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Responding to Your Child’s Bite

The Center on the Social and Emotional Foundations of Early Learning at Vanderbilt University offers an excellent guide for Responding to Your Child’s Bite, a behavior with which many parents of young children have had to contend. This article is definitely one you’ll want to save for future reference. 

The authors explore the many reasons why children bite and give very specific ideas about what parents and caregivers can do. They suggest quickly and calmly removing the child from the situation, directing your attention to the person who was bitten (rather than the biter), acknowledging the biter’s feelings, and offering alternative behaviors the biter can use to express strong emotions, such as saying “Stop!” or “Help!” The article also describes the…

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We are excited to announce that Chapters 1-3 of the recently revised Service Coordination Handbook are now available on the Neighborhood! The new chapters include:

These latest additions join Chapters 6-8 in the "Service Coordination Handbook" section of the Neighborhood. Click on the links above,…

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Developing Self-Control from 12-24 Months

One important part of social-emotional development is learning how to handle strong emotions. This article from ZerotoThree.org gives parents and caregivers tips on how to help their toddler learn self-control and manage their feelings.

Read the full article here: https://www.zerotothree.org/resources/1287-developing-self-control-from-12-24-months

This resource is related to one or more competencies in the ICC-Recommended Early Start Personnel Manual (ESPM). To find out more, visit this resource in the Neighborhood…

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In 2015, a “Research-to-Practice Brief” from the Network of Infant-Toddler Researchers, stated that “infants and toddlers are disproportionately exposed to trauma.” The brief, entitled Services for Families of Infants and Toddlers Experiencing Trauma, also noted that young children “show severe and long-lasting consequences of this exposure on their development.” Early childhood education, early intervention, and child welfare programs are all poised to assist in the identification of these infants and toddlers who have experienced trauma and to provide trauma-informed services.

While only a small number of interventions have been studied for effectiveness…

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As a part of Tutorial 7: Recognizing and Addressing Trauma in Infants, Young Children, and their Families, "Module 4," the Center for Early Childhood Mental Health Consultation provides a short list of evidence-based therapeutic interventions for young children and their families affected by trauma. This resource includes “the treatment developer, intended age group, level of evidence, and a brief description of the focus and design of the intervention” and can be found here. Detailed fact sheets about each intervention, except for Preschool PTSD Treatment, may also be found…

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Self-confidence is one piece of healthy social-emotional development that helps children play well with others and navigate social situations. Young children start to develop self-confidence with the support of nurturing caregivers. There are many ways that parents and caregivers can help their child feel safe, important, and confident. ZerotoThree.org published several tips for families to help grow their child’s self-confidence, which can be found here: https://www.zerotothree.org/resources/226-tips-on-helping-your-child-develop-confidence

 

This resource is related to one or more competencies in the ICC-Recommended Early Start Personnel Manual (ESPM). To find out more,…

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“Children who have experienced trauma and require services need responses that are sensitive to what has happened to them and how it has shaped their behaviors.” Subsequently, an organization may need to examine their own culture, fundamental values, and functioning through self-assessment to identify needed modifications. The National Technical Assistance Center for Children’s Mental Health (NTACCMH) at Georgetown University’s Center for Child and Human Development offers us “Module 3: Creating Trauma-Informed Provider Organizations.” This online course consists of five video interviews: Introduction, Implementing Trauma-Informed Care and Supporting Policies, Sanctuary Model, Creating Cultures for Trauma-Informed Care and Risking Connection, and Secondary Trauma, which “provide…

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Today on the Blog, we’re highlighting a resource for parents to help young children build strong relationships with others. Healthy relationships are a key component of social-emotional development, and it’s within these relationships that children learn and grow. ZerotoThree.org gathered seven tips for parents to support their infant’s and toddler’s relationship-building skills. Check them out at the link below!

 https://www.zerotothree.org/resources/227-tips-on-helping-your-child-build-relationships

 This resource is related to one or more competencies in the ICC-Recommended Early Start Personnel Manual (ESPM). To find out more, visit this resource in the Neighborhood…

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Supporting Children Who Are Experiencing Stress

Although very young children do not fully understand when a stressful situation is happening, they can pick up on the anxiety and emotions of their caregivers and become distressed. Children exposed to stressors and trauma need extra support to feel safe and calm. Child Care Aware has published a white paper on how to support young children who are experiencing stress. While this resource was created for child care professionals, the strategies described can also be used by early intervention personnel and parents. Download, print, and share the handout below!…

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Tips for Talking with Tots about Trauma

The Substance Abuse and Mental Health Services Administration (SAMHSA) offers Tips for Talking with and Helping Children and Youth Cope after a Disaster or Traumatic Event: A Guide for Parents, Caregivers, and Teachers. This excellent resource provides adults with insights about the reactions of children and youth to trauma so we can respond more effectively. It also includes specific examples of what to say and do at various ages to help children cope, such as actively listening and modeling good self-care, using a calm, gentle voice and reminding them that you will take care of them. The article concludes with a directory of contact information for helplines, treatment locators, and other…

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Race to the Top-Early Learning Challenge

In 2011, the U.S. Departments of Education and Health and Human Services announced the Race to the Top—Early Learning Challenge (RTT-ELC) grant competition. This initiative encouraged states to “transform early learning systems for children, birth to age five,” by focusing on goals such as “better coordination and assessment mechanisms, clearer learning standards, and meaningful workforce development and family engagement.” California joined the challenge in 2012, when it was awarded over $100 million to support the efforts of local grantees to “close the achievement gap for high-need children throughout the state.”

Through RTT-ELC, California continues to ensure the use of high quality assessments measures, implement “an integrated system of high-quality early learning programs,” and strive…

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