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Special Education and Mental Health Resources by County

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Special Education and Mental Health Resources by County

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Special Education and Mental Health Resources

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open book/open door logo are registered trademarks of Teaching Strategies, LLC, Bethesda, MD.

Leveraging the Science of Reading

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Expanding Young Children's Story Comprehension Skills  

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Expanding Young Children's Story Comprehension Skills  

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Objective 8a:  Listens to and understands increasingly complex language 

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Objective 8a:  Listens to and understands increasingly complex language 

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Objectives for Development and Learning 

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Objectives for Development and Learning 

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Copy your coach on the Request for Program Assessment Form email to your coordinator. Copy your Coach on your email to Andrea.

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The Maryland Infants and Toddler Program is open during the Covid-19 Pandemic. As local programs follow national, State, and local health and safety guidance and regulations, evaluations and ongoing family intervention services and supports may be provided virtually, in-person, or in combination.

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Item # MW5637, MW5638, MW5636, MW6233, MW5639, MW5640, MW5641, MW5642

Qualifies for free shipping

Satisfaction guaranteed and easy returns

Why We Love It

Calming Body Sock With Lots of Stretch
Streeeetch your imagination! This ultimate body sock is super stretchy and perfect for creative sensory fun. Climb inside and stretch to feel just the right amount of resistance. Curl up like a snail, stand tall in a power pose or bend to form a letter of the alphabet. The snug fabric hugs your body, providing soothing proprioceptive input. It's super lightweight and travels easily so you can fold it up and take it anywhere!

Stretch spandex provides provides soothing deep pressure, heavy work and proprioceptive input

Helps children develop spatial and body awareness, muscle strength and motor planning skills

Made by Fun and Function

Ideas for Use

When you need down time, settle in to the cozy, stretchy and supremely comfortable material

Step inside and transform into an animal of your choice. Do you stomp, creep or crawl?

Pretend you're an inanimate object. Hold that pose. Can someone else guess what you are?

Getting Started
Measure from shoulders to feet. Size up or down to the closest size.

Helps With

Gross Motor & Balance Skills, Mood & Attention, Tactile Seeking, Tactile Defensiveness, Social Emotional Learning

Details

X-Small: 30"L x 22"W. Age 3. Purple

Small: 40"L x 26"W. Ages 4-5. Red or Leopard

Medium: 47"L x 27"W. Ages 6-8. Green or Cheetah

Large: 56"L x 28"W. Ages 9-12. Orange or Zebra

X-Large: 60"L x 28"W. Ages 12-Adult. Blue

Weighs 7 oz.

Made of 93% polyester and 7% spandex. 100% polyester hook-and-loop closures

Machine wash cold. Air dry.

Animal prints: leopard, cheetah or zebra

Solid colors: purple, red, green, orange, or blue

Safety Information

Stretch fabric products are designed to support children with various sensory needs. The fabric has been tested by an independent and accredited third-party lab and meets or exceeds government safety standards for flammability, physical and mechanical hazards. Where applicable, seam strength is tested for long-term durability for our most active users.

Use with adult supervision. Suffocation hazard: do not cover face. Do not use for sleep. Not for children under 3 years.

What Makes

Us Different

Always select products for your child's developmental abilities, which can differ from chronological age. Consult with your pediatrician or therapist for guidance.

When using our products, remember that you - as the caregiver - know your child best. Please follow our safety recommendations, and provide additional supervision as needed for your child.

Though no chewy is indestructible, our categories can be helpful when choosing a chewy. Make sure the chewy you choose is appropriate for your child's development and needs. Please follow our safety recommendations for chewies. Chewies should always be used with adult supervision.

Questions? Feedback? powered by Olark live chat software

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Space Explorer Spandex Body Sock | Solid Colored Sensory Integration Body Stocking | Kids Sensory Sack for Autism

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Our Space Explorer is the ultimate body stocking that has loads of fun potential in every stretch. Space explorers allow children and young adults to jump, crawl, and pretend while improving sensory integration.

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How much documentation is required for each objective and dimension in order to finalize my checkpoint ratings?

