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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

Welcome Welcome visitors to your site with a short, engaging introduction. Double click to edit and add your own text. Read More Message from the Executive Director Dear early education champion, Each year at Childcare Resources culminates in graduation. At this ceremony, we celebrate our students and all that they have accomplished as they move on to kindergarten. This is an emotional day, as many of these graduates have been with us since they were infants. As I reflect on their five years with us, I also reflect on all of the years of generosity we have received from incredible supporters like you. As an advocate for early childhood education, you know the importance of the first five years. A child’s brain develops more connections, and at a faster pace, than during any other period of growth. The programs Childcare Resources provides – the programs you support – are crucial during this critical time. You are truly shaping the future. This year, I wanted to look back at how your support has provided the positive experiences our graduates needed to be ready for success in kindergarten and further. You will journey alongside Ned, Luke, and Kairi as the Childcare Resources programs you have supported work together to build their brains and provide the foundation for future success. Thank you for all that you have done, and all that you continue to do. I am so grateful. Warm regards, Shannon McGuire Bowman, MEd, MA, CFRE Executive Director About My name is Alexa Young Briefly introduce yourself and share something interesting with website visitors. Double click to edit the text. About Me Ned, 2018 Luke, 2018 Kairi, 2018 From the Start In the fall of 2018, infants Ned, Luke, and Kairi began the Childcare Resources enrollment process. Each child’s family met with a team of staff members to ensure the transition to a full-time early childhood education program would be a successful one. These meetings included general health and developmental assessments conducted by the Wellness and Early Intervention (WEIP) team . The WEIP team continues to support each student as they grow and move through the school. WEIP conducts annual hearing and vision screenings, provides family engagement and education programs, and coordinates regular developmental assessments. When deemed necessary, WEIP also manages therapeutic intervention services. In the five years since the class of 2023 enrolled, 4,754 therapy hours have been held on-site at the Childcare Resources campus. Ned enjoys Bubble Day, part of NAEYC's Week of the Young Child Luke engages in open-ended constructive play on a rainy day. Kairi peruses her classmates' work at a monthly outdoor Art Walk. Growing, together As Ned, Luke, Kairi, and their classmates grew into their toddler years, they were provided with the high-quality early learning experiences that build a foundation for success. To maintain best practices, Childcare Resources hosts professional development workshops that are free for early childhood educators to attend. Since the fall of 2018, 18 workshops have been presented, reaching 564 unique local early educators. These workshops have featured topics in art, math, literacy, fine motor skills, and more. With the addition of the Higher Education Program , early childhood educators have been provided the opportunity to grow, too. Between the Fall 2018 and Spring 2023 semesters, 144 degrees and credentials were awarded to local early childhood educators through the program. 31 of those educators were employed by or volunteered at the Childcare Resources School. "I want to be an engineer to build cool things" - Ned, 2023 "I want to be a paleontologist to find dinosaurs." - Luke, 2023 "I want to be a makeup artist to do pretty designs." - Kairi, 2023 Poised for success Towards the end of their time at the Childcare Resources School, Ned, Luke, Kairi, and their classmates are ready for success. They have had high-quality learning experiences with knowledgeable, credentialed educators. The WEIP program has monitored their progress and provided assistance to each student and his or her family. The class of 2023 has had five years of foundational growth. They are ready for great things. And it's only because of you. Through your contributions, Childcare Resources has built a comprehensive program that supports each child, but also supports that child's family, educators, and surrounding community. Because of your generosity, we are building a better tomorrow for all of Indian River County. Thank you for the graduating class of 2023. And thank you for the graduating classes of the future. . "Without you, I could not have balanced work and family responsibilities so effectively. Childcare Resources has been a crucial support system." Courtney, Ned's mother "Luke and I are both thriving because of you! Luke is ready for kindergarten and I'm now a teacher and homeowner." Abby, Luke's mother "Because of you, I have been able to pursue school and further my career, while knowing my kids are cared for a loved, without struggling with the high prices of childcare." Allison, Kairi's mother 5 Years of Growth In their last year of preschool, students are assessed in the academic skills needed to be successful in kindergarten. The assessment is conducted three times and monitors progress across early math and literacy. Skills assessed include: Alphabet Recognition: matching uppercase and lowercase letters, matching sounds to printed letters, and knowing alphabetical order Print Concepts: the ability to distinguish words from letters, and knowing how to determine word borders. Phonemic Awareness: the abilities to rhyme, blend, and segment words By the last assessment period, fifteen of eighteen students showed as academically on course for kindergarten readiness: Welcome visitors to your site with a short, engaging introduction. Double click to edit and add your own text. Anonymous (3) Mr. Brian A. Baker Bernard Egan Foundation Mr. and Mrs. William Brewster Mr. and Mrs. Dick Brickman Mr. and Mrs. Timothy Buhl Mr. and Mrs. Richard Burgoon David E. Retik and Christopher D. Mello Foundation Grand Harbor Community Outreach Mr. and Mrs. Christian Hammarskjold Mr. and Mrs. Richard Haverland Head, Heart and Hands of Indian River Club Mr. and Mrs. John Hendricks Mr. and Mrs. Albert Horton Mr. and Mrs. Timothy Hultquist Ms. Susan Hunter and Mr. Douglas Watson Indian River County Children's Services Advisory Committee Jake Owen Foundation Kelsey Family Foundation Mr. and Mrs. Hal Lambert Mr. and Mrs. Peter Lee Matthew J. and Anne B. Smith Foundation Ms. Wanda Lincoln Mr. John P. Moran Mr. and Mrs. David Neithercut PNC Foundation Quail Valley Charities, Inc. Mr. Donald Riefler Mr. and Mrs. Julian Robertson Mr. and Mrs. Randall Rogers Mr. and Mrs. John Spooner Ms. Helen Sarah Steyer Mr. and Mrs. Thomas Steyer Syde Hurdus Foundation, Inc. The Educational Foundation of America United Way of Indian River County

