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When we look at what children are doing in the present and observe engaging behavior, we are able to assess children’s development. Coach's Column Amanda Gooch January 1, 2023 An essential question we need to ask ourselves to enhance our practice is: Why does play matter? Children learn through play and play to learn. Children learn about themselves, their bodies, their feelings. They learn and connect with others around them. They learn about their environment and "things" in their environment like toys and nature. Through active hands-on play; children will develop their motor and movement skills, problem solving and cognitive skills, language, social and emotional skills. An additional essential question we need to ask ourselves to enhance our practice is: What is the importance of play-based learning? Play-based learning at its finest utilizes the environment as a third teacher, in conjunction with the students and classroom facilitator. A place were every activity and object placed in the space has a purpose, adds to the learning, and helps scaffold information across the learning domains. In children’s brains, when they are playing, they’re doing the deepest learning. Children learn best when at least one of these four pillars are present in the classroom: The child is able to take an active role in the learning environment The child is engaged The information presented is meaningful The child is able to learn and interact in a social context Many of you may believe that we need to choose between play-based learning and rigorous academic standards when integrating the two is very possible. To find out more about play based learning, click on this Resilient Educator link . Now that we understand the importance of play and why play matters, let’s talk about the importance of child engagement in play and learning. During our most recent professional development day, we explored with the help of Mr. Alan Guttman, the R.A. McWilliam's Scale for Teachers’ Assessment of Routines Engagement; also known as STARE. When we look at what children are doing in the present and observe engaging behavior, we are able to assess children’s development. Measuring group and individual levels of engagement provides immediate and relevant feedback regarding the quality of the care environment. What are some words you would use to describe what engagement looks, sounds, and feels like when observing when a child is engaged? Click on this link (PDF) for a more comprehensive form to complete on assessing child engagement in the classroom: By taking a deeper look into the comprehensive data collected on child engagement in our classroom we are able to ensure paths to high quality engagement. As educators we are creating learning environments that support frequent and long periods of sophisticated engagement. We are also balancing intentional interactions that are attuned and aligned with genuine child interests and passions. By observing, reflecting and being prepared to interact flexibly we are in essence following the child’s lead. With the information collected we are able to show engaged support of learning through our CLASS lens. We are spending most of our time in active facilitation by being involved with our students, providing intentional opportunities and guidance for learning and development. We are also furthering our student’s emotional and behavioral support by emphasizing children’s interests, motivations, and points of view. It’s going to be a wonderful and interactive time at our next professional development day. We welcome Dr. Dana Winters from the Fred Rogers Institute as she presents “Simple Interactions” on Saturday February 11th 2023. Just a friendly reminder, the workshop will be hosted at Indian River State College Muller Campus, Richardson Center. Together we will gain an deeper understanding of the role of interactions in human development; identify ways that human interactions can be encouraged across all levels of a system; and apply the conceptual foundation of developmental relationships to the everyday practice of supporting the learning and growing of children, families, and colleagues. I can’t wait to see you all there. I 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 Email Amanda Register For Simple Interactions Back to Coaching Back to Newsletters

< Back Meet Desmond When DeShannon heard about Childcare Resources through a local community partner, she knew immediately that this could be the opportunity she was looking for. As a single mother, she was determined to give her son, Desmond, the best possible start. Shortly after enrolling, it became clear that Desmond wasn’t hitting his early communication milestones. “He wasn’t talking,” DeShannon recalls. “And I started to worry he might be having trouble hearing, too.” Thankfully, Childcare Resources offers more than high-quality early education. Through its Wellness and Early Intervention Program, the school conducts regular hearing, vision, and developmental assessments for all enrolled children. During Desmond’s hearing screening, the staff identified signs of hearing loss. The Wellness team guided DeShannon through navigating insurance and local referrals, supporting her through each stage of the process. After Desmond received his hearing aids, Childcare Resources began on-site speech therapy and basic sign language lessons to strengthen his growing communication skills. “All of the challenges I was facing as a single mother were made easier with Childcare Resources by my side,” DeShannon says. “They pointed me in the right direction and made sure I wasn’t alone.” DeShannon felt real peace of mind knowing that Desmond was receiving both the early intervention and high-quality education he needed, all in one place. She saw firsthand how the care and support he received helped him grow. Desmond’s classmates even learned sign language, creating a classroom community where everyone could connect. Today, Desmond communicates clearly, expresses his needs and ideas, and enjoys spending time with his friends. He especially loves reading, learning new things, and continues to grow more confident each day. “The staff show him so much much love and patience,” DeShannon says. “I can’t thank Childcare Resources enough for helping with his hearing loss and always being so kind. They truly care about him.” Desmond recently graduated from Childcare Resources— fully prepared for kindergarten. Previous Next

