Search Results

Learn more about our communities of practice for early educators, facilitated by our early educator coaches. Community of Practice A community of practice is a group of people combining individual and diverse strengths to achieve more together than they can individually. It’s somewhere for you to learn, collaborate and exchange ideas and experiences. Each community of practice, led by an early educator coach , will meet once a month for four months. Communities of practice are free to attend limited to a small group of participants And provide a certificate of in-service hours/CEUs hands-on learning experiences Stay tuned for more community of practice opportunities!

< Back 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. “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," says Abby. "I’m so thankful my daughter was able to attend Childcare Resources. Thank you to everyone who made this possible.” 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. Previous Next

Starting the year the Conscious Discipline Way Coach's Column Susan Roberts August 1, 2021 Always remember this is a journey - enjoy the process! The summer is flying by and a new group of children will be entering your class in a few weeks. You may know some of them. Others will be brand new to you and your school. What are your hopes and dreams for your little ones this year? Having a well thought out plan for the first weeks of school, focusing on making connections and keeping frustrations to a minimum, will help set the tone for a successful year. Setting up a visual daily schedule can be done before the children enter your class. Having clear visual routines will help in guiding children to know procedures and be more self-reliant. Visual Schedule: To ease the anxiety of children who are not used to their new daily schedule, a visual schedule is helpful. It displays the larger chunks of time throughout the day. It may include arrival, morning circle and brain smart start, centers, cleanup, outside time, lunch, nap , and going home . Each chunk of time has a picture. The visual schedule should be displayed horizontally and at a level that a child can easily see. A class job may be to move a clip along the visual schedule as the day progresses. The cards can be hung on clips so you can change the schedule to have it reflect changes to your day. Visual Routines – The Antidote to Chaos! Take pictures of everyday routines such as: washing hands, lining up, using the bathroom, lunch/snack routines, what a clean center looks like, etc. These routines should be reviewed regularly at the beginning of the year. Pictures of your students doing the routines is very impactful. Here are some reminders for connecting with children and families: Greeting: As children and parents come in, greet them individually. Waving, jazz hands, elbow or foot touch, and twirling are some non-touch greetings you can try. Brain Smart Start: Activity to Unite Welcome song, poem or chant Activity to Disengage Breathe: Star, Pretzel, Balloon, Drain: Calms and focuses Activity to Connect I Love You Ritual: This develops connection with others in the class. Activity to Commit Safe Keeper Ritual: To introduce: Explain your job as an adult. Your job is to keep children safe. It is also to teach and help children practice how to be safe. What does being safe mean? How can you keep your class safe? Commitments should be few, simple and positive. Have a box with to hold a picture of each student. Everyone commits to a safe environment. Put box in center of circle or pass around the safekeeper box. You say “My job is to keep you safe. Are you willing to keep its safe ?” Each child responds, “Yes, I will help keep it safe ” as they put their picture in the box. If they do not commit you can skip the child and tell them when they are ready they can put their picture in the box. As the children get into this routine you may want to introduce more involvement and commitment. This doesn’t have to be done one certain way. Focus on the intent, making a commitment to keeping the whole class safe, not the procedure. Make it work for your class. Wishing Well: Developing concern and compassion for those missing from class. This shows each child they are important and thought of even if they are sick sick, at appointment, on a trip, etc. They are missed and loved. Take a deep breath. Put your hands over your heart while filling your heart with love. Send that love out to others as you open your arms and exhale. Job Board with Meaningful Jobs : Teacher initially chooses a job for each child. Each week names are rotated to the right. This ensures that all children have a turn at each job and eliminates arguments over favorite jobs. Friends and Family Board: Display pictures of children with their family members. Make plans to take family pictures at orientation, open house, arrival or dismissal. An aide or volunteer can help. Remember, it is worth the time spent at the beginning of the school year to develop connections with your little ones and their families . Go slow and work on getting to really know your children and their families. The connections you are making provide the sense of security children need to be open to learning throughout the year. We are wishing you well! The Childcare Resources Team Related Resources: https://consciousdiscipline.com/free-resources/shubert/shuberts-classroom/ https://consciousdiscipline.com/managing-scared-at-the-start-of-school/ Conscious Discipline Feeling Buddies Curriculum Conscious Discipline Baby Doll Circle Time Conscious Discipline Shubert books Pinterest! If you have questions about the planning for the school year or implementing any of the activities above feel free to contact Paulette or Susan at 772-567-3202 x115. Back to Coaching Back to Newsletters

