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Online Resources

PowerPoints from the Fall Early Childhood Collaborative Institute are now available.

Creating Peaceful Children: Yoga in the Classroom

This session will focus on using simple meditation, breathing, and yoga techniques in the early childhood classroom that will help students manage stress, focus their minds, and  stretch their bodies.  Kelly Walker, a certified Kidding Around Yoga teacher will lead participants through original music by KAY founder Haris Lender, as well as other tools and activities to help introduce students to yoga and inspire them to develop a practice and give them tools that they can take into adulthood.  Participants are encouraged to wear comfortable clothes and bring a yoga mat if possible (extra mats will be available).

To access the PowerPoint, click here

 

Websites

The First Joint Policy Brief on the Use of Technology with Young Children was recently released by the U.S. Departments of Education and Health and Human Services. The purpose is to help families and early educators implement active, meaningful, and socially interactive learning. The brief includes a call to action for researchers and technology developers, highlighting topics for further research and encouraging the development of research-based products.To access the policy brief, click here.

 

The National Science Teachers Association (NSTA) has a blog concerning block play.  To access the blog, click here.

 

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day. Most of these free products are available right here on our website for you to immediately view, download and use. To access the website, click here.

 

Produced by the Rollins Center for Language & Literacy at the Atlanta Speech SchoolRead Right from the Start is a free online continuing education program and community of practice for teachers of children from birth to third grade, giving them the power to change the trajectory of children’s lives. To access the website, click here.

 

Kodo Kids has created a list of 66 Essential STEM Preschool Books to Read This Year!  To access the list, click here.

 

Invisible Assessment: Capturing the Moments that Matter without Disrupting Learning, is a free webinar hosted by Teaching Strategies.  It takes a closer look at how "invisible assessment" can transform your daily practice and help support positive outcomes. To access the archived webinar, click here.

 

The National Center on Quality Teaching and Learning is a link on the Early Childhood Learning and Knowledge Center website created and maintained by Head Start.  This site shares a variety of qualtiy teaching and learing strategies.  There are many short video clips, templates, etc.

To access the link, click here.

 

Questioning Techniques Video by Teacher Tools

To access the video, click here.

 

Power of High-Quality Pre-K Programs

 

This is a quick announcement to let you know that UNC’s Frank Porter Graham Child Development Institute has just released the results of an evaluation study that provides new evidence of the power of high-quality Pre-K programs. The study finds that students in Georgia’s Pre-K Program show educational improvement in key areas and progress at a greater rate while participating in the program.

 

To access the full story, click here.

 

Teaching Math to Young Children is a practice guide created by the National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, and  U.S. Department of Education. It provides five recommendations for teaching math to children in preschool, prekindergarten, and kindergarten. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, administrators, and other educators who want to build a strong foundation for later math learning. 

To access the practice guide, click here.
 
 
The Professional Development Program associated with the Rockefller College at the University of Albany has several online resources.  To access the resources click here.
 
 

 

 

 

Policy Statement on Media and Young Minds

A new policy statement from the American Academy of Pediatrics (AAP), Media and Young Minds (http://pediatrics.aappublications.org/content/early/2016/10/19/peds.2016-2591) addresses the influence of media on the health and development of children from 0 to 5 years of age, a time of critical brain development, building secure relationships, and establishing health behaviors. It reviews the existing literature on variety of traditional and new technologies, their potential for educational benefit, and related health concerns for young children aged 0 to 5 years. The statement also highlights areas in which pediatric providers can offer guidance to families in managing the content and time limits of their children’s media use. It emphasizes the importance of parents interacting with their children during media use and the importance of not displacing other developmentally healthy activities -- sleep, exercise, play, reading aloud, and social interaction.

