Chapter 3.1 explains the purpose and importance of the three statewide child outcomes. The team addresses the questions and concerns voiced by the family regarding the child outcomes. The child outcomes rating scale is reviewed in detail.

Chapter 3.3 covers the third child outcome – take appropriate actions to meet needs. In this discussion, the team members have different opinions but are able to use active listening and various strategies (e.g., restating, validating and reflecting feelings) to come to a consensus.

Chapter 4.2 shows the team discussing strategies for achieving the family outcomes. The team members suggest strategies and simple tips that can enhance family routines.

This Briefing Paper explores the policies and practices of Infant and Early Childhood Mental Health (IECMH) that state early intervention (Part C) programs may consider implementing to meet the social-emotional and mental health needs of infants and toddlers in the context of relationships with their parents and other caregivers.

To improve recognition of the early signs of autism spectrum disorder (ASD), autism researcher Dr. Rebecca Landa has developed this 9-minute video tutorial on ASD behavioral signs in one-year-olds. The tutorial consists of six video clips comparing toddlers who show no signs of ASD to toddlers who show early signs of ASD. Each video is presented with voice-over explaining how the specific behaviors exhibited by the child, as they occur on screen, are either indicative of ASD or typical child development.

Research suggests that the more words parents speak to their toddlers, the larger their kids’ vocabularies. But do the circumstances in which the child hears those words also matter? Researchers looked at the power of over-head words vs. directed words that are part of a conversation or interaction. Read this short article and watch this video, in English or Spanish, and see what you think.

This article includes a framework and strategies for a leader to use in implementing anti-bias approaches with staff, families, and the community. It is excerpted from the book Leading Anti-Bias Early Childhood Programs: A Guide for Change by Louise Derman-Sparks, Debbie LeeKeenan, and John Nimmo. Additional tools, resources, publications, and links for anti-bias leaders may be found at https://www.antibiasleadersece.com/.

The early childhood teacher’s role as a cooperating/mentor teacher is an important one that is critical to the ability of practicum students to learn how to become an effective teacher of young children. This webinar will address key roles and responsibilities of effective cooperating/mentor teachers, as well as the competencies and supports that cooperating/mentor teachers need to provide effective support to novice teachers. Finally, this course will outline how cooperating/mentor teachers should use NAEYC’s Code of Ethical Practice to guide their work with student teachers.

Based on the principles of Universal Design for Learning and collaboration with families, the Building Inclusive Child Care (BICC) program provides training for child care providers on inclusive practices, using their Reibman Hall Children’s Center as a model of inclusive practices.