Search Results

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

The Simple Interactions Tool provides a common, descriptive language to talk about interactions in practice. Coach's Column Amanda Gooch March 1, 2023 It was incredible seeing those of you who were able to join us at Childcare Resources’ most recent professional development day featuring Dr. Dana Winters from the Fred Rogers Institute. Dr. Winters introduced us to the Simple Interactions tool that helped us to notice and appreciate human interactions across developmental settings. For those of you that weren’t able to join us, our training focused exploring these simple interactions and the role they play in early childhood education. The Simple Interactions Tool provides a common, descriptive language to talk about interactions in practice. In utilizing the following tool we will gain a 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. One of my favorite parts of the training was when we were given opportunities to reflect on various video clips of teacher-child interactions within our community. We used the Simple Interactions tool to think about the different settings within our own work environment. We reflected on the interactions within our own practice and created connections to which interactions we tend to see and which interactions we would like to see more in our classrooms. We also discussed resiliency and how supportive relationships and active skill-building in early childhood, strengthen the foundations of resilience. She showed us factors that contribute to and support resiliency. We enjoyed her in-depth discussions on research that shows the single most common finding on children who end up doing well, have had at least one stable and committed relationship with a supportive parent, caregiver or other adult. To learn more about Harvard’s Science of Resilience and why some children can thrive despite adversity, please click on this link . As your Early Childhood Education Coach I am here to help you focus on these simple interactions and work as a collaborative team to enhance your practice. We need to remind ourselves that what children need for learning is simple and deep. Together let’s explore in depth Fred Rogers’ six basic necessities of learning (PDF) . The Fred Rogers Institute has a 20 year history of looking for the helpers, respecting the unique and essential contributions they make to children’s lives, and supporting and uplifting their work. Informed and inspired by the legacy of Fred Rogers, the Helper Awards are an opportunity to honor and recognize the individuals who care for children in ordinary and extraordinary ways in their daily and professional lives. If you know of an early childhood “helper” in our community, would you consider nominating them for this incredible opportunity? I am so thankful to know so many “helpers” here in Indian River County. In our “neighborhood” there is evidence all around us as we elevate and promote the highest quality early childhood development and education. It’s an honor and a privilege to serve alongside you all. Wishing you the best, Amanda Back to Coaching Back to Newsletters

Let’s take some time to review the Conscious Discipline Brain Smart Start Coach's Column Amanda Gooch August 1, 2023 Welcome back to another incredible beginning to the school year. We are starting the year strong with Conscious Discipline. Conscious Discipline utilizes everyday events to cultivate emotional intelligence through a self-regulation program that integrates social-emotional learning and discipline. Let’s take some time to review the Conscious Discipline Brain Smart Start and what that structure looks like in the classroom. The Conscious Discipline Brain Smart Start of the day consists of four activities: An activity to UNITE, an activity to CONNECT, an activity to DISENGAGE stress and an activity to COMMIT. Conscious Discipline designed this combination of activities using current brain research in order to promote an optimal learning state. The Brain Smart Start should be conducted in the classroom daily. Let’s review these four components that make up the Brain Smart Start: 1. Unite: The activity to unite as a School Family involves everyone doing something together. It builds connection, fosters a sense of safety and releases endorphins. These activities can be combined, for example, a School Family chant involving music and movement with a partner would both unite and connect. 2. Disengage: The activity to disengage stress involves deep breathing and stretching. It prepares the brain for cortical learning and turns off the stress response. The four core calming activities used in Conscious Discipline to help disengage are S.T.A.R., Balloon, Pretzel and Drain. The calming activity S.T.A.R. stands for Smile, Take a deep breath And Relax. Taking three deep belly breaths helps to shut off the fight, flight, or freeze response in the body. 3. Connect: The activity to connect the students to the teacher and to each other helps to maintain focused attention and the motivation to learn. It also releases oxytocin, which promotes connection and reduces aggression. Eye contact, presence, touch and a playful setting are the four core components required to truly connect with others. I Love You Rituals are an effective way to incorporate connection in the classroom. Classrooms benefit from I Love You Rituals in routines like the Brain Smart Start, during circle time and after transitions. Teachers and individual students benefit from scheduling regular one-on-one I Love You Rituals with children call for help through difficult behaviors like aggression, tantrums or withdrawal. 4. Commit: The activity to commit oneself to learning involves affirmations and positive thinking. It produces serotonin, teaches responsibility, promotes mindful attention and develops the prefrontal lobe. Making commitments and following through on them builds self-esteem, neurologically bathing the body in feel-good chemicals. These chemicals help focus attention and achieve goals. Commitments help us shift from being unconsciously stimulus-driven to becoming consciously goal-oriented. Commitments can be individual, like having each child take a clothespin with his name on it and place it beside a class agreement. The class can make a group commitment with the teacher stating, “Today I’m going to use kind words with friends,” and the children would signal their commitment with a thumbs up. Provide a time at the end of the day to invite children to evaluate their commitments. The children respond with either, “I did it,” or, “Oops.” An Oops is an opportunity to try again tomorrow. Some children may have difficulty keeping their commitments. Check to see their commitments are specific, narrow in scope and realistic. Instead of, “Today I will be nice all day,” coach them to say, “Today at recess I will invite a friend to play with me.” A Brain Smart Start also offers opportunities to practice social skills. It also provides many chances to model acceptable behavior, reinforce, redirect, or remind. The investment returned on time spent with a Brain Smart Start is repaid many times over. This teaches a sense of belonging, as well as develops skills of listening, attention, expression and empathy. A Brain Smart Start sets the tone for the day. It is not an add on or something extra to make time for, but rather an integral part of the day's planning and curriculum. Wishing you the best, Amanda Back to Coaching Back to Newsletters