< Back Meet Alison & Sierra When her daughter was an infant, Alison realized that something needed to change. “I was a single mother struggling to find employment that would provide Sierra and I with what we needed ,“ says Alison. After learning about the early education program offered by Childcare Resources, Alison quickly enrolled Sierra when she was nine months old. “Childcare Resources helped Sierra come out of her shell ,” says Alison. During Sierra’s time at Childcare Resources, Alison made the decision to go back to school in addition to working full-time, earning an Associate’s Degree in General Education. In 2018, Sierra graduated from the Childcare Resources School and moved on to kindergarten. Alison also graduated that same summer, having earned a Bachelor’s Degree in Criminal Justice. Today, Alison is a Certified Child Welfare case worker and works in the adoption unit of a statewide nonprofit. Sierra recently started fifth grade at a local elementary school, where she is thriving. “During her last school year, Sierra received awards for improving on math and reading skills almost each quarter,“ says Alison. “Sierra also plays softball and recently participated in the county-wide track meet .“ “Without you, I would not have been able to fully support myself and Sierra. I would not have pushed myself to go back to school at all, “ continues Alison. “Childcare Resources helped Sierra grow into the smart, independent, and loving child she is today. “ Previous Next

Joy is not about removing challenges. It goes not make the work we do easier or faster. Joy gives us direction. Coach's Column Amanda Gooch May 1, 2026 Let's take a moment and look back together to reflect our latest professional learning opportunity with Dr. Nefertiti Poyner from Mighty Works Education Group. For those of you who were able to attend, I hope you enjoy reading about our walk down memory lane as we take a deeper look at finding joy and purpose in our early education practice. When we last gathered together, we talked about something that doesn't always get named in the work we do. Not just what we do, but how we experience it. We talked about the reality that this work is meaningful and demanding. And somewhere along the way, for many, purpose did not really disappear; it got buried under the weight of the day. During our time together, we had the opportunity to reflect on: • What brought us into this work. • What has felt heavy or overwhelming. • What still feels meaningful, even now. There were moments of honesty. Moments of recognition. And for many, moments where some began to connect what matters most. What we began to uncover during our session, was what often interferes with our sense of joy and purpose. It is rarely just one thing. It is often: • The pace of the work • The expectations we carry • The responsibilities we hold • The thoughts we do not always pause to examine As we explored this together, many began to recognize that joy is not gone, but rather it has been harder to hear. That awareness creates choice. And choice is where change begins. A simple idea was introduced. Joy is not about removing challenges. It goes not make the work we do easier or faster. Joy gives us direction. Instead of focusing only on how much we are doing, we need to pause to consider whether we are moving in the direction that matters most. This is how we bring the joy and the four pillars that help make our purpose meaningful and clear: • Alignment : Getting clear about what truly matters • Intentionality : Choosing how you show up on purpose • Consistency : Repeating what matters, even when it's hard • Integration : When it becomes part of who you are One of our key takeaways from our time together was the realization that purpose doesn't disappear; it often gets buried under the weight of the day. What interferes with our joy is often both internal and external. Alignment, Intentionality, Consistency and Integration are not about doing more; they are about being in agreement with yourself. Joy and Purpose are not always loud, sometimes they can be quiet and easy to miss. Together, we can be reminded that it is always there. The work we do matters. Not just in what we give to others, but in who we are becoming as we do it. What we felt in our time together, the clarity, the pause, the reflection, we don't have to leave it there. We always return to it, again and again. So, I ask you, what does JOY look like in your practice? We would love to see pictures of your classroom that reflect the joy and purpose you see ever day. Those pictures will be highlighted in next month's newsletter. As you continue to reflect on your learning, our team is here to support you through ongoing technical assistance following the workshop. This support is designed to help you put ideas into practice, strengthen your approach, and navigate any challenges that may arise along the way. We hope to talk with you soon. Wishing you all the best, Amanda, Todd, and Jensen Back to Coaching Back to Newsletters

