CSEFEL - UNC's Frank Porter Graham Child Development …



4787900601980The Right Stuff for Teaching Early Childhood Mental Health ContentCamille Catlett00The Right Stuff for Teaching Early Childhood Mental Health ContentCamille Catlett-386715381000Evidence-based Resources at Your FingertipsGood Basic StuffINBRIEF: Early Childhood Mental Health Still Face Experiment , Brain, and Relationships: Helping Children Heal for Early Childhood Mental Health Consultation Toolkit for Mental Health Consultants and Addressing Trauma in Infants, Young Children, and Their Families on the Social and Emotional Foundations for Early Learning (CSEFEL) Teaching Tools for Young Children with Challenging Behavior Childhood Mental Health, Social-Emotional Development, and Challenging Behaviors Factors ResilienceMeaningfully Partner with Families (attached)Fatherhood ConnectionsRita Pierson: Every Kid Needs a Champion Support in Times of NeedCommunity Resource AssignmentsKnowledge of Parenting and Child DevelopmentResources on Child Development (attached)Social and Emotional Competence of ChildrenResources for Developing the Social-Emotional Competence of Children (attached)ZERO TO THREE Early Childhood Mental Health Popular Resources on Early Childhood Mental Health VideosBuilding Adult Capabilities to Improve Child Outcomes: A Theory of Change are the new day a Skilled Observer and Objective Describer of What You SeePrintForman, G., & Hall, E. (2005). Wondering with children: The importance of observation in early education. Early Childhood Research and Practice, 7(2). of Normal Child Development (motor, language, fine motor, social) Center (videos on pregnancy, birth, newborn, etc.) Biology of Prenatal Development (video series) for Practicing Observation, Documentation and Assessment Skills Intervention Videos Awareness Foundation Motor Development Videos Young Children (video) Observation Strategies Toolkit for Mental Health Consultants Partner with Families EvidenceFostering Parent and Professional Collaboration: Research Brief Their Say: Parents Describe Why and How They are Engaged in Their Children’s Education the right questions in the right ways: Strategies for ethnographic interviewing , A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors and the collision of two cultures. New York: Noonday Press.Fialka, J. (2001). Dance of partnership: Why do my feet hurt? Young Exceptional Children, 4(2). , J. Feldman, A K. and Mikus, K.A. (2012) Parents and professionals partnering for children with disabilities: A dance that matters. Thousand Oaks, CA: Corwin Press.Lesser, L.K., Burt, T., & Gelnaw, A. (2005). Making room in the circle: Lesbian, gay, bisexual and transgender families in early childhood settings. San Rafael, CA: Parent Services Project.Pulido-Tobiassen, D., & Gonzalez-Mena, J. (1999). A place to begin: Working with parents on issues of diversity. Sacramento, CA: California Tomorrow.AudioVisualChasnoff, D. (Director), & Cohen, H.S. (Executive Producer). (2000). That’s a family! San Francisco: Women's Educational Media.CONNECT Module 3: Communication for collaboration Module 4: Family-Professional Partnerships Being Kids Documentation with Families Video to Celebrate Progress Video to Share with Family Members Family Tools Parent Training Modules Center on Parent, Family & Community Engagement Educators to Engage Families Factors Framework Backpack Connection Series Resources on Child Development EvidenceDivision for Early Childhood (DEC). (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation.. (2005). Developmental delay as an eligibility category (position statement) . (2009). Developmental delay as an eligibility category (concept paper). (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8: Position statement with expanded resources. of Normal Child Development (motor, language, fine motor, social) Biology of Prenatal Development (video series) Learning Brain Development and Lifelong Outcomes (video) Recognition of Child Development Problems (video) Minds: Cognitive Development in Early Childhood Development Milestones (video) Young Children (video) of typical and atypical cognitive development (PowerPoint) Awareness Foundation Motor Development Videos Science of Early Brain Development and Child Development Science of Early Childhood Development Development Development Development Development Foundations for School Readiness: Fostering Developmental Competence in the Earliest Years for Growing: Teaching Your Baby With Early Learning Games Together: Infant Development about Fine Motor Skills and How to Improve Them Motor-Cognitive Connection: Early Fine Motor Skills as an Indicator of Future Success Center for Quality Teaching and Learning principles of child development and learning that inform practice for Developing the Social-Emotional Competence of ChildrenEvidenceCenter on the Social and Emotional Foundations for Early Learning (CSEFEL) Research Syntheses What Works Briefs for Early Childhood (DEC). (2007). Identification of and intervention with challenging behavior: Concept paper. Missoula, MT: Author. . (2007). Identification of and intervention with challenging behavior: Position statement. Missoula, MT: Author. Social-Emotional Curricula for Children 0-5 Years and Their Families Behavior Support: An Individualized Approach for Addressing Challenging Behavior Development in Dual Language Learners: A Critical Review of the Research Are Children Trying to Tell Us?: Assessing the Function of Their Behavior, I.R. (2011). Developing young children’s self-regulation through everyday experiences. Young Children, 66(4), 46-51. for Young Children: Fox, L. (2009). Promoting the social competence of young children with disabilities. Impact, 22(1), 14-15. , D. (2011). Guidance matters: Children who have serious conflicts. Part 1 – Reactive aggression. Young Children, 66(2), 58-60. for Young Children (supplemental materials for faculty) Gartrell, D. (2011). Guidance matters: Children who have serious conflicts. Part 2 – Instrumental aggression. Young Children, 66(4), 60-62. for Young Children (supplemental materials for faculty) , B. (2009). Promising practices to support friendships in inclusive classrooms. Impact, 22(1), 16-17, 35. , K., & Brilante, P. (2011). Solving the puzzle: Dual language learners with challenging behaviors. Young Children, 66(4), 12-17.AudioVisualCSEFEL Videos Foundations: Social and Emotional Development in the Earliest Years (audiocast) for Early Childhood Mental Health Consultation for Evidence-Based Practice: Young Children with Challenging Behavior Tools for Young Children With Challenging Behavior Infant/Toddler Training Module for Early Childhood Mental Health Consultation Childhood Mental Health, Social-Emotional Development, and Challenging Behaviors Social-Emotional Curricula for Children 0-5 Years and Their Families Friends: Assisting Children’s Early Relationships Popular Resources on Promoting Social Emotional Development Beginnings: Supporting Young Children with Challenging Behavior (modules) and Addressing Trauma in Infants, Young Children, and Their Families of Screening Instruments for Social Emotional Concerns Assistance Center on Social Emotional Intervention for Young Children (TACSEI) Temperament in Infants and Toddlers Brief TO THREE TO THREE infographic ................
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