Devereux Center for Resilient Children is part of a large non-profit educational and behavioral health organization. Their activities include providing behavioral health and rehabilitation services, special education support as well as promoting resilience of all children. One part of their website offers 50 activities to promote resilience in young children. Reviewed and reaffirmed 12/2012
Discipline principles explained for parents and caregivers of children attending early education and care programs. Updated 11/2012
Children learn through meaningful relationships. Positive interaction with consistent adults is essential for early brain development. Verbal and nonverbal communication during routine care is a good approach. Teachers can show families what to do. Speak in soft, encouraging, and positive ways to children. Encourage being respectful and treating children as you would like to be treated.
Visit the Early Learning GPS (Guiding Parents Smoothly) website. Pennsylvania’s Promise for Children campaign developed it. The GPS offers information for parents of young children about helping their children learn and grow.
The attached ECELS Health and Safety Checklist includes references. It was updated December 2011 as Version 1.4. This tool guides the user to the appropriate national health and safety standard(s) and other related references for each item. Each item is cross-referenced with corresponding topics from: Caring for Our Children: National Health and Safety Performance Standards, 3rd Edition, 2011 (CFOC) , the Environmental Rating Scales (ITERS-R, Infant/Toddler Environment Rating Scale - Revised Edition; ECERS-R, Early Childhood Environment Rating Scale - Revised Edition); and the Pennsylvania Child Care Facility Licensing Regulations.
Many indoor and outdoor activities help children’s brains and bodies grow. They can provide large and small muscle physical activity children need. Activities can help children make friends, be creative and control their actions. Also, activities can enable children to use information they’ve learned before to learn new things, focus and think through ideas before acting on them. These processes are called the “executive functions" of the brain. The Center on the Developing Child at Harvard University compares executive functions to air traffic control at a busy airport. The link to the Center on the Developing Child is http://developingchild.harvard.edu/index.php?cID=520.
This form guides collaborative problem-solving involving those who are affected, those with authority, and those with expertise. The form encourages documentation of who is involved, the tasks planned, who is responsible, and checkpoints for follow-up. The attachments include a blank copy of the form and a sample of the completed form to address the problem of a 2 year old child who is biting other children.