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emotional (12)

10244246296?profile=RESIZE_180x180This week we are highlighting a resource from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) entitled, “Understanding Your Child’s Behavior: Reading Your Child’s Cues from Birth to Age 2.” It’s a very interesting and quickread, filled with practical examples and age-specific suggestions. The authors also include,“Three Steps to Understanding Your Baby’s or Toddler’s Behavior,” which is intended to help parents sort out the meaning of the cues they may see and hear from their young child. There’s also a fourth bonus step on viewing tantrums as communication with a variety of effective ways to respond. Check out this week’s resource here, and let us know what you think in the comments below.

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 here.

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Zero to Three offers an excellent video resource entitled, “From Feelings to Friendships: Nurturing Healthy Social-Emotional Development in the Early Years.” It is part of their “Magic of Everyday Moments” series. The video describes the importance of the parent-child bond in building a child’s “ability to form relationships with others, express emotions, and face difficult challenges.” Supportive relationships encourage young children to “explore the world, develop empathy, and understand the difference between right and wrong.” The video offers ways parents can develop strong bonds and nurturing relationships with their young children. There’s also a tip sheet, which we’ve included here for easy access. It might be a great handout for the families you serve. Let us know in the comments below what you think. 

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 here.

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parent hugging son and daughterOur friends at the National Association for the Education of Young Children (NAEYC) have curated an impressive collection of articles written just for families. For example, one set of articles, on social and emotional development, includes the following titles:

This resource also includes articles on Guidance, Relationships, and Behavior and Development, many of which may be of interest to families in Early Start. View all the articles by clicking here.

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 here.

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126702174?profile=RESIZE_710xHow long has it been since you’ve seen the Provider Tips for Supporting Social-Emotional Development? That’s what we thought!

So today we’re revisiting this important resource, developed for the California State Systemic Improvement Plan (SSIP) with the support of the California Interagency Coordinating Council (ICC) on Early Intervention and the Early Start Comprehensive System of Personnel Development.

Provider Tips describes eight evidence-based practices all Early Start personnel can use every day. It’s a quick read and may refresh your memory of strategies you’d like to incorporate into your daily practice.

Provider Tips is also great for reviewing before you meet with a family to bring those research-informed ideas front of mind and after an interaction as a way to self-assess what took place during the visit. Provider Tips gives concrete examples of ways we can nurture parent-child relationships throughout all our interactions.

If you’ve seen it before, it’s worth a quick review

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Responding to Your Child’s Bite

baby eating watermelonThe 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 need for patience and proactive monitoring, discussing with other caregivers how to respond, and teaching the child about teeth and what they are for. They even recommend a handful of books to read with your child who bites (Teeth Are No

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Developing Self-Control from 12-24 Months

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

Read the full article here:

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 here.

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Infant Mental Health and IDEA Part C Position Paper

blue stick figure familyInfant mental health is a key component of social and emotional development, and there are many ways an early intervention program can include infant mental health approaches to enhance the development of the babies and toddlers they serve. This position paper from the Individuals with Disabilities Education Act (IDEA) Infant Toddler Coordinators' Association (ITCA) outlines how to effectively integrate infant mental health approaches into IDEA Part C early intervention programs like Early Start. ITCA gives a background of Part C and definitions for infant mental health, and goes on to provide examples of varying levels of approaches that can be applied in early intervention activities, and skills and strategies that early intervention providers can use to enhance the social-emotional development of infants and toddlers.

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 Neighbor

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colorful feelingsThis useful handout provides tips for creating “predictable, nurturing environment(s),” supporting the development of social skills, and “recognizing and talking about emotions” for three age groups: infants, toddlers, and preschoolers. It also includes suggestions for “encouraging positive behaviors and using positive discipline practices” for toddlers and preschoolers.

The suggestions provided are grounded in the field’s ever-expanding knowledge base regarding “social interaction, emotional awareness, and self-regulation” in early childhood. The handout emphasizes the idea that “research shows . . . a strong social and emotional foundation . . . powerfully impacts children’s later positive attitudes and behaviors, academic performance, career path, and adult health outcomes.” It concludes with several profound statements “from a young child’s perspective” that you might find suitable for framing. Check it out today!

This resource is related to one or more competencies in the ICC-Rec

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Developing Social-Emotional Skills


2128959?profile=RESIZE_180x1802128982?profile=RESIZE_180x1802128998?profile=RESIZE_480x480We have discovered yet another set of highly informative resources from our colleagues at Zero to Three to help you “learn what you can do to support social-emotional development” in young children.

In fact, there are two sets of three handouts, one for parents and another for professionals, each focusing on a specific age group: birth to 12 months, 12 to 24 months, or 24 to 36 months.

These resources explore such topics as making friends, expressing anger in healthy ways, resolving conflicts, helping someone who’s been hurt, waiting your turn, following rules, and spending time with others. As a series, they “describe the arc of healthy social-emotional development,” outline the small steps children take over time to develop these skills, and offer practical suggestions parents and professionals can implement right away.

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 Neighb

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Social-Emotional Tips for Families

Today's featured resources, Social Emotional Tips for Families with Infants and Social Emotional Tips for Families with Toddlers, come from the Center for Early Childhood Mental Health Consultation at Georgetown University. Each set provides five single-sheet posters with five tips per page. Families can hang these colorful resources throughout their home and refer to them during specific daily routines, such as dressing, meal time, play time, resting, and diapering/toileting. The tips included in each set differ according to the child’s age.

These resources mention Early Head Start home visitors, but the strategies are appropriate for many professionals, including Early Start service providers and family resource center staff who facilitate support groups.

Home visitors may want to offer one of the posters to a family as a way to begin and “expand conversations about building connections during daily routines.” The parent and home visitor might then review the tips and talk about th

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"Tips for Promoting Social-Emotional Development"

“Tips for Promoting Social-Emotional Development” (2010) from Zero-to-Three explores a handful of important and very simple strategies parents can use to promote healthy social and emotional development in their young children. Observation, affection, compromise, and scaffolding are described in the context of real-life examples of parents and caregivers interacting with infants and toddlers.

Tips for Promoting Social-Emotional Development

This resource also explains how to implement each strategy, such as slowing down and paying close attention to what a child is trying to accomplish, as keys to responding in positive and supportive ways. Also, by using comforting touch, holding, rocking, singing, and talking, caregivers can nurture not only social-emotional well-being but also brain development as the child learns that she is safe and loved. Talking through conflicts, for example between toddlers who are both interested in the same toy, can help children learn to manage big emotion

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Supporting Social and Emotional Development

Interaction Practice 3: Practitioners promote the child’s communication development by observing, interpreting, responding contingently, and providing natural consequences for the child's verbal and non-verbal communication and by using language to label and expand on the child’s requests, needs, preferences, or interests (DEC Recommended Practices, 2014).

The intent of California's SSIP (State Systemic Improvement Plan) is to build capacity of professionals and parents in the Early Start community to support the social and emotional development of infants and toddlers with or at risk for developmental disabilities and delays. One idea for taking on this challenge was outlined by the Division for Early Childhood in a draft document, "Child Social-Emotional Competence Checklist," released for field review in July 2015.

The checklist offers a four-point scale (e.g., "seldom," "sometimes," "often," or "most of the time"), which adults—professionals and parents alike—can use to assess thei

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