Find rubrics, matrices, and other tools to enhance your early childhood Associate's degree program.
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About
This January issue of Natural Resources opens with a very recent article highlighting that while teacher candidates may have a positive attitude toward trauma-informed practices, they may not be well-prepared to implement them. What comes next is a set of curated resources for learning about and implementing trauma-informed practices that we hope you will use to help address the aforementioned gap.Publication Date
January 2022About
This issue of Natural Resources offers information about a few free DAP resources to access, read, and consider using.Publication Date
November 2020About
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.Publication Date
November 2021About
In 1990, Dr. Rudine Sims Bishop published an essay about the importance of providing young readers with diverse books that reflect the “multicultural nature of the world” in which we live. In the essay, Dr. Bishop coined the phrase “Windows, Mirrors and Sliding Glass Doors” to explain how children see themselves in books and how they can also learn about the lives of others through literature. Dr. Bishop makes the point that it’s crucial for children to view themselves in the books they read. Here are resources for learning more about Dr. Bishop and how she has influenced the early childhood fieldPublication Date
August 2021About
Find free resources for supporting social-emotional learning (SEL) and teachingPublication Date
April 2022About
Free resources for supporting transitions into and between programs.Publication Date
August 2020About
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.Publication Date
2013About
A one-page handout with active links for determining "who to call" if a child is suspected of having developmental delays or a disability. Publication Date
2020About
The Parent Training Modules are meant to provide information for families to support their child’s social and emotional skills, to understand problem behavior and offer strategies to help the child learn appropriate behavior. These sessions include role-plays, videos and activities, as well as a family workbook. The Parent Training Modules are also available in Spanish.Publication Date
1980About
This oldie but goodie offers insights to what an FBA might look like to a family as it applies to home and community contexts. NOTE: You’ll need to check the blue Download full-text PDF box to access the guide.About
This brief explains what positive behavior support is and how it works. Short examples and vignettes are also presented.Publication Date
1980About
This video presents practical strategies for teaching social emotional skills, which is the third layer in the teaching pyramid. These include taking turns, helping each other, sharing and so on. The video also shows how these are applied in actual classrooms.Publication Date
1980About
These resources from CSEFEL include scripted stories for social situations, tools for building relationships, tools for developing behavior support plans, resources for teaching social emotional skills, and much more.About
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.About
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.About
This article highlights Walter Gilliam’s findings on the rates of PreK expulsion, including specific findings related to race and gender (e.g., African‐American preschoolers were about twice as likely to be expelled as European American (both Latino and non‐Latino) preschoolers and over five times as likely as Asian‐American pre‐ schoolers; boys were expelled at a rate over 4½ times that of girls). A subsequent study showed that when teachers were supported to use evidence‐based practices that promote children’s social emotional competence expulsion rates went down.About
This 2022 compilation is an example of a set of strategies that can effectively support dual language learners, such as specific environmental supports and materials in the classroom that foster cultural and linguistic continuity between home and school.About
Produced by the Center on the Social and Emotional Foundations for Early Learning, this video discusses evidence-based strategies that promote young children’s social and emotional competence, prevent challenging behavior, and provide support to young children with challenging behavior. The strategies are based on the pyramid model. Perspectives of teachers, principals, other staff, and parents as well as examples from classrooms are included.Publication Date
1980About
This brief synthesis summarizes empirically based interventions in group settings that promote positive social-emotional behavior of toddlers and preschool children who are at risk or have identified disabilities. The interventions discussed are either based on peer training, or are adult-directed interventions.Publication Date
2009