Not exact matches
San Francisco Catherine Kerrigan All
About the Sleep 415-279-4096 www.allaboutthesleep.com Education: Saint Nicholas Montessori College Montessori teacher children 0 - 9 City College SF, Child Development Permit Gratz College
Early Childhood Educator Cornerstone Doula training, Postpartum Doula, CAPPA
Practicing as a CSC: since 2016
«Building on a well - established knowledge base more than half a century in the making, recent advances in the science of
early childhood development and its underlying biology provide a deeper understanding that can inform and improve existing policy and
practice, as well as help generate new ways of thinking
about solutions.
For the home piece, we talk
about parenting — where we focus on the Fundamental Five
early -
childhood caregiving
practices and on school - age interventions — and
about parent engagement, or what schools can do to build community with families.
Among current projects, I am excited
about a demonstration project working with community - based organizations to saturate neighborhoods with information and supports around the Fundamental Five
early childhood caregiving
practices that I mentioned
earlier.
AASA Journal of Scholarship &
Practice About Campus Academic Leadership Journal in Student Research Academic Questions Accounting Education ACM Transactions on Computing Education Across the Disciplines Acta Didactica Napocensia Action in Teacher Education Action Learning: Research and
Practice Action, Criticism, and Theory for Music Education Active Learning in Higher Education Administrative Issues Journal: Connecting Education,
Practice, and Research Adult Education Quarterly: A Journal of Research and Theory Adult Learner: The Irish Journal of Adult and Community Education Adult Learning Adults Learning Mathematics Advances in Engineering Education Advances in Health Sciences Education Advances in Language and Literary Studies Advances in Physiology Education AERA Open Africa Education Review African Higher Education Review African Journal of Research in Mathematics, Science and Technology Education Afterschool Matters AILA Review AILACTE Journal Alabama Journal of Educational Leadership American Annals of the Deaf American Biology Teacher American Educational History Journal American Educational Research Journal American Educator American Journal of Business Education American Journal of Distance Education American Journal of Education American Journal of Engineering Education American Journal of Evaluation American Journal of Health Education American Journal of Play American Journal of Sexuality Education American Journal on Intellectual and Developmental Disabilities Analysis of Verbal Behavior Anatomical Sciences Education Annals of Dyslexia Annual Review of Economics Anthropology & Education Quarterly Applied Developmental Science Applied Environmental Education and Communication Applied Language Learning Applied Linguistics Applied Measurement in Education Art Education Art Therapy: Journal of the American Art Therapy Association Arts and Humanities in Higher Education: An International Journal of Theory, Research and
Practice Arts Education Policy Review ASHE Higher Education Report Asia Pacific Education Review Asia Pacific Journal of Education Asian Journal of Education and Training Asia - Pacific Forum on Science Learning and Teaching Asia - Pacific Journal of Teacher Education Assessment & Evaluation in Higher Education Assessment for Effective Intervention Assessment in Education: Principles, Policy &
Practice Assessment Update Association of Mexican American Educators Journal Athletic Training Education Journal Australasian Journal of
Early Childhood Australasian Journal of Educational Technology Australasian Journal of Gifted Education Australasian Journal of Special and Inclusive Education Australian and International Journal of Rural Education Australian Educational Computing Australian Educational Researcher Australian Journal of Adult Learning Australian Journal of Career Development Australian Journal of Education Australian Journal of Educational & Developmental Psychology Australian Journal of Environmental Education Australian Journal of Indigenous Education Australian Journal of Learning Difficulties Australian Journal of Music Education Australian Journal of Teacher Education Australian Mathematics Teacher Australian Primary Mathematics Classroom Australian Review of Applied Linguistics Australian Senior Mathematics Journal Australian Universities» Review Autism: The International Journal of Research and
Practice
Featuring the authors» extensive experience in the field, supplemented with insights from other anti-bias educators, they build on and expand current thinking
about best
early childhood leadership
practices.
Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas
about research and
practice in
early childhood teacher education.
Leaders and decision - makers at different levels of the
early childhood sector must think carefully and creatively
about how more
early childhood educators can access coaching experiences that will effectively advance their instructional
practices and allow them to better serve their students.
The meeting is collaboratively planned with national technical assistance partners to build capacity of state agency leaders and
early childhood specialists to provide informed leadership
about research - based
practices that directly impact the development and learning of children, birth through grade three.
The purpose of CEELO's National RoundTAble is to provide
early childhood specialists and their colleagues in State Education Agencies with research and best
practice to improve states» knowledge
about and use of
early childhood comprehensive assessment systems and teacher evaluation in the
early years of the learning continuum.
