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Annika , Coordinator, Development and Outreach at Childcare Resources of Indian River Annika Sweetland Coordinator, Development and Outreach Joined Childcare Resources in 2024 Contact 772-567-3202 ext. 101 Back

Let's talk about the things you can do to help your students - and other people in your life - build the resilience they need to handle trauma. Coach's Column Paulette Maggiacomo January 1, 2021 You asked, and Childcare Resources listened! Save the date! The fabulous and informative Dr. Peg Oliveira, Executive Director of Gesell Program in Early Childhood at Yale , is returning via Zoom on Saturday, January 23rd, presenting Trauma – Informed Practices That Can Benefit All Children . For those of you who attended her first workshop last year, you may remember that everyone was so engaged that Dr. Peg could not finish her entire presentation. She spoke on Gesell Maturational Theory as well as Gesell’s Cycles and Stages of Development . If you would like to review this program, you can download it from our website: https://www.childcareresourcesir.org/professionaldevelopment/Foundations-of-Child-Development Although Dr. Peg's last workshop talked a little bit about trauma, we knew right away from your comments that we had to bring her back. And, in the time since she was last here, that need for information about trauma, stress, and resilience has only grown. We are so excited to bring Dr. Peg back for this workshop. She'll talk about trauma, toxic stress, secondary stress (or compassion fatigue). She'll explore how COVID-19 has affected all of us. And, most importantly, she'll talk about the things you can do to help your students - and other people in your life - build the resilience they need to handle trauma. My goodness, we may have to bring her back a third time if all of us are so absorbed with her presentation again! So I hope that you are able to join us on the 23rd to recharge and have the emotions that you are going through validated and know that you are not alone on this journey. As we come back together from the holiday season, please remember to take care of yourself, don’t forget to breathe, and find joy in the smallest of things . As always, I wish you well, Paulette Back to Coaching Back to Newsletters

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 Childcare Resources Students Explore Sea Turtle Conservation Through Coastal Connections Visit 5 days ago Childcare Resources Named Recipient of Record Gift from Orchid Island Family 5K Walk & Run May 8 Childcare Resources Brings Learning to Life for Week of the Young Child Apr 30 View more news Recent Newsletters Spring 2026 Newsletter (PDF) Fall 2025 Newsletter (PDF) Spring 2025 Newsletter (PDF)

Diana , Family Support Specialist at Childcare Resources of Indian River Diana Pena Family Support Specialist Student Wellness | Family Support Joined Childcare Resources in 2021 Contact 772-567-3202 ext. 113 Back

Anything we do when helping someone change or recharge their personal batteries must be done with empathy Coach's Column Amanda Gooch November 1, 2023 It was such an incredible and interactive time at our most recent professional development day. We welcomed Tammy Pawloski as she presented “Why Poverty Matters - How WE Can Matter More.” Together we gained a deeper understanding of the potential negative impact of financial poverty on brain development and school and life success. We redefined poverty as the absence of any resource (financial, socio-emotional, physical, cognitive, or spiritual) that creates barriers to school and life success. We also took away authentic strategies for removing barriers that emerge when resources are absent. Finally, we explored how much we matter as educators within our families, schools, and community partnerships as we pour into the next generation through early childhood education. To learn more about Francis Marion University’s Center of Excellence to Prepare Teachers of Children of Poverty and their Online Learning Institute, click on the following link below: Center of Excellence to Prepare Teachers of Children of Poverty For those of you that attended the workshop, we have enjoyed visiting your school sites with our technical assistance. We are already seeing the evidence that you are pouring into your student’s “buckets” as you encourage positive behavior. It is incredibly rewarding as we witness your classrooms express daily kindness, appreciation and love. “Bucket filling” and “dipping” are effective metaphors for understanding the effects of our actions and words on the well-being of others and ourselves. As we explore further how much we matter as educators, we can probably relate to helping and supporting a student or fellow teacher in need, someone who may have been struggling with something. When we help another person, in a way, we become a “portable source of energy” for them; we serve as a personal battery. Sometimes we may need to provide the power for them until they can handle things on their own. Other times, all we need to do is help them change their own batteries as the following story suggests: When a flashlight grows dim or quits working, you don’t throw it away, you change the batteries. When a person messes up and finds themselves in a dark place, do you cast them aside? Of course not. You help them change their batteries. Some need AA batteries for attention and affection. Some need AAA batteries for attention, affection, and acceptance. Some need C batteries for compassion. Some need D batteries for direction. And if they still don’t seem to shine, simply sit with them quietly and share your light. Anything we do when helping someone change or recharge their personal batteries must be done with empathy; with the ability to understand and share the feelings of the other person. This means we have a patient heart that listens, pay attention to body language and other non-verbal cues, reach with open arms that accept and watch our word choice; the more positive, respectful, and supportive, the more we are operating from a perspective of understanding. 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

