Providers Have When They Have a Concern About a Child's Development Join our guest host, May Lee Yang as she shares in Hmong the answers to three of the most common questions asked when there is a concern about a child’s development. May will share the steps that are essential to create a positive conversation with families as well as tips for setting up the conversation using observation and documentation. Podcast
When Concerns Arise--What are Red Flags for Developmental Concerns: Part Two In part two of this series on developmental concerns, we will define what a red flag means as we observe a child’s development. Is it one behavior or a cluster of behaviors? In addition, we will discuss the impact culture may have on developmental milestones as we consider red flags for developmental concerns. Our inclusion consultant, Priscilla Weigel, will share examples from her work with young children. Podcast
When Concerns Arise--Why Developmental Milestones are Important: Part One In this series on developmental concerns, we begin by looking at typical developmental milestones as guideposts for understanding how children develop their social, emotional, language, physical, and cognitive skills. Why is this important to the early childhood practitioner? What do we need to know in order to provide developmentally appropriate care? Podcast
Results: Page 205 of 210