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Teachers often need the summer to refresh and recharge. Coach's Column Amanda Gooch May 1, 2025 What does our roadmap for high-impact teacher support look like? Being a teacher is hard work. Teachers often need the summer to refresh and recharge. Even those of you who work year-round typically spend the summer reorganizing, finalizing plans for the upcoming year and looking forward to the fresh start we all count on fall to bring. The school year may have brought many of you a wave of challenges. Admist all of these challenges, you were unable to recharge as often as you may have needed throughout the school year. When you are running on fumes, an already challenging job can feel overwhelming and sometimes impossible. It may often feel like the starting line of a marathon year. There will always be challenges hiding behind the bends and turns that you won't be aware of until they are right in front of you. You are going to need a compassionate, supporting team of people cheering you on and the rights tools in your toolbox to get you over the finish line. Luckily, contrary to popular belief, teaching is not a sole endeavor. Teaching is a team sport! So how can directors and administrators provide the kind of high-impact teacher support that gets teachers and students where they need to be? The kind of support educators need right now is something actionable, something they can apply right away. They need concrete examples of what this work looks like. They need scaffold support that will meet them where they are and show them how to take it to the next level, a road map to navigate the race route. This is where the partnership of our early childhood education coaches here at Childcare Resources comes in. We are here to support administrators and teachers as you create a culture of growth through goal setting, assessment and non-evaluative feedback. We help to support and accelerate growth through informal observations, training, modeling, mentoring, and professional development. As you enter into this summer season, how can we work in partnership with you to help finalize "survival guide" plans for next year? How can we map "fail proof" route so that there will be evidence for success for all? Let's coordinate the ultimate summer road trip with prepping for summer and into next school year. Step One: Determine your destination - Where will you go to get refreshed? What will you do what you get there? Step Two: Give yourself a check-up before you hit the open road - Your health and well-being need to be the first priority. Step Three: Don't forget to pack the essentials - Do you have all that you need to begin another incredible school year? What needs to be left behind? Step Four: Happy travels - Be in the moment. Do not worry about tomorrow, but deal with each challenge that comes your way, one day at a time. Tomorrow will take care of itself. If you are like us and run out of ideas to relax and de-stress over the summer, here are 86 ideas to choose from. Which one are you looking forward to trying? Stress Relief Tips Starting in June, our coaching team will be part-time until August! We look forward to working with you all when we return. Have an absolute incredible summer. Make sure to come back refreshed, revived and ready to an incredible new school year in August. Wishing you all the best, Amanda & Todd Back to Coaching Back to Newsletters

Learn more about our communities of practice for early educators, facilitated by our early educator coaches. Community of Practice: Center Directors A community of practice is a group of people combining individual and diverse strengths to achieve more together than they can individually. It’s somewhere for you to learn, collaborate and exchange ideas and experiences. Communities of practice are free to attend limited to a small group of participants And provide a certificate of in-service hours/CEUs hands-on learning experiences Register today! Childcare Resources is offering a special Center Director Community of Practice facilitated by Dr. Raquel Diaz. These CoPs will provide directors with a structured, collaborative forum to engage in critical conversations related to their practice, resulting in positive outcomes for children, staff, and programs. Don’t miss out on this exciting networking opportunity! Schedule Two Half-Day Sessions (9 AM to 12 PM) Saturday, August 23, 2025 Saturday, March 14, 2026 Virtual Sessions (6 PM to 7:30 PM) Wednesday, September 3, 2025 Wednesday, November 5, 2025 Wednesday, February 4, 2026 In-Person Sessions (6 PM to 7:30 PM) Wednesday, October 1, 2025 Wednesday, January 7, 2026 Wednesday, April 1, 2026 Learning Showcase Tuesday, March 17, 2026 Register Today! View Flyer

Sadie M Ed, Assistant Director, Childcare Resources School at Childcare Resources of Indian River Sadie Collet M Ed Assistant Director, Childcare Resources School Parent/Child Questions Joined Childcare Resources in 2019 Contact 772-567-3202 ext. 131 Back