Spring 2024 newsletter, featuring Starfest, Founders' Award, 30th anniversary, and success stories Spring 2024 in this issue: Center stage at Starfest Founders' Award: Carol Buhl You uplift educators! Meet Kim and Julian 30th Anniversary Spring 2024 DOWNLOAD (PDF) Center stage at Starfest Thank you for supporting early childhood education for children in our community! “The backbone of the entire American infrastructure has been built and rests on early educators,” said Coy Bowles, multi-platinum music star of the Zac Brown Band and early education advocate. “Every kid strongly stands on a foundation built before they were seven years old.” More than 400 people joined Coy and Childcare Resources to support early childhood education at this year’s Starfest luncheon and evening events. Held at Riomar Country Club on Friday, February 2nd, Coy discussed how the framework of a strong foundation in early years fosters resiliency and healthy development in children. Through music and storytelling, he touched on the significant impact an early educator can make in a child’s life. Evening attendees witnessed the compelling story of Kim, a program parent. She detailed the many ways in which Childcare Resources helped set up the foundation for her children’s success and her own professional success. “I am proud to have my family be a part of this program,” she said. “Where Childcare Resources continues to put the children and family’s needs first.” From heartfelt live music to spirited conga lines, Coy’s inspiring presentation will leave a memory and message that attendees will not easily forget. “I have toured so many wonderful schools across the country,” Coy remarked. “But Childcare Resources is a shining example of what all the other schools are working to perfect. It is clear as day. Your investment is making a difference.” Up Load More Center stage at Starfest You help families thrive! Your generosity helped a local family build the foundation for success. When Covid hit, Kim was new to Florida with a one-month-old son. The days were tough and lonely as a single mother. “Everything was shut down and I was struggling to find good quality childcare. I wanted a place that would be safe to bring Julian on a daily basis,” says Kim. After learning about the early education program offered by Childcare Resources, Kim did two things: she enrolled Julian in the school and applied for a teaching position. “To come to work every day while also being present for my child’s educational journey was a blessing.” During Julian’s first year enrolled at Childcare Resources, the Wellness and Early Intervention director suggested to Kim that Julian be evaluated. “My quiet, clumsy, sweet boy who was scared of loud noises quickly began to stand out,” says Kim. “It turned out that Julian needed speech, physical, and occupational therapy.” Julian was quickly enrolled in a wellness program and on-site therapists worked diligently with him to reach developmental milestones. After only a year and a half, Julian graduated from the wellness program, no longer needing braces during physical therapy. “Now that we are two years into therapy, Julian is thriving,” says Kim. “Childcare Resources made it possible for him to remain on track in his education. He will be starting VPK in the fall and I cannot believe how much he has grown and overcome.” “Childcare Resources has done so much for my family,” continues Kim. “I never feel alone. I am proud to be a part of this organization and beyond grateful for the care and attention my children receive.” Up Meet Kim and Julian Spotlight on Giving Founders' Award 2024 Honoree Carol Buhl Attendees at the Starfest luncheon were treated to the presentation of the Founders’ Award bestowed upon Carol Buhl. This well-deserved recognition highlights her unwavering dedication and long-term commitment to the mission of Childcare Resources. Carol’s impactful contributions extend beyond her active involvement in the Program Committee and the professional development of teachers in Indian River County. She also takes the lead in overseeing the Wishlist program, a heartwarming initiative that gathers and thoughtfully sorts donated gifts, ensuring program students enjoy a truly magical holiday experience. Congratulations to Carol for her outstanding efforts and well-deserved recognition! Up Founders' Award: Carol Buhl You uplift local educators! “Thank you for the reminder that my role as a teacher actually matters.” The Starfest weekend continued at the Childcare Resources’ Professional Development workshop where Coy Bowles presented to more than 125 early childhood educators, representing more than thirty local childcare centers and organizations. Coy’s workshop centered on gaining an understanding of the key factors at play when investigating the root causes of success and fulfillment. He urged attendees to share the reason they became educators in the first place. For Katherine, this was simple. After graduating high school, she planned to get a teaching degree, but getting pregnant at a young age made this goal harder to achieve. After two decades of working to make ends meet as a single mother, Katherine followed her original dream and applied for a teaching position at Learning Nest. “I was beginning a journey which I thought could never happen at my age: shaping the minds of the next generation through love and education.” With the help of Childcare Resources’ Outreach programming, Katherine now has her CDA credential and associate degree. She plans to continue with a master’s degree in early childhood education. “This job truly is the most rewarding one out there. The smiles and laughs of the children are the reason.” Up You uplift educators! 30th Anniversary Through your generous and continued support, Childcare Resources is celebrating thirty years of providing and promoting high-quality early childhood education for children throughout Indian River County! We’ll be sharing more about our anniversary celebration plans soon, but there are plenty of ways you can get involved right now: Take a tour! Bring a friend and tour our state-of-the-art school. Become a volunteer! You can brighten a child’s day! Learn more about how our endowment fund secures the future! To learn more about any of these opportunities, please contact Tiffani Atteo: 772-567-3202 ext. 102. Up

