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| Resource Name | Description | Resource Type |
|---|---|---|
| Primary 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) six essential program practices to promote this type of care is primary care (PITC, n.d.). Consistent, responsive, and meaningful interactions with a primary caregiver build a child’s attachment with a familiar adult (Raikes & Edwards, 2009). Primary caregiving also strengthens relationships with the families of the children in the primary care group, which, in turn, supports the development of trust and security between the infant or toddler and the primary care provider (Lally, Torres, & Phelps, 2010) | Document |
| Problemas de desarrollo: Cuándo remitir los niños (Developmental Concerns: When to Refer Children) | Esta hoja de consejos presenta los hitos típicos del desarrollo para los niños desde el nacimiento hasta los 3 años de edad y qué hacer cuando hay problemas de desarrollo. This tip sheet presents the typical developmental milestones for children birth to 3 years of age and what to do when there are developmental concerns. | Tipsheet |
| Processing the Impact of the Pandemic on Young Children and Ourselves | Tracy Schreifels, Executive Director of Ellison Center in St. Cloud, MN joins us for an important conversation centered around the pandemic and what it was like for young children and their families. We discuss some key questions that can help us to begin to process the impact. What are our bodies holding related to this trauma? How do we process and name our experiences so we can start to heal? How do we help young children organize their experiences and move forward? | Podcast |
| Promoting Social-Emotional Development Helping Infants Learn About Feelings | Starting from birth, infants begin learning how to make sense of their world through interactions with caregivers. Responsive caregiving--which involves a caregiver reflecting and validating a child's feelings and behaviors--helps very young children make sense of their world. Over time, children who have this type of nurturing, reflective care can better regulate their emotions. | Document |
| Public Perceptions of Baby Brain Development: A National Survey of Voters | The rapid brain development in the critical first three years of life lays the foundation for future health, learning and behavior. This research revealed what voters know about early brain development and the emotional development of young children ages zero to three. | Document |
| Qodobo Muhiim ah ee laxiriira bey’adda dhallaanka dhashay ama kuwa socod baradkaa #5: Ku Doorsashada (Essential Elements of Infant & Toddler Environments #5: Choice) | Qaybta shanaad ee taxane ah lix cunsur oo muhiim u ah naqshadeynta bey'ada dhallaanka iyo socod baradka. The fifth element in a series of six essential elements in designing environments for infants and toddlers. | Tipsheet |
| Questions from a Parent--Literacy and School Readiness | Cindy Croft and Priscilla Weigel field questions from the parent of a preschooler. They explain how everyday activities are developing pre-literacy skills helping to prepare children for kindergarten. | Podcast |
| Reading Aloud, Play and Social Emotional Development | Research findings published in Pediatrics documents that infants and toddlers who were read to by family members had notable social-emotional skill advantages when they started school. | Document |
| Recommended Books for Children Coping With Loss or Trauma | Books can be wonderful tools to use with children who have experienced difficult times such as trauma or loss. Reading (or being read to) and talking with adults can help them understand and cope with their feelings in a developmentally appropriate way. Reading also offers a great way to spend time with a child, reinforce a sense of normalcy and security, and connect with them, all of which are important to recovery from a traumatic experience. This resource is from the National Association of School Psychologists. | Document |
| Red Flags and Referral | Details signs the child is not moving along expected developmental pathways and how to refer them for further testing and observation. | Tipsheet |
Results: Page 30 of 42
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