All infant and toddler behaviors have meaning, even if adults sometimes find those behaviors challenging. Hear from Beth Zack, Ph.D., Institute for Learning & Brain Sciences at the University of Washington, about why it’s important to reframe how we think about challenging behavior to behavior as a form of communication. Learn about some of the developmental reasons why young children behave in ways that are challenging to adults and how those behaviors relate to the learning domains outlined in the Head Start Early Learning Outcomes Framework (ELOF). Discover key strategies for addressing behaviors adults find challenging and learn how to support infants and toddlers when they exhibit these behaviors.
Just like science, technology, engineering, and math, engaging with the arts involves creativity, problem solving, and structured exploration. Hear from Amelia Bachleda, Ph.D., Institute for Learning and Brain Sciences at the University of Washington, about the skills children build as they bounce to music or scribble on a page. Learn how to integrate the arts into activities that support school readiness across the Head Start Early Learning Outcomes Framework (ELOF) domains. Discover strategies for scaffolding and supporting children’s learning and development through the arts. Review four key environmental elements that support learning through the arts.
This four module micro-learning course is designed to help participants learn about the latest research and evidence-based practices to support children who are dual language learners and their families. Module one will cover common questions and scenarios participants may encounter in their work with DLLs. Module two helps participants to identify key practices and components that are required for building a welcoming learning environment for children who are dual language learners and their families. Module three covers best practices for family engagement. Module four summarizes the content from modules 1-3 and provides participants with a framework for planning and implementing improved practices.
Early math skills are essential to children’s school readiness and later learning. Hear from Beth Zack, Ph.D., Institute for Learning and Brain Sciences at the University of Washington, about why it’s important to foster math skills beginning in infancy. Learn about the math skills and concepts children begin to understand as infants and toddlers and how they support school readiness across the Head Start Early Learning Outcomes Framework (ELOF) domains. Discover activities and strategies for scaffolding and supporting children as they build math skills during everyday KEY WORDS: Perceptual, Motor, and Physical Development, Cognition, Language and Literacy, Social and Emotional Development, Approaches to Learning, Home-based, Review four key effective practices that support early math learning.
Baby Talks is a series of modules focused on current research, and evidence-based strategies and practices for working with infants and toddlers. The series will feature current research on infant and toddler learning and development. The goal of the series is to advance learning and best practices.
The goal of the module is for participants to reflect on why supporting continuity of care matters and how to use relevant information and resources to improve systems and services for successful implementation through EHS-CC Partnerships.
Messy play provides fantastic learning opportunities, but it can also be challenging to facilitate. Learn how to handle this tension and get the most out of messy play with Dawson Nichols, Ph.D., from the Institute for Learning & Brain Sciences at the University of Washington. Examine the specific skills infants and toddlers get from messy play and learn effective practices for managing the mess while getting the most out of this rich learning activity.
This series for teachers and family childcare providers focuses on implementing curriculum in a responsive infant and toddler program. You will explore the three R’s (Respect, Reflect, and Relate) and think about how the HSELOF looks in your own responsive early learning environment. At the end of each module, you will be able to print your reflections in a document that can be shared with your supervisor or coach to create a personalized action plan for implementing what you have learned.
This series for teachers and family childcare providers focuses on implementing curriculum in a responsive preschool program. You will focus on making your program more culturally and linguistically responsive by building the curriculum and instructional decision-making around preschool children’s knowledge, skills and interests. At the end of each module, you will be able to print your reflections in a document that can be shared with your supervisor or coach to create a personalized action plan for implementing what you have learned.
This module covers the prevalence of Adverse Childhood Experiences (ACEs), the concept of resilience, and the utility of trauma-informed practices and healing-centered engagement as ways to positively impact the development of school-age children in Out-ofSchool Time (OST) environments. Specific state strategies to mitigate and prevent ACEs are outlined.