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The Childcare Resources of Indian River Board of Directors. Leadership The Board of Directors guides Childcare Resources in its mission to provide affordable, quality childcare to families in Indian River County. All board members play a vital role in development, strategic planning, governance and financial management of the organization. Tracy Sorzano President Megan Knurr Secretary Mary Sue Brown Trustee Charles R. Lunceford Trustee Geraldine Smith Trustee Helen Boehm Johnson President Elect Jim Beindorf Officer at Large David W. Griffis Trustee Matthew McCain Trustee Jennifer Peshke Immediate Past President Melissa Shine Officer at Large Christine Hammarskjold Trustee Xavier Nolasco Trustee Kyle Thurn Treasurer Kelly Baysura Trustee T.P. Kennedy Trustee Gail Nourse Trustee

Learn about our high-quality childcare program, including how to qualify and how to apply. About the Program Childcare Resources works to provide high-quality childcare at an affordable cost to working families in Indian River County, providing full-time care for more than 150 children between six weeks and five years of age. Care is provided at the Childcare Resources School and at privately-owned contracting centers. All centers are accredited through the National Association for the Education of Young Children (NAEYC) . In addition to childcare, Childcare Resources provides wellness services including mental health referrals and on-site therapies. Educational programming is provided for parents on a regular basis. To qualify for the Childcare Resources program, all adults in the household must meet three requirements: Live in Indian River County Be employed or attending school full-time Work full-time (at least 30 hours per week) Attend school full-time (12 credit hours or more) Or a combination of work and school that adds up to a full time position. Meet the income eligibility requirements below: Number in Household Household Income 2 $31,725 - $44,415 3 $39,975 - $55,965 4 $48,225 - $67,515 5 $56,475 - $79,065 6 $64,725 - $90,615 7 $72,975 - $102,165 8 $81,225 - $113,715 Meet all three requirements? Complete the preliminary application! Frequently asked questions The Childcare Resources School The Childcare Resources Program Opportunities to Give Outreach for Early Educators What are the school's hours? The Childcare Resources School is open Monday through Friday, from 7:30 am to 5:30 pm. What is the school's license number? The Childcare Resources School's license number is #C19IR0002 What qualifications do teachers need? In addition to background screening, all of our teachers are required to obtain an FCCPC or CDA staff credential within one year of being hired. Does the school have classroom volunteers? Yes! Childcare Resources has a dedicated group of volunteers that are a valuable part of our school family. Our volunteers do everything from playground cleanup to serving lunch to providing one-on-one attention in classrooms. Childcare Resources policy is that a staff member is always present when a volunteer is working with a child. All volunteers are screened in the same manner as school staff. Is there a parent handbook? Yes, you can view the parent handbook here.(undefined)