Let's talk about the things you can do to help your students - and other people in your life - build the resilience they need to handle trauma. Coach's Column Paulette Maggiacomo January 1, 2021 You asked, and Childcare Resources listened! Save the date! The fabulous and informative Dr. Peg Oliveira, Executive Director of Gesell Program in Early Childhood at Yale , is returning via Zoom on Saturday, January 23rd, presenting Trauma – Informed Practices That Can Benefit All Children . For those of you who attended her first workshop last year, you may remember that everyone was so engaged that Dr. Peg could not finish her entire presentation. She spoke on Gesell Maturational Theory as well as Gesell’s Cycles and Stages of Development . If you would like to review this program, you can download it from our website: https://www.childcareresourcesir.org/professionaldevelopment/Foundations-of-Child-Development Although Dr. Peg's last workshop talked a little bit about trauma, we knew right away from your comments that we had to bring her back. And, in the time since she was last here, that need for information about trauma, stress, and resilience has only grown. We are so excited to bring Dr. Peg back for this workshop. She'll talk about trauma, toxic stress, secondary stress (or compassion fatigue). She'll explore how COVID-19 has affected all of us. And, most importantly, she'll talk about the things you can do to help your students - and other people in your life - build the resilience they need to handle trauma. My goodness, we may have to bring her back a third time if all of us are so absorbed with her presentation again! So I hope that you are able to join us on the 23rd to recharge and have the emotions that you are going through validated and know that you are not alone on this journey. As we come back together from the holiday season, please remember to take care of yourself, don’t forget to breathe, and find joy in the smallest of things . As always, I wish you well, Paulette Back to Coaching Back to Newsletters

Why Nature Matters Coach's Column Amanda Gooch April 1, 2025 Outdoor play is essential for a child's development. Studies show that time sent in nature enhances cognitive function, improves physical health, and fosters creativity. In a world where screens dominate, providing young learners with opportunities to explore the outdoors can nurture curiosity and a lifelong love for nature. Tips for Engaging Outdoor Activities Nature Scavenger Hunt - Create a list of natural items (e.g., leaves, rocks, flowers) for children to find and discuss. Mud Kitchen - Set up an outdoor play kitchen with mud, leaves, and other natural elements to encourage imaginative play. Storytime Under the Trees - Bring books outside and let children listen to stories while surrounded by nature. Bug and Bird Watching - Equip children with magnifying glasses or binoculars to observe wildlife and discuss their findings. Sensory Walk - Encourage children to use their senses to explore different textures, scents, and sounds in nature. Recommended Resource Check out Last Child in the Woods by Richard Louv, which explores the importance of connecting children with nature. Join the conversation...How do you integrate nature into your teaching? Share your experiences and photos with us! Wishing you all the best, Amanda & Todd Back to Coaching Back to Newsletters

Building any relationship takes trust which takes time to develop. Families are entrusting us to value their child. Coach's Column Paulette Maggiacomo August 27, 2020 Relationships, Connections, School Family, and Community are the common threads that weave throughout the Transform Challenging Behavior Virtual Conference 2020 . A successful childcare site needs to be built on these foundations in order to flourish. Having a positive relationship with a child’s family was the basis of Luis Hernandez’s presentation How to Collaborate with Families When There’s Challenging Behavior . What can we do to build successful relationships with families? This relationship begins before we even meet the family. When they call to inquire about our site, how do we speak with them? Are we upbeat, positive, and make it clear that we are happy they called? Or are we in a hurry and just give them the standard line? When we meet them for the first time, do we greet them with a smile and does our body language reflect that smile? Are we truly present as we take them on a tour and listen to their questions and concerns? At the beginning of the school year, do we state our expectations and ground rules clearly? Research has shown that adults need to hear the information presented to them seven times in order to fully integrate – here is where hard copy, email, text, phone call, and face to face conversations come into play. I have heard from more than one director/teacher that texts seem to work best due to the fact that parents check their phone frequently. At the beginning of the year, do we discuss Developmentally Appropriate Behavior and how it is incorporated into our classrooms, observations, and social/emotional learning? Building any relationship takes trust which takes time to develop. Families are entrusting us to value their child. Luis said that when he asked parents what they wanted for their child, the overwhelming response was “I want my child to be safe, happy, and to make friends”. It is up to us to make that a reality. So what happens when we have to have those difficult conversations with parents? If a relationship is there it can be so much easier. Luis talked about the “Sandwich Approach”. When using this approach you: Start with a positive comment Move on to the behavior that needs to be acknowledged End with a positive comment I have seen so many of you do this, now we know the professional name for it. Luis hones in on the fact that as Early Childhood Educators, it is our professional duty to be lifelong learners, we must keep up with new information in the field if we are to advocate for our children. Think of it this way – would you bring your car to a mechanic that was not up to date with the latest technological advances in the automotive field? As we have learned in the past few months, there is so much virtual learning being presented, so many leaders in our profession are offering free materials, and insights on their websites. Think of FLAEYC and NAEYC when looking for professional journals. If we are to support our children and their families, we must know the latest information in issues such as trauma, sensory integration, implicit biases, gender equity, and much more. If you have taken the time to build a relationship with your families and if you continue to be a lifelong learner, it will be so beneficial when you have to have those difficult conversations with parents about their child needing special services. If you have documented observations and used the “Sandwich Approach” it will be so much easier for parents to believe and trust that you truly are a collaborative team and that you are there to support them. Be that person who builds a relationship on trust, honesty, communication, and connection. Be that person who makes the parent feel as if they and their child are welcomed and loved. Be that person. Back to Coaching Back to Newsletters

