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Conscious Discipline: April 2021 | Kim Hughes | Conscious Discipline Conscious Discipline: April 2021 April 2021 Handout (PDF) Back Kim Hughes Conscious Discipline

True documentation demonstrates the learning process that a child goes through while exploring a topic Coach's Column Paulette Maggiacomo May 28, 2020 Hi everyone, I hope you have enjoyed the last two weeks of Reggio Emilia. This week we conclude the Reggio approach with documentation. Before delving into this topic, someone might think that documentation means walking around the classroom with a clipboard checking off skills that a child has mastered or has yet to master. While this may be necessary at times, it is not the Reggio way. We as educators know how important it is to collect and display our children’s work. How many of us have seen the beautiful bulletin boards that display perfect work and it all looks the same? I often wondered why my boards never looked like that. I taught in a Catholic school that went from 3-year-olds to 8th grade. During my first year as a PreK-4 teacher, I was putting up my display on the hallway bulletin board and my principal asked if I was going to correct the work – it was messy and did not look pretty. I smiled, took a breath (maybe 10) and told her that we were showcasing my children’s work, not mine. This was the beginning of my Reggio journey and I didn’t even know it! True documentation demonstrates the learning process that a child goes through while exploring a topic. Typically, documentation is a sample of a child’s work at several different stages of completion: Photographs showing work in progress Transcriptions of the child’s discussions, comments, and explanations of intentions about the activity Graphic arts display – drawings and/or paintings Comments by the parents By utilizing all of these items on a documentation board, we illustrate that the child’s work is serious and is valued. The documentation boards reveal how the children planned, carried out, and completed their work. Documentation affords a look at not only the products of a project but the ongoing learning processes that occurred. Displays are not created for entertainment but to inform others on what really happened in the classroom. So now you may be saying to yourself, how do I start this process? Dr. Yu explained that she begins by asking a question: We just read a story on dinosaurs - I wonder what they looked like? What color they were? What did they eat? This leads to discussions where children are allowed to explore. A variety of materials can be readily available for the children to use such as crayons, colored pencils, paint, unlined paper, lined paper, construction paper, Play Dough, blocks, Lego’s, etc. Teachers have discussions with the children about what they are doing and why they are doing it. These are either recorded or written. Pictures are taken (aren’t cell phones wonderful) to show progression. The documentation is then placed on the wall at the child’s height Each documentation board illustrates the learning process for students' families. Dr. Yu states that learning to document what takes place in the classroom means learning to listen, see, observe, and interpret student intentions and actions. This process moves the teacher away from simply collecting works for displays to collecting and creating pieces that can educate others. Back to Coaching Back to Newsletters

Accessibility information for the Childcare Resources of Indian River website. Accessibility Website and Online Accessibility Childcare Resources of Indian River is committed to providing a website that is accessible to the widest possible audience, regardless of circumstance and ability. We aim to adhere as closely as possible to the Web Content Accessibility Guidelines (WCAG 2.0, Level AA), published by the World Wide Web Consortium (W3C). While Childcare Resources of Indian River strives to adhere to the guidelines and standards for accessibility, it is not always possible to do so in all areas of the website. Please be aware that minor issues may occasionally occur as this website is updated regularly. We are currently working to bring all areas of the site up to the same level of overall web accessibility. Current Limitations PDFs linked on this website may not meet accessibility guidelines. Please contact the Childcare Resources office by calling 772-567-3202 for assistance in accessing the information contained in these documents. The preliminary application for childcare and wage estimator currently have accessibility limitations. If you need assistance in completing the preliminary application, please contact our office by calling 772-567-3202. Background images on website pages do not currently support alternate text tags. These images are used for stylistic purposes only, and do not convey information. Videos do not currently support captions. Full transcripts of all videos are available and linked in the video description. Suggestions and Feedback If you have any comments and/or suggestions relating to improving the accessibility of our site, please don't hesitate to contact Kate Saska by calling 772-567-3202 ext. 105 or by emailing Kate@ChildcareResourcesIR.org. Your feedback will help us make improvements. Physical Location Accessibility Childcare Resources of Indian River is located at 2300 Fifth Avenue, Suite 149, Vero Beach, FL 32960. The office and school provide wheelchair-accessible parking and entrances.

