Evidence-based Resources at Your Fingertips

Good Basic Stuff

  • INBRIEF: Early Childhood Mental Health
  • The Still Face Experiment
  • Trauma, Brain, and Relationships: Helping Children Heal
  • Center for Early Childhood Mental Health Consultation
  • Observation Toolkit for Mental Health Consultants
  • Recognizing and Addressing Trauma in Infants, Young Children, and Their Families
  • Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
  • Creating Teaching Tools for Young Children with Challenging Behavior
  • Early Childhood Mental Health, Social-Emotional Development, and Challenging Behaviors
  • Protective Factors
  • Family Resilience
  • Meaningfully Partner with Families (attached)
  • Fatherhood
  • Social Connections
  • Rita Pierson: Every Kid Needs a Champion
  • Concrete Support in Times of Need
  • Community Resource Assignments
  • Knowledge of Parenting and Child Development
  • Resources on Child Development (attached)
  • Social and Emotional Competence of Children
  • Resources for Developing the Social-Emotional Competence of Children (attached)
  • ZERO TO THREE
  • Early Childhood Mental Health
  • Most Popular Resources on Early Childhood Mental Health

health/most-popular-resources-on.html

Closing Videos

  • Building Adult Capabilities to Improve Child Outcomes: A Theory of Change
  • You are the new day

Become a Skilled Observer and Objective Describer of What You See
Print
Forman, G., & Hall, E. (2005). Wondering with children: The importance of observation in early education. Early Childhood Research and Practice, 7(2).
AudioVisual
Assessment of Normal Child Development (motor, language, fine motor, social)
Baby Center (videos on pregnancy, birth, newborn, etc.)
The Biology of Prenatal Development (video series)
Clips for Practicing Observation, Documentation and Assessment Skills

Early Intervention Videos
Pathways Awareness Foundation Motor Development Videos
Observing Young Children (video)
Web
Common Observation Strategies
Observation Toolkit for Mental Health Consultants

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Meaningfully Partner with Families
Evidence
Fostering Parent and Professional Collaboration: Research Brief

Having Their Say: Parents Describe Why and How They are Engaged in Their Children’s Education
Print
Asking the right questions in the right ways: Strategies for ethnographic interviewing

Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors and the collision of two cultures. New York: Noonday Press.
Fialka, J. (2001).Dance of partnership: Why do my feet hurt?Young Exceptional Children, 4(2).
Fialka, J. Feldman, A K. and Mikus, K.A. (2012) Parents and professionals partnering for children with disabilities: A dance that matters. Thousand Oaks, CA: Corwin Press.
Lesser, L.K., Burt, T., & Gelnaw, A. (2005). Making room in the circle: Lesbian, gay, bisexual and transgender families in early childhood settings. San Rafael, CA: Parent Services Project.
Pulido-Tobiassen, D., & Gonzalez-Mena, J. (1999). A place to begin: Working with parents on issues of diversity. Sacramento, CA: California Tomorrow.
AudioVisual
Chasnoff, D. (Director), & Cohen, H.S. (Executive Producer). (2000). That’s a family! San Francisco: Women's Educational Media.
CONNECT Module 3: Communication for collaboration

CONNECT Module 4: Family-Professional Partnerships

Just Being Kids
Sharing Documentation with Families

Using Video to Celebrate Progress

Using Video to Share with Family Members

Web
CSEFEL Family Tools
CSEFEL Parent Training Modules
National Center on Parent, Family & Community Engagement
Preparing Educators to Engage Families

Protective Factors Framework
TACSEI Backpack Connection Series

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Resources onChild Development
Evidence
Division for Early Childhood (DEC). (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation.

Prmtg_Pos_Outcomes_Companion_Paper.pdf
DEC. (2005). Developmental delay as an eligibility category (position statement)
Statement_DevDelay.pdf
DEC. (2009). Developmental delay as an eligibility category (concept paper)

ConceptPaper_Dev_Delay_updated_April2009.pdf
NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8: Position statement with expanded resources.

