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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 According to the outdated Federal Poverty Level, 16% of children in the U.S. lived in poverty in 2019.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

< Back Meet Naomi Naomi is just one of our amazing 2022 graduates! While that means the end of her time at the Childcare Resources School, it means she is beginning her journey into elementary school and beyond. Because of your support, Naomi has been able to attend our high-quality early childhood education program since she was just seven months old. Naomi excels at meeting all of her developmental milestones and we can’t wait to learn about her future successes! From her infant class with Ms. Kathy, through her one-year-old class with Ms. Colleen, twos with Ms. Fio, threes with Ms. Sadie, and finally her four-year-old VPK class with Ms. Marilyn, Naomi has been provided with high-quality learning experiences. These experiences culminated in Naomi exceeding expectations and being ready to begin kindergarten with a solid foundation prepared to take on any future challenge with confidence. “Childcare Resources provided me with the stability I needed to advance in my career. I am currently pursuing a bachelor’s degree in nursing, says Kayeshia, Naomi's mother. "From the school staff to the class families, I have received so much encouragement and support. 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.” Previous Next

Why Poverty Matters - How WE Can Matter More | Dr. Tammy Pawloski | Francis Marion University Why Poverty Matters - How WE Can Matter More October 14, 2023 Handout (PDF) Back Dr. Tammy Pawloski Francis Marion University Learn more about briding the socioeconomic needs of your students and the incredible role you play in that progress: 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 Take away authentic strategies for removing barriers that emerge when resources are absent

How many of us feel like we are juggling on any given day? How is it possible to keep all these plates up in the air? Coach's Column Paulette Maggiacomo August 6, 2020 How many of us feel like aw are juggling on any given day? How is it possible to keep all these plates up in the air? What happens when we drop one plate, or two, or three? With all that is happening in our world today, how are we even keeping any plates up? Today, let’s talk about Resiliency, Self-Care, & Lifelong Learning. Dr. Antoinette Taylor’s presentation How Can I Deal with This Child’s Behavior When I’m Juggling So Many Plates? truly resonates with me. Keeping plates spinning all of the time is overwhelming! She shared that in order to be resilient, we must press pause and realize that we can’t keep all the plates spinning but we can take the plates off the sticks and manage them. Let us manage the plates instead of them managing us. How do we do this? As early education professionals, we must be lifelong learners. New research is constantly coming out in our field and it is important for us to be able to articulate it. Teachers feel empowered when they have the knowledge to address what is occurring in their classroom. So how are we able to continue this learning journey? Encourage participation in professional development workshops presented in our area. The internet has exploded with virtual learning. Use it to your advantage. Dr. Taylor said that we often talk about children having “summer slide” but teachers do too! Directors: it is vital to carve out time to schedule staff development days with no children present . I know what you are thinking - my parents work and this would be so inconvenient for them. On the other hand, think of how beneficial it would be for your teachers to come together as a School Family, connect, and learn something new. This time also allows teachers to know that they have a voice and are valued and respected. In turn, it also gives them confidence to apply what they have learned which ultimately has a positive impact on the children in their care. Let me paraphrase a popular saying: A happy teacher makes a happy child. Challenging behavior is often the reason for a plate to wobble and fall. So, let’s take it off and manage it. Believe or not, children do not wake up thinking how am I going to misbehave in class and annoy my teacher? Their misbehavior is a time for us to teach the skills that they are missing. As early childhood educators, we know that it is not our job to diagnose children. But due to our passion as lifelong learners we are often the first ones to notice that a child might have a developmental delay or is in need of some kind of extra service. Dr. Taylor states that child development is nonlinear and our different domains can develop at different rates. Here is where she discussed “twice exceptional children”. These children are at or above average in one domain of development, yet need support in another area or domain of development. Athletes are a perfect example, where one might excel at football but not at basketball. A child may have strong fine motor skills but weak in social/emotional skills, for example, they might enjoy spending time painting but have a meltdown if another child wants to have a turn. So instead of thinking, what is wrong with this child? They are making me crazy! We must switch our mindset and realize that the child is not doing this to us. Instead of saying they can’t, how about saying they can? Engaging in this virtual conference has reinforced my belief that there is no one right answer in dealing with challenging behavior. I have learned that for me, it comes down to self- care . If I am not taking care of myself, then it reflects in my daily interactions with those around me. If I carve out time for me every day, even if it is just for a few minutes, then my interactions reflect a positive vibe. Therefore, instead of having a “Q-Tip” (Quit Taking it Personally) mindset, I am able see that the person in front of me needs my compassion and empathy. 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

