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October 2025 Read More Talking with Mayor John Cotugno Strengthening Vero Beach's economy September 2025 Read More Transforming Tomorrow Construction Update Back to School at Childcare Resources August 2025 Read More Envisioning the Future in Downtown Vero Guiding Vision: A Message from our Honorary Chair Ready for Kindergarten, Ready for the World July 2025 Read More Building the Future: On Track and On Time The Leaders Driving our Vision Forward The Families Behind Transforming Tomorrow June 2025 Read More Room to Learn, Room to Lead Gratitude at End-of-Season Gathering Steering the Campaign from Vision to Impact

The Importance of Child Engagement in Play and Learning & Emergent Literacy | Alan Guttman | The Importance of Child Engagement in Play and Learning & Emergent Literacy October 22, 2022 Alan Guttman Learn how to define and identify the types and levels of a child's engagement with adults, peers, materials, play activities, and instructional tasks. Learn the basic sequence of language development milestones and strategies for supporting and promoting language development in young children. Handout (PDF) Workshop Photos Back

Learning to Play, Playing to Learn | Dr. Peg Oliveira | Gesell Program in Early Childhood, Yale Child Study Center Learning to Play, Playing to Learn November 15, 2025 Dr. Peg Oliveira Gesell Program in Early Childhood, Yale Child Study Center Discover the joy of learning through play! Learn how play supports children's cognitive development and explore play as a spectrum Examine how play fosters learning and peer connection Uncover the benefits of play on executive function skills in early childhood education classrooms Space is limited! Register today Available at no cost to early educators in Indian River County Certificate of in-service provided CEUs available from FLAEYC Breakfast and lunch will be provided Join us for a chance to win workshop raffle prizes Workshop will be held at Vero Beach Museum of Art Handout (PDF) Workshop Photos Back

Conscious Discipline | Kim Jackson | Conscious Discipline Conscious Discipline April 9 2022 Kim Jackson Conscious Discipline Explore how to implement Conscious Discipline practices in your classroom. Reflect on where you are in your Conscious Discipline journey. Handout (PDF) Workshop Photos Back

< Back Meet Maileigh, Ava & Avery Almost a decade ago, Maileigh was in desperate need of childcare. She was a full-time student, finishing a Licensed Practical Nursing program, and she needed a place for her four-month-old daughter, Ava. When she discovered Childcare Resources, Maileigh was excited to enroll in a high-quality year-round program. “It’s wonderful to have staff that I trust to leave my children with daily,” says Maileigh. “They are like an extension of my family.” During her time at Childcare Resources, Ava flourished. When Ava’s younger brother, Avery, was born in 2019, Maileigh was able to enroll him at the school.In addition to childcare, Avery has benefited from physical, occupational, and speech therapies. “Childcare Resources has provided the support I needed to be sure my children’s developmental needs are met,” says Maileigh. While her children succeeded at Childcare Resources, Maileigh began to thrive in her career. “Shortly after I enrolled Ava, I started working as an LPN PRN,” says Maileigh. “In 2022, I graduated with my Associate’s in Nursing. I hope to graduate with my Bachelor’s in 2025. ” Today, Ava is in third grade, excelling in both reading and math. Avery is still a student at the Childcare Resources School and will move to kindergarten in 2024. “My children have received a phenomenal start to their education,“ says Maileigh. “I wouldn’t have been able to pursue my career goals and continue my education if it wasn’t for you.” Previous Next