Celebrating Parents Celebrating Educators Celebrating Students Celebrating Success Celebrating Parent Success “I was determined not to be a statistic. When I found Childcare Resources, I found more than just childcare; I found a community that supported my dreams.” Meet Natalia & Jayden Fifteen years ago, a young mother faced an uncertain future. A high school senior with a newborn son, Natalia was determined to continue her education and build a better life for her family. She found her answer at Childcare Resources. 2025 READ MORE “It was an easy and clear decision, even before Reece was born, that this was where his educational journey should start.” Meet Gabrielle & Reece When Gabrielle was pregnant with her son, Reece, she already knew where his foundation for learning should begin. Working next door at the Alzheimer and Parkinson Association, Gabrielle had the unique opportunity to witness firsthand the unwavering dedication of Childcare Resources. 2025 READ MORE "I wouldn’t have been able to pursue my career goals and continue my education if it wasn’t for Childcare Resources." Meet Maileigh, Ava & Avery Almost a decade ago, Maileigh was in desperate need of childcare. She was a full-time student, finishing a Licensed Practical Nursing program, and she needed a place for her four-month-old daughter, Ava. 2023 READ MORE "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." 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. 2023 READ MORE "I wish every parent and child could experience the benefits of what quality early education does. These are the most transformational years." Meet Abby & Olivia With affordable childcare made possible by supporters like you, Abby was able to attend college full-time while Olivia received high-quality childcare. 2022 READ MORE Celebrating Educator Success "Being a part of the Higher Education Program was an experience of excellence. Networking with students gave me strength and encouragement in my craft." Meet Gladys Attending Childcare Resources’ director networking meetings and professional development workshops, Gladys has worked hard to better serve the children, families, and educators she supports. 2023 READ MORE "In three years, I was able to earn my CDA staff credential, my Director’s Credential, and just recently I earned my Associate’s Degree." Meet Kayte When she learned that Childcare Resources also offered the opportunity to earn credentials and degrees in early childhood education, Kayte enrolled in classes right away. 2022 READ MORE Celebrating Student Success “I am so grateful to Childcare Resources for providing a safe place for my child to learn and grow. He has learned and developed so much!” Meet Jamari When Jamari first entered the infant room at Childcare Resources, he was a happy baby. But soon, teachers noticed that he was struggling to engage. The Wellness and Early Intervention team reached out to his mother Judean to ensure he received the proper support. 2024 READ MORE “Nico is shining. Without Childcare Resources, Nico would still be the quiet kid in the corner that is afraid to talk.” Meet Nico 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. 2023 READ MORE "Childcare Resources helped my child find a home away from home. We love the staff and the families we have grown to know over the last five years." Meet Naomi Naomi excels at meeting all of her developmental milestones and we can’t wait to learn about her future successes! 2022 READ MORE "Childcare Resources helped me achieve my personal and professional goals, and allowed my daughter to learn and grow in many aspects of her childhood." Meet Gianna During these first years, Gianna practiced letters and sounds with teacher-led activities and learning experiences during her days at the CCR School. 2021 READ MORE

