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Results: Page 24 of 42
Resource Name Description Resource Type
How to Adapt Math Card Games to Children’s Skill Level Here is a great resource from the Erikson Institute. "Card games provide meaningful practice of the basic number combinations. Becoming automatic with basic number combinations is the key to computational fluency. These common math card games that children learn in school or at home can be revisited many, many times and can be adapted to children’s own math skills as they develop over time." Website
How To Communicate With Non-verbal Children During Meal Time From Monica Pujol-Nassif at TeachStone: "Children who are nonverbal are always communicating with us. In fact, according to Dr. Mehrabian, 93% of our communication is nonverbal in nature. Yet, just because children who are nonverbal might not be speaking to us, educators can still have a reciprocal interaction.  Try focusing on their facial expressions, following their gaze, and looking at what they pointing to. Interpret their input, and check for confirmation. Facilitate technological devices and apps that speak for them, and make available visuals they can use to show us what they want, think, need, fear, or are interested in. Lunchtime might post a more challenging time to incorporate these ideas. Here are some additional ways to support nonverbal communication during mealtimes." Website
How to Get Kids Moving in Every Subject Adding some movement to lessons not only engages and motivates students—research says it helps them recall and retain information. And it’s fun!" Here are some fun ideas from Edutopia. Website
How to Support Young Learners in Racially Diverse Classrooms In this Edutopia article, author Amanda Armstrong, explains that "teachers may be hesitant to discuss race with young kids" and describes how "research-backed, age-appropriate strategies can help." Website
How to Use Visual Supports The following are some of the ways in which visual supports can be used to benefit all young children, regardless of ability. Tipsheet
IDEA This site was created to provide a "one-stop shop" for resources related to IDEA and its implementing regulations, released on August 3, 2006. Website
IDEA Part C Primary Referral Source: Child Care Early care and education professional's role as a primary referral source defined and described. Tipsheet
In Brief: The Resilience Series Reducing the effects of significant adversity on young children's healthy development is critical to the progress and prosperity of any society. Yet not all children experience lasting harm as a result of adverse early experiences. Some may demonstrate resilience, or an adaptive response to serious hardship. A better understanding of why some children do well despite early adversity is important because it can help us design policies and programs that help more children reach their full potential. These three videos provide an overview of why resilience matters, how it develops, and how to strengthen it in children. Website
Inclusion: Developmentally Appropriate Care for All Young Children This tip sheet covers the importance of creating inclusive and developmentally appropriate early child care programs through creating access, participation, and supports for young children with special needs. Tipsheet
Inclusion: Six Essential Program Practices High-quality relationship-based care is central to children’s early brain development, emotional regulation, and learning (Center on the Developing Child, 2012). One of the Program for Infant/Toddler Care (PITC) six essential program practices for promoting this type of care is inclusion of infants and toddlers with special needs (PITC, n.d., a). Document
Results: Page 24 of 42