Repetition in Play Coach's Column Amanda Gooch July 1, 2024 Did you know that repetition in play is one of the secret superpowers in early childhood education? In the following video, Sally Haughey from Wunderled - Fairy Dust Teaching, reviews the top five reasons repetition is beneficial for play based learning. In this video she teaches us how repetition helps give young children a sense of security, deepens learning and understanding and supports executive functioning and language development. YouTube: Secret Superpower of Learning: Repetition Rasmussen University gives us six reasons why play, specifically dramatic play, matters in early childhood education. Dramatic play teaches self-regulation and gives them an emotional outlet to have teachable moments for conflict resolution. Dramatic play also supports literacy and helps to develop your student’s creative thinking and storytelling ability. Dramatic play creates opportunities for you as the educator to support your students individually and encourage their own ideas. To learn more about how to encourage dramatic play in your classroom, click on the following link below: Why Dramatic Play Matters In an age when play is often seen as frivolous or unproductive, Rae Pica's book ”Why Play?” explains the importance of play in early childhood education. Each chapter focuses on a specific type of play, includes suggestions for putting theory into practice, and offers recommendations for language and information educators can use to help parents understand that play is not separate from learning. ”Why Play?” highlights some of the most popular types of play, such as dramatic, cooperative and construction. This book shares why different modes of play are beneficial and how educators can facilitate these different types of play in early childhood settings. Whether used as a tool for advocacy or as a guide on how to use play, “Why Play?” is for everyone who believes children should have the chance to be children, and that child development should guide all our practices. Wishing you the best, Amanda & Todd Back to Coaching Back to Newsletters