The Importance of Early Experiences & Sensory Play Every Day | Lisa Murphy | Ooey Gooey Lady The Importance of Early Experiences & Sensory Play Every Day November 2020 Lisa Murphy Ooey Gooey Lady Handout (PDF) Workshop Photos Back

With quality early language acquisition, by age five, a child is capable of learning up to 2,000 vocabulary words. Coach's Column Amanda Gooch December 1, 2022 Our team of Early Childhood Education Coaches are here to help you concentrate on child engagement and work as a collaborative team to enhance your practice. We continue to work on ways in which to create child led activities, be flexible in our plans within those activities, and make an effort to emphasize children’s interests which facilitates learning. We are on hand to help demonstrate and model best practices in early childhood education and support you in your classrooms. Over the last few weeks, our technical assistance has emphasized key take aways from our recent training 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. As we continue to move through our fall season, I wanted to include more in depth conversations on emergent literacy activities for preschoolers and how to boost early literacy and writing in young children. Are you aware of some of these stunning child literacy statistics? How incredible is it that in the first three years, infants and toddlers begin acquiring the first of thousands of words they will use throughout their lives? With quality early language acquisition, by age five, a child is capable of learning up to 2,000 vocabulary words. 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 and writing are useful and meaningful within those experiences. When thinking about emergent literacy and writing, how can we look at our learning centers and add meaningful writing materials and literacy props for our early learners? Let’s take a deeper look at some of the stages of emergent writing. Pay special attention to the stage, description and example of what emergent writing looks like as it progresses from drawing all the way through to conventional spelling and sentence writing. To learn more about promoting preschoolers’ emergent writing, learning centers, and books that promote writing; click on this NAEYC link: Emergent Writing I am looking forward to hearing more success stories of how you have used our follow up technical assistance materials and see how your students have responded to those resources. If any of you need additional assistance in implementing, I am available for you in enhancing your practice. 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. Back to Coaching Back to Newsletters

Nominate someone to receive the Founders Award, presented annually at Starfest each year. Founders Award The Childcare Resources Founders’ Award is presented annually at Starfest and recognizes volunteers with a history of outstanding service and dedication to Childcare Resources, to its mission, and to early childhood education as a whole. Recipients of the award have demonstrated a long-term commitment to the organization, creating lasting impact through outstanding professional, philanthropic, and/or volunteer service. To suggest someone that should be recognized, please complete the form below or contact Monica Cheslak .