Take the time to set the culture in your classroom that empowers your children to self-regulate and to show empathy towards those who are struggling. Coach's Column Paulette Maggiacomo September 3, 2020 You did it, you completed the first week of the new school year while in the middle of a pandemic! You navigated CDC guidelines to keep your children, your classroom, your outdoor areas, and most importantly, yourself, healthy and safe. If there were moments of “oops”, I hope you allowed yourself the grace that you would give to others. Perfectionism during a pandemic is not the goal – helping children navigate during this time using their self-regulation skills should be your goal. Dayna Abraham was a presenter at the virtual conference Transforming Challenging Behavior 2020 . She stressed the importance of taking the time to set the culture in your classroom that empowers your children to self-regulate and to show empathy towards those who are struggling. The time you put into it now will make all of the difference down the road. In order for this to occur, there must be a sense of connection between you and the children, and the children with each other. An opportune time to build this connection is during your circle time each day where you could discuss struggles that might occur during the day. Dayna presented the following scenario: I know that we are all learning to share – pinpoint a struggle Sometimes that can make us really angry – identify the emotion What can we do when we start to feel that way – empowers the children to come up with ideas She front-loaded the class in order to prevent meltdowns and/or tantrums. Imagine the impact this can have on your classroom! Next, Dayna provided some wonderful insight illustrating to me that I had been going about handling this type of incident the wrong way. Let’s say that two or three children are having struggles at the same time in different parts of the classroom. Her suggestion is to go to the child who is in the least of their fight, flight, or freeze state. This is the child who is the least stressed and/or overwhelmed. Assist them first. Then go to the child who is struggling the most so you can put all of your calm, focus and attention on that child. You now have the ability to sit, breathe, and model for them. Often it is easy for us to jump to conclusions as to why a certain behavior is happening. I am sure there have been times when you have thought, “Oh, he/she is trying to push my buttons”, or “Here we go again”, or “I am getting really tired of this child’s behavior.” This is when we need to put on our detective hat to find out what is the root of this behavior. Dayna said that it is like peeling an onion one layer at a time. She suggested asking the “Four W’s”: Who, What, When, and Where . Also ask yourself if the child’s four basic needs are being met: Food, Sleep, Water, and Safety . By doing so you can gain insight and understanding as to the source of the behavior. By being Jessica Fletcher, Nancy Drew, or Veronica Mars you can be that person who empowers your children to learn how to self-regulate! Please remember that we can’t do this without you . Make it a priority to find time each day to do something just for you. As always, until next time, I wish you well, Paulette Back to Coaching Back to Newsletters

