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To better understand why challenging behavior occurs we need to be aware of the brain states and how they affect decisions that are made by both adults and children. Coach's Column Paulette Maggiacomo September 10, 2020 “Discipline isn’t something you do to children, It’s something you develop within them” Becky Bailey There were so many excellent speakers at the Transforming Challenging Behavior Online Conference 2020 . I truly felt that I learned something from each one. The presenter that spoke straight to my heart was Elizabeth Montero-Cefalo. She spoke on How to use Conscious Discipline Strategies in Preschool . As an Early Education Coach I have seen the positive impact that Conscious Discipline can have when practiced with fidelity. When practiced this way it can transform how you self-regulate and in turn be taught to the children entrusted into your care. To better understand why challenging behavior occurs we need to be aware of the brain states and how they affect decisions that are made by both adults and children. Conscious Discipline refers to these three brain states: Survival, Emotional, and Executive. The Survival State equates to the Brain Stem and is asking, Am I Safe? The developmental need is for safety . The trigger can be perceived as a real threat. Behaviors exhibited are fight, flight, or freeze. In the Emotional State which is the Mid-brain, the question being asked is Am I Loved? Connection is the developmental need. This state is triggered when things are not going our way and we respond with verbal and social aggression - here is where we will see the swearing, name calling, words such as ‘poopey head,’ ‘I don’t like you,’ ‘You can’t come to my birthday party;’ blame (‘It’s all your fault’) , and guilt (‘You are a mean teacher’) . The Executive State is the optimal state which occurs in the Pre–Frontal Cortex. In this state learning can occur because the brain is asking, What Can I Learn? Problem solving in social settings is what the brain is looking for. In this state there is empathy and goal achievement. So how do we guide ourselves and children through these states? Elizabeth spoke about the concept of DNA which translates to Describe the body, Notice the feeling, Acknowledge the child's intention. Here is an example of how DNA can be used: Levi is not participating during clean-up time. D(escribe): “Levi, you are leaning against the wall, your head is down, and you are holding tightly to a Lego truck.” When you see that moment when he looks at you, you can take a deep breath (ideally three) and move to the next step. N(otice): “You seem sad.” A(cknowledge): “You didn’t want to stop building with the Legos”. This is usually a guess on your part and believe me they will correct you if you are wrong. In this case I was and Levi said, “I didn’t want anyone to help me clean–up. I wanted to do it by myself.” Levi has upshifted to his Executive State, he is now ready to problem solve. It looks like this: “Oh, you wanted to clean-up by yourself. What words can you say to your friends the next time it is time to clean–up?” Depending on the child’s verbal skills, you may have to coach them through it. Levi said to me, “I can tell them don’t help me.” I asked him if he could think of a nicer way to say it. He thought and said, “I could say, please don’t help me, I like to do it by myself.” Mission accomplished! Ideally, the best time to model this (and any other behavior you want to see) might be during your morning time gathering where you could practice this as a class. One of my all-time favorite acronyms that Elizabeth spoke about is Q-TIP, "Quit Taking it Personally ." This year I am going to keep these in my teacher bag and hand them out to those in need. Some early educators believe that “Debbie” woke up in the morning and her first thought was, “How can I bug my teacher all day” ? Are you willing to try the Q-TIP approach and use DNA when observing challenging behaviors? Brain research has proven that children strive on routines and predictability. What better way to do this than to have visuals around your classroom, these instill a sense of safety in the children. (See below for a picture of a hand washing routine in a 2 year old classroom.) Children achieve a great sense of independence when they are able to ‘read’ the visuals, it truly empowers them. So take out those phones and snap away :) Don’t hesitate to send me pictures of your schedule, routines, or even a video showing DNA. In a perfect world we would all remember to self-regulate ourselves first and then go to the child, see the positive intent and see the best in others, and to remember that ‘discipline’ means to teach not punish. Remember to allow yourself to feel the grace you give to others when you have an ‘oops’ moment. Keep breathing and remember, You’ve got this, I have faith in you. Until next time, as always, I wish you well, Paulette Back to Coaching Back to Newsletters