The Roundtable is collaboratively planned by NAECS - SDE and CEELO with national technical assistance partners to build capacity of state agency
early childhood specialists to provide informed leadership
about research - based
practices that directly impact the development and learning of children, birth through grade three.
This seminar is designed for staff and practitioners interested in learning
about Illinois law PA 100 - 0105, which aims to end the
practice of expelling infants, toddlers, and preschoolers from their
early childhood programs.
To learn more
about the joint position statement, key messages, and examples of effective
practice and technology that support
early learning, visit: NAEYC on Technology and Young Children www.NAEYC.org/content/technology-and-young-children Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College www.fredrogerscenter.org Technology in Early Childhood (TEC) Center at Erikson Institute www.teccenter.erikson.
early learning, visit: NAEYC on Technology and Young Children www.NAEYC.org/content/technology-and-young-children Fred Rogers Center for
Early Learning and Children's Media at Saint Vincent College www.fredrogerscenter.org Technology in Early Childhood (TEC) Center at Erikson Institute www.teccenter.erikson.
Early Learning and Children's Media at Saint Vincent College www.fredrogerscenter.org Technology in
Early Childhood (TEC) Center at Erikson Institute www.teccenter.erikson.
Early Childhood (TEC) Center at Erikson Institute www.teccenter.erikson.edu /
The national
practices will guide
early childhood educators and policy makers to develop, implement and evaluate evidence based road safety programs that support children's and families learning
about road safety.
Building on a well - established knowledge base more than half a century in the making, recent advances in the science of
early childhood development and its underlying biology provide a deeper understanding that can inform and improve existing policy and
practice, as well as help generate new ways of thinking
about solutions.
It reflects current pedagogical research and
practice, providing a framework for reflection
about the ethical responsibilities of
early childhood professionals.
It implements current thinking
about child development; supports children's rights; implements the legal standards for
early childhood education and care; and is good professional
practice.
The
Early Years Learning Framework: Building confident learners is the second in the Research in
Practice Series
about the EYLF to be published by
Early Childhood Australia.
The
Early Years Learning Framework: Learning and teaching through play is the third in the Research in
Practice Series
about the EYLF to be published by
Early Childhood Australia.
This is a two - part video developed by
Early Childhood Australia shows discussions with educators about exploring the place of Reconciliation in early childhood education and care prac
Early Childhood Australia shows discussions with educators about exploring the place of Reconciliation in early childhood education and care
Childhood Australia shows discussions with educators
about exploring the place of Reconciliation in
early childhood education and care prac
early childhood education and care
childhood education and care
practice.
Educators communicate with families and the wider community as well as share information
about early childhood best
practice.
Exclusive to official KidsMatter
Early Childhood participants, these meetings will be all
about sharing action and
practice.
Note: To learn more
about available services and supports for young children, visit the CECMHC Best
Practice Tutorial, Surveying the Landscape:
Early Childhood Systems and Supports.
University of Maine has a great resource for information
about social emotional development in young children, developmentally appropriate
practice and inclusive
early childhood education; great for parents,
early childhood programs and those providing consultation.
Research on
early childhood mental health consultation shows that HS / EHS programs who are in strong agreement with their mental health consultant
about a philosophy or approach to providing mental health services demonstrated higher levels of best
practice implementation and reported better perceived outcomes for children and staff (Green, Simpson, Everhart, Vale, & Gettman, 2004).
Although many prevention and best
practice strategies were shared in modules 2 - 4, there are times when
early childhood mental health consultants and the other adults in a child's life are worried
about a child's behavior and prevention strategies are not warranting positive change.
This committee is responsible for keeping abreast of current promising
practices in the field of
Early Childhood Mental Health, sharing information
about important clinical issues, supporting the development of a highly trained, multi-level, interdisciplinary workforce through a variety of association initiatives, collaborating with community partners on competency and workforce development projects, organizing an annual conference, and promoting the
Early Childhood and Family Mental Health Credential.
Building on an ecological model that explains multiple levels of influence on psychological development, 16 and a recently proposed biodevelopmental framework that offers an integrated, science - based approach to coordinated,
early childhood policy making and
practice across sectors, 17 this technical report presents an EBD framework that draws on a recent report from the Center on the Developing Child at Harvard University to help physicians and policy makers think
about how
early childhood adversity can lead to lifelong impairments in learning, behavior, and both physical and mental health.1, 6
http://www.puckett.org/researchtrainingcenter.php You'll find a wealth of information
about effective
early childhood intervention
practices based on research on the RTC's Web site.
