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About
The purpose of this position statement is to promote excellence in early childhood education by providing a framework for best practice. Publication Date
2009About
The authors of this new resource have 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, developmentally appropriate pedagogy with positive guidance) with specific examples provided for implementation at child/family, classroom, program, and system levels.About
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, developmentally appropriate pedagogy with positive guidance) 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.About
This publication is an example of evidence-based practices and recommendations that are consistent with inclusive and affirming learning environments for Black children.
About
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.Publication Date
1980About
This training package provides information and resources on developing IFSP outcomes and IEP goals. Included are the Power Point presentation, the trainer script, handouts, activities, and supplemental resources. A recording of the presentation of the package is also available.Publication Date
2012About
This webpage contains three handouts on the social‐emotional development of children in three age ranges – birth to 12 months, 12 to 24 months, and 24 to 36 months. Each handout contains a brief outline of things that parents or caregivers can do to help the child develop their social‐emotional skills.About
This article explains what self-regulation is and how it develops in young children. It also describes ways in which scaffolding can be provided in a deliberate manner to help children develop self-regulation in children. These include modeling, using hints and cues, and gradually withdrawing adult support.Publication Date
2011About
This webpage contains three handouts on the social-emotional development of children in three age ranges – birth to 12 months, 12 to 24 months, and 24 to 36 months. Each handout contains a brief outline of things that parents or caregivers can do to help the child develop their social-emotional skills.Publication Date
2010About
This research article summarizes findings from current studies on outcomes of exposed individuals across various areas of functioning (neurobiology, physical growth, intelligence, executive functioning, behavior, and psychopathology) reviews treatment models in development, and highlights potential avenues for future research.About
This website highlights different cultural views of the concept of disability and how that may impact efforts for families and professionals to collaborateAbout
Developed by the NAEYC, this website presents an overview of developmentally appropriate practice (DAP). Guidelines and strategies for effective teaching are also presented.Publication Date
2009About
NAEYC defines “developmentally appropriate practice” as methods that promote each child’s optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning. Educators implement developmentally appropriate practice by recognizing the multiple assets all young children bring to the early learning program as unique individuals and as members of families and communities. Building on each child’s strengths—and taking care to not harm any aspect of each child’s physical, cognitive, social, or emotional wellbeing—educators design and implement learning environments to help all children achieve their full potential across all domains of development and across all content areas. Developmentally appropriate practice recognizes and supports each individual as a valued member of the learning community. As a result, to be developmentally appropriate, practices must also be culturally, linguistically, and ability appropriate for each child.About
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. Publication Date
2009About
Excerpted from “The Child Who Stutters: To the Pediatrician” (4th ed.), this article explains the differences between disfluency and stuttering, and presents some case examples of mild and severe stuttering.Publication Date
2006About
Using tech tools and games acquired through grants and resourcefulness, second-grade teacher Robert Pronovost tailors math instruction to match students' individual learning styles in this video.Publication Date
1980About
The Early Childhood Technical Assistance Center has a curated list of resources to assist individuals working with children and families to prevent, prepare for, respond to, and recover from natural disasters or other emergency situations. There are resources specifically geared to supporting families and children with disabilities to cope with disasters.About
The STEM Innovation for Inclusion in Early Intervention (STEMIE) center is a federally-funded knowledge development and technical assistance center funded to support practitioners, families, and faculty with improving confidence and competence in including and engaging young children with disabilities (birth to five) in high-quality STEM (science, technology, engineering, and mathematics) experiences. Here’s one way to begin exploring the wealth of new resources from this exciting project. Go to the Resources section (https://stemie.fpg.unc.edu/resources), scroll down the left hand column until you come to Developmental Stages, select Birth-2, and watch as seven new resources pop up. Then start exploring on your own as there’s much, much more.