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Results: Page 173 of 210
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Supporting Sensory Needs Through Transitions In this episode we welcome back Pediatric Occupational Therapist, Alyssa Mason.  We discuss ways to support all children, and especially those with sensory differences, during key transitions in the early childhood setting.  Lunch and naptime are often tricky and Alyssa helps set children and adults up for success with her strategies. This podcast recording was funded by Greater Twin Cities United Way (GTCUW) 80x3 - Resilient from the Start. Podcast
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
Supporting the Development of Children Who Are Dual Language Learners in Early Childhood The purpose of this policy statement is to support early childhood programs and States by providing recommendations that promote the development and learning of young children, birth to age five, who are dual language learners (DLLs).2 The statement also provides support to tribal communities in their language revitalization efforts within tribal early childhood programs. National estimates indicate that there is a large and growing population of children who are DLLs ? children who have a home language other than English and are learning two or more languages at the same time, or learning a second language while continuing to develop their first language. Early childhood programs should be prepared to optimize the early experiences of these young children by holding high expectations, capitalizing on their strengths- including cultural and linguistic strengths - and providing them with the individualized developmental and learning supports necessary to succeed in school Document
Supporting the Development of Executive Function Skills in Infants and Toddlers This info module focuses on the ways in which executive functions encompass the cognitive processes that enable individuals to manage attention, emotions, create and attain goals. Info Module
Supporting the Mental Health of Infants and Toddlers in Child Care The Child Care State Capacity Building Center Infant/Toddler Specialist Network created these colorful infographics that promote mental health of Infants and Toddler in child care. Document
Supporting the Psychological Well-Being of the Early Care and Education Workforce: Findings from the National Survey of Early Care and Education A growing body of research suggests that a mentally healthy early care and education workforce can provide the best quality of care for children. Explore a new report that uses data from the National Survey of Early Care and Education to understand how various workforce supports, like a climate of respect and day-to-day stability to the psychological well-being of early care and education professionals. Document
Supporting the Sensory Needs of Young Children Our guest in this episode of the Inclusion Matters podcast is Alyssa Mason, Pediatric Occupational Therapist from M Health Fairview. She joins us to discuss the sensory systems and sensory needs of young children in our care. This first conversation talks us through "a day in the life of a preschooler in child care" from a sensory needs perspective. This podcast recording was funded by Greater Twin Cities United Way (GTCUW) 80x3 - Resilient from the Start.   Podcast
Supporting Transitions: Using Child Development as a Guide During the course of a child’s life, change is inevitable. Families move, siblings are born, school begins and consequently, transitions happen. Knowing about children’s development can help us understand how children respond to transition.  Document
Supportive Relationships and Active Skill-Building Strengthen the Foundation of Relationships Decades of research provide substantial evidence that children who do well despite serious hardship have had at least one stable and committed relationship with a supportive parent, caregiver, or other adult. These relationships buffer children from adversity and help them build key capacities that enable them to adapt and thrive. Supportive relationships, adaptive skill-building, and positive experiences constitute the foundation of what is commonly called resilience. Document
Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience: Working Science shows that children who do well despite serious hardship have had at least one stable and committed relationship with a supportive adult. These relationships buffer children from developmental disruption and help them develop ?resilience,? or the set of skills needed to respond to adversity and thrive. This working paper from the National Scientific Council on the Developing Child explains how protective factors in a child?s social environment and body interact to produce resilience, and discusses strategies that promote healthy development in the face of trauma. Document
Results: Page 173 of 210