< Back Meet Natalia & Jayden Fifteen years ago, a young mother faced an uncertain future. A high school senior with a newborn son, Natalia was determined to continue her education and build a better life for her family. She found her answer at Childcare Resources. “I was determined not to be a statistic,” Natalia says. “I wanted to finish high school, earn my nursing degree, and provide for my son. When I found Childcare Resources, I found more than just childcare; I found a community that supported my dreams.” Natalia’s son, Jayden, thrived at Childcare Resources from infancy through his early education years, graduating fully prepared for kindergarten and beyond. Today, he is a high school freshman, excelling in Advanced Placement and honors courses while competing in multiple sports. And now, Jayden’s younger brothers, Jordan and Julien, are following in his footsteps, receiving the same high-quality early education that shaped Jayden’s success. “Over a decade later, when I needed help again, I made one phone call,” says Natalia. “The kindness, the support—it was still there. Because of this program, my husband and I have been able to pursue our careers while knowing our children are in the best hands.” Previous Next

One way to keep students’ literacy skills steady and growing over the summer is to read, read, and read some more Coach's Column Amanda Gooch June 1, 2023 Have you ever heard of the “summer slide?” It can be common for kids to lose some of their learning over the summer break. While it is common, that doesn’t mean it can’t be helped. One way to keep students’ literacy skills steady and growing over the summer is to read, read, and read some more. Reading to young children is an important way to help them build language skills and develop listening and comprehension skills . It exposes them to new words and ways of using language. It also supports creativity and learning about the world around them. During one of our professional development workshops this past school year we emphasized emergent literacy and engagement with Alan Guttman. We had multiple interactions on the importance of play and engagement in learning. We also discussed developmentally appropriate emergent literacy and nurturing pre-reading and pre-writing in early childhood education. Remember, emergent literacy takes place within the child. It is a gradual process that takes place over time. Literacy develops from real life situations in which children are provided many opportunities to see how reading is useful and meaningful within those experiences. When thinking about emergent literacy, how can we encourage a love for reading with our early learners ? Here are some fun tips to make summer reading great and help promote child engagement: 1. Letter Water Table: Create a letter water table for some fun outdoor learning. You can write letters, shapes and even a variety of colors on ping pong balls or large letter stamps. Your students can then “fish” using a small fishing net or cup. 2. Set-Up a Reading Nook: Create a fresh and new cozy reading nook in your classroom where your students can relax and enjoy reading. Fill it with comfortable cushions, blankets, and some favorite books. You can even add some fairy lights or decorations to make it more inviting. 3. Outdoor Storytelling : Take advantage of the nice weather and encourage outdoor storytelling sessions. Let your students use their imagination to create stories or retell their favorite books. You can sit in the garden, at the playground, or even go on a nature walk while taking turns telling stories. 4. Write and Illustrate a Book: Encourage your students to write and illustrate their own classroom book. Provide them with blank notebooks or paper, art supplies, and writing prompts if needed. They can create their own characters, settings, and plot. Once the book is complete, have a class reading session to celebrate their accomplishments. 5. D.E.A.R: Drop Everything and Read is a great way to create fun and excitement around reading for pleasure. It sends a message that reading for pleasure is important, and something everyone should make time for. Any school, group, family or individual can Drop Everything and Read. Choose a regular time that suits you. Let everyone know, and at the appropriate time, just Drop Everything and Read! For more information on Drop Everything and Read, click on this link . During Alan Guttman’s training we were also introduction to the R.A. McWilliam’s Scale for Teachers’ Assessment of Routines Engagement (STARE) . To access a PDF of the handout, click this link . By using the STARE tool we can observe teacher-child interactions and rate the amount of time a child is engaged with adults, peers, and materials. We can also rate the complexity of the child's engagement. This allows all of us an incredible insight as educators in our path to high quality engagement. When we make a conscious effort to consider the regard for a child’s perspective we are capturing the degree to which the teacher’s interactions with children and classroom activities emphasize children’s interests, motivations, and points of view and encourage children’s responsibility and independence. Some kids naturally have a love of reading, and some kids maybe haven’t found the right books yet. If your students aren’t running to pick up a book while they are in class or at home over summer, you can encourage them by making it a fun challenge. Looking for quick book recommendations? Of course, your local library will be the best place to have tons of books at your fingertips. If you set up a day each week to visit, it can be a fun way to stock up on books. Libraries often have free summer reading programs and events as well. For a list of 50 summer books for kids, click this link . I hope you all have an incredible start to your summer. I can’t wait to hear about the amazing literacy and child engagement experience you achieve this month. I look forward to seeing you all in person during our Conscious Discipline workshop on Saturday, August 26th. Wishing you the best, Amanda Back to Coaching Back to Newsletters