I always thought that when a child had a meltdown/tantrum in front of me it was because they felt safe with me. Turns out that is not always the case! Coach's Column Paulette Maggiacomo August 13, 2020 Someone recently asked me if I was getting tired of continuing listening to the Transform Challenging Behavior Virtual Conference - after all, what could I possibly learn after being in the education field for 30 years? That is one of the advantages of being a lifelong learner, there is always something new and exciting to learn! This week’s newsletter focuses on The Brain and Behavior Integration with Samantha Moe. I had many “aha” moments. I always thought that when a child had a meltdown/tantrum in front of me it was because they felt safe with me. Turns out that is not always the case – sometimes it is the adult that is contributing to the meltdown/tantrum. This was the springboard for the discussion on two types of parenting styles which also can be attributed to teaching styles. When you look at the pictures, please note difference in the words authoritative and authoritarian. I apparently did not notice the difference at first and got confused. Anyway, when the balance of power is somewhat equal (meaning the child is able to have a voice and express their needs/wants) the child feels valued. This does not mean that the child can do anything they want all the time – that would be permissive, when the adult hands the power over to the child because they themselves don’t know what to do and never follow through. Also on the side of that beam is the authoritarian style where the child has no control what so ever – it’s my way or the highway! Think about which style best represents you and how it affects your classroom. I also learned about Decision Fatigue and how it has a big impact on young developing minds because they have less life experience. This is not to say that children should not be given choices, but to be careful that we are not asking them to make unnecessary ones. A perfect example of this is at lunchtime when children are tired and hungry. How many times have we asked them if they want each specific item and we get that glazed over look telling us that they can’t make a decision? Samantha refers to the Upstairs and Downstairs parts of the brain. The Downstairs part is the brain stem which activates the flight, fright, or freeze response. Here the child is unable to use their words to express themselves, their Upstairs brain or the prefrontal cortex has gone offline and they have flipped their lid. This is the time for the adult to be a mirror neuron for the child. If you reflect calmness and quietly breathe in front of the child, you will calm the fire in their brain, and they will reflect the calmness in return. Of course, you have to be calm in order to do this, which may require many deep breaths on your part. As early educators we walk a fine line between asking questions and making statements. Have you ever caught yourself saying: It’s time to line up, okay – Do you want to clean up? When saying this, we are giving a choice when there is none. When you rephrase it to: It’s time to line up – It’s time to clean up , it takes the question out and lets them know what is going on. Did you know that on average it takes a child 40 seconds to take in what you say and to change gears ? Some children may need longer to process what you have said. If a child says no, how can you use compassion to validate them? This is where our Conscious Discipline language fits in so nicely, "You were hoping to keep playing, it is time to go outside. It’s hard, breathe with me, you can do it." "No Steven, I said no Steven , did you not hear me Steven - I said no, what part of no do you not understand Steven , for heaven’s sake Steven knock it off, I told you to stop that Steven , why can’t you follow my direction Steven, STOP IT Steven." ...How are you feeling right now if you are Steven? A recent study came out that said by the time children are toddlers they receive a stern directive or correction every nine minutes ! Step back and reflect on if you use negative instructional statements such as these or if you incorporate more positive instructional statements that guide your children. One of the biggest sources of concern right now is the effect of screen time on a child’s meltdown/tantrum. When a child is watching the cartoon, voices with their high pitched sounds, the bright colors, and blue light excites the brain and creates adrenaline within the brain. The child becomes over stimulated. This is why the American Academy of Pediatrics recommends that children have no screen time for 2 hours after waking up and no screen time for 2 hours before going to bed . How in the world is that ever going to happen? Parents are rushed in the morning and will do just about anything to get out the door. The same thing happens when they return home and have to get dinner ready, etc. Can you imagine telling a parent that they have to follow this? Samantha suggested looking for opening when you are talking with parents. For example, if a parent tells you how hard it is in the morning, you could tell them that you recently learned the recommended guidelines mentioned above. A child’s brain is remarkable and how wonderful is it that we are a part of its journey. Early educators have a tremendous responsibility – work hard and sparkle as I know you can. Until next time, I wish you well. Back to Coaching Back to Newsletters

It can be common for kids to lose some of their learning over the summer break. Coach's Column Amanda Gooch June 1, 2025 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 may be 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. 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 this link: Drop Everything and Read 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: 50 Summer Books for Kids Wishing you all the best, Amanda & Todd Back to Coaching Back to Newsletters

These team building activities provide opportunities for children to develop important character skills while having fun and building positive relationships with their peers. Coach's Column Amanda Gooch April 1, 2024 The spring season of our school year comes with high expectations. Many students are excited and motivated to learn. Several, however, need to have strategies in place that will allow them to continue to build up relationship skills and encourage them to work together. The activities below can encourage students to build their relationships with each other through team-building activities that are fun and engaging and reinforce collaboration, communication, social interaction and creativity. Here are some engaging and developmentally appropriate team building activities: Animal Charades - Children take turns acting out different animals while their peers guess what animal they are pretending to be. This activity encourages teamwork, creativity, and non-verbal communication. Obstacle Course - Set up a simple obstacle course using cones, hula hoops, tunnels, and balance beams. Children work together in teams to navigate the course, helping each other and cheering on their teammates. Group Art Project - Provide a large piece of paper or canvas and art supplies such as paint, markers, and collage materials. Children collaborate to create a mural or collage, taking turns adding their own artistic touches. Outdoor Scavenger Hunt - Create a list of natural items for children to find and collect outdoors, such as leaves, rocks, flowers, or sticks. Children work together in small groups to search for items and check them off their list. Team Challenges - Set up group challenges such as building the tallest tower using only spaghetti noodles and marshmallows or creating a bridge to span a gap using only paper and tape. Children collaborate to brainstorm ideas and work together to complete the challenge. These team building activities provide opportunities for children to develop important character skills while having fun and building positive relationships with their peers. To learn more about team building activities and games for kids, visit this link: Team Building Activities We are excited to help end the year strong with you all as we continue to be “bucket-fillers” for our students. We truly believe many of these team building activities and games are a reflection of Tammy Pawloski’s focus on how much we matter to the field of education. Our play based bucket filling activities set the foundation for our student’s futures as we help them to reach their goals and dreams every day. For more bucket filler activities that encourage kindness in your classrooms, visit this link: Bucket Filler Activities If you have an epic team building or bucket-filler activity that you do with your students please let us know. We would love to come to your centers and see the incredible work that you do for children in Indian River County. Back to Coaching Back to Newsletters