Celebrating Parents Celebrating Educators Celebrating Students Celebrating Success Celebrating Parent Success “Childcare Resources has completely changed our lives. Luca is learning new things every day, and I finally have the stability to work and plan for our future.” Meet Brianna & Luca At 24 years old, Brianna was doing everything she could to hold it all together. A single mom to a spirited two-year-old son, she is his whole world. And he is hers. She works full-time, waking early each morning to make breakfast, get Luca dressed, and hurry out the door so she can clock in on time. 2026 READ MORE "Because of their care and commitment, our lives have been forever impacted. Childcare Resources was my anchor." Meet Cassandra and Zariah A single parent with a newborn daughter, Cassie was desperate to find support and build a strong future for her family. She found this help at Childcare Resources. 2025 READ MORE “I was determined not to be a statistic. When I found Childcare Resources, I found more than just childcare; I found a community that supported my dreams.” Meet Natalia & Jayden Fifteen years ago, a young mother faced an uncertain future. A high school senior with a newborn son, Natalia was determined to continue her education and build a better life for her family. She found her answer at Childcare Resources. 2025 READ MORE “It was an easy and clear decision, even before Reece was born, that this was where his educational journey should start.” Meet Gabrielle & Reece When Gabrielle was pregnant with her son, Reece, she already knew where his foundation for learning should begin. Working next door at the Alzheimer and Parkinson Association, Gabrielle had the unique opportunity to witness firsthand the unwavering dedication of Childcare Resources. 2025 READ MORE "I wouldn’t have been able to pursue my career goals and continue my education if it wasn’t for Childcare Resources." Meet Maileigh, Ava & Avery Almost a decade ago, Maileigh was in desperate need of childcare. She was a full-time student, finishing a Licensed Practical Nursing program, and she needed a place for her four-month-old daughter, Ava. 2023 READ MORE "Without you, I would not have been able to fully support myself and Sierra. I would not have pushed myself to go back to school at all." Meet Alison & Sierra When her daughter was an infant, Alison realized that something needed to change. “I was a single mother struggling to find employment that would provide Sierra and I with what we needed ,“ says Alison. 2023 READ MORE "I wish every parent and child could experience the benefits of what quality early education does. These are the most transformational years." Meet Abby & Olivia With affordable childcare made possible by supporters like you, Abby was able to attend college full-time while Olivia received high-quality childcare. 2022 READ MORE Celebrating Educator Success "Being a part of the Higher Education Program was an experience of excellence. Networking with students gave me strength and encouragement in my craft." Meet Gladys Attending Childcare Resources’ director networking meetings and professional development workshops, Gladys has worked hard to better serve the children, families, and educators she supports. 2023 READ MORE "In three years, I was able to earn my CDA staff credential, my Director’s Credential, and just recently I earned my Associate’s Degree." Meet Kayte When she learned that Childcare Resources also offered the opportunity to earn credentials and degrees in early childhood education, Kayte enrolled in classes right away. 2022 READ MORE Celebrating Student Success “Childcare Resources pointed me in the right direction and made sure I wasn’t alone.” Meet Desmond As a single mother, DeShannon was determined to give her son, Desmond, the best possible start. Shortly after enrolling at Childcare Resources, it became clear that Desmond wasn’t hitting his early communication milestones. READ MORE 2025 “I am so grateful to Childcare Resources for providing a safe place for my child to learn and grow. He has learned and developed so much!” Meet Jamari When Jamari first entered the infant room at Childcare Resources, he was a happy baby. But soon, teachers noticed that he was struggling to engage. The Wellness and Early Intervention team reached out to his mother Judean to ensure he received the proper support. READ MORE 2024 “Nico is shining. Without Childcare Resources, Nico would still be the quiet kid in the corner that is afraid to talk.” Meet Nico As Nico settled into his new classroom, his teacher quickly identified that he might be struggling and brought in Childcare Resources’ Wellness and Early Intervention Program. READ MORE 2023 "Childcare Resources helped my child find a home away from home. We love the staff and the families we have grown to know over the last five years." Meet Naomi Naomi excels at meeting all of her developmental milestones and we can’t wait to learn about her future successes! READ MORE 2022 "Childcare Resources helped me achieve my personal and professional goals, and allowed my daughter to learn and grow in many aspects of her childhood." Meet Gianna During these first years, Gianna practiced letters and sounds with teacher-led activities and learning experiences during her days at the CCR School. READ MORE 2021