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< Back Meet Nico “We searched for months for an affordable place to send Nico,” says Jaime, Nico’s father. “Finding Childcare Resources in our backyard was such a relief.” As Nico settled into his new classroom, his teacher quickly identified that he might be struggling and brought in Childcare Resources’ Wellness and Early Intervention Program. “Nico was a quiet kid,” said Jaime. “We never thought his quietness was because of a speech disorder until his teacher pointed out behaviors. At Childcare Resources, he worked with a speech pathologist. Speech therapy really helped him break out of his shell.” Nico went on to kindergarten in 2023, starting his next chapter with all the benefits that high-quality early education and intervention can provide. “Nico is shining,” says Jaime. “He loves to play soccer and run around with the other kids. Without Childcare Resources, Nico would still be the quiet kid in the corner that is afraid to talk.” Previous Next

Discover how to earn your FCCPC/CDA credential, Director credential, or Childcare Management Specialization Certificate through our credentialing program. Higher Education Program Earn your Staff Credential (FCCPC or CDA) , Director Credential , Associate's Degree , Bachelor's Degree or Master's Degree through the Higher Education Program. Renewal for Staff Credential and Director Credential also available! Courses offered at convenient times for working teachers Classes conducted in a supportive group environment Classes held on the Childcare Resources campus in central Vero Beach Tuition assistance is available through TEACH Students of all educational backgrounds are welcome (requirements vary): Dual enrollment Vocational student College student Current early educator FCCPC/CDA renewal Courses are offered through a collaboration with accredited colleges across Florida. To apply: Complete preliminary application for the higher education program, linked below. Complete enrollment through college or university. Complete enrollment in TEACH , if applicable. Programs Offered Staff Credential Earn your FCCPC through classes at Indian River State College . Courses include Introduction to Child Development (CHD1220) Principles of Early Childhood Curriculum (EEC1202) Creative Experiences for Children (CHD1332) Practicum in CDA Assessment (EEC1946) Apply IRSC Director's Credential In partnership with Indian River State College , you can take Administering a Child Care Center (CHD2800) , and learn about: Licensing Requirements Budgeting Fundamentals Equipping, staffing, and managing your center Applicants must have a current FCCPC or CDA staff credential. Apply IRSC Associate's Degree In partnership with Indian River State College , earn your A.S. in Early Childhood Education . Apply IRSC Bachelor's Degree In partnership with Florida Gateway College , earn your B.S. in Early Childhood Education . Apply Florida Gateway Bachelor's Degree In partnership with State College of Florida, earn your B.S. in Early Childhood Education . Apply State College of Florida Master's Degree In partnership with the University of North Florida , earn your M. Ed. in Curriculum and Instruction , concentration: Early Childhood Education Leadership Apply University of North Florida

Apply to earn your next early education credential. Credentialing Registration To apply to the Credentialing Program, please complete the application below. If you have any questions or need to speak with someone regarding your application, please contact the Higher Education Program: 772-567-3202 ext. 114