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

Art is more than just a fun activity in the early childhood classroom. Coach's Column Amanda Gooch July 1, 2025 Summer is here, bringing with it longer days, warm sunshine, and a perfect opportunity to reflect, recharge, and get inspired for the upcoming school year. As we enjoy this season of growth and exploration, it's a great time to think about the creative opportunities we offer our youngest learners, especially through the power of art. So why is art important for early childhood development? Art is more than just a fun activity in the early childhood classroom. It's a vital tool for cognitive development, emotional expression, and fine motor growth. When young children engage in open-ended art experiences, they learn to make choices, solve problems, and express themselves in ways that words alone can't capture. Whether it is finger painting, sculpting with clay, or experimenting with collage materials, every mark they make tells a story of exploration, learning, and identity. Incorporating daily art experiences encourages creativity, fosters imagination, and build confidence. Art also supports early literacy and math skills, think of all the counting, measuring, patterning, and storytelling that naturally happen through artistic play. And most importantly, it gives children the freedom to be themselves in a nurturing, expressive space. Art exploration is not only fun and entertaining, but also educational. Here are some tips from Michigan State University for growing your budding artist: Educational Art Tips As you prepare your classrooms for the fall, consider how you can make art even more accessible. Stock your art centers with a variety of materials, display children's work proudly, and allow time for uninterrupted, child-led creativity. Remember, it's the process, not the product, that matters most. Together we are wishing you a summer filled with joy, inspiration, and a splash of color! Wishing you all the best, Amanda & Todd Back to Coaching Back to Newsletters

Together we will gain an understanding of the key factors in investigating the root causes of success or fulfillment. Coach's Column Amanda Gooch February 1, 2024 Only two more days until literacy and early education advocate by day, and multi-platinum music star by night, Coy Bowles shares some pretty exciting things with us on Saturday, February 3rd. You are going to want to dust off your vocal cords as we sing and dance along with Coy when he presents “Connect to Your Calling.” Coy Bowles is probably best known as a guitarist, keyboardist, singer and songwriter for the three-time Grammy Award-winning Zac Brown Band. However, off stage, he is a teacher and parent blazing trails in the world of early education. With five highly-praised children's books under his belt, Coy recently released an activity kit based around his hit book, Behind the Little Red Door, an unforgettable story of imagination and creativity. 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 an emotional and social 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. This is a friendly reminder that each organization represented at the workshop has an 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. Every recipient to the workshop will go home with some coveted Lakeshore swag and one of Coy Bowles newest books. Behind the Little Red Door Kit Wishing you the best, Amanda & Todd Back to Coaching Back to Newsletters