From a child’s point of view, an environment is what the child can make it. Coach's Column Paulette Maggiacomo May 21, 2020 Last week we focused on the Reggio approach of bringing the outside into your classroom. I hope that you were able to get ideas and begin to incorporate them. Remember, this is not about how much can you do and how fast can you do it. This approach believes in observing the children and following their interests – it is about meeting the needs of your children. What you do must be done with intent. Ask yourself: What is the purpose of this? How will it benefit the child? Your answers do not need to be complex. For example, it may be as simple as wrapping tiny white lights around a wreath and suspending it from the ceiling so that it can help soothe a child as they look at it, or a tree in your classroom that serves as a home to various birds the children see when they are outside; or is a home to woodland animals. This approach is not about ‘prettying’ up your classroom – it is about meeting the needs of your children. So, how do we bring the inside out? Once again, it is about meeting the needs of your children (did you notice that I have said this 3 times?). Do your children love the water? Bring out those buckets, dishpans and fill them with water (of course, new CDC guidelines would need to followed) – collect the cups, spoons, duckies, gather the shells, rocks, sticks, and whatever you have that attracts their attention. It is a perfect science lesson on density. Ask questions such as: I wonder what will happen if we put the rock in - will it sink or will it float? Which is heavier - the feather or the spoon? Why is the stick floating? Remember, from a child’s point of view, an environment is what the child can make it. Children will often find uses for objects and spaces that the adults do not anticipate. Ask yourself what can you do in your outdoor space? It doesn’t matter if it is not huge, there are ways to capture a child’s interest. Who knew that fences could be so much fun? Painters tape comes in so many colors – make random patterns on the fence: Let the children paint or color (get those fine motor skills developing), take the tape off and ta-dah, you have a masterpiece! Home Depot is my "go-to" place - buy some white PVC pipes, nicely ask the worker to cut them into different lengths, attach them to the fence and let the children drop balls through them – the race is on! Which one will come out first? Ask parents for old frying pans, spray paint the bottoms, attach them to the fence, give the children sticks and you have a band playing! Children are to be encouraged to explore the outside – they will get messy doing so. The below display was done by a teacher at Childcare Resources and I think it captures the sentiment exactly. Are the children dirty? You bet! Have they learned while playing? Absolutely! Have they worked on their social/emotional skills? Yes! I hope this encourages you to begin your journey on implementing the Reggio approach outside. A single step is all you need. Back to Coaching Back to Newsletters

Each age and stage builds upon previous experiences. The result is a child who is less frustrated when entering school. Coach's Column Susan Roberts October 10, 2020 Hello Friends! My happy place is with children and educators so it is good to be back after this long summer! Childcare Resources’ first professional development offering will be More WHATs, HOWs, & WHY’s of Fine Motor PLUS Sensory Activities & Self-Help Skills! Dr. Marianne Gibbs will give a live presentation packed with ideas that can be easily used in the classroom with readily available materials. She is a very motivating and engaging speaker and I think you will really enjoy her interactive Zoom session. She will be sharing many ideas for working with fine motor skills which are so important to developing dexterity and strength. Both are necessary for the more formal writing demands of elementary school. I saw many of her ideas being used in classrooms after her last visit. Children enjoy using “tools” such as tweezers and materials like cotton balls and sand. Activities like stringing fruit loops on pipe cleaners and drawing on vertical surfaces or under tables is always fun! Did you notice the words in the title after the PLUS? Dr. Gibbs will be reviewing the developmental sequence of obtaining fine motor skills and giving example of appropriate activities by age. Tummy time is an activity which strengthens a child’s arms and wrists which help with the fine motor development of the hand and fingers. Self-help skills such as eating finger foods, buttoning, picking up and putting away toys, lacing, etc. all encourage motor skills. Each age and stage builds upon previous experiences. The result is a child who is less frustrated when entering school. He is able to communicate by drawing and writing letters which leads to an easier kindergarten transition. The first 75 people to sign up for Dr. Gibbs workshop will be getting a small bag of materials to use during the Zoom session and the handout delivered to their school a few days before the workshop. The only other thing you’ll need is your very full purse. I’ll leave you guessing as to what that is for! I hope to see you on Zoom! Wishing you Well! Back to Coaching Back to Newsletters

