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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 46 of 210
| Resource Name | Description | Resource Type |
|---|---|---|
| Concerned About Development? How to Help Your Child | Information and practical tips to support parents who have concerns about their child's development. | Document |
| Congenital Cytomegalovirus (cCmV) | Congenital Cytomegalovirus (cCMV) is a common virus in newborn babies. About 20% of babies born with cCMV have symptoms or develop symptoms later. The most common symptom is hearing loss. Knowing about hearing loss, or that hearing loss might develop later, gives parents a head start. They can learn about their options. They have early access to resources and support. This helps them make informed choices for their child. If you have questions about cCMV or newborn screening, you can email health.newbornscreening@state.mn.us. | Website |
| CONNECT: The Center to Mobilize Early Childhood Knowledge | Web-based, instructional resources for faculty and other professional development providers to support the use of evidence-based practices in work with young children (0-5) and their families. | Website |
| Connecticut Birth to Three | The Birth to Three System website offers a variety of resources ranging from eligibilty and referrals to information on laws and regulations. They also offer a number of programs. There are comprehensive programs throughout Connecticut that have been approved by the Birth to Three System to complete eligibility evaluations, and provide services and supports for families. Each program serves a specific set of towns, and can be selected by any family living in one of those towns. There are three programs that specialize in working with families whose children are deaf or hard of hearing: The American School for the Deaf, CREC-Soundbridge and NECHEAR. These three programs work with families from any Connecticut town. There are also a number of Autism-specific programs serving families in specific towns. Every Birth to Three program offers: evaluation in the home by trained professionals services provided where the child normally spends his day, such as his home, a child care setting, or local playgroup flexible scheduling of visits services that focus on helping the family to help their child within the family's daily life, culture, values, and priorities information in their native language unless it is clearly not feasible to do so. If a parent is deaf or blind, the mode of communication will be that which is normally used, such as Braille, sign language, or oral communication. a variety of trained staff who can help the family work on goals related to their child's needs and their family's priorities. All people working in Birth to Three programs meet personnel standards and are either a licensed or certified professional, or are supervised by a professional. | Website |
| Connecting the Brain to the Rest of the Body | From the Center of the Developing Child at Harvard University: "A growing understanding of how responsive relationships and language-rich experiences for young children help build a strong foundation for later success in school has driven increased investment and sparked innovation in early learning around the world." | Document |
| Considerations for outdoor play and safety | In this first episode of this two-part series on extending the Early Childhood classroom outdoors, Brenda Lowe and Dana Ellingson discuss the importance of outdoor play and some health and safety concerns to consider. They discuss using practical and creative ways to expand the classroom learning to the great outdoors and also how that in itself can present many rewards and challenges. In addition to health and safety concerns for children, topics of cultural responsiveness and respecting parental concerns are addressed when thinking about supporting outdoor play. | Podcast |
| Construyendo HOPE "esperanza" a través del trabajo en equipo en entornos de cuidado infantil (Building HOPE Through Teamwork in Child Care Settings) | Los principios fundamentales descritos en el acrónimo HOPE pueden fomentar naturalmente el trabajo en equipo y la colaboración para promover un ambiente positivo y enriquecedor para beneficiar a los niños, las familias y el personal. Para un estudio más profundo sobre el método HOPE para el trabajo en equipo, recomendamos nuestro curso sobre el tema (versión en inglés). The foundational principles outlined in the HOPE acronym can naturally encourage teamwork and collaboration to promote a positive and enriching environment to benefit children, families, and staff. For a more in-depth study on the HOPE method for teamwork, we recommend our course on the subject found here (English version). | Tipsheet |
| Context beats quantity for teaching kids new words | Children learn words best when they hear them in a context that's understandable, a new study shows. This context is critical for understanding why some words may be easier for kids to learn than others. Findings of a recent study suggest that using words in fun, coherent activities is more important than simply talking more to children. | Website |
| Continuity of Care for Infants and Toddlers | In this Info mod, learners will identify the benefits of continuity of care and will examine three options for creating continuity of care in child care settings. | Info Module |
| Continuity of Care: Six Essential Program Practices | High-quality relationship-based care is central to optimal early brain development, emotional regulation, and learning (Center on the Developing Child, 2012). One of the Program for Infant/Toddler Care (PITC) essential program practices to promote this type of care is continuity of care (PITC, n.d.). Continuity of care practices support the development of secure attachments and strong positive relationships as well as a secure base for exploration and learning (Honig, 2002). Research shows that attachment security significantly contributes to children’s long-range social-emotional development and self-confidence (Sroufe, Egeland, Carlson & Collins, 2005) | Document |
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