Stories and testimonials highlighting successes from Childcare Resources of Indian River's clients. Celebrating Success We are so proud of the students, families, and educators that participate in our programs. Join us in celebrating the stories of: students like Calix , Naomi , and Gianna program parents like Alison , Maileigh and Abby educators like Gladys and Kayte the Childcare Resources school and school classrooms like the Ducklings 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. After learning about the early education program offered by Childcare Resources, Alison quickly enrolled Sierra when she was nine months old. “Childcare Resources helped Sierra come out of her shell,” says Alison. During Sierra’s time at Childcare Resources, Alison made the decision to go back to school in addition to working full-time, earning an Associate’s Degree in General Education. In 2018, Sierra graduated from the Childcare Resources School and moved on to kindergarten. Alison also graduated that same summer, having earned a Bachelor’s Degree in Criminal Justice. Today, Alison is a Certified Child Welfare case worker and works in the adoption unit of a statewide nonprofit. Sierra recently started fifth grade at a local elementary school, where she is thriving. “During her last school year, Sierra received awards for improving on math and reading skills almost each quarter,“ says Alison. “Sierra also plays softball and recently participated in the county-wide track meet.“ “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,“ continues Alison. “Childcare Resources helped Sierra grow into the smart, independent, and loving child she is today.“ Alison in 2018. View Transcript "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." -Alison Alison, a program parent Meet Gladys Local early childhood education center director Gladys Williams has long been committed to furthering her knowledge and education. Attending Childcare Resources’ director networking meetings and professional development workshops, Gladys has worked hard to better serve the children, families, and educators she supports. When she first heard about the Childcare Resources Higher Education Program , it was the clear next step she had been waiting for. “Being a part of the Higher Education Program was an experience of excellence,” says Gladys. “Networking with students gave me strength and encouragement in my craft.” This past spring, Gladys graduated from Indian River State College, having earned her Associate’s Degree in Early Childhood Education with the help of Higher Education Program staff. Says Gladys, “I am excited to remain involved with the program to further my education and capabilities.” "Being a part of the Higher Education Program was an experience of excellence." -Gladys Gladys, a local center director NAEYC Accreditation This spring, the Childcare Resources School successfully renewed its accreditation with the National Association for the Education of Young Children (NAEYC) . From the earliest days of placing students in partnering schools, the focus of Childcare Resources has been on the high level of quality that NAEYC accreditation indicates. “One of the main missions of Childcare Resources was to have quality preschool, and we felt the best way to provide for that quality was for our schools to be accredited with national accreditation, which was NAEYC,” says co-founder Sherry Waddell. “The priorities that I felt were very important were teacher-child ratio, parent involvement, and the curriculum.” Through the generosity of donors like you, Childcare Resources has flourished and grown, establishing our own preschool more than a decade ago. Through your continued support, the Childcare Resources School first earned accreditation through NAEYC in 2013 and successfully renewed in 2018. “Renewing our accreditation affirms so many things about our school and staff,” says Tara Beard, Childcare Resources School Director. “It indicates that we use a developmentally-appropriate curriculum, employ well-trained teachers, use quality materials, and provide a healthy classroom environment.” By renewing NAEYC accreditation, the Childcare Resources School joins an elite group of fewer than 6,000 preschools nationwide that obtain this accolade. “NAEYC-Accredited programs have committed to a process that takes time, energy and dedication to complete,” states Alissa Mwenelupembe, NAEYC Senior Director Early Learning Program Accreditation. “Childcare Resources has demonstrated their commitment to young children and their families.” The Childcare Resources School renewed national accreditation for third five-year term. NAEYC accreditation renewal Meet the Ducklings the Ducklings Meet Calix Calix in 2021. View Transcript Calix, a current student Meet Maileigh 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. When she discovered Childcare Resources, Maileigh was excited to enroll in a high-quality year-round program. “It’s wonderful to have staff that I trust to leave my children with daily,” says Maileigh. “They are like an extension of my family.” During her time at Childcare Resources, Ava flourished. When Ava’s younger brother, Avery, was born in 2019, Maileigh was able to enroll him at the school.In addition to childcare, Avery has benefited from physical, occupational, and speech therapies. “Childcare Resources has provided the support I needed to be sure my children’s developmental needs are met,” says Maileigh. While her children succeeded at Childcare Resources, Maileigh began to thrive in her career. “Shortly after I enrolled Ava, I started working as an LPN PRN,” says Maileigh. “In 2022, I graduated with my Associate’s in Nursing. I hope to graduate with my Bachelor’s in 2025.” Today, Ava is in third grade, excelling in both reading and math. Avery is still a student at the Childcare Resources School and will move to kindergarten in 2024. “My children have received a phenomenal start to their education,“ says Maileigh. “I wouldn’t have been able to pursue my career goals and continue my education if it wasn’t for you.” “My children have received a phenomenal start to their education. I wouldn't have been able to pursue my career goals and continue my education if it wasn't for you.