Explore resources and information for currently-enrolled families in the Childcare Resources program. Current Families Helpful Resources

Terms of service for the Childcare Resources of Indian River mobile messaging program. Mobile Messaging Terms of Service Last updated: November 21, 2023 Childcare Resources of Indian River, (“Childcare Resources”, “we”, or “us”) operates a mobile messaging program (the “Program”) subject to these Mobile Messaging Terms and Conditions (the “Mobile Messaging Terms”). The Program and our collection and use of your personal information is also subject to our Privacy Policy [insert link to your privacy policy]. By enrolling, signing up, or otherwise agreeing to participate in the Program, you accept and agree to these Mobile Messaging Terms and our Privacy Policy . 1. Program Description: We may send promotional and transactional mobile messages in various formats through the Program. Promotional messages advertise and promote our services and may include service opportunities and program updates. Transactional messages relate to an existing or ongoing transaction and may include registration reminders, registration confirmations, and meeting reminders. Mobile messages may be sent using an automated technology, including an autodialer, automated system, or automatic telephone dialing system. Message frequency will vary but will not exceed 12 messages per month. You agree that we, our affiliates, and any third-party service providers may send you messages regarding the foregoing topics or any topic and that such messages and/or calls may be made or placed using different telephone numbers or short codes. We do not charge for mobile messages sent through the Program but you are responsible for any message and data rates imposed by your mobile provider, as standard data and message rates may apply for SMS and MMS alerts. 2. User Opt-In: By providing your mobile phone number to us, you are voluntarily opting in to the Program and you agree to receive recurring mobile messages from us at the mobile phone number associated with your opt-in, even if such number is registered on any state or federal “Do Not Call” list. You agree that any mobile phone number you provide to us is a valid mobile phone number of which you are the owner or authorized user. If you change your mobile phone number or are no longer the owner or authorized user of the mobile phone number, you agree to promptly notify us at [insert email or other contact method]. Your participation in the Program is not required to make any purchase from us and your participation in the Program is completely voluntary. 3.User Opt-Out and Support: You may opt-out of the Program at any time. If you wish to opt-out of the Program and stop receiving mobile messages from us, or you no longer agree to these Mobile Messaging Terms, reply STOP, QUIT, CANCEL, OPT-OUT, and/or UNSUBSCRIBE to any mobile message from us. You may continue to receive text messages for a short period while we process your request and you may receive a one-time opt-out confirmation message. You understand and agree that the foregoing is the only reasonable method of opting out. For support, reply HELP to any mobile message from us. Our mobile messaging platform may not recognize requests that modify the foregoing commands, and you agree that we and our service providers will not be liable for failing to honor requests that do not comply with the requirements in these Mobile Messaging Terms. We may also change the telephone number or short code we use to operate the Program and we will notify you of any such change. You acknowledge that any requests sent to a telephone number or short code that has been changed may not be received by us and we will not be responsible for failing to honor a request sent to a telephone number or short code that has been changed. 4. Disclaimer of Warranty and Liability: The Program is offered on an “as-is” basis and may not be available in all areas, at all times, or on all mobile providers. You agree that neither we nor our service providers will be liable for any failed, delayed, or misdirected delivery of any mobile message or information sent through the Program. 5. Modifications: We may modify or cancel the Program or any of its features at any time, with or without notice. To the extent permitted by applicable law, we may also modify these Mobile Messaging Terms at any time. Any such modification will take effect when it is posted to our website. You agree to review these Mobile Messaging Terms periodically to ensure that you are aware of any modifications. Your continued participation in the Program will constitute your acceptance of those modifications.