 

 

The Arts in Early Childhood: Social and Emotional Benefits of Arts Participation

A December 2015 report, The Arts in Early Childhood: Social and Emotional Benefits of Arts Participation: A Literature Review and Gap-Analysis (2000-2015) (https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf),  reviews the existing research on the potential benefits of arts participation for children from birth to eight years old. The studies reviewed looked at typically developing children, as well as children with autism spectrum disorder. The report finds that arts participation in early childhood is strongly linked to:

  • Social skills development: helping, sharing, caring, empathy, and the capacity for other kinds of healthy interpersonal behavior; and
  • Emotion regulation ability: mood control and positive changes in affect and expression

 

For every child, a fair chance: The promise of equity

UNICEF’s commitment to equity – giving a fair chance in life to every child, everywhere, especially the most disadvantaged – is built on the conviction that it is right in principle and evidence that it is right in practice. This report makes the case for closing persistent gaps in equity, because the cycle of inequity is neither inevitable nor insurmountable, and the cost of inaction is too high. Available in English, French, Russian, and Spanish at http://www.unicef.org/publications/index_86269.html

 

 

 

Free Collection of Resources for Supporting Yound Dual Language Learners and their Families

As part of their Race to the Top Early Learning Challenge grant, the state of Vermont has made a commitment to providing early childhood personnel with professional development that will prepare them to better support young dual language learners (DLLs) and their families. One example of this commitment is an online toolbox of free, high-quality, evidence-based resources called Resources to Support the Full Participation of Young Dual Language Learners (DLLs) and Their Families. If you’re interested in free evidence sources, print materials, audiovisual materials, and online resources, access this toolkit at http://fpg.unc.edu/resources/resources-support-full-participation-young-dual-language-learners-dlls-and-their-families

 

The toolkit also includes other content sections (e.g., engaging and supporting families, supporting young dual language learners of diverse abilities) and resources that are state-specific.

 

 

Raising Young Children in a New Country: Supporting Early Learning and Healthy Development Handbook and Tip Sheets

https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/fcp/docs/raising-young-children-in-a-new-country-bryc5.pdf
This handbook provides families with information on six themes: family well-being; health and safety; healthy brain development; early learning and school readiness; guidance and discipline; and family engagement in early care and education. Tip sheets correspond to the themes in the Handbook. They include conversation starters, cultural considerations, and additional resources for each theme. Programs serving refugee families, newly arrived immigrant families, and others may use this resource with parents to help ease their transition to a new country. Available in English, Arabic, and Spanish.

 

Supporting the School Readiness and Success of Young African American Boys Project: Reflections on a Culturally Responsive Strength-Based Approach

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/young-african-american-boys-project-guide.pdf
Head Start and other early education programs serving children ages birth to 5 can use this reflective resource to examine approaches to promote culturally-responsive, strength-based learning environments for young African American boys. In these environments, all children are able to acquire the skills, behaviors, and knowledge to be successful in school and in life.


 Indigenous Immigrant Families

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/refugee-families/indigenous-immigrant-families.html
Head Start and Migrant and Seasonal Head Start (MSHS) programs recognize, affirm, and build on family and cultural strengths as a pathway to school readiness. These resources are based on indigenous leaders’ and families’ powerful stories of courage and hope. They share their expert advice on family and community needs and assets. The resources support the importance of indigenous culture and language to children’s achievement in school and to long-term child and family well-being. Available in English and Spanish.

 

Growing Up with Undocumented Parents: The Challenges Children Face

The percentage of children in the U.S. with immigrant parents is rising. These children account for around a quarter of all children under age 8. Around 30 percent of these children grow up with undocumented parents, often in “mixed-status” families where at least one child has full legal status and at least one parent does not. So, while the vast majority — nearly 80 percent — are themselves native-born, U.S. citizens, their undocumented parents face the risk of deportation. Because of their parents’ status, many of these American children enter schools with unique needs that differ from children of immigrants generally and U.S. children overall. Given the country’s shifting demographics, these distinctions are inescapably important for U.S. educators.

How, then, are children of undocumented immigrants impacted by their parents’ immigration status? Find some answer in a recent report by the Migration Policy Institute (MPI) at http://edcentr.al/undoc-parents

 

ADDITIONAL ARTICLES (Click on the title to access the article.)

Calendar Time for Young Children: Good Intentions Gone Awry

Why We Don’t Need to Get Rid of Common Core to Have Play in Kindergarten

Storytelling Skills Support Early Literacy for African American Children

Three Mistakes Made Worldwide in "Getting Children Ready" for School

New Study Links Kindergarten Social-Emotional Skills to Long Term Success

Benefits, Costs of Tulsa's Universal Pre-K Examined

What "Transforming the Workforce" Says About Developing Children's Socia-Emotional Skills