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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 14 of 17
| Resource Name | Description | Resource Type |
|---|---|---|
| Spina Bifida Association - Infants & Children | Life with a child with Spina Bifida is filled with many emotions – joy, love, worry, exhaustion, and, of course, many questions.Meeting the complex needs of a person affected by spina bifida involves the whole family and can be challenging at times. Finding resources, knowing what to expect, and planning for the future can help. | Website |
| Supporting Social and Emotional Learning for Children with Disabilities | "Developing social and emotional skills are important for all young children! Making and keeping friends, solving social problems, and paying attention to emotions are key skills for children to learn during their early years. After all, social and emotional development is the foundation for lifelong learning and development. Learning these critical skills is especially important for young children with disabilities and suspected delays. Many children with disabilities may struggle with these skills, but we know successful social and emotional development leads to future positive outcomes in many different areas. This Inclusion Series [from the Office of Head Start National Center on Early Childhood Development, Teaching and Learning] webinar explores powerful individualized strategies to support social and emotional learning for children with disabilities and suspected delays." | Website |
| Suspensions Are Not Support: The Disciplining of Preschoolers with Disabilities | Children in preschool and early childhood programs are suspended or expelled at a rate three times higher than school-aged children. However, exclusionary discipline practices might not always carry these labels – suspended and expelled. | Document |
| Talking With Families When There Are Developmental Concerns | This course will examine the early childhood educator's role in the observation and documentation of child development, including tools to identify best practice methodologies when talking with parents.Knowledge and Competency Framework Area - III: Relationships with Families (5.0 hr)IV.A: Observing, Recording, and Assessing Development (5.0 hr)CDA Content Area - Content Area IV: Strategies to establish productive relationships with Families (5.0 hr)Content Area VII: Observing and recording children’s behavior (5.0 hr)This course is accessible from a mobile device. For optimal performance, viewing from a computer or tablet is highly recommended. For ten clock hours on your Learning Record, please register and pay online at Develop. Then, complete a 500 word reflection paper and submit this document with your reflection. Please note: You have access to this document as view only. To enable editing, download the document. Click "file" then "download as" in the upper left-hand corner of this screen. This will give you the option to open the document as a Word doc on your own computer. Then, you can complete the information and email it to: credit@inclusivechildcare.org. *Disregard any directions regarding a final quiz. The only learning assessment needed is the reflection paper. | Course |
| The Brain Architects: Building Resilience Through Play | "Far from frivolous, play contributes to sturdy brain architecture, the foundations of lifelong health, and the building blocks of resilience, yet its importance is often overlooked. In this podcast [from Harvard University - Center on the Developing Child], Dr. Jack Shonkoff explains the role of play in supporting resilience and five experts share their ideas and personal stories about applying the science of play in homes, communities, and crisis environments around the world." | Website |
| The Difference Between IEPs and 504 Plans | Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K–12 students with learning and attention issues. They’re similar in some ways but quite different in others. This chart compares them side-by-side to help you understand the differences. | Document |
| The Playground Where Babies Learn to Talk | A campaign to encourage brain development is using parks to deliver its message to children and their caregivers. | Website |
| The Power of Touch is Important in the NICU | One in ten infants is born prematurely and spends an extended amount of time in the neonatal intensive care unit, or NICU, after birth. This video, in English and Spanish, highlights research that shows why a small gesture, like touching, can make a big difference and support the development of preemies. | Website |
| The Successful Learner Equation | Inclusion Matters welcomes Olivia Christensen and Jon Vaupel from the Minnesota Department of Education, Division of Early Learning to discuss supporting children and their learning pathway-starting with kindergarten. This podcast highlights the Successful Learner Equation, which recognizes that children are always ready to learn and that it is the responsibility of adults and systems to be ready to support all children as they grow and develop, and as they transition to kindergarten. Listen and learn more about this exciting way to look at a child’s foundation for learning. | Podcast |
| The Whole Child: Healthy, Safe, Supported, Engaged & Challenged | The Whole School, Whole Community, Whole Child (WSCC) model is the next evolution of the traditional coordinated school health approach. Developed by ASCD and the U.S. Centers for Disease Control and Prevention (CDC) and launched in spring 2014, the model aims to better align the policies, processes, and practices of education, public health, and school health, and in doing so, improve learning and health. | Website |
Results: Page 14 of 17