Research on
early childhood mental health consultation (ECMHC) shows that Head Start / Early Head Start programs who are in strong agreement with their mental health consultant about a philosophy or approach to providing children's mental health services perceived their consultant to be more involved, demonstrated higher levels of «best practice» implementation, and reported better perceived outcomes for children and staff (Green, Simpson, Everhart, Vale, & Gettman, 2
early childhood mental health consultation (ECMHC) shows that Head Start /
Early Head Start programs who are in strong agreement with their mental health consultant about a philosophy or approach to providing children's mental health services perceived their consultant to be more involved, demonstrated higher levels of «best practice» implementation, and reported better perceived outcomes for children and staff (Green, Simpson, Everhart, Vale, & Gettman, 2
Early Head Start programs who are in strong agreement with their mental health consultant
about a philosophy or approach to providing children's mental health services perceived their consultant to be more involved, demonstrated higher levels of «best
practice» implementation, and reported better perceived outcomes for children and staff (Green, Simpson, Everhart, Vale, & Gettman, 2004).
The guide is intended for those most likely to make an impact and with a great need for resources:
early education program leaders in center - based settings who implement policies and procedures and promote
practices; however, anyone seeking to learn more
about strategies for eliminating suspension and expulsion in
early childhood settings can benefit from using the guide.
Here, a group of Oakland
early childhood educators gathered to learn
about practices and strategies that build on children's strengths within their environment to support their health and healing.
You can learn more
about these guidelines in a recent article in Young Children I wrote with Roberta Schomburg, Technology and Interactive Media in
Early Childhood Programs: What We've Learned from Five Years of Research,
Practice and Observing Children (Donohue & Schomburg, 2017).
The mission of the Lesbian, Gay, Bisexual, and Transgender Interest Forum is to assure the provision of high quality
early childhood education for all young children by facilitating improvements in the professional
practice of
early childhood education by ending the discrimination against lesbian, gay, bisexual and transgender (LGBT) educators, educating NAEYC members and others
about the needs, rights, and well - being of the children of LGBT parents, and educating members and others
about the need to develop self - esteem in all children, regardless of their gender identity or sexual orientation.
Our goal is to help
early childhood educators connect the dots between what we know
about child development,
early learning, developmentally appropriate
practice, teaching
practices, children's media research, teacher education and professional development
practices with what we are learning
about the appropriate and intentional use of technology tools and digital media with young children.
Participants will learn skills and strategies for: 1) Teaching
early childhood providers
about brain development (architecture and neurobiology) to inform their
practice 2) Supporting language, cognition, prosocial behavior, and social - emotional development 3) Reducing toxic stress that can negatively influence brain development of very young children.
The Zero to Three Journal provides information
about best
practice, research, and policy on
early childhood development for professionals who work with and care
about very young children and their families.
To guide their decisions
about practice, all
early childhood teachers need to understand the developmental changes that typically occur in the years from birth through age 8 and beyond, variations in development that may occur, and how best to support children's learning and development during these years.
In this two part video, Catharine Hydon talks to three educators
about exploring the place of Reconciliation in
early childhood education and care
practice.
OSEP's Leslie Fox will set the stage for states to learn more
about this exciting opportunity to participate in two online workshop series for Part C and Part B 619 program staff: one on evaluating infrastructure improvements and one on evaluating
early intervention /
early childhood special education
practice change and fidelity.
The ECN sought to achieve the following goals: (1) establish a comprehensive, sustainable SOC with a reliable infrastructure for young children ages 0 - 5 and their families; (2) reduce stigma and increase community awareness
about early childhood mental health needs and the importance of responding to their needs
early and effectively; (3) improve outcomes for young children 0 - 5 who have significant behavioral or relational symptoms related to trauma, parent / child interaction difficulties or impaired social emotional development; (4) provide statewide training and local coaching for providers, families, and community members regarding evidence - based
practices for effectively treating
early childhood mental health and social emotional needs; and (5) develop a seamless
early childhood SOC using a public health model for replication in other areas of the state.
Professionalizing
Early Childhood Education as a Field of
Practice is an invitation to participate in conversations about the structure and practice of the pro
Practice is an invitation to participate in conversations
about the structure and
practice of the pro
practice of the profession.
Based on a decade of FrameWorks» research and field
practice on budgets and taxes and
early childhood development, this toolkit provides supplemental application materials, guides, and resources to front - line communicators for deploying recommended reframe strategies to shift the public conversation
about both
early childhood development and the role of budgets and taxes.
Early childhood teachers represent important socializers of children's emotions providing professional
practices, such as communication
about children's emotions, influencing children's development.