How do we react to children’s struggles? Do we punish or do we see as an opportunity teach missing skills? Are you willing to see them through a different lens? Coach's Column Paulette Maggiacomo October 1, 2021 “If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to divide, we teach. If a child doesn’t know how to behave we…..teach?…….punish? Why can’t we finish the last sentence as automatically as we do the others?” -Tom Herner, former NASDSE President The above quote has been resonating with me since I viewed Jacky Howell’s webinar, Turning Challenging Behavior into Prosocial Learning: A New Year Brings New Opportunities . During this continued unprecedented time in our lives, we are all facing challenges, and we have all heard “it’s how we solve or deal with them that makes us different.” I don’t know about you, but for me it is getting harder and harder to face these challenges in a positive way. Last year your teaching world was turned upside down and this year continues to be anything but normal. So how do we help these children who are entrusted to our care? When we see challenging behavior what do we do – do we teach or punish? Children need our unconditional acceptance and support to make meaningful relationships and it begins with us. You know what, let’s replace children need with children deserve . Are you willing to be a detective (to find what the child’s trigger is and how to teach skills to change the behavior), an archeologist (to look into the child’s past), and a connector (to form those teacher – child relationships)? We know that Social/Learning is a process. How can we effectively guide our children (and ourselves) through this? Consider the Environment Is your classroom welcoming? Do you provide areas for children to explore? Do you have visuals around the room: daily schedule, routines? Children thrive on predictability. Are your class commitments discussed each day and all day? Have you created a safe place for children to go to when they are struggling? Understand the Importance of our Role as Adults How do we react to children’s struggles? Do we punish or do we see as an opportunity teach missing skills? Are you willing to see them through a different lens? Are you willing to just sit with a child for a few minutes and simply spend time with them? (I hear you saying that you don’t have time. I know you have so much to do but I promise you that if you take the time now to make that connection, the results will be worth it!) How we talk to others and what we say matters! Are you willing to use Positive Language Alternatives? Instead of: Calm down! Stop crying! Be quiet! Don't get upset! Say: How can I help you? I see this is hard for you. Use a softer voice. It's okay to be sad. And remember: Our self-talk becomes their self-talk. Our expectations become their expectations. Prosocial Information Are you willing to provide your children with ways to learn empathy? When talking about empathy, Jacky spoke about Dr. Becky Bailey, founder of Conscious Discipline. She mentioned I Love You Rituals, to help build moments of connection, and Baby Doll Circle Time, to learn how to care for others. Are you willing to have a pet in your classroom that the children can care for? Are you willing for each child to have their own job? Are you willing to post a Kindness Tree that documents kind acts? Are you willing to be mindful? Are you willing to offer your children times to use mindfulness during the day? I hope that you had an a-ha moment while reading this and that you are willing to incorporate these strategies in your classroom to give your students both what they need and they deserve. Lastly, I would like to leave you with a quote from Rita Pierson: “Every child deserves a champion: an adult who will never give up on them, who understands the power of connection and insists they become the best they can possibly be.” Are YOU willing to be that champion? Until next time, I wish you well, Paulette Maggiacomo Back to Coaching Back to Newsletters

As adults we are often reminded how important it is for us to welcome gratitude into our hearts. Gratitude enables us to re-define how we view our lives Coach's Column Paulette Maggiacomo November 1, 2021 As adults we are often reminded how important it is for us to welcome gratitude into our hearts. Gratitude enables us to re-define how we view our lives; as the saying goes, it can turn that frown upside down . But how do we teach our children to internalize this concept? To answer this question, I looked to Dr. Becky Bailey and Conscious Discipline for guidance. Conscious Discipline is composed of 7 Powers and 7 Skills. In order to teach children the skills needed, the adult must first internalize the Powers. So I wondered which Powers relate to gratitude. The Power of Attention states that what you focus on, you get more of. Think of a flashlight shining on the positive behaviors that you see in your classroom. The constant mentioning of those behaviors results in more of them occurring. “Sam and Lily, you did it. You are cleaning up the mess. That is helpful.” “Toby, you did it. You gave Jackson a hug because he is sad. That was kind.” By constantly shining that flashlight on positive behaviors, children will begin to understand that when they are helpful and kind to people, those people are filled with gratitude. They will also begin to internalize the concept themselves. The Power of Love states that we are willing to see the best in others. This optimism that we project produces the hormone oxytocin in our brain which increases prosocial behavior. It allows us to see positive intent rather than negative intent. Some might say that it allows us to see the world through rose colored glasses. Use your positive intent to see that Nathan is upset and how can you help him. Use Describe, Notice, and Acknowledge (DNA): “Nathan, your face is going like this.” Pause and wait for eye contact “You seem angry.” “You were hoping to stay outside.” “You may walk like a robot or penguin to line up.” “Which do you choose?” “You did it, you walked like robot to lineup.” Are you willing to look at this child and realize that he is not a problem to you but a chance to help strengthen his skills? “Tyrone, your face is going like this.” Pause and wait for eye contact “You seem sad.” “You want Mom to stay. She has go to work and will be back at the end of the day.” (This is also a great time to show him the daily schedule and show him when his Mom will be back) “It’s hard. You can handle this. Breathe with me.” “Would you like to walk her to the door or wave from the window?” “You did it. You chose to walk her to the door.” “At Center Time, would you like to go to the Art Center and draw Mom a picture?” When you use this power to see the best in everyone, your children will feel safe and connected and are then ready to learn. Are you willing to see that when you internalize The Powers of Attention and Love you can transform common days into Thanksgiving, turn routine jobs into joy, and change opportunities to blessings within your classroom? I am filled with gratitude for all that each and every one of you do day after day in your classrooms. You are all superheroes to me. As always, until next time, I wish you well and may your heart be filled with gratitude……shine on. Paulette Back to Coaching Back to Newsletters