Conscious Discipline: Baby Doll Circle Time | Kim Jackson | Conscious Discipline Conscious Discipline: Baby Doll Circle Time September 2016 Handout (PDF) Back Kim Jackson Conscious Discipline

Discover the mission, history, leadership, staff, financial information, impact, and news of Childcare Resources. About Childcare Resources Finances & Impact Find out more Mission, Vision, and Values Find out more Leader ship Find out more Meet the Team Find out more News & Publications Find out more Media Gallery Find out more History Find out more

Explore our program impact in the 2019-2020 fiscal year. Elevating Early Education Impact Report 2019 - 2020 149 children provided with high-quality care 1,002 On-Site Therapy Hours Childcare Resources students in need of one-on-one therapy work with dedicated therapists as part of the regular school day. 447 Parent Engagement Hours Program parents engage in their children's education by volunteering and participating in other educational activities 680 Volunteer Hours Dedicated volunteers assist the Childcare Resources School both in classrooms and on the school playground, enriching our School Family. 10 Standards of Quality Accredited by NAEYC, the School meets ten standards of quality including the use of developmentally-appropriate practices. "To our children we give two things: the roots to grow and the wings to fly" 3,068 children impacted by outreach programs 2,496 Professional Development Hours Three quality early educator workshops, offered to local teachers at no cost, had a combined attendance of 416. 51 Credentialing Students 28 students worked towards a Director credential and 23 worked towards a staff credential. 780 Coaching Connections Early educator coaches aided 29 clients and held communities of practice that impacted 21 educators. Additional Outreach Programs Childcare Resources provides additional support and programs to teachers and school directors to improve quality. "It takes a big heart to shape little minds." Celebrating Starfest with Dr. Becky Bailey In early 2020, Childcare Resources brought Conscious Discipline founder Dr. Becky Bailey to Indian River County. In addition to being the featured Starfest speaker, Dr. Bailey met Childcare Resources students, presented to community stakeholders, and held a pep rally for local educators. "Discipline is not something you do to children; it is something you develop within them." -Dr. Becky Bailey

Explore the last three years of our financial and impact information. Finances & Impact In the interest of providing accountability and transparency, our annual audited financial statements, annual report, and form 990 for the past five fiscal years are linked below. Additionally, the linked Impact Reports provide details of how Childcare Resources programs impacted our community in each fiscal year. Additional information can be obtained by calling our administrative office: 772-567-3202. FY 2024-2025 Annual Report (PDF) Impact Report (PDF) Financial Statements (PDF) Form 990 (PDF) FY 2023-2024 Annual Report (PDF) Impact Report (PDF) Financial Statements (PDF) Form 990 (PDF) FY 2022-2023 Annual Report (PDF) Impact Report (PDF) Financial Statements (PDF) Form 990 (PDF) FY 2021-2022 Annual Report (PDF) Impact Report (PDF) Financial Statements (PDF) Form 990 (PDF) FY 2020-2021 Annual Report (PDF) Impact Report (PDF) Financial Statements (PDF) Form 990 (PDF)

Sophia , Grant Specialist at Childcare Resources of Indian River Sophia Olsinski Grant Specialist Grants Joined Childcare Resources in 2023 Contact Back