Anything we do when helping someone change or recharge their personal batteries must be done with empathy Coach's Column Amanda Gooch November 1, 2023 It was such an incredible and interactive time at our most recent professional development day. We welcomed Tammy Pawloski as she presented “Why Poverty Matters - How WE Can Matter More.” Together we gained a deeper understanding of the potential negative impact of financial poverty on brain development and school and life success. We redefined poverty as the absence of any resource (financial, socio-emotional, physical, cognitive, or spiritual) that creates barriers to school and life success. We also took away authentic strategies for removing barriers that emerge when resources are absent. Finally, we explored how much we matter as educators within our families, schools, and community partnerships as we pour into the next generation through early childhood education. To learn more about Francis Marion University’s Center of Excellence to Prepare Teachers of Children of Poverty and their Online Learning Institute, click on the following link below: Center of Excellence to Prepare Teachers of Children of Poverty For those of you that attended the workshop, we have enjoyed visiting your school sites with our technical assistance. We are already seeing the evidence that you are pouring into your student’s “buckets” as you encourage positive behavior. It is incredibly rewarding as we witness your classrooms express daily kindness, appreciation and love. “Bucket filling” and “dipping” are effective metaphors for understanding the effects of our actions and words on the well-being of others and ourselves. As we explore further how much we matter as educators, we can probably relate to helping and supporting a student or fellow teacher in need, someone who may have been struggling with something. When we help another person, in a way, we become a “portable source of energy” for them; we serve as a personal battery. Sometimes we may need to provide the power for them until they can handle things on their own. Other times, all we need to do is help them change their own batteries as the following story suggests: When a flashlight grows dim or quits working, you don’t throw it away, you change the batteries. When a person messes up and finds themselves in a dark place, do you cast them aside? Of course not. You help them change their batteries. Some need AA batteries for attention and affection. Some need AAA batteries for attention, affection, and acceptance. Some need C batteries for compassion. Some need D batteries for direction. And if they still don’t seem to shine, simply sit with them quietly and share your light. Anything we do when helping someone change or recharge their personal batteries must be done with empathy; with the ability to understand and share the feelings of the other person. This means we have a patient heart that listens, pay attention to body language and other non-verbal cues, reach with open arms that accept and watch our word choice; the more positive, respectful, and supportive, the more we are operating from a perspective of understanding. We thank you for your dedication and willingness to pour into the next generation through education as we elevate and promote the highest quality early childhood development and education in Indian River County. Wishing you the best, Amanda & Todd Back to Coaching Back to Newsletters