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How much documentation is required for each objective and dimension in order to finalize my checkpoint ratings?

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National Association for Family Child Care

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Commitment to Quality and You

Quality. Commitment. Excellence.

Our accreditation program servers as a cornerstone in a state professional development systems and informs policy makers. For professionals there are two paths, and many right ways to achieve accreditation!

Continually Learn

Command Better Pay

Be Nationally Recognized

Accreditation offers national recognition to family child care programs meeting the highest standards for home-based early care and education. Helping parents recognize and choose high quality family child care, our symbol of quality honors diversity and reflects cultural competency. Accreditation allows providers the flexibility to implement standards through the lens of diversity and child-centered care. Accreditation encompasses a comprehensive set of standards broken down into five core competencies:

Our accreditation program serves as a cornerstone in state professional development systems and informs policy makers. For professionals there are two paths, and many right ways to achieve accreditation!

Any provider seeking to deepen their understanding of quality family child care can begin the Self-Study phase. This process is a self-paced stage of reflection. It gives providers the opportunity to assess whether their practices are already in line with NAFCC Quality Standards, and how they can work to achieve this status.

Requirements for movement to the next phase:

Self reflection through use of Benchmarks to Quality

Training

To purchase a self-study kit, please click the link to complete the form for submission and processing. All Self-Study Kits are a Pre-Order and will be fulfilled within 30 days after submission of form.

Accreditation

NAFCC administers the only national system designed for family child care providers. Accreditation is awarded for family child care providers who meet the eligibility requirements and the Quality Standards for NAFCC Accreditation.

Family child care providers achieve this high level of quality through a process that examines all aspects of the family child care program, i.e. relationships, the environment, developmental learning activities, safety, health, and professional and business practices.

Electronic payments are strongly preferred with our online form. If payments are sent by mail to NAFCC, please expect it to take 4-6 weeks for the payment to be processed. Membership and accreditation applications will not be processed until after payments are processed.

NAFCC Accreditation Fees

Item

Member Fee

Non-member Fee

Self-Study Enrollment Kit

$315

$450

Accreditation Application

$525
$100.00 Co-provider Fee $100

$735
Co-provider Fee $150

18-Month Update

$160

$240

Accreditation Application Bundle Packages

Bundle includes:

Self-Study enrollment

Accreditation Application - Observation

18-month update fee

Member Fee

Non-Member Fee

$945.00 *plus $45.00 annual membership fee

$1340.00

Accreditation Projects

Connect with these local and state agencies for assistance that may come in the form of opportunities to participate in support groups, mentoring, help in developing a quality improvement plan, or financial assistance including help paying the accreditation fee.

Become an Accreditation Quality Ambassador

Build a bridge to NAFCC Accreditation! Sign up for the next training series for Accreditation projects leads and staff. Learn everything from project planning, to working with Family Child Care Programs and NAFCC. Be better equipped to walk Family Child Care educators through NAFCC Accreditation and Renewals.

Apply for Accreditation Council

Find an Accredited Program

Being NAFCC Accredited shows my parents I am committed to quality, that I truly support children's growth and development in the most professional and caring way possible." - Lida

Nationally Accredited Providers Map

Find an accredited provider by state and city

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Quality. Commitment. Excellence. Our accreditation program servers as a cornerstone in a state professional development systems and informs policy makers. For professionals there are two paths, and many right ways to achieve accreditation! Continually Learn Command Better Pay Be Nationally Recognized Accreditation offers national recognition to family child care programs meeting the highest standards for home-based early care and education.

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QR4 Program Improvement Plan Requirements – Maryland EXCELS Toolkit

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QR4 Program Improvement Plan Requirements – Maryland EXCELS Toolkit

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QR4 Program Improvement Plan Requirements – Maryland EXCELS Toolkit

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Questions Prompts for Interacting in Centers

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Questions Prompts for Interacting in Centers

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When we ask children questions-especially big, open-ended questions-we support their language development and critical thinking. We can encourage them to tell us about themselves and talk about the materials they are using, their ideas, and their reflections.