“ - Maileigh Maileigh in 2017. View Transcript Maileigh, a program parent Meet Kayte When Kayte first applied for a substitute teaching position at Learning Nest, she didn’t know that she had found her new career. As a new teacher looking for support, Kayte quickly found Childcare Resources’ outreach programs. She began attending the professional development workshops and working with one of the early education coaches. 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. “I was a young mom, and school seemed out of the question for me many years ago,” says Kayte. With assistance from Childcare Resources staff, Kayte became eligible for incentives, receiving tuition reimbursement and paid time off to attend school. She was even able to purchase a laptop to help with her studies, her first time purchasing such a luxury. “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,“ says Kayte. “I finally graduated doing something I love. Thank you for the help you give to everyone that wants to pursue their dream.” Kayte has since been promoted to Director of Tiny Treasures, Learning Nest’s sister school. “Kayte is a great asset to our school,“ says Rachna Handa, owner of Learning Nest and Tiny Treasures. “She has set new standards for everyone on our team.” “Thank you for the help you give to everyone that wants to pursue their dream.“ -Kayte Kayte, a local educator Meet Abby & Olivia Abby enrolled her infant daughter Olivia into the Childcare Resources School after separating from her partner. With affordable childcare made possible by supporters like you, Abby was able to attend college full-time while Olivia received high-quality childcare. We were able to provide referrals to Abby and her partner to receive counseling regarding family struggles, helping to resolve those issues, and they have since married. Olivia was able to receive therapeutic intervention in Childcare Resources onsite therapy rooms, while her parents focused on school and work. This past summer, Abby graduated with a Bachelor’s Degree in Education and is now employed as a teacher in our community. In August, Olivia graduated with the necessary foundation to succeed in kindergarten and beyond. Olivia has also been able to continue her important therapeutic services on our campus after school. With your investment, Olivia was able to receive high-quality childcare, therapeutic interventions, and build the needed foundation to ensure a bright future. You also allowed for Abby to achieve her career goals, become a homeowner and build a thriving family in our community. “I wish every parent and child could experience the benefits of what quality early education does. These are the most transformational years- they set the tone for a lifetime. I’m so thankful my daughter was able to attend Childcare Resources. Thank you to everyone who made this possible” - Abby, Program Parent since 2017 Abby, a program parent Meet Naomi Naomi is just one of our amazing 2022 graduates! While that means the end of her time at the Childcare Resources School, it means she is beginning her journey into elementary school and beyond. Because of your support, Naomi has been able to attend our high-quality early childhood education program since she was just seven months old. Naomi excels at meeting all of her developmental milestones and we can’t wait to learn about her future successes! From her infant class with Ms. Kathy, through her one-year-old class with Ms. Colleen, twos with Ms. Fio, threes with Ms. Sadie, and finally her four-year-old VPK class with Ms. Marilyn, Naomi has been provided with high-quality learning experiences. These experiences culminated in Naomi exceeding expectations and being ready to begin kindergarten with a solid foundation prepared to take on any future challenge with confidence. “Childcare Resources provided me with the stability I needed to advance in my career. I am currently pursuing a bachelor’s degree in nursing. I expect to graduate in April 2023. From the school staff to the class families, I have received so much encouragement and support. This support has carried me through many difficult times and I could not be more appreciative. 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.” -Kayeshia, Naomi’s mother Naomi, a graduate Meet Gianna Gianna began in the Childcare Resources (CCR) program when she was around 9 weeks old. From a physical standpoint, during her time at CCR, Gianna learned to crawl, walk, and run—developing fine and gross motor skills that help her both hold a pencil for writing and pedal a bicycle. From a less visible but equally important mental standpoint, Gianna’s brain built millions of synaptic connections, with nearly 85% of brain development happening before the age of five. During these first years, Gianna learned how to communicate with the big world around her through language. She practiced letters and sounds with teacher-led activities and learning experiences during her days at the CCR School. While Gianna was in school, so was her mother, Victoria. The affordable high-quality childcare provided by CCR allowed Victoria to work full-time and attend school part-time, and, as a result, she gained skills that helped her advance in her career. Victoria is now pursuing her Bachelor's in Organizational Management. “Childcare Resources helped me achieve my personal and professional goals. It has also allowed my daughter to learn and grow in many aspects of her childhood. As a result, Childcare Resources has greatly benefited both of us.” -Victoria Gianna, a graduate Introduction Alison, a program parent Gladys, a local center director NAEYC accreditation renewal the Ducklings Calix, a current student Maileigh, a program parent Kayte, a local educator Abby, a program parent Naomi, a graduate Gianna, a graduate

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