Reggio Emilia & CLASS Coach's Column Amanda Gooch November 1, 2024 We had such an incredible and interactive time at our last professional development day. We welcomed Dr. Angela Eckhoff, Professor of Teaching and Learning at Old Dominion University, as she presented Reggio Emilia - Make learning and teaching visible in early learning spaces . Together we investigated the nature of learning in early childhood environments, discovered what our image of the learner is and what our role is as the teacher. We also learned what it means to document learning and how documentation can help us become more effective educators. As we are visiting centers, we have greatly enjoyed seeing the technical assistance, following Dr. Eckhoff's training, being used throughout your classrooms. For more Reggio inspired hanging art ideas, check out our friends at Fairy Dust Teaching ! Rob Kelly, teacher and learning specialist from the Department of Education, tells us as teachers, we often find ourselves in positions of authority and knowledge, guiding our students through their learning journeys. However, it is essential to recognize that we, too, are constantly learning and growing. One of the most valuable lessons we can teach our students is the importance of making mistakes and using them as opportunities for growth. The Classroom Assessment Scoring System (CLASS) teaches us that children's self-regulation and resiliency function in the classroom is increasingly recognized as an indicator of school readiness. Children who are motivated and connected to others in the early years of school are much more likely to establish positive trajectories of development in both social and academic domains. Teachers' abilities to support self-regulation and resiliency function in the classroom are therefore central to any conceptualization of effective classroom practice. The dimensions we will cover at our next workshop and are included in the Emotional Support domain on the CLASS include the following: Positive Climate: The emotional connection, respect, and enjoyment demonstrated between teachers and students and among students. Negative Climate: The level of expressed negativity such as anger, hostility, or aggression exhibited by teachers and/or students in the classroom. Teacher Sensitivity: Teachers' awareness of and responsivity to students' academic and emotional concerns. Regard for Students' Perspectives: The degree to which teachers' interactions with students and classroom activities place an emphasis on students' interest, motivations and point of view. 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 all the best, Amanda & Todd Back to Coaching Back to Newsletters

Wunderled - Unlock the Power of Play | Sally Haughey | Wunderled Wunderled - Unlock the Power of Play December 9, 2023 Handout (PDF) Back Sally Haughey Wunderled Understand your identity and gifts as an early childhood educator Understand brain science research around learning environments Learn to appreciate the small meaninifgul interactions in your work

Need to get in touch? Explore our location, hours, and phone numbers. Contact Us Phone Numbers & Hours of Operation Childcare Resources School 772-778-8884 Monday - Friday 8:00 am - 5:30 pm Childcare Resources Office 772-567-3202 Monday - Friday 8:30 am - 5:00 pm Childcare Resources School & Offices 2300 Fifth Avenue, Suite 149 Vero Beach, FL 32960 Helpful Hints Childcare Resources is located on the south side of the Omni Financial building (formerly the Doctor's Clinic) The school entrance is just to the right of Alzheimer-Parkinson Association, down the covered walkway The administrative offices are to the right of the school entrance, up two steps

What is Your Why? What would your children remember if it was their only day? What would be their memory of you? Coach's Column Paulette Maggiacomo November 2, 2020 Spread the news, shout it from the rooftops…..Lisa Murphy, ‘the Ooey, Gooey Lady’, will be presenting at our virtual workshop on Saturday, November 14th from 9:00 – 3:00!!! Lisa is an active and engaging storyteller, people who have attended her workshops often ask her if she is a stand-up comedian on the side. In her first session, What If Today Was Their Only Day? , she will take us on a grand tour of Miss Mary’s Nursery School which she attended when she turned 3. It was then and there that Lisa decided to become a teacher. She will identify the how, and why, that one day solidified this decision. Lisa will ask you, What is Your Why ? What would your children remember if it was their only day? What would be their memory of you? Will they take your joy and love of teaching with them? Now that Lisa has re-energized us as to why we do what we do, her next session will focus on Identifying and Creating Child Centered Environments . Lisa believes in developmentally sound, play-based, child-centered, hands-on early childhood environments that are grounded in best practice. She will lead us through the twelve principles of Developmentally Appropriate Practice (DAP) which is needed for a high quality childhood environment – our ultimate goal. In the afternoon, Lisa will talk about a topic that is close to my heart and I am sure to yours as well, The Importance of Early Experiences: How playing IS school readiness . She will discuss how a foundation of play supports the house of higher learning and the seven things we must do with children each day. PLAY as we know is essential for children to succeed. I am hoping that Lisa will discuss how to deal with the ‘wolves’ at our door who do not see the value of play. Once we able to articulate the ‘why’ of play, the ‘wolves’ will retreat. I invite you to spend the day with us. Connect with other early educators via zoom. Sometimes we all need a reminder of just how important our jobs really are! Back to Coaching Back to Newsletters