It is about our intent – are we willing to let the child explore and create without our interference? Coach's Column Paulette Maggiacomo July 9, 2020 Kisha Reid hooked me into her conference session immediately when she said, “Every single day I see something magical happen in the early childhood classroom” . That is what classrooms should be - a magical place where children are given the freedom to explore what interests them, with materials that are not manufactured, and allowing for children to use them in ways adults may not have thought about. This is the premise of Loose Parts, a term that is credited to Simon Nicholson in 1971. He felt that when children were provided with toys that served only one purpose, it took away all the fun and the crucial learning experiences that come from the creative process. It requires a change in our mindset to understand this premise. Instead of looking at a manufactured toy that normally serves one purpose, we change to, let’s see what a child can do with this material. As Kisha was transitioning her mindset - it doesn’t happen overnight - she still had plastic toys in her classroom. One of these was a castle in bright colors. Two of the boys wanted to take it outside (what is cool is that loose parts don’t just belong in one place – they can be transported to where a child wants to use it). They found a plastic tube and fit it through the castle, then they poured water through and it creating a moat. Who would have thought of that? Not me, that’s for sure. Another change in our mindset is that the best loose parts are the ones you don’t care about - it doesn’t matter if they break, are hammered on or painted on. Hmmmm, that doesn’t sound right. Let me re-phrase: It is about the child’s experience. It is about our intent – are we willing to let the child explore and create without our interference? Examples of loose parts are endless. Kisha finds many through her school families. or at thrift shops, recycling centers, and lumber stores. Of course we may have parts in our home or classroom. Think outside the box: Water, sand, sticks, leaves, flowers, pinecones, shells, bark, feathers, rocks, balls, tires, buckets, containers, digging tools, chalk, ribbons, fabric, spoons, cups, funnels, wood scraps, foam, cardboard, spools….the list is endless. I promise you that once you are open to the concept of loose parts, you will never look at things the same again (just like when we walk through the Dollar Store)….you will see it through the eyes of a child as a material to explore with and learn from. Kisha's Top Five The plastic shelving that you put together. She brought these outside and the children took them apart to make forts and stages Boxes, plastic crates, wooden crates Sand Water Ladders in all sizes – yes, she has the 10 foot ladder outside. When children want to move it, it requires communication, negotiation, and leadership. You may be wondering, how does using loose parts add to my toolbox when dealing with challenging behavior ? Kisha pointed out that when we use manufactured toys, there is usually a small number of them – but with loose parts, there are so many rocks, shells, etc. and that in of itself lowers behavior problems. Look at the following example: Briana and Kaitlin want the same stick and start having a tug of war with it. Kisha does the following: She observes and assesses to see if her intervention is needed She puts her hand on the stick to neutralize the struggle She asks if they are having fun If the answer is yes, then she walks away but continues to observe. If the answer is no, then she uses a strategy called sportscasting . She asks “What can we do?” then repeats what the children say in the form of a question so that the children are coming up with the solutions. There is no time limit to this discussion. It could take one minute or it could take ten, but the idea is to let the children be the problem solvers. Sometimes, a third child may come over and have an idea that works. Kisha stresses that it is important to acknowledge the feelings of the children. When you name the feeling, it takes the behavior down a notch. On a side note, I am embarrassed to say that there were times in my classroom when I said, Fine, I will take this and put it away because you don’t know to share. What skills did I give my children to deal with this in the future? How did I fill their tool box? How did I fill mine? How you set up and organize the environment can have a big influence on the success of loose parts in the classroom: Everything has a home but it can be moved from center to center, indoors to outdoors, and outdoors to indoors There is no time limit – projects can be saved until the next day or the next free play There is no limit as to how many children can be in one place at a time – I know that is so hard for some us. Children will figure out. How do you start? Kisha shared that it is an uphill transition but once it becomes the norm it is smooth sailing. She suggested to first take out all of the plastic food in the kitchen area and replace it with paper, play dough, shells, pine cones, and pom-poms. Allow the children the creativity to use those materials instead. Once you see how this is successful, try another area. Remember, if you take baby steps the transition will be successful. You can also make collections in baskets and allow them to go home to let the children create. Let the parents see the benefits of using loose parts. If you would like more information about loose parts check out the following Be Reggio Emilia inspired Read “Loose Parts: Inspiring Play in Young Children” by Lisa Daly & Miriam Beloglovsky Google – Kisha Reid for her podcasts and Facebook page Google – Community Playthings Once again, please send me pictures if you have been inspired by any of the topics in my newsletter or if you were already incorporating it. I would also be happy to come to your site and take pictures. Until next time, I wish you well. P.S. Don’t judge me, but I have a vast collection of wine and champagne corks should anyone be interested. You may have started your own collection during the quarantine! 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 Handout (PDF) Back 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

