National Dissemination Center for Children with Disabilities. (2013). Developmental milestones. Retrieved from http://nichcy.org/disability/milestones
This page provides a snapshot of major developmental milestones in three month increments for children 3-12 months
The Early Childhood Learning Environment
Oklahoma State Department of Education. (n.d.). The early childhood learning environment. Retrieved from http://ok.gov/sde/sites/ok.gov.sde/files/EarlyChildLearnEnv.pdf
This guides provides best practices for arranging the different areas of an early childhood classroom, including centers that promote open-ended creative expression
Fostering Family-Centered Practices through a Family-Created Portfolio
Gregg, K., Rugg, M., Souto-Manning, M. (2011). Fostering family-centered practices through a family-created portfolio. The School Community Journal, 21(1), 53-70. Retrieved from http://www.academia.edu/1377721/Fostering_Family-Centered_Practices_Through_a_Family-Created_Portfolio
Page 53 details one family’s experience in using a portfolio system to communicate the needs of their child to educators. A family portfolio is an excellent way for educators to merge classroom and family activities
Woods, J. & McCormick, K. (2002). Toward an integration of child- and family-centered practices in the assessment of preschool children: Welcoming families. Young Exceptional Children, 5(3), 2-11, doi: 10.1177/109625060200500301
Strategies for integrating child- and family-centered practices with different components of the assessment process are shared in this article.
Measuring Experiences for Young Children
Copley, J., Glass, K., Nix, L., Faseler, A., De Jesus, M., & Tanksley, S. (2004). Measuring experiences for young children. Teaching Children Mathematics, February 2004. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/domains of child development/mathematics/measurementarticle.pdf
Read this article for examples of developmentally appropriate measurement activities that showcase children's natural curiosity for measurement, alongside their developing understanding of the measurement process.
CONNECT Handout 3.5: Policy Advisory: The Law Affecting Communication Among Professionals
CONNECT. (2012). Handout 3.5: Policy advisory: The law affecting communication among professionals. Retrieved from http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-3-5_0.pdf
This handout is a summary of the laws related to communication among professionals, specifically policies within the Individuals with Disabilities Education Act (IDEA) and the Head Start Program Performance Standards
Exceptional Children: Researching the Young Child's Mathematics
Worthington, M. (2007). Exceptional children: Researching the young child’s mathematics. Primary Mathematics: Maths Coordinator File 25, May 2007. Retrieved from http://www.childrens-mathematics.net/articles_exceptional_children.pdf
This article highlights the development of children's early "written" mathematics alongside children's work samples
Exchange. (2012). Exchangeeveryday past issues. Retrieved from http://www.childcareexchange.com/eed/archive/
ExchangeEveryDay is a daily newsfeed about early childhood education trends and topics, such as classroom management techniques, enhancing literacy, and social-emotional development
15 minute In-Service on IEP Basics
Head Start Center for Inclusion. (n.d.). 15 minute in-service: IEP basics. Retrieved from http://depts.washington.edu/hscenter/inclusion-service-iep
This webpage provides an introduction to the IEP process, including a presentation, tips for teachers, supervisor’s checklist, research brief, and a list of helpful resources.
Disability Rights Wisconsin. (2008). A thinking guide to inclusive childcare: For those who care about young children with and without disabilities. Retrieved from http://www.disabilityrightswi.org/wp-content/uploads/2008/02/thinking-guide-to-inclusive-child-care.pdf
This guide contains information regarding how to develop practices that account for the individual needs of children and families. It includes guides to use when communicating with parents and other childcare staff members.
Creating Teaching Tools for Young Children with Challenging Behavior
Technical Assistance Center on Social Emotional Intervention for Young Children. (2011). Creating teaching tools for young children with challenging behavior. Retrieved from http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc_toc.htm
The entire toolkit includes handouts, strategies, visuals, a user’s manual, and routine based support guide, which can be found under the heading "How Can I Get the Teaching Tools?
Center on the Social and Emotional Foundations for Early Learning. (2007). Using classroom activities and routines as opportunities to support peer interaction. Retrieved from http://csefel.vanderbilt.edu/kits/wwbtk5.pdf
This resource provides a detailed presentation on how to prepare teachers to use activities and routines to support peer interactions in an early childhood classroom
CSEFEL Training Kit: Using Environmental Strategies to Promote Positive Social Interactions
Center on the Social and Emotional Foundations for Early Learning. (2008). Using environmental strategies to promote positive social interactions. Retrieved from http://csefel.vanderbilt.edu/kits/wwbtk6.pdf
This resource provides a detailed presentation on how to use the classroom environment to promote positive interactions between students in an early childhood classroom
CSEFEL Training Kit: Building Positive Teacher-Child Relationships
Center on the Social and Emotional Foundations for Early Learning. (2008). Building positive teacher-child relationships. Retrieved from http://csefel.vanderbilt.edu/kits/wwbtk12.pdf
This resource provides a detailed presentation for teachers on how to build positive relationships with their students in early childhood classrooms
CSEFEL Training Kit: Helping Children Learn to Manage Their Own Behavior
Center on the Social and Emotional Foundations for Early Learning. (2008). Helping children learn to manage their own behavior. Retrieved from http://csefel.vanderbilt.edu/kits/wwbtk7.pdf
This resource provides a detailed presentation on how to help students manage their behavior in early childhood classrooms
Center on the Social and Emotional Foundations for Early Learning. (2009). Positive behavior support: An individualized approach for addressing challenging behavior. Retrieved from http://csefel.vanderbilt.edu/kits/wwbtk10.pdf
This resource provides a detailed presentation on how to use positive behavior supports to help manage children's behavior in early childhood classrooms
Georgetown University Center for Child and Human Development. (2006). What to expect & when to seek help: A Bright Futures tool to promote social and emotional development in infancy. Retrieved from http://www.brightfutures.org/tools/BFtoolsIN.pdf
This tool provides a clear description of social emotional milestones in infants and toddlers. It also discusses areas of concern and indicates when it might be beneficial to seek help for a child or a family.
Georgetown University Center for Child and Human Development. (2006). What to expect & when to seek help: A Bright Futures tool to promote social and emotional development in early childhood. Retrieved from http://www.brightfutures.org/tools/BFtoolsEC.pdf
This tool provides a clear description of social emotional milestones in young children. It also discusses areas of concern and indicates when it might be beneficial to seek help for a child or a family