Are you interested in working at Childcare Resources? Explore our open positions and submit your resume! Join our team VIEW SCHOOL OPENINGS Director of Philanthropy Drive Major Gifts. Empower Children. Strengthen Communities. Are you ready to make a profound impact on the lives of children and families? Childcare Resources of Indian River is seeking a dynamic Director of Philanthropy to lead our major gifts strategy and champion a culture of giving. As we expand our reach and launch the next phase of our Transforming Tomorrow capital campaign, you’ll play a pivotal role in cultivating relationships, inspiring generosity, and shaping the future of early childhood education in our community. If you’re passionate about building meaningful connections and driving transformational change, we want you on our team. Please submit resume t o Michele Harr: Michele@ ChildcareResourcesIR.org View Job Description (PDF) What does it mean to be part of the Childcare Resources team? We understand that we’re part of a school family . We believe that strong, open communication is the key to everyone’s success. We work towards the same goals . We practice gratitude . We think big . We are transparent . We believe that our culture, like our organization, creates impact . We believe that what we do shapes a better tomorrow . What can you expect from your teammates - and yourself? Creative mind full of ideas. Eyes that see opportunity . Strong voice to advocate for the families we serve. Big heart that’s full of passion for our mission . Arms that lift up our teammates . Hands that are always willing to help . Legs that stand up for what’s right . Feet that dance when we celebrate a win . School Positions Assistant Teacher Responsibilities Provide a safe and stimulating classroom environment Implement age appropriate curriculum Foster relationships with parents Meet NAEYC requirements Maintain files and records Abide by all laws and regulations Minimum Qualifications High school diploma 1 year of experience working with young children in a classroom setting DCF training certification Level II background screening First aid and CPR training Commitment to obtain staff credential within one year of employment (FCCPC or CDA) Hours 40 hours per week, year-round Apply Today Full-Time School Support Specialist Responsibilities Assist in various classrooms Provide a safe and stimulating classroom environment Implement age appropriate curriculum Foster relationships with parents Meet NAEYC requirements Maintain files and records Abide by all laws and regulations Minimum Qualifications High school diploma 1 year of experience working with young children in a classroom setting DCF training certification Level II background screening First aid and CPR training Commitment to obtain staff credential within one year of employment (FCCPC or CDA) Hours 40 hours per week, year-round Apply Today Part-Time School Support Specialist Responsibilities Assist in various classrooms Provide a safe and stimulating classroom environment Implement age appropriate curriculum Foster relationships with parents Meet NAEYC requirements Maintain files and records Abide by all laws and regulations Minimum Qualifications High school diploma 1 year of experience working with young children in a classroom setting DCF training certification Level II background screening First aid and CPR training Commitment to obtain staff credential within one year of employment (FCCPC or CDA) Hours 20-25 hours per week, year-round Apply Today Childcare Resources has available positions for dedicated, responsible and caring individuals who have a passion for working with young children. We offer competitive salary and benefits, as well as the opportunity to work in a state-of-the-art school with skilled and professional colleagues. What does it take to join our team? A desire to teach through inspiration and exploration. Every child learns differently and it's your role to create the spark! A commitment to implement a thoughtful and well-planned curriculum. As a NAEYC-accredited school, our curriculum addresses all aspects of child development. An understanding that your role as a caretaker and an educator can make a life-long difference for a child. The nurturing and education children receive in their first five years shapes the rest of their lives. A willingness to partner with parents. We encourage parents to be involved in their child's education and we encourage teachers to provide guidance and support. An enthusiasm for continued learning. Childcare Resources provides ongoing professional development opportunities, including workshops and coaching. What We Offer: Witness Wonder Children play on a carpet in a preschool classroom. Who We Are About Childcare Resources and what working here means A Childcare Resources Team Member Qualities of a team member Witness Wonder Children play on a carpet in a preschool classroom. 1/4

Conscious Discipline: Baby Doll Circle Time | Kim Jackson | Conscious Discipline Conscious Discipline: Baby Doll Circle Time September 2016 Kim Jackson Conscious Discipline Handout (PDF) Workshop Photos Back

