Part of a resource package by Head Start, this guide contains activities, discussion topics and questions, and practical suggestions for parents and professionals working with infants to preschoolers to facilitate their development and learning through creative means. This link contains a video showing how teachers and parents can use art, music, and drama activities to foster children’s creativity and support their learning.

Sing along with Jason Mraz, Elmo, and other Sesame Street friends and you too might be motivated to go outdoors.

Child Trends has produced this rich, nuanced statistical portrait of Hispanic children in the U.S., drawn from nationally-representative data. The report intentionally uses a lens that highlights evidence of strengths and assets, while also acknowledging the challenges that some children and families face.

The purpose of this resource collection is to self-empower individuals to investigate, unlearn, and relearn and use new information or knowledge to address anti-Asian bias.

This article discusses elements that make up continuous assessment, including ways teachers can collect, document, organize, and maintain information; the importance of reflecting on this information in collaboration with colleagues and families; and how to use this information for setting goals and planning for individual children and groups.

This collection of resources from the American Federation of Teachers offers examples that are suitable for both young and older children.

In this webinar, learn how staff can monitor individual children and classrooms or programs to ensure that children are making adequate progress toward school readiness. Listen as presenters discuss the benefits and liabilities of two different types of approaches to monitoring progress: observational curriculum approaches and direct general outcomes approaches. Additional resources are also available at this site.

With a number of potential EBPs to choose from, it is important to follow a process to select the most appropriate practice for your learner. This website offers both a process and access to information about the EBPs.

The National Black Child Development Institute’s 2013 publication takes a strengths-based look at the state of the black child in the United States. Each chapter examines a different topic and highlights both the assets of and the challenges faced by black children and their families.

This list embraces and celebrates Black pioneers and innovators in STEM with engaging illustrations and photos to talk about with your young children.

Prepared by the NCICDP, this document identifies and corrects 12 myths about early child care and the education workforce based on research findings.

In this article, Linda Espinosa addresses six commonly myths about the language development of young English language learners. A Chinese translation is also available.

This clip from Learning ZoneXpress provides an overview of three child development theories, namely Bowlby’s attachment theory, Skinner’s operant conditioning, and Spock’s flexible affectionate parenting style.

The Children’s Defense Fund is a non-profit child advocacy organization. Its website contains information on programs and campaigns, related policies and research, as well as information on how one can be involved in advocating for children.

This document contains a table listing common strategies to observe children and how they can be used and incorporated into the early childhood setting.

Developed by CONNECT, this module describes how tiered instruction, also known as Response to Intervention (RTI) and Positive Behavioral Supports (PBS), can enhance early child development and learning in early childhood settings in terms of their social-emotional development and academic learning. Resources include activities, videos and handouts.

Authors Juli Pool and Deb Carter highlight ways teachers can provide a print‐rich preschool environments to encourage children with a range of literacy skills.

The STEMIE staff has curated this list of books that embrace and celebrate Asian Pacific heritage in STEM and have lots of engaging illustrations and photos to talk about with young children.

This publication presents the DEC recommended practices for early intervention and early childhood special education. These practices are based on the best available research as well as the professional wisdom and experience of the field.

The authors of this resource have very skillfully woven solid evidence together with specific practices that can be used to prepare early childhood professionals to support the full participation of Black children and their families. Recommendations are organized thematically (e.g., culturally-responsive practice, high expectations of children) with specific examples provided for implementation at child/family, classroom, program, and system levels. The interpretation of Maslow’s hierarchy of needs vis-à-vis supporting Black children and families is just one of the thought-provoking features of this document.

This NAEYC publication presents principles behind developmentally appropriate practice and describes how these apply to children from the infant and toddler years to the primary grades. A supplementary CD containing additional readings and videos are included. NOTE: This position statement is under review and a new version will be published in 2020.

This booklet is the first in a series that presents the NELP’s core findings on early literacy development. This booklet provides an overview of the literature about early literacy development and offers suggestions for literacy activities and creating a literacy-rich environment.

This collection from the Children & Nature Network provides tools and resources for cities to work to bring nature’s benefits to children 0-5 where they live, play, and learn. Included in the collection are a research digest, city case studies, and implementation guides to support promising practices.

Presented by the University of Washington Institute for Learning and Brain Sciences, this short video clip presents research findings on language processing, cognitive development, and social understanding in infants and adults.

This paper presents the findings of a meta-analysis of six intervention studies about the effects of reading to infants and toddlers. Findings suggested positive effects on children’s language and favored earlier and longer interventions.

Sometimes differences that may be obvious to adults are not obvious to children. This delightful video reminds us of this fact in a light-hearted way.

The website by first2000days.org provides information on useful research supporting the importance of the early years and the benefits of quality early childcare and intervention (especially in the context of North Carolina). Included in each section are related video clips and fact sheets. The website also provides information on avenues for individuals to advocate for early childhood issues.

This video clip by CELL discusses the importance of responsive teaching by parents and practitioners in encouraging early literacy development.

Use this toolkit to learn about the case for using mindfulness techniques in your daily work and organization, to try hands-on strategies, and to learn more from organizations that use mindfulness.