Practicing Joy Coach's Column Amanda Gooch April 1, 2026 Last month, Childcare Resources welcomed Dr. Nefertiti Poyner. During our time together, we explored how our personal experiences and core values connect us to our role in early childhood education. Participants reflected on workplace misalignments and considered how internal and external distraction can interfere with our passion, peace, and moments of joy. Together, we also developed a simple "Listen for Joy" practice designed to quiet the noise and realign with our purpose. Intentional early childhood educators weave joy into daily routines and the learning environment. They infuse it as they attend to each child's unique needs and support all areas of development. It is visible in smiles, laughter, play, and meaningful connections. Both thoughtfully designed experiences and unplanned moments can foster joy. Based on our experiences working with children in early childhood settings and coaching educators and center leaders, we want to share six practices we often see in classrooms that have incredible evidence of joy and meaningful connections. We hope they inspire you to plan for and support joyful, engaged teaching and learning in your childcare setting. Smiling and Laughing Playing and Being Silly Pausing and Being Present Appreciating and Wondering Delighting and Engaging in Multiple Modalities Dancing and Moving As stated in the NAEYC position statement on developmentally appropriate practice, "Educators who engage in developmentally appropriate practice foster young children's joyful learning and maximize the opportunities for each and every child to achieve their full potential" (NAEYC 2025). In our own work, we have found that joy is the source of meaningful learning and connection. Through both intentionally planned and unplanned experiences, educators can create an environment where every child grows, learns, and feels seen, valued, and inspired. To learn more about engaging minds with joy and practical teaching strategies, click here: NAEYC: Practice Joy Here are some reflective questions to ask yourself when considering enhancing your practice as you foster young children’s joyful learning: How do you prioritize children’s joy in your setting? How do you know when you and the children in your setting are engaged in joyful learning? What does it feel like, sound like, and look like? Look for joyful moments and capture them in photos. How often do you smile, laugh, play, act silly, sing, and move in your setting each day? How often do you pause and delight in moments with children? How can you prioritize this during a busy learning day? As you continue to reflect on your learning , our team is here to support you through ongoing technical assistance following the workshop. This support is designed to help you put ideas into practice, strengthen your approach, and navigate any challenges that may arise along the way. Whether through individualized coaching, classroom observations, or resource sharing, we are committed to partnering with you to deepen your understanding and sustain meaningful change. We encourage you to reach out , ask questions, and take advantage of these follow-up opportunities as you continue growing in your important work with young children. We can’t wait to visit you in your classrooms! Wishing you all the best, Amanda, Todd, and Jensen Back to Coaching Back to Newsletters