The number of children growing up in financial hardship in the U.S. is drastically higher than is widely reported Coach's Column Amanda Gooch October 1, 2023 Over the last few weeks, we emphasized on our most recent technical assistance following our training with Kristen Balhoff. We have had multiple interactions on the importance of supporting neurodiversity in the classroom with a Brain Smart Start. Together we explored the role of adults during children’s significant “brain building” years. We discovered the positive impact of shifting our perceptions from unconscious reflexes and emotional reactions to conscious, wise responses. We also reviewed practical strategies to nurture a felt sense of safety. We are really enjoying hearing more and more success stories of how you have used our follow up technical assistance in the field. As we continue to move through our fall season, we wanted to include more in-depth conversations on our upcoming professional development day led by Tammy Pawloski, Professor of Education and Director of the Center of Excellence to Prepare Teachers of Children of Poverty at Francis Marion University. Tammy is an expert on children in poverty and will guide us as we learn more about bridging the socioeconomic needs of our students and the incredible role we all play in that progress. ALICE is an acronym for Asset Limited, Income Constrained, Employed, and represents the growing number of families who are unable to afford the basics of housing, child care, food, transportation, health care, and technology. These workers often struggle to keep their own households from financial ruin, while keeping our local communities running. The number of children growing up in financial hardship in the U.S. is drastically higher than is widely reported. According to the outdated Federal Poverty Level, 16% of children in the U.S. lived in poverty in 2019. Yet United For ALICE data shows that another 33% — twice as many — were also growing up in hardship, in households that earned above the poverty level but less than what is costs to afford the basics. To learn more from United Way and the ALICE in Focus Series, please click on the link below United Way: ALICE It’s going to be an incredible and interactive time at our next professional development day. We welcome Tammy Pawloski as she presents “Why Poverty Matters - How WE Can Matter More” on Saturday October 14th 2023. Together we will understand the potential negative impact of financial poverty on brain development and school and life success; redefine poverty as the absence of any resource (financial, socio-emotional, physical, cognitive, or spiritual) that creates barriers to school and life success; and take away authentic strategies for removing barriers that emerge when resources are absent. I can’t wait to see you all there. 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

The belief of The Phoenix Cup is that we are responsible for filling our own cups, and people can’t empty your cups Coach's Column Paulette Maggiacomo June 4, 2020 Hi everyone, Transform Challenging Behavior 2020 was a virtual conference created by Barb O’Neill. She literally went worldwide in search of outstanding presenters in the early education field. Barb was the host for each session. The way she actively engaged with each presenter, I felt as if I was actually there! As I continue to work my way through the conference sessions, I am amazed at the quality of presenters and the knowledge I am gaining. It is so interesting to learn about different behavior management programs and how they align with Conscious Discipline. My toolbox is rapidly filling up and I look forward to sharing my insights with you over the summer months. Today I will speak about a program that knocked my socks off! Sandi Phoenix is the Director and Principal Facilitator at Phoenix Support for Educators in Australia. She spoke on Children Who Use Behavior When They Want Attention….or Connection. Her framework, The Phoenix Cups (a model for understanding human behavior) is based upon the work of Dr. William Glasser’s Choice Theory. It states that we are constantly choosing behaviors to meet one of our needs (to fill our cups). These 5 basic needs each have their own cup: Fun, Mastery, Freedom, Safety, and Connection. Very often the behaviors that challenge us come from a child having an empty cup. Sandi explains that if a child doesn’t eat or drink anything all morning then their safety cup will be empty and they are likely to be cranky and uncooperative by the afternoon. The child will attempt to fill up that empty cup using whatever skills they have at their disposal, including choices you may not like. The role of the teacher is to help a child develop the skills to fill their own cups. When the child has lots of skills at their disposal, then they are able to self-regulate. I know that I am preaching to the choir when I say that the secret of good teaching is to control the environment, not the child. By observation, you can determine what the dominant cup profiles are of your children and which tend to be empty. How can you use this information to: Alter your classroom environment from cup – emptying? Front load strategies to lead to less stressful days for you and your children? The Freedom Cup is the most difficult cup to keep full at school. Our children need time to explore and play, especially outside. Barb gave an example of what happens when there is a child who is running around the classroom – the teacher feels this is a sign of disrespect. What if we were able to re-frame this and think of this running around as a sign of a dominant Freedom Cup. How could we address this situation and fill up their cup? Right now I know that many of you are thinking: No way I am going to let this child run around my room! Have you ever seen a teacher chase a child and try to catch him? We all know how that turns out. How can we give these children more freedom? Sandi provided the perfect answer by suggesting that this child could be the Messenger. With another adult, have him go to Classroom A with a note, ask the teacher read it and send him to Classroom B and so on until the child has walked all around the building and has filled his Freedom Cup. When a child grows up in a home that has abuse, trauma, or a small number of high quality connections in their life, their Connection Cup is empty. This results in low self–worth. This child will also have a limited selection of skills to choose from in trying to fill that cup. What can we do to help this child? Sandi turns to Dr. John Gottman's research which shows that you need a 5:1 ratio of positive genuine interactions to 1 negative or 1 corrective one. Instead of saying, “How many times have I told you to not run?” Try this: Julie, you really wanted to be first in line. Remember, Joe is our line leader today. We use walking feet to be safe. I know you can be safe. Show me what to do if I want to get on line. You did it. You used your listening ears. You walked to the line. Sandi also suggests using micro-connections with the child: Giving them a thumbs up. Looking at them like you’re delighted to see them. Greet them warmly. Have a secret handshake. Have a one on one sustained conversation with them. To neutralize negativity, say what you saw and then ask a question. "You pushed Samantha so you could get there first. What could you have done instead?" The Phoenix Cup framework sounds very familiar to a popular ‘bucket filling strategy’. The belief of The Phoenix Cup is that we are responsible for filling our own cups, and people can’t empty your cups. How often do we hear a child say, "He made me mad!" As a teacher, we can teach the child the skills to fill their own cup, called Skill to Fill . When an environment fills all five cups there is little misbehavior. The teacher does not have to use stickers, reward charts, or other classroom management systems that reinforce people pleasing and not teaching the skills the children need. The children are able to fill their own cups and self-regulate. Isn’t that what we all want? As I mentioned in the beginning, this presentation touched my heart. I went to the website www.phoenixcups.com.au and did two things: I took the quiz to see what my dominant cups were and the results were spot on. Can you guess what mine are? Have fun and take the quiz! I ordered Sandi's book, The Phoenix Cups – A Cup Filling Story . Don’t freak out when the total comes to $50.00 – that is Australian currency! Based on the transaction rate of the day, my total came to $33 including shipping. I hope that I have tweaked your interest as The Phoenix Cup framework is another tool you can add to your tool box! Until next time, I wish you well! Back to Coaching Back to Newsletters