What is a “quality learning program” and what does it look like in an early childhood setting? Coach's Column Susan Roberts March 1, 2021 What is a “quality learning program” and what does it look like in an early childhood setting? Is the definition of quality different for a director, a teacher, or anyone else at your center? Or do you all have a common vision of what you feel your center should be like for children and families? These are questions that we will delve into during the next workshop, Pathway to Quality on Saturday March 13th. Our presenter, Judy Jablon from Leading for Children will present the three elements of high-quality early childhood programs and how they work together to improve outcomes for all children. The three elements are: Relationships and Interactions Emotional and Physical Environment Learning Experiences Here are two scenarios. Both of these classrooms have good activities happening. In which do you think quality learning is taking place? Which part of Classroom A or B do you feel are or are not quality learning? Both classrooms are safe and clean. They both have two attentive and caring teachers and children of the same age. Classroom A One teacher is standing to the side supervising children sitting at tables. The tables have puzzles, matching games, books and a collection of plastic trees and animals found in the forest. The table activities are related to the theme of the week: trees. The second teacher is helping children glue precut paper roots, trunks, and leaves to make a tree. The classroom is calm and quiet. The children raise their hand and ask to go to another group when they have completed their table activity. The same activities will be repeated tomorrow so all children have a chance to experience every activity related to the theme. Classroom B One teacher is sitting on the floor talking to a group of children gathered around items they picked up from the playground. Sticks, pieces of wood, rocks and leaves are scattered on the floor. Some children start sorting the items into groups. Others start to sort the groups by color, shape, and length. The teacher notices and asks them what they are doing and why. Another child gets up to get a magnifying glass. The second teacher starts to make a design with the leaves, sticks and rocks, talking about what she is doing. Children add to her design or start their own. One has made a tree out of the sticks and leaves. The classroom has a steady sound of conversation and children are calm. Tomorrow the children will take their mats outside to look up through the tree branches to the sky. They will also “feel” the tree and make bark rubbings. Think about these classrooms in terms of the three elements of high-quality early learning programs. Think about the learning experiences in your classroom. During our next newsletter we will reflect further into what a shared vision of quality looks like, how it is reflected in your center, and how it can improve your center. Until then! Susan Back to Coaching Back to Newsletters

Our History 1994 - 2007 2010 - 2015 2017 - 2024 & Beyond 1994 It all starts with an idea. Founders Sandy Kahle, Kathy Marshall, and Sherry Waddell draft a plan that supports young children through a community network. After a presentation to Indian River County, Community Childcare Resources is founded . 1995 Putting plans in motion. In the first year of service, Community Child Care Resources provides high-quality early education to 20 local children by working with local childcare centers. 2000 Beginning in infancy. Community Child Care Resources expands services to infants as young as six weeks old. 2003 Finding a home. Community Childcare Resources purchases an administrative building in Vero Beach. The organization adds educational opportunities for program parents , hosted in the new space. 2005 Time for a change. After a decade as Community Child Care Resources, the organization adopts a new name - Childcare Resources of Indian River . 2007 Helping local teachers. Childcare Resources establishes the Excellence in Early Education speaker series , bringing nationally-recognized early childhood education experts to Indian River County. 2010 A school of our own. After a capital campaign, Childcare Resources leases space and welcomes the first students to the Childcare Resources School. 2011 Valuing our educators. An investment from generous donors launches the Sponsor a Teacher program, enabling Childcare Resources to recruit and retain high-quality early childhood educators. Continuing today, this program employs over 26 high-quality early childhood educators on our campus . 2012 Starfest is born! A group of dedicated supporters help create Childcare Resources's signature fundraising event, welcoming Emma Walton Hamilton as the first Starfest speaker. Today, the event welcomes hundreds of guests. 2013 Reaching quality. The Childcare Resources School earns accreditation from the National Association for the Education of Young Children , marking the school as a childcare center of the highest quality. 2015 New beginnings. Childcare Resources moves the school and administrative office into a new space, increasing program capacity and adding on-site therapy rooms for program students. 2017 Supporting a community. Childcare Resources adds outreach programs to better support educators , including one-on-one coaching and a credentialing cohort model. 2019 Continuing to grow. The Childcare Resources School adds classrooms, additional on-site therapy rooms, and a dedicated STEM/STEAM room through a five-year pilot program. 2023 Promoting wellness. Childcare Resources hires additional Wellness and Early Intervention staff, focusing on early childhood behavioral and mental health. This program enhances wellness services available to program students, families, and staff. 2024 Marking a milestone. Every staff member at the Childcare Resources School earns an endorsement from the Florida Association of Infant Mental Health. The Childcare Resources School is the first in the state of Florida to accomplish this milestone. Tomorrow Moving ahead. After more than thirty years of impact, Childcare Resources looks to tomorrow. Through your generous support, there is a transformational journey ahead!

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