When we are fully present with a child, we are curious about what they are thinking and feeling Coach's Column Paulette Maggiacomo June 25, 2020 Hi everyone, As I was downloading my next virtual conference, I wondered what new tools I was going to add to my toolbox in helping transform challenging behavior. Laura Fish’s talk on Mindfulness, the Brain, and Behavior reinforced tools that I already had. When I think about mindfulness, the words meditation and yoga immediately pop into my head. It turns out that mindfulness is not what I thought it was! Laura uses the phrase uploading our software, which translates into the fact that we are always learning. She believes that using strategies based on brain research helps teachers work smarter not harder. We practice mindfulness when we pay attention on purpose, with love, with compassion, with intent, and without judgment. It is not meditation. When we are fully present with a child, we are curious about what they are thinking and feeling. Imagine looking through that lens when a child is misbehaving. Let’s get off of auto pilot and focus on the child. Laura talks about three zones that the brain can be in: The Red Zone Brain is reacting without thinking Threat detected In fight-or-flight state The Blue Zone Brain is reacting without thinking Threat detected In freeze state The Green Zone Brain is fully integrated Threat can still be detected Using planning, thoughtfulness, reasoning, emotional imbalance, attuned communication Does this sound familiar to you? What other trauma informed social-emotional learning and classroom management philosophy ties in with this? Just like Conscious Discipline, the objective of this method is to raise the child to the upstairs part of the brain – the prefrontal cortex. How do we add to their tool box to help them do this? Laura states there are two ways to do this: Asking open-ended questions can be an excellent alternative to correcting or redirecting. When we ask these questions it activates the upstairs part of the brain and helps the child develop the skills they need. By doing this, the teacher helps build and/or reinforce the connection she has with the child – they become partners. There may be times when a child is simply not in a place to consider open ended questions. When that occurs, Laura says to just be with the child and breathe until he is ready. She talks about Alternate Nostril Breathing. I can’t even begin to explain this technique to you – I simply could not get the hang of it. For more information about it, please Google it. If you do, let me know how it works for you. The second strategy is narrating/broadcasting/parallel talk when you are describing out loud what the child is doing/or what they might be thinking/feeling. (For those of you familiar with CLASS, this indicator is seen in the Language Modeling Domain.) One form of this strategy is Positive Descriptive Acknowledgement – PDA. When using this, the teacher describes the positive behavior that she observes and can at times connect it to a feeling: “Jeffrey and Robert, you are sharing the blocks, you look so happy to be sharing. Now you can build the tower that you talked about.” By doing this, how do you think these PDAs help a child develop a more positive attitude toward themselves, and even be more receptive to working with others? This statement by Laura resonated within me: Praise is like sugar. PDAs are like vegetables. When you say “Good Job” to a child, you are assuming that they know what you are talking about and it gives them a moment of happiness. When you use a PDA, the child knows exactly what they have done and they are acquiring the skill to move into the Green Zone, which is our ultimate goal. Imagine a classroom where children have the skills to stay in this zone! You can do it with the tools in your toolbox. I have faith in you! As I continue to participate in these virtual conferences, I too feel as if I am upgrading my software. I hope that you are too. Until next time, I wish you well. Back to Coaching Back to Newsletters

Transition Tips & Tricks plus Totally Math | Dr. Jean Feldman | Transition Tips & Tricks plus Totally Math April 2016 Dr. Jean Feldman Handout (PDF) Workshop Photos Back

Rock, Rhyme, Write, and Read | Dr. Jean Feldman | Rock, Rhyme, Write, and Read January 2016 Dr. Jean Feldman Handout (PDF) Workshop Photos Back

The latest news from Childcare Resources of Indian River. News & Publications In the Spotlight Childcare Resources was featured in the May 2025 issue of Vero Beach Magazine . Read Grade-A Performance , by Alissa Kolar, below! Read the article (PDF) Latest News Starfest 2026 Welcomes Major General Mike Hall for a Powerful Celebration of Early Learning 8 minutes ago Childcare Resources Advances the Early Learning Workforce Through Higher Education Feb 25 Community Generosity Brings Holiday Joy to Childcare Resources Families Jan 26 View more news Recent Newsletters Spring 2025 Newsletter (PDF) Fall 2024 Newsletter (PDF) Spring 2024 Newsletter (PDF)

More WHATs, HOWs, and WHYs of Fine Motor | Dr. Marianne Gibbs | Write Out of the Box More WHATs, HOWs, and WHYs of Fine Motor October 2020 Dr. Marianne Gibbs Write Out of the Box Join Dr. Marianne Gibbs in this virtual workshop exploring fine motor skills, self-help skills, and sensory activities! Handout (PDF) Workshop Photos Back

