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The Science of Reading Coach's Column Amanda Gooch November 1, 2025 To circle back on what we focused on during the workshop, we want to remind you that the Science of Reading is an interdisciplinary body of research from fields like education, psychology, and neuroscience that explains how humans learn to read. It demonstrates that reading is not innate skills and identifies specific, explicit instructional practice that are most effective for teaching reading to all students. There are five key components of effective reading instruction that are central to the Science of Reading. Phonemic Awareness : The ability to hear, identify, and manipulate the individuals sounds (phonemes) in spoken words. This is a purely auditory skill and is a prerequisite for learning to read. Phonics : The understanding that there are predictable relationships between the sounds of spoken language (phonemes) and the letters and spellings (graphemes) that represent those sounds in written language. Instruction should be systematic and explicit. Fluency : The ability to read text accurately, quickly, and with proper expression (prosody). Fluent readers can focus on comprehension because they do not have to labor over decoding individual words. Vocabulary : The knowledge of word meanings. A robust vocabulary is crucial for comprehending texts. The Science of Reading emphasizes intentional, systematic vocabulary instruction. Comprehension : The ability to understand derive meaning from a text. This depends on both decoding and language comprehension and involves higher-level thinking skills. The science of reading is essential in early childhood education because it provides evidence-based methods for how children learn to read. It helps educators understand the essential components of literacy and how these skills develop together. By applying the science of reading, teachers can use effective instructional strategies that prevent reading difficulties, support all learners, and build a strong foundation for future academic success. Wishing you all the best, Amanda, Todd, and Jensen Back to Coaching Back to Newsletters

Conscious Discipline: Supporting Neurodiversity | Kristen Balhoff | Conscious Discipline Conscious Discipline: Supporting Neurodiversity August 26, 2023 Handout (PDF) Back Kristen Balhoff Conscious Discipline Learn how to use Conscious Discipline to support neurodiversity with Certified Instructor Kristen Balhoff : Explore the role of adults during children's significant "brain building" years Discover the positive impact of shifting your perception Review practical strategies to nurture a felt sense of safety

Sponsorship opportunities for Starfest, Childcare Resources' signature fundraiser. Thank you for being a part of Starfest 2026! Please scroll through the available sponsorship opportunities below.

Challenging Classroom Behavior | Dr. Allison Betz | Challenging Classroom Behavior March 2016 Handout (PDF) Back Dr. Allison Betz

So how do we discover a new approach to teaching that prioritizes play, child-led exploration, curiosity and wonder? Coach's Column Amanda Gooch January 1, 2024 How many of you are still talking about our last professional development day? For those of you who did not get an opportunity to attend, we welcomed Sally Haughey from Fairy Dust Teaching, now called Wunderled. We reset, rebooted, and refueled together as she unpacked her play-activated pathway model. Throughout the day we were able to find our true teaching heart and honor our gifts as an early childhood educator. Sally placed an emphasis on understanding brain science research around learning environments, children’s play, and why choice matters. The power of repetition and the beauty of everyday moments were explored as we learned to appreciate the small meaningful interactions in our work and reflect on the science behind care. Maitland Farms Preschool Early Educators reflected that the workshop was a “refreshing reminder that the magic of learning lies not in perfection, but in intention. When we encourage our student's curiosity by incorporating nature into our play, it sparks engagement, encourages exploration, and fuels a genuine interest in acquiring knowledge.” Together we can strive to curate new ideas, strategies and resources that will save us time and energy. If you are ready to teach with more ease and intention, click on the following link to explore more about Wunderled. Wunderled So how do we discover a new approach to teaching that prioritizes play, child-led exploration, curiosity and wonder? Discover dozens of creative Play Invitations to engage children and spark their imaginations that will: INCREASE engagement, creativity, and problem-solving skills. MORE joyful and playful learning environment. REDUCE prep time. You can learn more about play invitations by clicking on the following link: Wunderled Play Invitations It’s going to be an absolutely incredible time at our next professional development day. We welcome Coy Bowles from the Zack Brown Band as he presents “Connect to Your Calling” on Saturday February 3rd 2024. Just a friendly reminder, the workshop will be back at First Presbyterian McAfee Hall. Together we will gain an understanding of the key factors in investigating the root causes of success or fulfillment. Participants will recognize the importance of the “Butterfly Phase/Window of Opportunity” for child development and the implications of that for teaching and learning. We will recognize the importance of a social emotional foundation for every student and reflect on how connecting to our calling and sharing our origin story is crucial in regaining clarity, passion and purpose for being an early childhood educator. To learn more about Coy Bowles and how his successful musical career enabled him to create an advocacy platform for literacy, early education and teacher appreciation, click on the following link: Coy Bowles Each organization represented at the workshop has opportunity to receive Coy Bowles’ “Behind the Little Red Door Activity Kit” presented by Lakeshore Learning. Those organizations that will be receiving the kit are committing to follow up technical assistance that will include early childhood education coaching. The kit recipients are expected to utilize, implement and share the tools and resources they acquired from attending the workshop with their colleagues or local community. Examples might include: Lunch and learn at a staff meeting, share in professional learning communities or write a blog post to share their kit story on Childcare Resources website or newsletter. Within this kit, Coy Bowles, author and member of the Grammy Award-winning Zac Brown Band, promotes social-emotional competence, creativity and storytelling with an all-in-one kit based on his book, Behind the Little Red Door. Featuring beautiful illustrations and lighthearted rhymes, the book shows what might be behind an intriguing red door—from a field of red flying foxes to a room that’s upside down. Kids discover it could be anything…if they just use their imaginations! The kit is packed with engaging materials, including a CD featuring 10 original songs written and performed by Coy himself. Plus, you get a storytelling board with 10 facial features and 25 storytelling pieces, skill-building activity cards, puzzles, books and more! All components store neatly in the custom-designed box. Little Red Door Activity Kit As always we thank you for your dedication and willingness to pour into the next generation through education as we elevate and promote the highest quality early childhood development and education in Indian River County. Wishing you the best, Amanda & Todd Back to Coaching Back to Newsletters

Reggio Emilia | Gigi Schroeder Yu, Ph. D. | Reggio Emilia April 2017 Handout (PDF) Back Gigi Schroeder Yu, Ph. D.

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

Teaching with Intention & Powerful Play | Amanda Morgan | Not Just Cute Teaching with Intention & Powerful Play February 5 2022 Handout (PDF) Back Amanda Morgan Not Just Cute Explore how to develop a pattern of effective, enjoyable, intentional teaching. Discover how to encourage powerful play through meaningful interactions and your classroom environment.

Early Childhood Educator of the Year Join Childcare Resources in celebrating the incredible impact early childhood educators have on our community! In its inaugural year, this award will recognize the outstanding contributions, remarkable passion, and true dedication of early childhood educators across Indian River County. Complete the short form below to nominate someone for early childhood educator of the year. Be sure to include your name your center your email and phone numbers why you are nominating this early educator Winners will be announced at the Conscious Discipline professional development workshop on Saturday, August 29, 2026. VIEW FLYER (PDF)

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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