The belief of The Phoenix Cup is that we are responsible for filling our own cups, and people can’t empty your cups Coach's Column Paulette Maggiacomo June 4, 2020 Hi everyone, Transform Challenging Behavior 2020 was a virtual conference created by Barb O’Neill. She literally went worldwide in search of outstanding presenters in the early education field. Barb was the host for each session. The way she actively engaged with each presenter, I felt as if I was actually there! As I continue to work my way through the conference sessions, I am amazed at the quality of presenters and the knowledge I am gaining. It is so interesting to learn about different behavior management programs and how they align with Conscious Discipline. My toolbox is rapidly filling up and I look forward to sharing my insights with you over the summer months. Today I will speak about a program that knocked my socks off! Sandi Phoenix is the Director and Principal Facilitator at Phoenix Support for Educators in Australia. She spoke on Children Who Use Behavior When They Want Attention….or Connection. Her framework, The Phoenix Cups (a model for understanding human behavior) is based upon the work of Dr. William Glasser’s Choice Theory. It states that we are constantly choosing behaviors to meet one of our needs (to fill our cups). These 5 basic needs each have their own cup: Fun, Mastery, Freedom, Safety, and Connection. Very often the behaviors that challenge us come from a child having an empty cup. Sandi explains that if a child doesn’t eat or drink anything all morning then their safety cup will be empty and they are likely to be cranky and uncooperative by the afternoon. The child will attempt to fill up that empty cup using whatever skills they have at their disposal, including choices you may not like. The role of the teacher is to help a child develop the skills to fill their own cups. When the child has lots of skills at their disposal, then they are able to self-regulate. I know that I am preaching to the choir when I say that the secret of good teaching is to control the environment, not the child. By observation, you can determine what the dominant cup profiles are of your children and which tend to be empty. How can you use this information to: Alter your classroom environment from cup – emptying? Front load strategies to lead to less stressful days for you and your children? The Freedom Cup is the most difficult cup to keep full at school. Our children need time to explore and play, especially outside. Barb gave an example of what happens when there is a child who is running around the classroom – the teacher feels this is a sign of disrespect. What if we were able to re-frame this and think of this running around as a sign of a dominant Freedom Cup. How could we address this situation and fill up their cup? Right now I know that many of you are thinking: No way I am going to let this child run around my room! Have you ever seen a teacher chase a child and try to catch him? We all know how that turns out. How can we give these children more freedom? Sandi provided the perfect answer by suggesting that this child could be the Messenger. With another adult, have him go to Classroom A with a note, ask the teacher read it and send him to Classroom B and so on until the child has walked all around the building and has filled his Freedom Cup. When a child grows up in a home that has abuse, trauma, or a small number of high quality connections in their life, their Connection Cup is empty. This results in low self–worth. This child will also have a limited selection of skills to choose from in trying to fill that cup. What can we do to help this child? Sandi turns to Dr. John Gottman's research which shows that you need a 5:1 ratio of positive genuine interactions to 1 negative or 1 corrective one. Instead of saying, “How many times have I told you to not run?” Try this: Julie, you really wanted to be first in line. Remember, Joe is our line leader today. We use walking feet to be safe. I know you can be safe. Show me what to do if I want to get on line. You did it. You used your listening ears. You walked to the line. Sandi also suggests using micro-connections with the child: Giving them a thumbs up. Looking at them like you’re delighted to see them. Greet them warmly. Have a secret handshake. Have a one on one sustained conversation with them. To neutralize negativity, say what you saw and then ask a question. "You pushed Samantha so you could get there first. What could you have done instead?" The Phoenix Cup framework sounds very familiar to a popular ‘bucket filling strategy’. The belief of The Phoenix Cup is that we are responsible for filling our own cups, and people can’t empty your cups. How often do we hear a child say, "He made me mad!" As a teacher, we can teach the child the skills to fill their own cup, called Skill to Fill . When an environment fills all five cups there is little misbehavior. The teacher does not have to use stickers, reward charts, or other classroom management systems that reinforce people pleasing and not teaching the skills the children need. The children are able to fill their own cups and self-regulate. Isn’t that what we all want? As I mentioned in the beginning, this presentation touched my heart. I went to the website www.phoenixcups.com.au and did two things: I took the quiz to see what my dominant cups were and the results were spot on. Can you guess what mine are? Have fun and take the quiz! I ordered Sandi's book, The Phoenix Cups – A Cup Filling Story . Don’t freak out when the total comes to $50.00 – that is Australian currency! Based on the transaction rate of the day, my total came to $33 including shipping. I hope that I have tweaked your interest as The Phoenix Cup framework is another tool you can add to your tool box! Until next time, I wish you well! Back to Coaching Back to Newsletters