Are you interested in working at Childcare Resources? Explore our open positions and submit your resume! Join our team VIEW SCHOOL OPENINGS Director of Philanthropy Drive Major Gifts. Empower Children. Strengthen Communities. Are you ready to make a profound impact on the lives of children and families? Childcare Resources of Indian River is seeking a dynamic Director of Philanthropy to lead our major gifts strategy and champion a culture of giving. As we expand our reach and launch the next phase of our Transforming Tomorrow capital campaign, you’ll play a pivotal role in cultivating relationships, inspiring generosity, and shaping the future of early childhood education in our community. If you’re passionate about building meaningful connections and driving transformational change, we want you on our team. Please submit resume t o Michele Harr: Michele@ ChildcareResourcesIR.org View Job Description (PDF) What does it mean to be part of the Childcare Resources team? We understand that we’re part of a school family . We believe that strong, open communication is the key to everyone’s success. We work towards the same goals . We practice gratitude . We think big . We are transparent . We believe that our culture, like our organization, creates impact . We believe that what we do shapes a better tomorrow . What can you expect from your teammates - and yourself? Creative mind full of ideas. Eyes that see opportunity . Strong voice to advocate for the families we serve. Big heart that’s full of passion for our mission . Arms that lift up our teammates . Hands that are always willing to help . Legs that stand up for what’s right . Feet that dance when we celebrate a win . School Positions Assistant Teacher Responsibilities Provide a safe and stimulating classroom environment Implement age appropriate curriculum Foster relationships with parents Meet NAEYC requirements Maintain files and records Abide by all laws and regulations Minimum Qualifications High school diploma 1 year of experience working with young children in a classroom setting DCF training certification Level II background screening First aid and CPR training Commitment to obtain staff credential within one year of employment (FCCPC or CDA) Hours 40 hours per week, year-round Apply Today Full-Time School Support Specialist Responsibilities Assist in various classrooms Provide a safe and stimulating classroom environment Implement age appropriate curriculum Foster relationships with parents Meet NAEYC requirements Maintain files and records Abide by all laws and regulations Minimum Qualifications High school diploma 1 year of experience working with young children in a classroom setting DCF training certification Level II background screening First aid and CPR training Commitment to obtain staff credential within one year of employment (FCCPC or CDA) Hours 40 hours per week, year-round Apply Today Part-Time School Support Specialist Responsibilities Assist in various classrooms Provide a safe and stimulating classroom environment Implement age appropriate curriculum Foster relationships with parents Meet NAEYC requirements Maintain files and records Abide by all laws and regulations Minimum Qualifications High school diploma 1 year of experience working with young children in a classroom setting DCF training certification Level II background screening First aid and CPR training Commitment to obtain staff credential within one year of employment (FCCPC or CDA) Hours 20-25 hours per week, year-round Apply Today Childcare Resources has available positions for dedicated, responsible and caring individuals who have a passion for working with young children. We offer competitive salary and benefits, as well as the opportunity to work in a state-of-the-art school with skilled and professional colleagues. What does it take to join our team? A desire to teach through inspiration and exploration. Every child learns differently and it's your role to create the spark! A commitment to implement a thoughtful and well-planned curriculum. As a NAEYC-accredited school, our curriculum addresses all aspects of child development. An understanding that your role as a caretaker and an educator can make a life-long difference for a child. The nurturing and education children receive in their first five years shapes the rest of their lives. A willingness to partner with parents. We encourage parents to be involved in their child's education and we encourage teachers to provide guidance and support. An enthusiasm for continued learning. Childcare Resources provides ongoing professional development opportunities, including workshops and coaching. What We Offer: Witness Wonder Children play on a carpet in a preschool classroom. Who We Are About Childcare Resources and what working here means A Childcare Resources Team Member Qualities of a team member Witness Wonder Children play on a carpet in a preschool classroom. 1/4

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 Handout (PDF) Back 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.