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To better understand why challenging behavior occurs we need to be aware of the brain states and how they affect decisions that are made by both adults and children. Coach's Column Paulette Maggiacomo September 10, 2020 “Discipline isn’t something you do to children, It’s something you develop within them” Becky Bailey There were so many excellent speakers at the Transforming Challenging Behavior Online Conference 2020 . I truly felt that I learned something from each one. The presenter that spoke straight to my heart was Elizabeth Montero-Cefalo. She spoke on How to use Conscious Discipline Strategies in Preschool . As an Early Education Coach I have seen the positive impact that Conscious Discipline can have when practiced with fidelity. When practiced this way it can transform how you self-regulate and in turn be taught to the children entrusted into your care. To better understand why challenging behavior occurs we need to be aware of the brain states and how they affect decisions that are made by both adults and children. Conscious Discipline refers to these three brain states: Survival, Emotional, and Executive. The Survival State equates to the Brain Stem and is asking, Am I Safe? The developmental need is for safety . The trigger can be perceived as a real threat. Behaviors exhibited are fight, flight, or freeze. In the Emotional State which is the Mid-brain, the question being asked is Am I Loved? Connection is the developmental need. This state is triggered when things are not going our way and we respond with verbal and social aggression - here is where we will see the swearing, name calling, words such as ‘poopey head,’ ‘I don’t like you,’ ‘You can’t come to my birthday party;’ blame (‘It’s all your fault’) , and guilt (‘You are a mean teacher’) . The Executive State is the optimal state which occurs in the Pre–Frontal Cortex. In this state learning can occur because the brain is asking, What Can I Learn? Problem solving in social settings is what the brain is looking for. In this state there is empathy and goal achievement. So how do we guide ourselves and children through these states? Elizabeth spoke about the concept of DNA which translates to Describe the body, Notice the feeling, Acknowledge the child's intention. Here is an example of how DNA can be used: Levi is not participating during clean-up time. D(escribe): “Levi, you are leaning against the wall, your head is down, and you are holding tightly to a Lego truck.” When you see that moment when he looks at you, you can take a deep breath (ideally three) and move to the next step. N(otice): “You seem sad.” A(cknowledge): “You didn’t want to stop building with the Legos”. This is usually a guess on your part and believe me they will correct you if you are wrong. In this case I was and Levi said, “I didn’t want anyone to help me clean–up. I wanted to do it by myself.” Levi has upshifted to his Executive State, he is now ready to problem solve. It looks like this: “Oh, you wanted to clean-up by yourself. What words can you say to your friends the next time it is time to clean–up?” Depending on the child’s verbal skills, you may have to coach them through it. Levi said to me, “I can tell them don’t help me.” I asked him if he could think of a nicer way to say it. He thought and said, “I could say, please don’t help me, I like to do it by myself.” Mission accomplished! Ideally, the best time to model this (and any other behavior you want to see) might be during your morning time gathering where you could practice this as a class. One of my all-time favorite acronyms that Elizabeth spoke about is Q-TIP, "Quit Taking it Personally ." This year I am going to keep these in my teacher bag and hand them out to those in need. Some early educators believe that “Debbie” woke up in the morning and her first thought was, “How can I bug my teacher all day” ? Are you willing to try the Q-TIP approach and use DNA when observing challenging behaviors? Brain research has proven that children strive on routines and predictability. What better way to do this than to have visuals around your classroom, these instill a sense of safety in the children. (See below for a picture of a hand washing routine in a 2 year old classroom.) Children achieve a great sense of independence when they are able to ‘read’ the visuals, it truly empowers them. So take out those phones and snap away :) Don’t hesitate to send me pictures of your schedule, routines, or even a video showing DNA. In a perfect world we would all remember to self-regulate ourselves first and then go to the child, see the positive intent and see the best in others, and to remember that ‘discipline’ means to teach not punish. Remember to allow yourself to feel the grace you give to others when you have an ‘oops’ moment. Keep breathing and remember, You’ve got this, I have faith in you. Until next time, as always, I wish you well, Paulette Back to Coaching Back to Newsletters

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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

5 Things Every Educator Should Know | Dr. Maryln Appelbaum | Appelbaum Training Institute 5 Things Every Educator Should Know November 2016 Dr. Maryln Appelbaum Appelbaum Training Institute Handout (PDF) Workshop Photos Back

It can be common for kids to lose some of their learning over the summer break. Coach's Column Amanda Gooch June 1, 2025 Have you ever heard of the “summer slide?” It can be common for kids to lose some of their learning over the summer break. While it may be common, that doesn’t mean it can’t be helped. One way to keep students’ literacy skills steady and growing over the summer is to read, read, and read some more. Reading to young children is an important way to help them build language skills and develop listening and comprehension skills. It exposes them to new words and ways of using language. It also supports creativity and learning about the world around them. Remember, emergent literacy takes place within the child. It is a gradual process that takes place over time. Literacy develops from real life situations in which children are provided many opportunities to see how reading is useful and meaningful within those experiences. When thinking about emergent literacy, how can we encourage a love for reading with our early learners? Here are some fun tips to make summer reading great and help promote child engagement: 1. Letter Water Table : Create a letter water table for some fun outdoor learning. You can write letters, shapes and even a variety of colors on ping pong balls or large letter stamps. Your students can then “fish” using a small fishing net or cup. 2. Set-Up a Reading Nook : Create a fresh and new cozy reading nook in your classroom where your students can relax and enjoy reading. Fill it with comfortable cushions, blankets, and some favorite books. You can even add some fairy lights or decorations to make it more inviting. 3. Outdoor Storytelling : Take advantage of the nice weather and encourage outdoor storytelling sessions. Let your students use their imagination to create stories or retell their favorite books. You can sit in the garden, at the playground, or even go on a nature walk while taking turns telling stories. 4. Write and Illustrate a Book : Encourage your students to write and illustrate their own classroom book. Provide them with blank notebooks or paper, art supplies, and writing prompts if needed. They can create their own characters, settings, and plot. Once the book is complete, have a class reading session to celebrate their accomplishments. 5. D.E.A.R : Drop Everything and Read is a great way to create fun and excitement around reading for pleasure. It sends a message that reading for pleasure is important, and something everyone should make time for. Any school, group, family or individual can Drop Everything and Read. Choose a regular time that suits you. Let everyone know, and at the appropriate time, just Drop Everything and Read! For more information on Drop Everything and Read, click this link: Drop Everything and Read Some kids naturally have a love of reading, and some kids maybe haven’t found the right books yet. If your students aren’t running to pick up a book while they are in class or at home over summer, you can encourage them by making it a fun challenge. Looking for quick book recommendations? Of course, your local library will be the best place to have tons of books at your fingertips. If you set up a day each week to visit, it can be a fun way to stock up on books. Libraries often have free summer reading programs and events as well. For a list of 50 summer books for kids, click this link: 50 Summer Books for Kids Wishing you all the best, Amanda & Todd Back to Coaching Back to Newsletters

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

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