No matter how large or small, there is always an area for outdoor play. Coach's Column Paulette Maggiacomo April 1, 2022 As I travel throughout Indian River County visiting childcare facilities, I am not surprised to find that no matter how large or small, there is always an area for outdoor play. Directors and teachers realize the tremendous impact playing outside has on a child. You can see the joy in each child’s face as they run onto the playground. Can you still remember the happiness you felt a child? Why is that? Children feel an enormous sense of freedom when they are outside. They are able improve their motor skills by running, jumping, throwing/catching a ball. By doing this they strengthen their bodies and become more confident in their capabilities. You may have a future Olympian in your class! Communication skills increase as children play at the kitchen and discuss their recipes, make buildings out of sticks and mulch, tell stories as they play….this where our future chefs, engineers, architects, and authors bloom. Children learn to appreciate the environment as they examine the insects they find, the flowers that bloom, the trees that provide shade….these are our farmers, gardeners, and guardians of the environment. All five of their senses are used ….I was outside this morning with our Older One-Year-Old Class and spent time with a girl who was discovering the joy of mulch. She kept rubbing it, enjoying the texture. She was able to sniff the woody smell. She saw different pieces and noticed the similarities as well. She heard the sound it made when she rubbed against the fence. And yes, she did taste it – I kept her safe! I have often said how lucky we are to live here in Florida – we get to be outside 365 days a year. So go outside with your children and have fun. Take pictures of objects outside, print, laminate and have your children play I Spy Hunt for treasures ; mermaids are always hiding shells and gem stones Take out those dollar store magnifying glasses to allow them to see the outdoors up close Bring out the water soluble paint and paintbrushes for them to paint on walls, cement, tables, and equipment Bring the bins with soapy water so they can wash outdoor items Keep those Amazon boxes so forts can be built and painted Take out blankets and let the infants have tummy time Using packing tape, secure easel paper on the trunk of trees or on your fence. Use crayons with the paper peeled off, they can rub to see the texture appear Every time you allow your children the opportunity to go outside they are developing their social, emotional, intellectual, and physical skills. I hope you allow your inner child to come out and have fun too! Until next time, I wish you well, Paulette Back to Coaching Back to Newsletters

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

Invest in early childhood education by making a gift to Childcare Resources. Invest in Education Celebrating Success Find out more Ways to Give Find out more Become a Volunteer Find out more Donate Find out more

Explore how you can make a gift to Childcare Resources. Ways to Give Thank you for considering making a gift to Childcare Resources. Your gift will be used in the most cost-efficient manner to support our mission. Gifts may be made online , by phone, or mailed to the Childcare Resources office: Childcare Resources 2300 Fifth Avenue, Suite 149 Vero Beach, FL 32960 Frequently asked questions Does Childcare Resources have an endowment? Yes! The Childcare Resources Endowment Fund is held with our philanthropic partner the Indian River Community Foundation. For more information on how to make an endowed gift, please contact our office at 772-567-3202 Can I make a planned gift? Yes! Our partner the Indian River Community Foundation has resources and information available on many types of planned gifts: bequests, IRA rollover gifts, charitable remainder trusts, gift annuities, and more. If you have already designated Childcare Resources as the beneficiary of a planned gift, please let us know by calling our office at 772-567-3202. For more information on how to make a planned gift, please contact our office and visit https://ircflegacy.org/ Do you accept gifts of stock? Yes. Please call our office for more information and to verify account information: 772-567-3202. Do you accept in-kind gifts? Yes, in-kind gifts that support our program and services may be brought to the Childcare Resources office. Please call our office with any questions: 772-567-3202. Additionally, we maintain an AmazonSmile wish list for items needed by the Childcare Resources School. What sponsorship opportunities are available? Childcare Resources hosts multiple special events with sponsorship opportunities, including an advocacy event held in the fall and a February fundraising event, Starfest, now in its fifteenth year. For more information about either opportunity, please contact our office by calling 772-567-3202. Please contact the Childcare Resources Office with any questions by calling 772-567-3202. Thank you for your support!