This report from Child Trends and the National Center for Children in Poverty includes a definition of early childhood trauma, including different types, a review of the prevalence of early childhood trauma and its effects, and information about the special needs of young children who have experienced trauma. The report offers promising strategies for child care and preschool programs looking to help young children who have endured trauma and presents recommendations of policies that could increase the capacity of ECE providers to help children who have experienced trauma learn and thrive.

This brief summarizes key concepts of self-regulation and stress and presents findings from a literature review on the relationship between stress and self-regulation.

Author Jennifer Sedlack describes her typically developing son’s experiences in an inclusive education setting and how it has benefited him and their family.

This transcript of a conversation with Dr. Aisha White, one of the principals of the P.R.I.D.E. Program at the University of Pittsburgh, explores what is meant by “positive racial identity,” discusses the challenges young Black children, in particular, face in developing a healthy racial identity, and offers practical, research-supported ideas for how adults in the lives of young Black children can support them on their paths to healthy growth and development.

This part on the Classroom Environment explains how developmentally appropriate practices for kindergarten can be implemented in the classroom, and provides examples of hands-on activities that are center-based.

This video demonstrates the teacher’s role in using language to support the young child’s development.

Lead for Literacy is a series of one-page memos that examine an identified issue in children’s literacy development, discusses the common pitfalls that impede impact, and outlines key decisions and strategies that can be implemented.

Prepared by the NELP for early childhood caregivers, this report presents key findings in research on early language development and offers suggestions on supporting the oral language development of preschool children.

This video clip discusses ways of creating a home environment that is rich in early literacy learning experiences through the use of various materials and resources found in the home.

This article starts with the benefits of mindfulness practices, then offers examples of how they might be implemented with infants, toddlers, young children, and older children.

Each state profile highlights demographic and contextual data related to the well-being of young children.

Find free resources for supporting advocacy in early childhood.

November 2021 saw the release of multiple resources for learning about and thoughtfully implementing developmentally appropriate practice (DAP), including the 4th edition monograph from NAEYC. This issue of Natural Resources offers information about a few free DAP resources to access, read, and consider using.

Find free resources for supporting social-emotional learning (SEL) and teaching

UDL is a set of practices, in the words of CAST, that “bust the barriers to learning that [children] experience every day.” Take a look and see which of these practices you are already using and which might extend your creativity and resourcefulness even farther.

The mission of the NCDCDEE is to ensure quality standards, increase accessibility for families, and promote improve the service delivery of care and education in NC through collaboration. Within the website are information and resources for parents, service providers and county staff. The website is also available in Spanish.

The 2013 North Carolina Foundations for Early Learning and Development is an updated combination of the 2005 and 2007 Foundations documents. Organized according to five domains of the learning and development of young children from birth through kindergarten, this Foundations document outlines the goals and developmental indicators for each domain. Within each domain, strategies for early educators and families to support infants and toddlers, and preschoolers are provided respectively. Also included is a section on supporting dual language learners.

A one-page handout with active links for determining "who to call" if a child is suspected of having developmental delays or a disability.

This site features a variety of resources to support ongoing child assessment, including archived webinars on preparing for assessment, collecting and using information, interpreting information, and strengthening your program. Related resources at the site include tips, tools, and resources for teachers and supervisors.

This article discusses the importance of play and describes how it is used in three settings (early intervention, early childhood special education, and early childhood education). The authors also attempt to provide a clearer understanding of play by showing how the use of play is used for different purposes in different contexts. Specifically, they clarify that play can be used as a developmental domain or as an activity base to achieve other goals.

The position statement from the Division for Early Childhood outlines the expected role of special education professionals who directly support and care for children with disabilities who have been maltreated or are at risk due to factors within their environment. It also provides action recommendations and guidelines for working with families.

The DEC Recommended Practices were developed to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at-risk for developmental delays or disabilities. To support implementation of these evidence-based practices, tools and resources were developed and organized around eight topics (e.g., family, environment, assessment). The tools, which include performance checklists, practice guides, and professional development guidance materials, are available in English and Spanish, and in multiple formats.

PBS Learning Media provides a variety of educator and family resources in English and Spanish. This lesson helps those new to outdoor learning set up routines and transitions for learning outdoors.

This tutorial was developed to provide a deeper understanding of the types of trauma and its impact on young children and their families, as well as the role of the consultant. The tutorial includes pre- and post-tests, activities, and links to other resources.

This is a set of resources to help North Carolina EC professionals to support each and every child and family

This site offers dozens of high quality clips of young children in diverse settings and situations. Key dimensions of each clip are provided (age of children, what they’re doing, and duration of clip). Clips may be viewed or easily downloaded.