Nurturing Young Children in Nature | Michele Lucia, EdD | Nurturing Young Children in Nature March 1, 2025 Handout (PDF) Back Michele Lucia, EdD Educators, join us Saturday, March 1 to explore Nurturing Young Children in Nature with Michele Lucia, EdD. Encourage outdoor play to improve young children's physical abilities. Develop strategies for teamwork , emotional regulation, and fostering independence. Explore how outdoor play boosts cognitive growth such as problem-solving and curiosity. 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 Workshop will be held at First Presbyterian Church

Teaching What We Practice: Conscious Discipline Starts with Us | Angela Fraley | Conscious Discipline Teaching What We Practice: Conscious Discipline Starts with Us August 23, 2025 Handout (PDF) Back Angela Fraley Conscious Discipline Join us to uncover how connections with children shape their development and well-being. Explore the science of the attachment system to respond to young children in distress Understand the powr of "meaning-making" Discover the importance of connections with children Saturday, August 23 9 am - 3 pm Vero Beach Museum of Art Available at no cost to early educators in Indian River County CEUs available from FLAEYC Breakfast and lunch will be provided Join us for a chance to win workshop raffle prizes

The Pathway to Quality Coach's Column Paulette Maggiacomo April 1, 2021 I truly hope that you enjoyed our professional development workshop on “Ensuring High-Quality Early Learning: A Coherent Vision Matters” with Judy Jablon and Christine Shrader of Leading for Children . They began the day with this: 'Five out of ten children will fail.' That chilling statistic resonated deep within my heart and that is why I am now looking differently at quality and equity in classrooms. When you look at the picture at the bottom of the page, are you able to identify how we can ensure that all children succeed? Based on that picture above, how do we improve outcomes for all children? I found the introduction to the Coherent Path to Quality fascinating. We learned that the Path has three dimensions with eleven Simple Rules to follow. When we take the time to look at our Relationships & Interactions , the Emotional & Physical Environment , and Learning Experiences within our classrooms and then weave the rules in, the coherent path to quality can be achieved. At this point, you may be thinking that you are having a hard time incorporating successful new strategies into your classroom because the world has turned upside down and you can’t move forward. If that is the case, then please join us for our final professional development workshop of the year on Saturday, April 10th from 9:00 – 3:00. The amazing Kim Hughes, Master Instructor, from Conscious Discipline will be presenting How to Get Unstuck with Conscious Discipline . Join us as Kim presents new adult skills so we can manage our upset, offer self-care reflection for yourself and the families you support, and teach us how to coach ourselves, children, and families so we can feel our feelings in healthy ways. This will be Kim’s second appearance with Childcare Resources. Her upbeat enthusiasm will bring a smile to your face as she discusses Compassion Fatigue, Knowing Your Personal Triggers, Understanding & Internalizing Conscious Discipline’s 5 Steps for Self-Regulation, and delving into the Feeling Buddies Curriculum. Until next time, I wish you well! Paulette Back to Coaching Back to Newsletters