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

Did you know that 50% of children under the age of 5 have spent half of their life with no social opportunities? And yet we expect them to go to school and succeed. Coach's Column Paulette Maggiacomo December 1, 2021 Oh boy, the holiday season is upon us! As you are reading this maybe you went straight to your Emotional State or even down into your Survival State . If we are feeling this as adults, imagine how our children are coping. While we are dealing with the added stress of trying to make everything perfect (this is the time of year when I really dislike Martha Stewart) , children are going to school with extra stress also. Did you know that 50% of children under the age of 5 have spent half of their life with no social opportunities? And yet we expect them to go to school and succeed. I recently listened to a webinar featuring Dr. Donna Housman, founder and CEO of The Housman Institute , and she spoke about The Power of Emotional Intelligence from Birth to Age 8 . Dr. Housman adamantly stressed how powerful teachers are! You are the ones who are guiding our children through this national state of emergency on children’s mental health. You are the ones that can change the trajectory of a child’s mental health! Let’s explore how you may be already doing this and how you can strengthen the skills you already have. Children are born to learn. Research has shown that 90% of the brain is developed before Pre-K. Every second a million new neural connections are formed in the young child’s brain – if they are not connected by experiences and interactions they will not connect and be lost forever. Each time that you interact with a child, you are helping those neurons connect! How we manage our emotions is how children learn how to manage theirs. When we take that breath and self-regulate, children are taking it in – we always remember that we have to deal with our state before we can help the child deal with theirs. What else can we do? Model calmness Participate in problem solving Use emotional situations as opportunities to talk about emotions and label them Validate the child’s emotions In the past scientists have always stressed the importance of a child’s I.Q. Today, the importance of the E.Q. (Social & Emotional Learning Skills) is the focus. Did you know that a child’s E.Q. determines 80-90% of their success in school, their career, and their life? The other 10-20% is determined by I.Q! There is a direct link between emotions and learning. Dr. Housman spoke about the skills that we can strengthen in children to help them identify their emotions. Recognition and Identification – labeling the feeling Understanding – what the emotion is you are feeling and naming it Expression – non-verbal (hugs, smiles, frown), verbal (I am…) Regulation – manage & cope with emotions and responses This reinforces what we learned from Kim Hughes, Conscious Discipline Master Instructor, this past April at our Feel Your Feelings workshop where she introduced the concept of Emotional Intelligence and the Mood Meter tool. The Mood Meter can help all of us identify and name what we are feeling. In order for a child to be successful and have balance, there must be a positive connection between the teachers, directors, and parents. This collaborative relationship sends a united message for the children by using common language between home and school. Housman used the following correlation: A child cannot balance a 3-legged stool without the other 2 legs. He needs the unconditional love and support of his home family and his school family to succeed . Are you willing to be that person who models and guides a child and his family to fill their tool boxes with the necessary skills to manage their emotions? YOU are powerful! During this holiday season please take the time to pause and reflect on what is truly important. Those gifts cannot be bought at a store, they come from your heart. As always, until next time, I wish you well, Paulette Back to Coaching Back to Newsletters