The more time you spend outside the more impact you will see. Challenging behaviors all but disappear because children are in charge of their learning. Coach's Column Paulette Maggiacomo July 16, 2020 Plato said, “Let a child’s education be a form of play.” This statement resonates with previous newsletter topics on Reggio Emilia and Loose Parts and especially with this week’s topic Outdoor Play, Outdoor Classrooms, and Challenging Behavior as presented by Eric Nelson and Lisa Agajanian. Before I watched their presentation, I googled the seven minute video The Outdoor Classroom Project . I was fascinated by what I saw. Children spending the entire day outside and initiating their own learning. I wanted to learn more to see how this can be accomplished. Before I continue, I want to acknowledge the directors and teachers who are doing the best they can with what they have and what they know. My intent in these newsletters is to provide you with advances in the field of early education and increase your desire to take the leap and take those baby steps to benefit your children’s learning journey. As I am sitting writing this newsletter, I am able to look outside and see the shells that I brought back from the beach (I know, I really need an intervention for my shell addiction) and I am looking at them through the eyes of a child. If I were outside what could I do with them? Sort by size, shape, color Stack them on top of each other Color or paint them Grab a tub, fill it with sand and bury them Grab a tub, fill it with water and wash them, or wash them with the hose See how fast they go down the slide Make letters and numbers Put them around the playground, make pretend that I am at the beach and collect them Go back into my classroom and see if there are any books on shells and bring them outside so can see if I have any that are in the book Draw pictures of the shells in the ocean I could spend hours or even days with just this collection of shells. Imagine how I have focused on science, math, reading, and writing without even sitting at a table inside a classroom. I have filled my Freedom Cup and my Mastery Cup (think back to Sandi Phoenix) by myself. I knew that an adult was far enough away to let me be in control of my learning but close enough if I had questions or needed help. Eric makes a point of saying that any amount of time outside is valuable, the more time you spend outside the more impact you will see. Challenging behaviors all but disappear because children are in charge of their learning. The child who can’t be still in the classroom has the freedom to move, the child who cannot focus in the classroom is engaged outside because he is in control of his learning. An unexpected outcome was that teachers said they were happier, more relaxed, and were truly enjoying their children. Eric’s facility Child Educational Center is in California. Every classroom opens out into an immense play area that is shared by all children. Educators resistant to spending additional time outside tell him that the weather is almost always perfect there so of course they can be outside. When I was teaching Pre K in New York we went out every day (unless there was a monsoon or the temperature was below 32 degrees). I had 38 children in my class and parents knew to provide the clothing needed for the day. My 3 and 4 year olds learned how to put on their own snowsuits, snow pants, jackets, gloves, hats, boots, and raincoats by themselves. Our hallway may have looked a mess with all the bags of clothing, and when visitors would come and tour the school (we were 3 year olds – 8th grade) they would be amazed that the children spent time outside in the winter. We spent so much time building forts, snowmen, slides, and splashing through puddles. I have said it before, we are blessed to live in Florida. Yes, it does get unbearably hot – think outside the box (I know with the new CDC guidelines we all will have to). Let each child have their own tub from the Dollar Store – fill it with water, provide items to play with (cups to pour, spoons to scoop, etc). Sure the children will get wet, but they will also dry quickly. At many schools outside time is limited to 30 minutes due to small play spaces and the fact that many classrooms use the same space. One teacher was able to increase her outside time by 15 minutes by bringing snacks outside and when the children were hungry, they came and got their snack. Another key aspect of Eric’s facility is that there is an “indoor/outdoor flow” . Children will naturally decide where they want to be and they have the option to go back and forth. The outdoors becomes a natural extension of the classroom. I know that this is the perfect setting, but is there a way to consider it at your site? Take a walk everyday – perhaps twice a day, morning and afternoon. One key idea that was presented over and over again was that the teacher’s primary role was to “observe” and not automatically react. A constant fear is when children have sticks. We are so afraid that they are going to hurt someone with it. What if we front-load children with the safe way to use sticks and then let them explore with them? Give them the skills to allow them that freedom. How about children climbing up the slide? Dr. Marianne Gibbs stated at one of our professional workshops that they are developing their gross motor skills when going up the slide. As the teacher, be near the slide in case they need you, but let them experience it. Personally, I loved climbing up the slide. Each day I would be able to go a bit further and was thrilled when I finally made it to the top! Are you willing to begin this journey? Are you willing to let your children have more time outside? Are you willing to take the baby steps and start? Please share with me your successes and yes, even your failures – but keep trying! I have an idea for one of my centers, and if it comes to fruition I will keep you informed of my journey. Until next time, I wish you well. Back to Coaching Back to Newsletters