AudioVisual
Assessment of Normal Child Development (motor, language, fine motor, social)
The Biology of Prenatal Development (video series)
Early Learning Brain Development and Lifelong Outcomes (video)
Early Recognition of Child Development Problems (video)
Growing Minds: Cognitive Development in Early Childhood
Human Development Milestones (video)
Observing Young Children (video)
Overview of typical and atypical cognitive development (PowerPoint)
Pathways Awareness Foundation Motor Development Videos
The Science of Early Brain Development and Child Development
The Science of Early Childhood Development
science_of_ecd/
Web
Brain Development
Brain Development
Child Development
Child Development
The Foundations for School Readiness: Fostering Developmental Competence in the Earliest Years
Games for Growing: Teaching Your Baby With Early Learning Games
Growing Together: Infant Development
Learn about Fine Motor Skills and How to Improve Them

The Motor-Cognitive Connection: Early Fine Motor Skills as an Indicator of Future Success

National Center for Quality Teaching and Learning
Twelve principles of child development and learning that inform practice

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Resources for Developing the Social-Emotional Competence of Children
Evidence
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Research Syntheses
CSEFEL What Works Briefs
Division for Early Childhood (DEC). (2007). Identification of and intervention with challenging behavior: Concept paper. Missoula, MT: Author.

Paper_Chal_Behav_updated_jan2009.pdf
DEC. (2007). Identification of and intervention with challenging behavior: Position statement. Missoula, MT: Author.

Statement_Chal_Behav_updated_jan2009.pdf
Evidence-Based Social-Emotional Curricula for Children 0-5 Years and Their Families

Positive Behavior Support: An Individualized Approach for Addressing Challenging Behavior
Social-Emotional Development in Dual Language Learners: A Critical Review of the Research

What Are Children Trying to Tell Us?: Assessing the Function of Their Behavior

Print
Florez, I.R. (2011). Developing young children’s self-regulation through everyday experiences. Young Children, 66(4), 46-51.
NEXT for Young Children:
Fox, L. (2009). Promoting the social competence of young children with disabilities. Impact, 22(1), 14-15.
Gartrell, D. (2011). Guidance matters: Children who have serious conflicts. Part 1 – Reactive aggression. Young Children, 66(2), 58-60.
NEXT for Young Children (supplemental materials for faculty)
Gartrell, D. (2011). Guidance matters: Children who have serious conflicts. Part 2 – Instrumental aggression. Young Children, 66(4), 60-62.
NEXT for Young Children (supplemental materials for faculty)
Goldman, B. (2009). Promising practices to support friendships in inclusive classrooms. Impact, 22(1), 16-17, 35.
Nemeth, K., & Brilante, P. (2011). Solving the puzzle: Dual language learners with challenging behaviors. Young Children, 66(4), 12-17.
AudioVisual
CSEFEL Videos
Laying Foundations: Social and Emotional Development in the Earliest Years (audiocast)

Web
Center for Early Childhood Mental Health Consultation
Center for Evidence-Based Practice: Young Children with Challenging Behavior
Teaching Tools for Young Children With Challenging Behavior
CSEFEL

CSEFELInfant/Toddler Training Module

Center for Early Childhood Mental Health Consultation
Early Childhood Mental Health, Social-Emotional Development, and Challenging Behaviors

Evidence-Based Social-Emotional Curricula for Children 0-5 Years and Their Families

Making Friends: Assisting Children’s Early Relationships
MostPopular Resources on Promoting Social Emotional Development

Positive Beginnings: Supporting Young Children with Challenging Behavior (modules)
Recognizing and Addressing Trauma in Infants, Young Children, and Their Families

Review of Screening Instruments for Social Emotional Concerns

Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)
Understanding Temperament in Infants and Toddlers Brief
ZERO TO THREE
ZERO TO THREE infographic

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