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Results: Page 10 of 32
| Resource Name | Description | Resource Type |
|---|---|---|
| Early Childhood Transition Guidebook: What You Need to Know Before Your Child's Third Birthday | In Minnesota, the Infant and Toddler Intervention program covers children ages birth to 3 years who are eligible under Part C of the Individuals with Disabilities Education Act (IDEA). Part C focuses on helping the family meet the developmental needs of their child, such as learning to sit up, walk, or talk. Typically provided in natural environments, such as the child's home or child-care setting, these services and outcomes for the child and family are defined in an Individualized Family Service Plan (IFSP). | Document |
| Early Language Development - Infant and Toddler - Birth through Three | Participants of this info module will: Explore the components of communication. Explore the components of listening, hearing, and processing, as well as how they relate to receptive language skills. Describe the sequence of verbal communication development from cooing to babbling, vocabulary, and sentence acquisition. Define “pragmatics” and how it pertains to the social function of language. | Info Module |
| Early Language Development: Birth through Three | In this course, participants will explore the components of early communication and the processes of receptive listening skills. Participants will also recognize language pragmatics as young children develop early speech skills.Knowledge and Competency Framework Area - I: Child Development and LearningCDA Content Area - VIII: Principles of Child Development and Learning | Course |
| Early Literacy | "Developing language and literacy skills begins at birth through everyday loving interactions, such as sharing books, telling stories, singing songs and talking to one another. In this video from Zero to Three watch how reading to your baby starting at birth can help foster strong reading skills and a growing vocabulary." | |
| Early Math and Science | Children use early math skills throughout their daily routines and activities. This is good news as these skills are important for being ready for school. But early math doesn't mean taking out the calculator during playtime. Even before they start school, most children develop an understanding of addition and subtraction through everyday interactions. Other math skills are introduced through daily routines you share with your child, like counting steps as you go up or down. Informal activities give children a jumpstart on the more formal math instruction that starts in school. | Document |
| Early Stem Education | Research shows that early exposure to STEM has positive impacts across the entire spectrum of learning. For example, early math knowledge not only predicts later math success, it also predicts later reading achievement (National Research Council, 2012). Despite these powerful findings, our schools and early childhood programs often lack knowledge, resources, and capacity to focus on early STEM learning in developmentally appropriate ways. Here are some informative resources from the U.S. Department of Education. | |
| Effective Classroom Practice: Infants and Toddlers | "During the earliest years, infants and toddlers interact primarily with people. Their interactions with toys are usually in the context of human interaction as well. They need to freely explore, manipulate, and test everything in the environment. Increasingly in today’s world, this includes the exploration of technology tools and interactive media." Here is a guide for the use of technology: Selected Examples of Effective Classroom Practice Involving Technology Tools and Interactive Media from NAEYC. | Document |
| Effective Discipline to Raise Healthy Children | Corporal punishment – or the use of spanking as a disciplinary tool –increases aggression in young children in the long run and is ineffective in teaching a child responsibility and self-control. In fact, new evidence suggests that it may cause harm to the child by affecting normal brain development. Other methods that teach children right from wrong are safer and more effective. This article is from Robert D. Sege, Benjamin S. Siegel, Council on Child Abuse and Neglect and the Committee on Psychosocial Aspects of Child and Family Health. | Document |
| El papel del entorno en el desarrollo del infante y del niño (The Role Of The Environment On Infant And Toddler Development) | Aprenda a organizar un espacio de aprendizaje que fomente el crecimiento y el desarrollo de bebés y niños en este autoestudio en línea. Examine los principios fundamentales descritos en el enfoque del STORY (cuento en español) para crear un espacio que satisfaga las necesidades de los niños y adultos que comparten el espacio:• Seguridad y protección• El entorno como “tercer maestro” • El ambiente exterior • Recursos para el aprendizaje: Diseño y materiales • Usted, como un/una individualÁrea del marco de conocimientos y competencias - II.A: Creación de experiencias de aprendizaje positivasÁrea de contenido de CDA - II: pasos para avanzar en el desarrollo físico e intelectual de los niños Nivel 1 - Explora | Course |
| Electronic Baby Toys Associated with Decrease in Quality and Quantity of Language in Infants | Electronic toys for infants that produce lights, words and songs were associated with decreased quantity and quality of language compared to playing with books or traditional toys such as a wooden puzzle, a shape-sorter and a set of rubber blocks, according to this article. | Document |
Results: Page 10 of 32
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