I always thought that when a child had a meltdown/tantrum in front of me it was because they felt safe with me. Turns out that is not always the case! Coach's Column Paulette Maggiacomo August 13, 2020 Someone recently asked me if I was getting tired of continuing listening to the Transform Challenging Behavior Virtual Conference - after all, what could I possibly learn after being in the education field for 30 years? That is one of the advantages of being a lifelong learner, there is always something new and exciting to learn! This week’s newsletter focuses on The Brain and Behavior Integration with Samantha Moe. I had many “aha” moments. I always thought that when a child had a meltdown/tantrum in front of me it was because they felt safe with me. Turns out that is not always the case – sometimes it is the adult that is contributing to the meltdown/tantrum. This was the springboard for the discussion on two types of parenting styles which also can be attributed to teaching styles. When you look at the pictures, please note difference in the words authoritative and authoritarian. I apparently did not notice the difference at first and got confused. Anyway, when the balance of power is somewhat equal (meaning the child is able to have a voice and express their needs/wants) the child feels valued. This does not mean that the child can do anything they want all the time – that would be permissive, when the adult hands the power over to the child because they themselves don’t know what to do and never follow through. Also on the side of that beam is the authoritarian style where the child has no control what so ever – it’s my way or the highway! Think about which style best represents you and how it affects your classroom. I also learned about Decision Fatigue and how it has a big impact on young developing minds because they have less life experience. This is not to say that children should not be given choices, but to be careful that we are not asking them to make unnecessary ones. A perfect example of this is at lunchtime when children are tired and hungry. How many times have we asked them if they want each specific item and we get that glazed over look telling us that they can’t make a decision? Samantha refers to the Upstairs and Downstairs parts of the brain. The Downstairs part is the brain stem which activates the flight, fright, or freeze response. Here the child is unable to use their words to express themselves, their Upstairs brain or the prefrontal cortex has gone offline and they have flipped their lid. This is the time for the adult to be a mirror neuron for the child. If you reflect calmness and quietly breathe in front of the child, you will calm the fire in their brain, and they will reflect the calmness in return. Of course, you have to be calm in order to do this, which may require many deep breaths on your part. As early educators we walk a fine line between asking questions and making statements. Have you ever caught yourself saying: It’s time to line up, okay – Do you want to clean up? When saying this, we are giving a choice when there is none. When you rephrase it to: It’s time to line up – It’s time to clean up , it takes the question out and lets them know what is going on. Did you know that on average it takes a child 40 seconds to take in what you say and to change gears ? Some children may need longer to process what you have said. If a child says no, how can you use compassion to validate them? This is where our Conscious Discipline language fits in so nicely, "You were hoping to keep playing, it is time to go outside. It’s hard, breathe with me, you can do it." "No Steven, I said no Steven , did you not hear me Steven - I said no, what part of no do you not understand Steven , for heaven’s sake Steven knock it off, I told you to stop that Steven , why can’t you follow my direction Steven, STOP IT Steven." ...How are you feeling right now if you are Steven? A recent study came out that said by the time children are toddlers they receive a stern directive or correction every nine minutes ! Step back and reflect on if you use negative instructional statements such as these or if you incorporate more positive instructional statements that guide your children. One of the biggest sources of concern right now is the effect of screen time on a child’s meltdown/tantrum. When a child is watching the cartoon, voices with their high pitched sounds, the bright colors, and blue light excites the brain and creates adrenaline within the brain. The child becomes over stimulated. This is why the American Academy of Pediatrics recommends that children have no screen time for 2 hours after waking up and no screen time for 2 hours before going to bed . How in the world is that ever going to happen? Parents are rushed in the morning and will do just about anything to get out the door. The same thing happens when they return home and have to get dinner ready, etc. Can you imagine telling a parent that they have to follow this? Samantha suggested looking for opening when you are talking with parents. For example, if a parent tells you how hard it is in the morning, you could tell them that you recently learned the recommended guidelines mentioned above. A child’s brain is remarkable and how wonderful is it that we are a part of its journey. Early educators have a tremendous responsibility – work hard and sparkle as I know you can. Until next time, I wish you well. Back to Coaching Back to Newsletters

Our training focused on teaching what we practice, how Conscious Discipline starts with us. Coach's Column Amanda Gooch September 1, 2025 I hope you all had an incredible day of Conscious Discipline training with certified master instructor Angela Fraley. You should have all left feeling ready to start the school year strong with proactive strategies for setting up your classroom for success. Our training focused on teaching what we practice, how conscious discipline starts with us. Together we explored the science of the attachment system. We learned the foundation of safety and trust wires young brains for cooperation, attention, impulse control and learning. We also discovered how the brain makes sense of events, relationships and the self, and how adults play a crucial role in this process for children. Finally, we discovered the importance of connection. Optimizing time together with healthy connections allow both the adult and children to be more present and better able to handle the day's challenges. One of our favorite parts of the training was when we dove in deep on optimizing connection moments by utilizing dace-to-face connection and playful moments through baby doll circle time. This structure provides the opportunities for children to "relive" the connection moments with adults as they reenact those moments with the baby doll. To learn more about baby doll circle time and discover the research that show how secure adult-child relationships are a prerequisite for healthy child development, click on the following link to hear from Conscious Discipline's own Dr. Becky Bailey. Conscious Discipline Wishing you all the best, Amanda & Todd Back to Coaching Back to Newsletters

