Utilizing a culturally responsive lens, this course focuses on strategies for developing family and community partnerships to benefit young children ages birth-5th grade of all abilities. Theories and research that support family-centered practices are explored with a focus on highlighting BIPoC authors and researchers. This course takes a family-centered perspective and emphasizes the role of collaborative planning with families and caregivers to create an inclusive environment.

This course is designed as a six week asynchronous online course. The weekly video supports students by providing the flexibility to stop and start the video. This can be a supportive tool for students who might not have uninterrupted time to absorb content. The paired slides also provide a visual support which aids various types of learning styles. The Reading Evidence assignment is student centered which allows each student to explore and identify a system that works best for them. Which supports the modeling of a Universal Design for Learning strategy that students can utilize in their own setting. Lastly, the learning activities are designed to be "field ready" tools that allow students to utilize their classwork as tangible real world tools for family and community partnerships.

La presente investigación tuvo como objetivo determinar el nivel de relación entre las habilidades perceptivas y el aprendizaje de la matemática de los niños y las niñas de 5 años de una Institución Educativa de Huancavelica, en la educación remota. El diseño empleado fue el correlacional y la muestra lo conformaron 46 estudiantes de 5 años de una institución de educación inicial de Huancavelica. Los instrumentos empleados fueron, la lista de cotejo para cada variable con 30 ítems. Los resultados evidencian que existe relación estadísticamente significativa entre las habilidades perceptivas y el aprendizaje de la matemática en los estudiantes de 5 años de una institución educativa de Huancavelica, en la educación remota. Estos resultados cuantitativos, con un r=0.75, representan una correlación positiva moderada, según el cuadro de índices de correlación de Hernández, Fernández y Baptista (2018)

High-Incidence Disabilities are disabilities that are more often seen in the regular education classroom. This resource is intended to be used by pre-service teacher who are learning about disabilities in the classroom and how to make accommodations for all learners. 

High-Incidence Disabilities are disabilities that are more often seen in the regular education classroom. This resource is intended to be used by pre-service teacher who are learning about disabilities in the classroom and how to make accommodations for all learners. 

This is a resource for improving reading skills or habits. It is suitable for students or individuals that intends to find out steps for improving reading skills.

This book includes the Learning Outcome: explain and recognize stages and milestones in physical, social, emotional, sensory, linguistic, and cognitive development for infants from birth to 15 months old. The objective meets the NAEYC Standard 1a [Knowing and understanding young children’s characteristics and needs, from birth through age 8] for educator preparation and the MA Core Competency 1.A.1 and 1.G.15 at the initial level. You will experience how an infant develops at an individual rate and has a personal approach to learning.

This course will provide opportunity to use the Massachusetts Early Learning Guidelines to support your work with infants and toddlers. The first three years of life area a time of rapid brain development and learning. This time is critically important for infants and toddlers as they develop foundations for learning. The purpose of the Early Learning Guidelines (ELG) for Infants and Toddlers is to provide a comprehensive view of the development of infants and toddlers while documenting experiences that support this development.

This is an infographic that will help your students understand how to study independently. 

The book supports a speaking-intensive course that introduces you to key concepts in the study of childhood from multidisciplinary perspectives. Your reading and listening will allow you to examine the historical and socio-cultural constructions of “the child” and childhood, exploring topics such as child development, cultural notions of adolescence, children as social agents, children’s rights, and challenges facing children in both local and global contexts.

This resource provides access to the Northern Academy's Introduction to Mental Health course for child welfare social workers. If you would like to learn more about the Northern Academy and courses offered, please visit the Academy website at www.humanservices.ucdavis.edu/academy.

An article originally published in the Red Hook Star-Revue December 2013 (page 13) in response to the life of Nelson Mandela. Article is written ©Martine Bisagni/Workshop Gallery Artists Foundation. Accompanying coloring cards geared for children 4 - 8 regarding the life and legacy of Nelson Mandela. Art courtesy of ©Sindiso Nyoni. Art may not be reproduced without express written permission from WGAF and Mr. Nyoni.There are coloring cards for other years available upon request. They are to be distributed free of charge to all. martine@workshopgalleryartists.org

ECE 103: Observation and Assessment

Focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning. Explores recording strategies, rating systems, portfolios, and multiple assessment tools.

This Open Educational Resources site will complement textbooks and lectures with obvious information gaps. An extension of regular learning content. For example, you can accompany the text with multimedia materials such as videos. By presenting information in multiple formats, students can more easily learn the material being taught.

This unit examines the area of the brain based learning with a particular focus on the development of the young child's brain and is of particular relevance to those who work with young children. We begin by looking at the structure and functions of the brain, and the impact that sensory deprivation can have on these. We consider the implications of current understandings of brain development for teaching and learning, particularly in an early years setting, and finish by exploring the value of play (particularly outdoor play) in children's learning and the development of their brains.

Play is something that every child enjoys doing. Since this is the case why not use play as a tool for education? Playing with the intent to learn is a great way to keep students interested and motivated in the lessons. This OER talks about different aspects of using play as a learning tool and why it is beneficial for all students. 

Resouces and guidance to help educators assess children in observational settings in order to find out where each child is on a developmental continuum.

Resources to help educators as students transition back into in-person learning in the fall.

This resource provides tools and guidance to help educators and families get to know one another and collaborate on learning activities that promote growth across learning settings.