Did you know that 50% of children under the age of 5 have spent half of their life with no social opportunities? And yet we expect them to go to school and succeed. Coach's Column Paulette Maggiacomo December 1, 2021 Oh boy, the holiday season is upon us! As you are reading this maybe you went straight to your Emotional State or even down into your Survival State . If we are feeling this as adults, imagine how our children are coping. While we are dealing with the added stress of trying to make everything perfect (this is the time of year when I really dislike Martha Stewart) , children are going to school with extra stress also. Did you know that 50% of children under the age of 5 have spent half of their life with no social opportunities? And yet we expect them to go to school and succeed. I recently listened to a webinar featuring Dr. Donna Housman, founder and CEO of The Housman Institute , and she spoke about The Power of Emotional Intelligence from Birth to Age 8 . Dr. Housman adamantly stressed how powerful teachers are! You are the ones who are guiding our children through this national state of emergency on children’s mental health. You are the ones that can change the trajectory of a child’s mental health! Let’s explore how you may be already doing this and how you can strengthen the skills you already have. Children are born to learn. Research has shown that 90% of the brain is developed before Pre-K. Every second a million new neural connections are formed in the young child’s brain – if they are not connected by experiences and interactions they will not connect and be lost forever. Each time that you interact with a child, you are helping those neurons connect! How we manage our emotions is how children learn how to manage theirs. When we take that breath and self-regulate, children are taking it in – we always remember that we have to deal with our state before we can help the child deal with theirs. What else can we do? Model calmness Participate in problem solving Use emotional situations as opportunities to talk about emotions and label them Validate the child’s emotions In the past scientists have always stressed the importance of a child’s I.Q. Today, the importance of the E.Q. (Social & Emotional Learning Skills) is the focus. Did you know that a child’s E.Q. determines 80-90% of their success in school, their career, and their life? The other 10-20% is determined by I.Q! There is a direct link between emotions and learning. Dr. Housman spoke about the skills that we can strengthen in children to help them identify their emotions. Recognition and Identification – labeling the feeling Understanding – what the emotion is you are feeling and naming it Expression – non-verbal (hugs, smiles, frown), verbal (I am…) Regulation – manage & cope with emotions and responses This reinforces what we learned from Kim Hughes, Conscious Discipline Master Instructor, this past April at our Feel Your Feelings workshop where she introduced the concept of Emotional Intelligence and the Mood Meter tool. The Mood Meter can help all of us identify and name what we are feeling. In order for a child to be successful and have balance, there must be a positive connection between the teachers, directors, and parents. This collaborative relationship sends a united message for the children by using common language between home and school. Housman used the following correlation: A child cannot balance a 3-legged stool without the other 2 legs. He needs the unconditional love and support of his home family and his school family to succeed . Are you willing to be that person who models and guides a child and his family to fill their tool boxes with the necessary skills to manage their emotions? YOU are powerful! During this holiday season please take the time to pause and reflect on what is truly important. Those gifts cannot be bought at a store, they come from your heart. As always, until next time, I wish you well, Paulette Back to Coaching Back to Newsletters