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

Self-care looks different to each one of us. Coach's Column Paulette Maggiacomo August 20, 2020 This week’s newsletter focuses on the webinar Trauma and Culturally Responsive Self-Care for Early Childhood Educators featuring Julie Kurtz, Julie Nicholson, and Lawanda Wesley. The focus being on you , the educator, and how you can take care of yourself in order to respond to the needs of those around you. The topic of self-care has woven its way into many of the webinars in this year’s Transforming Challenging Behaviors Conference . In a previous newsletter, I wrote about Sandi Phoenix and The 5 Phoenix Cups (Safety, Freedom, Mastery, Fun, and Connection ). I hope you visited her website to see which cups are the ones that you need to be filled the most in order for you to be at peace. I also discussed Laura Fish and Mindfulness . One of her main points being that we need to be able to identify what brain zone we are in to successfully deal with children. Finally, Antoinette Taylor asked you if you were willing to put down some of the many plates that you are juggling in order to lower your stress level. So let’s unpack this popular term of self-care and see what it looks like and means to you and what can we can learn from it. This concept has become extremely popular over the last decade in magazines and on social media, suggesting that in order to take care of others, you must first take care of yourself. However, very little thought has been given to different socioeconomic levels, race, and ethnicity. Easy answers such as get a massage, a manicure/pedicure, or take a yoga class are not viable for everyone. Self-care looks different to each one of us. The illustration below is a compilation of over 400 surveys from around the world as to what early educators thought of when they heard the term self-care. So what does self- care look like? Self-care doesn’t need to cost anything or be exciting, it just needs to feel right to you. Suggestions for Individual self-care : Read Take a walk Drink a cup of tea Write in a journal Call a friend or family member Take a nap Eat healthy Daydream Let go of negative thoughts Start a new hobby. Collective Group self-care might look like this: *The suggestions should be in compliance with COVID-19 restrictions of course. Attend church Donate your time or items to a food pantry Cook for your neighbors Join an online book club Shop for those who still cannot go out Make cards for nursing homes Volunteer or advocacy work for a cause you believe strongly in How does our level of self-care affect the children we are in contact with on a daily basis? This is where the concept of “mirror neurons” comes into play. Julie Kurtz shares, “Children borrow our calm to co-regulate themselves. We are the external Wi-Fi for the child’s internal world. So if we are calm, the classroom will be calmer. If we feel regulated, the children will be more regulated and that is the magic of mirror neurons.” How might self-care be incorporated into your child care site? The following flow chart illustrates how a child care center on the East Coast instituted a plan that allows the staff to acknowledge that they have been triggered without letting the children know. This unique idea eliminates shaming the child or children who have triggered the adult. Those of us who chose to be in this wonderful world of early education did so because we have a very high level of compassion. Our super power is helping others but our kryptonite is not helping ourselves . We give and give of ourselves until there is nothing left. This can lead to compassion fatigue , where our body literally breaks down from the various stressors in our lives. This may show up as migraines, tight jaw, digestive issues, and back pain. If you take away only one thing this week, I hope it is that you will treat yourself with the same loving kindness that you extend to others, because you are so deserving of that too! Until next time, I wish you well. Paulette Back to Coaching Back to Newsletters

Respect. That is a word I would have not have thought of when defining the meaning of developmentally appropriate practices (DAP). Coach's Column Susan Roberts January 3, 2022 The December in-person workshop with Amanda Morgan was such a nice way to close out 2021. It was a great time to be with friends and colleagues for the first time in a year and a half! Amanda presented a powerful workshop on Developmentally Appropriate Practices: Why Our Children Don’t Need Pushing & What They Do Need Instead . There was good conversation about what early educators know about child development and the importance you play in each child’s life. Amanda was able to give facts and research that backed up the importance of play. She stressed the importance of teachers knowing the children they are interacting with and having the knowledge to provide them with meaningful and appropriate activities and interactions. Respectful teacher child interactions are critical. Respect. That is a word I would have not have thought of when defining the meaning of developmentally appropriate practices (DAP). Amanda explained that we need to: Respect that childhood is a valuable and valid time for children to grow and learn so they can reach their full potential. Growing an adult human is a process that takes time, connection with others and much trial and error! Children need to connect with others, hands on experiences with various materials and opportunities to use language in order to learn about their world. We need to respect the larger developmental process. We know that skills are built upon a foundation. Developmental milestones are a guide to building a strong foundation. They are a blueprint we can refer so we can provide playful and meaningful learning opportunities for children to reach towards and practice skills they may have missed. We need to respect children as individuals. The developmental process is not set to a time schedule or calendar. I loved Amanda’s analogy of a budding tree. Not all buds blossom at the same time. But given the proper nurturing they will all bloom. Likewise, children, given a responsive respectful environment will bloom when they are ready. Amanda gave us so much to think about. But you may have been left with some questions. How do I provide my children with developmentally appropriate, play based experiences and still meet the standards set by my center? How can do I explain to my director, co teacher, parents that the children in my care are playing with a purpose and learning as they play? What does a DAP class look like, sound like, feel like and what are the results of playful learning? Well, I am happy to say that Amanda will be back on February 5th with Teaching with Intention & Powerful Play. Join us as she brings together what we know about developmentally appropriate practices, social emotional learning, and learning standards and milestones, to provide appropriate, lasting and playful learning for our little ones. Registration is open now! And let’s hope 2022 continues to give us opportunities to come together, learn together and become our best together! I am wishing you well! Susan Back to Coaching Back to Newsletters

Pathway to Quality | Judy Jablon | Leading for Children Pathway to Quality March 2021 Handout (PDF) Back Judy Jablon Leading for Children Explore how to provide the best early learning experiences to young children. Discover how to help you and your students thrive.

Kindermusik | Betsy Flanagan | Kindermusik January 2017 Handout (PDF) Back Betsy Flanagan