The children you teach have a large variety of developmental needs which, if met, will help them grow into their full potential. Coach's Column Susan Roberts March 1, 2022 We hope you enjoyed our recent workshop, Teaching with Intention and Powerful Play featuring Amanda Morgan. Have you noticed a common thread running through the professional development presented by Childcare Resources? We are focusing on learning developmental milestones and best strategies for working with our youngest children, ages birth through pre-kindergarten. Amanda Morgan presented play as the method and learning as the outcome for young children. Both can and should be done! Play based education is the balance between guided play and free play. Again, both can and should be done! The children you teach have a large variety of developmental needs which, if met, will help them grow into their full potential. The developmental differences in very young children span a wide range. The focus is on all children and the whole child . Preschool children and younger should play to learn just as kindergarten to third grade learn to read and fourth graders on up read to learn . The learning experiences you as a teacher present to your children need to be rich in content and possibilities. A workbook page or worksheet cannot take the place of experiencing the learning . Guided play experiences encourage children to take in new information and practice skills so they can reach their developmental potential for entry into kindergarten and more formal schooling. If you have visitors in your classroom who make a comment about the “play” going on be sure to enlighten them about the purpose of the play. Point out: That the children painting are mixing primary colors (and discovering what new colors they can make). That the child at the sand table is strengthening her fine motor skills by finding square objects in the sand and picking them out with a tong. (She is also learning the difference between round and square). That the baby reaching for the toy is just learning how to crawl . The teacher is enticing him with a new toy (and describing the toy to expand his vocabulary.) By explaining the purpose of play you are becoming an advocate of the power of play for enhancing brain development, learning, mental health, and social skills. Back to Coaching Back to Newsletters

Explore our program impact in the 2019-2020 fiscal year. Elevating Early Education Impact Report 2019 - 2020 149 children provided with high-quality care 1,002 On-Site Therapy Hours Childcare Resources students in need of one-on-one therapy work with dedicated therapists as part of the regular school day. 447 Parent Engagement Hours Program parents engage in their children's education by volunteering and participating in other educational activities 680 Volunteer Hours Dedicated volunteers assist the Childcare Resources School both in classrooms and on the school playground, enriching our School Family. 10 Standards of Quality Accredited by NAEYC, the School meets ten standards of quality including the use of developmentally-appropriate practices. "To our children we give two things: the roots to grow and the wings to fly" 3,068 children impacted by outreach programs 2,496 Professional Development Hours Three quality early educator workshops, offered to local teachers at no cost, had a combined attendance of 416. 51 Credentialing Students 28 students worked towards a Director credential and 23 worked towards a staff credential. 780 Coaching Connections Early educator coaches aided 29 clients and held communities of practice that impacted 21 educators. Additional Outreach Programs Childcare Resources provides additional support and programs to teachers and school directors to improve quality. "It takes a big heart to shape little minds." Celebrating Starfest with Dr. Becky Bailey In early 2020, Childcare Resources brought Conscious Discipline founder Dr. Becky Bailey to Indian River County. In addition to being the featured Starfest speaker, Dr. Bailey met Childcare Resources students, presented to community stakeholders, and held a pep rally for local educators. "Discipline is not something you do to children; it is something you develop within them." -Dr. Becky Bailey