Let’s practice seeing children’s behavior as a cry for help. Remember, when we see the best in others we bring out the best in ourselves. Coach's Column Paulette Maggiacomo February 1, 2022 Ahhhhh…….February is upon us and brings Valentine’s Day, the day when we reach out to those we love and see the best in others. Wouldn’t it be wonderful if this continued every day? Using The Power of Love and The Skill of Positive Intent as offered in Conscious Discipline®, we can indeed make the world a better place. Dr. Becky Bailey states that The Power of Love allows us to manage our triggers and remain calm enough to see the best in others. Believe it or not, we do not possess the super power of reading someone’s mind and knowing why they did what they did. Let’s take a look at this picture in the lower left of the screen. What is Nancy’s intent? To get the toy that Camden has To hurt Camden because she is mean To express her anger To push my last button We don’t know what her intent was. What if we flipped it and looked at it differently? "Nancy, you wanted the toy so you bit Camden. You didn’t know what else to do. You may not bite, biting hurts. When you want a toy, look at Camden and say, May I have the toy? Let’s try it now." You have shown up with love and lifted both yourself and Nancy up to the higher centers of our brain, taught a new skill, and life moves forward. We cannot change the behavior, we can only see it differently. Let’s practice seeing children’s behavior as a cry for help. Remember, when we see the best in others we bring out the best in ourselves. Your children see everything you do in the classroom. Imagine what they are thinking when you model this type of behavior – they can answer to two questions that enables them to learn: Am I Safe? Am I Loved? They see that you are looking at them with positive intent, seeing that they are missing a skill, and are willing to teach it to them. I wonder what will happen when you see the photo in the lower right...will you look at it with positive intent? I hope so! Until next time, know that I am wishing you well, Paulette! Back to Coaching Back to Newsletters

Annika , Coordinator, Development and Outreach at Childcare Resources of Indian River Annika Sweetland Coordinator, Development and Outreach Joined Childcare Resources in 2024 Contact 772-567-3202 ext. 101 Back

As teachers we are more than just employees, but rather a part of a family. Coach's Column Amanda Gooch April 1, 2023 It was incredible seeing those of you who were able to join us at Childcare Resources’ most recent professional development day featuring Rhonda Meyers of Heartfelt Impressions Learning Centers. For those of you that weren’t able to join us, our training focused on the importance of parent engagement and the Five Languages of Appreciation. So what are the Five Languages of Appreciation and what do they look like in the workplace? Languages of Appreciation are comprised of five individual and unique elements that demonstrate how positive work culture and appreciation can go a long way. It also shows us that people show and receive appreciation in different ways. You can improve your ability to convey appreciation by knowing your options. By knowing how to express appreciation and identifying who in your workplace responds well to what can help you tailor your approach and reap the rewards. As teachers we are more than just employees, but rather a part of a family that supports each other both personally and professionally. The language of workplace appreciation easily crosses over to parent engagement. Let’s talk about how these two elements are connected. Getting parents more engaged in school is a necessary variable in the equation of student success. In fact, parent engagement can have a direct impact on student engagement itself. Multiple studies (Henderson, A. & Berla, N.) prove that students whose parents are actively engaged in their schooling typically show greater social skills, better reported behavior and easier adaptation to school. Read more: https://eric.ed.gov/?id=ED375968 To learn more from the National Education Association and how to help guide yourself and your school in making outreach decisions in order to increase parent engagement, please click on this link: https://www.nea.org/advocating-for-change/new-from-nea/eight-ps-parent-engagement As your Early Childhood Education Coach I am here to help you focus on parent engagement and work as a collaborative team to enhance your practice. By using the Five Languages of Appreciation we will also focus on ways in which to create parent conversations to enhance child specific strategies and skills. These elements of the home/school connection will become more valuable to us as we use them in engaging parents and providing learning opportunities for effective teaching with their children. When using the Five Languages of Appreciation in conjunction with parent engagement we are showing parents and their children that they are seen, valued, and connected. This in turn deepens a sense of meaning in all of our lives. Wishing you the best, Amanda Gooch Back to Coaching Back to Newsletters

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