From "Oops" to "A-ha!" Coach's Column Amanda Gooch December 1, 2024 We had such a wonderful and reflective time at our last professional development day. We welcomed Dr. Maleka Donaldson, Assistant Professor of Education and Child Study at Smith College, as she presented "The Power of Mistakes: Creating a Positive CLASSroom Climate." We celebrated learning from mistakes by encouraging children to embrace mistakes that lead to new learning experiences, we developed strategies for a positive and supportive classroom culture and reflected on personal experiences as learners and teachers as we continue to connect theory with practice. The workshop highlighted several important points. Including the understanding that although there are numerous ways to learn, when we make mistakes and receive corrective feedback, we are able to help learners avoid future errors. To build children's comfort with making mistakes, it is important to pay close attention to the language used when mistakes occur. What steps can teachers take in the classroom? Key themes include: Offer differentiated responses to mistakes Build a positive community-focused mistake culture Promote and facilitate self-correction Make adjustments to instruction Manage outside influences "The greatest mistake you can make in life is to be continually afraid you will make one." - Elbert Hubbard Wishing you all well during the holiday season, Amanda & Todd Back to Coaching Back to Newsletters

Conscious Discipline's 5 Steps for Self-Regulation Coach's Column Paulette Maggiacomo May 1, 2021 As I was attempting to write this newsletter, I simply couldn’t put my thoughts into words and I had an ‘aha’ moment. I reflected on Kim Hughes’ presentation on Feeling Your Feelings - How to Get Unstuck with Conscious Discipline and I followed the 5 Steps for Self-Regulation she focused on: I AM: My body was telling me that I was angry by my clenched teeth. I CALM: I allowed myself the time to sit with this emotion and let it bubble up to the surface by being a STAR (Smile, Take a deep breath – or as many as needed, And Relax) . I allowed myself that moment of self-care that is so important to help us get unstuck. I FEEL: I realized that I wasn’t angry, but rather I was frustrated. I CHOOSE: By naming the feeling I was able to ‘Name it, Tame it, and Reframe it’ and move towards feeling optimistic. I SOLVE: I then was able to take responsibility and take action – hence (I just love that word) my thoughts became my words. As they use to say on the television show, The A-Team, “I love it when a plan comes together!” By effectively using this process I internalized it and can now model for others. As Kim said, “We can’t teach skills that we do not have.” If we are going to teach children how to self-regulate, we must be able to do it ourselves. We can either catch their crazy or download calm and be a STAR. In order to be a STAR, we must be aware of our triggers and remember that “no one can drive you crazy unless you give them the keys.” Use D.N.A. to help the children recognize their feelings: Describe: “Your (eyes, mouth, face, arms) are going like this....." Pause: When you have eye contact, download calm by breathing Name: "You seem_______________________" Acknowledge: "You wanted _____________________" or, "You were hoping __________________" Kim stressed the importance of allowing yourself the luxury, not the necessity, of self-care. You cannot give what you do not have. I know it feels overwhelming to find the time – you can do it, you must do it! Turn off those electronics (I was embarrassed when my phone notified me of how much time I spent on it, and no I was not just talking to people), lock yourself in the bathroom and savor that piece (or pieces) of chocolate, take that walk, but please, I implore you to find the time. You matter!!!!! As our year comes to a close, I would like to thank each one of you for your commitment to early childhood education. During this unprecedented time in our history, you have been the ‘Safe Place’ for the children entrusted into your care. You are indeed a Superhero. THANK YOU. Until next time, I wish you well, Paulette Back to Coaching Back to Newsletters