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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 71 of 76
| Resource Name | Description | Resource Type |
|---|---|---|
| Top 5: What You Need to Know About Tummy Time | Here is a great resource from Zero to Three. Tummy time—giving babies a chance to play on their tummies—is recommended for every baby, every day. But what makes it so important, and how do you do it? Here’s what you need to know. | Website |
| Top Autism Organizations and Web Resources | From Reading Rockets:Browse this list of organizations and web resources focused on advocacy, information, and support for families and educators of children with Autism Spectrum Disorder. We’ve also identified helpful federal agencies and ASD projects funded by the U.S. Department of Education, Office of Special Education Programs. | Website |
| Transition from Preschool Services to Kindergarten | The Early Childhood Technical Assistance Center offers links to National Centers, studies and specialized projects that provide resources on transition to kindergarten. | Website |
| Transition Time: Drop-off | From Sesame Workshop:To help ease children into their drop-off routine, play this short audio moment with Big Bird singing a song to remind children that they are safe and cared for. You might also consider sharing this audio moment with parents and other caregivers to play for children when leading up to drop-off. They might be hearing it twice in one day (or more, if they want), and that’s okay! Repetition is great for children’s learning. | Website |
| Transitions: Returning to Civilian Life | This resource explores how your child may respond to changes as you leave the military and return to your community, providing you with ideas to help make the transition less stressful for your young child. | Document |
| Trauma Responsive/Healing Centered Strategies Part 1: Relationships And Environments | Explore a relationship based approach in caregiving environments with young children that have been impacted by trauma. Define early childhood trauma and describe the impact on development and relationships. Identify trauma triggers and elements of healing centered environments. The Content of this self-study was Developed by Ellison Center, St. Cloud, MN: https://www.ellisoncenter.org/ with funds provided by Greater Twin Cities United Way (GTCUW) 80x3 - Resilient from the Start.Knowledge and Competency Framework Area(s) - I: Child Development and Learning (3.00 hr)III: Relationships with Families (2.00 hr)IX: Trauma Informed Care (5.00 hr)CDA Content Area(s) - Content Area III: Positive ways to support children’ social and emotional development(5.00 hr)Content Area IV: Strategies to establish productive relationships with families(2.00 hr)Content Area VIII: Principles of Child Development and Learning(3.00 hr)Level 2 - ImplementsNew Navigation Tools:This self-study does not have audio available at this time.For optimal performance, please access this course from a computer or tablet.Click on the black box with 2 white arrows to view the self-study in Full-Screen Mode.Click on the black box with white eyeglasses to view the self-study in Accessibility Mode.Thanks to a generous grant from Greater Twin Cities United Way 80x3 we are able to offer 10 hours of training credit for this self-study FREE OF CHARGE! For ten clock hours on your Learning Record, please register 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. | Course |
| Trauma Responsive/Healing Centered Strategies Part 2: Self-Regulation For Children And Adults | Describe the development of children’s regulation systems, including the concept of co-regulation. Explore strategies to support the development of regulation in young children who have experienced trauma. Explain how working with traumatized children and families contributes to compassion fatigue. Plan ways to reduce or address the impact of compassion fatigue. The Content of this self-study was Developed by Ellison Center, St. Cloud, MN: https://www.ellisoncenter.org/ with funds provided by Greater Twin Cities United Way (GTCUW) 80x3 - Resilient from the Start.Knowledge and Competency Framework Area(s) - II.C: Promoting Social and Emotional Development (2.00 hr)IX: Trauma Informed Care (8.00 hr)CDA Content Area(s) - Content Area III: Positive ways to support children’ social and emotional development(10.00 hr)Level 2 - ImplementsNew Navigation Tools:This self-study does not have audio available at this time.For optimal performance, please access this course from a computer or tablet.Click on the black box with 2 white arrows to view the self-study in Full-Screen Mode.Click on the black box with white eyeglasses to view the self-study in Accessibility Mode.Thanks to a generous grant from Greater Twin Cities United Way 80x3 we are able to offer 10 hours of training credit for this self-study FREE OF CHARGE! For ten clock hours on your Learning Record, please register 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. | Course |
| Trauma, Stress and Resilience in Young Children | This course provides basic knowledge about trauma and how to support children who have experiences or are currently experiencing trauma.Knowledge and Competency Framework Area - II.C: Promoting Social and Emotional Development CDA Content Area - III: Positive ways to support children’ social and emotional development 🔊 This course includes Audio and 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 |
| Trauma: Cómo responden los niños (Trauma: How Children Respond) | Definición de trauma y respuestas de desarrollo de niños pequeños a experiencias traumáticas. Definition of trauma and developmental responses of young children to traumatic experiences. | Tipsheet |
| Trauma: How Children Respond | Definition of trauma and developmental responses of young children to traumatic experiences. | Tipsheet |
Results: Page 71 of 76