Tackling Tough Behaviors Coach's Column Paulette Maggiacomo June 1, 2021 Wow, once again, Barb O’Neill has outdone herself with the presenters she lined up for her virtual conference this year, Transforming Challenging Behavior Online Conference 2021 ! After reviewing the list of 21 presenters and topics, I knew that I had to start with Sally Haughey’s talk on Why a Sense of Wonder is Essential for Tackling Tough Behaviors Like Throwing Chairs . For those of you who don’t know Sally, she is the founder of Fairy Dust Teaching – an amazing site for early educators. My first year teaching high school I had a young man, let’s call him Joe, who did indeed throw a chair across the room. Granted it was a small room because I worked one on one or in small groups with Juniors and Seniors who needed to pass their Regents Competency Tests in reading and writing in order to graduate high school in New York state. Boy, I ure wish that I knew then what I know now. I did was I was taught to do. I reported Joe to my Principal and he was suspended for 2 days – definitely not one of my prouder moments. Had I listened to this video, I would have done things differently. You may be thinking, geez Paul, I work with very young children, what does this have to do with me? Let me tell you...today, I would have realized that Joe was exhibiting his frustration the only way he knew how and that he was missing the skills he needed to resolve his frustration. I would have wondered what in the world caused him to do this...I missed that completely. Fast forward 20 years and I see his older sister Lisa at a party. One thing led to another and our conversation steered towards Joe who was in the Marines and having a successful career. I brought up the infamous chair throwing and she told me that Joe was being teased by several members of the football team and was embarrassed to come to my class. Had I taken the time to wonder, and to speak with him, we could have resolved the situation differently. You see, I had not taken the time to get to know Joe. I was only out of college for 4 years and this was my first year teaching high school. I did not understand the impact of getting to know, truly know my students. Being only a few years older than they were, I had to walk a very fine line. I didn’t realize until later in the year that there was a stigma attached to attending my classes – you were labeled ‘stupid’ or ‘loser’. As luck would have it, the cheerleading coach resigned and I applied for the job. This opened a whole new way of connecting with my students – many of whom were athletes. We got to know each other on neutral ground. Simply because I changed my mindset to I wonder why ...why are kids being teased about coming to my class...why is my class any different than any other required class for high school graduation? By having these discussions, it led to a change in their mindsets which in turn led to an all-around positive change. I urge you to look at the child in your room who is exhibiting challenging behavior. Take the time to wonder, lean into that child and find out what it is that they need. Sending them out of the room to another teacher or to your Director will not change their behavior. By talking to them in a way that you would want to be spoken to can open up many new doors. Take the time to build that relationship and let the child know that you will stand by them no matter what. Don’t look to fix the problem but to instead deepen the relationship. Those of us in the field of early education especially need to remember the why …why are we here….it is because we make a difference every time we enter our classrooms. Please make the commitment to never lose your why or wonder …..I believe in you.😁 Until next time, I wish you well, Paulette Back to Coaching Back to Newsletters

Embracing the Science of Reading in our Early Childhood Classrooms | Tracie Wieczorek and Lesley Jennings | Teaching Strategies Embracing the Science of Reading in our Early Childhood Classrooms October 4, 2025 Tracie Wieczorek and Lesley Jennings Teaching Strategies Join us Saturday, October 4, 2025 from 9 am to 3 pm at the Vero Beach Museum of Art ! In this workshop, you will discover the science of reading: Compare and contrast instructional practices for teaching reading. Identify the five pillars of literacy in early childhood classrooms. Develop plans to incorporate language development and literacy learning in the classroom environment. This workshop is available at no cost to early educators in Indian River County! A certificate of in-service will be provided CEUs are available from FLAEYC Breakfast and lunch will be provided Join us for a chance to win workshop raffle prizes! This workshop is generously sponsored by: Indian River County Children's Services Advisory Committee PNC Grow Up Great iThink Financial Vero Beach Museum of Art Handout (PDF) Workshop Photos Back

Fine Motor Skills | Dr. Marianne Gibbs | Write Out of the Box Fine Motor Skills April 2018 Dr. Marianne Gibbs Write Out of the Box Handout (PDF) Workshop Photos Back