Explicit emphasis related to supporting the full and equitable potential of children who are diverse in terms of culture, race, language, ability, opportunity, and life circumstances is now called for by national publications, standards, competencies, and position statements. The challenge for early childhood instructors is how to authentically and intentionally infuse new evidence and practices in courses and field experiences. This session will highlight effective strategies for taking action to address culture, race, and equity as part of activities, experiences, and assignments. Presenters: Cathy Collie-Robinson and Marye Vance (Durham Technical Community College, North Carolina) and the SCRIPT-NC team

Many programs have shifted to hybrid or online teaching models for the foreseeable future. This presents unique opportunities and challenges related to fostering relationships and building community and preparing students for virtual teaching and interactions. This session will open with tools and strategies for cultivating instructor-student and student-student relationships. Significant time will be spent on strategies and opportunities to provide college students with supported practice that will enable them to build meaningful connections with both young children and families. A highlight will be the participation of Marie Kohart, a talented early childhood educator who will share examples of ways in which she builds, sustains, and individualizes relationships in a virtual classroom. Strategies suitable for both synchronous and asynchronous environments will be shared.Presenters: Danielle Savory Seggerson (Lansing Community College, Michigan) and Marie Kohart (University of Kansas, Kansas)

National guidance from multiple sources, including Transforming the Workforce and professional organizations, is consistent in the emphasis on the importance of early childhood educators being well prepared to recognize and address the impact of trauma in themselves, young children, and families. Adverse Childhood Experiences or ACEs is one of the most widely used terms when discussing the traumatic events that occur in childhood (0-17 years) such as experiencing violence, abuse, or neglect. This webinar will unpack what’s important to know about ACEs and share examples of how to integrate opportunities for students to learn and practice this content across different course offerings and field experiences. Registration is now closed for the follow up webinar on February 17, 2022.

The vision of community that the early childhood classroom provides can color children's expectations about equity, cooperation and citizenship for a lifetime. This free training kit profiles seven classrooms in which teachers are helping children practice fairness, respect, and tolerance. The kit includes a 58-minute DVD and a Teacher's Guide with a 114-page set of additional information about each classroom as well as resources, activities, and reflections.

In this book written by Natasha Yim and illustrated by Violet Kim, Luna is having Dim Sum on her birthday. She and her brothers are talking about how to share buns fairly. Click on the Storybook Conversations link to access ideas for how use this story to build understanding of STEM concepts. The link will also give you access to ways in which to support the use of this book with children with disabilities. Another Storybook Conversation to explore is Up to My Knees by Grace Lin (https://stemie.fpg.unc.edu/storybook-conversations-my-knees).

This research overview by the North American Association of Environmental Educators details the overwhelming evidence that Early Childhood Environmental Education provides many benefits for children, such as increased learning in mathematics, science, language, and literacy, enhanced social and emotional skills, and improved physical development. Check out NAAEE’s “Guidelines for Excellence: Early Childhood Environmental Education Programs” for information and tips at https://cdn.naaee.org/sites/default/files/final_ecee_guidelines_from_chromographics_lo_res.pdf.

Here’s a calming activity to do anywhere.

A brief video demonstrating the gift of home language for young children in classroom settings. This video sets the stage for how learning can occur when teachers support and include children's home language in instruction and interactions. Accompanying discussion guides are included.

Research summarized in this report reveals that 45% of children in the US have experienced at least one adverse childhood experience. Economic hardship and parental divorce or separation are the most common, both nationally and in almost every state. The prevalence of other adverse childhood experiences (including parental incarceration, parental death, and other experiences) varies by state and by race and ethnicity. Black and Hispanic children are more likely than white children to have had at least one adverse childhood experience.

Clear evidence indicates that the trauma of separation under highly stressful circumstances can have lasting effects on the affected children. This evidence brief describes scientific evidence on the effects of child separation and the implications for public policy.

This article provides an overview of the developmental theories in relation to developmentally appropriate practices and discusses how the use of each theory influences one’s practices. It highlights the importance of an educator’s understanding of child development in order to make appropriate educational decisions.

In this three-part video series, three core concepts of early development are explored and discussed. The three concepts are that early experiences build brain architecture, “serve and return” interaction shapes brain circuitry, and that toxic stress derails healthy development.

Many children (and adults) experience high levels of stress in their daily lives. Research has shown that contact with nature can help to mitigate the negative effects of stress in children and boost resilience. This article from the Fall 2021 issue of NAEYC’s Teaching Young Children provides real-life examples of teachers supporting children through nature.

This downloadable book covers key concepts related to inclusion, starting with the benefits of inclusive child care. It emphasizes evidence based practices and takes a very strengths-based approach by underscoring ways in which effective early childhood professionals can apply their expertise to supporting children of diverse abilities. Companion materials (e.g., video, modules) are also available at the same site.

This brief has findings from a review of the literature on ongoing assessment in early childhood, including what we know, what we still need to learn, and recommended practices for using assessments to support learning and development.

The model minority myth that paints Asian Americans as inherently successful and problem-free, particularly in contrast to other minority groups, has masked an appreciation that young AAPI children and their families are as diverse as any other group. This article shares some of the facts on this topic.

The What Works Clearinghouse, housed at the U.S. Department of Education's Institute of Education Sciences, is a source to support evidence-based decisions for classrooms and schools. What Works Clearinghouse produces practice guides and reports with offers recommendations on interventions in various topical areas.

NAEYC's position statement on the importance of early childhood programs in preventing, not just reporting, child abuse.