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

Reggio Emilia with Dr. Angela Eckhoff | Angela Eckhoff | Old Dominion University Reggio Emilia with Dr. Angela Eckhoff October 5, 2024 Handout (PDF) Back Angela Eckhoff Old Dominion University Make learning and teaching visible in early learning spaces. Investigate the nature of learning in early childhood environments Discover what your image of the learner is and what your role is as the teacher Learn what it means to document learning, and how documentation can help you become a more effective educator Available at no cost to early educators in Indian River County Certificate of in-service provided CEUs available from FLAEYC Breakfast and lunch will be provided Join us for the opportunity to network with your colleagues Workshop will be held at First Presbyterian Church

Simple interactions provide opportunities for children to safely explore, test out, and try new things Coach's Column Amanda Gooch February 1, 2023 Human interactions are an active ingredient in child development. As early childhood educators, there is a basic level of communication that we draw upon when we have simple interactions with children. Together let’s explore these simple interactions and what importance they play in early childhood development. Simple interactions are playful, respectful, enjoyable and rewarding interactions and experiences for young children. Simple interactions with children are an important aspect of early childhood education and are a building block for many skills including problem solving, social and emotional intelligence and self-regulation. Simple interactions provide opportunities for children to safely explore, test out, and try new things. By establishing these simple interactions through connection, reciprocity, and inclusion, we are developing positive relationships with young children and an opportunity for them to grow and thrive. On our next professional development day, we will welcome Dr. Dana Winters from the Fred Rogers Institute as she presents “Simple Interactions.” Simple Interactions (SI) is a practice-based, strengths-focused, and community-driven approach to support helpers who serve children, youth, and families. The following link will provide you with a video which demonstrates the idea of how systems and communities can work together to support a relationship-based vision. Simple Interactions Video Did you know that February 11th is National Make a Friend Day? It’s absolutely incredible that on our next professional development day we get to honor the legacy of Fred Rogers by being compassionate, gracious and kind hearted to those around us. In one of Fred Rogers’s final good-bye messages, he addresses his “television neighbors” directly, “… I’m so grateful to you for helping the children in your life to know that you’ll do everything you can to keep them safe. And to help them express their feelings in ways that will bring healing in many different neighborhoods. It’s such a good feeling to know that we’re lifelong friends.” (The Good Neighbor: The Life and Work of Fred Rogers by Maxwell King pg. 352) The message from Fred Rogers still resonates today and I “simply” can’t wait to make friends with you all. As always, 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 Back to Coaching Back to Newsletters

Learn more about our educational outreach programs including professional development, coaching, and credentialing. Programs for Educators Professional Development Find out more Coach ing Find out more Credential ing Find out more Past Trainings Find out more

Explore the local childcare centers that we currently contract with. Contracting Centers Childcare Resources currently contracts with two additional privately-owned childcare centers throughout Indian River County. All centers are accredited through NAEYC. Current Contracting Centers Community Preschool 1901 23rd Street Vero Beach, FL 32960 772-562-3633 Visit Community's website Learning Nest 1088 Barber St Sebastian, FL 32958 772-589-3288 Visit Learning Nest's website

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