This is the fifth and final article in this TYC series about asking questions that support rich conversations. During the past year, Conversations with Children! has documented and analyzed the many different types of questions teachers ask and the rich discussions with children that flowed from those questions. The series has explored children's interests, considered their developmental needs, respected their cultural perspectives, and highlighted their language development and thinking.

Using an adaptation of Bloom's Taxonomy to think about the types of questions teachers ask children, this article focuses on intentionally using questions that challenge children to analyze, evaluate, and create. This can increase the back-and-forth dialogues teachers have with children-stretching children's thinking!

For this article, I spent the morning in a classroom of 3- and 4-year-olds, located in a large, urban elementary school in Passaic, New Jersey. All 15 children spoke both Spanish and English (with varying levels of English proficiency), as did their teacher and assistant teacher. The teachers in this classroom stretch their conversations with children, having extended exchanges in both languages by listening to and building on children's answers.

Understanding Different Types of Questions

Bloom's Taxonomy has long been used as a way to think about the types of questions we ask students. We have adapted it for young children. Although Remember has mostly right or wrong one-word answers and Create invites use of the imagination and answers that are complex and unique to each child, these levels are just guides. It is up to you to consider which types of questions are appropriate for each child you work with. The lower levels form the foundation for the higher ones.

Remember

identify, name, count, repeat, recall

Understand

describe, discuss, explain, summarize​

Apply

explain why, dramatize, identify with/relate to

Analyze

recognize change, experiment, infer, compare, contrast

Evaluate

express opinion, judge, defend/criticize

Create

make, construct, design, author

A conversation about building with cups in the makerspace

A conversation between the teacher and two children began during planning time and continued as the children built in the makerspace.

During planning time

Teacher: I am excited to see how you will build with the cups. Do you have any idea how you will build with them? (Analyze)

Child 1: I will show you what I can do. ( He draws his plan on a piece of paper.)

Child 2: I want to work with the cups too.

Teacher: Maybe you can collaborate and share ideas.

Child 2: Yeah, we can work together.

Child 1: We can build a tower.

Later, as the first child is building

Child: I put these two and put these one at a time and then these two.

Teacher: How did you stack these differently? () (The child doesn't respond.)

Child: (He becomes excited, pointing.) I show you!

Teacher: Please demonstrate!

Child: I knew what my idea was. (He shows the teacher how he stacked the cups.)

Teacher: Can you describe what parts of the cups were touching? (Understand)

Child: I was trying and trying and trying!

Child: This one is the right way and this one is down.

Teacher: Oh, this one is right side up and this one is upside down!

A conversation about creating a zoo in the block area

The children were preparing for a visit to a local zoo. After listening to the teacher read several books about zoos, one child worked on building structures in the block area to house giraff es and elephants.

Teacher: I am excited to see how you are building the enclosures.

Child: It fell down and I'm making it different.

Child: I'm trying to make a watering place for the elephant to drink water. I have to make it strong so he can drink and the water doesn't go out.

Child: I'm gonna ask him.

A conversation about coding with robots

The children had been using the Ozobot Bit, a small robot that introduces children to coding, for many months. Because these robots are programmed to follow lines and respond to specific color patterns (e.g., coloring small segments of the line blue, red, and green will make the robot turn right), preschoolers engage in a basic form of coding just by drawing lines. In this conversation, the teacher helps a child develop his own code.

Child: (He draws as he speaks.) You have to keep going.

Child: Because have to draw it 'fore it can go. And you don't draw it, it don't go nowhere. Wanna see?

Teacher: So if it's not on the line, it won't go anywhere. It only goes on the line.

Child: Yeah.

Child: You can't stop it with your hand. . . . And if you want to make another one, first you have to turn it off and then you make another one. (He demonstrates with four markers how to code on the paper and then puts the robot on the line.) Now it going backwards.

Child: (He makes the black line on the paper thicker and retries the Ozobot, but it still stops and turns around.)

Child: I gonna do the whole thing again. (The child starts drawing the code.)

A conversation to stretch dramatic play

A child held a baby doll and a girl doll as the teacher entered the dramatic play area.

Child: This girl has a baby. We going to the doctor because we all sick.

Child: The doctor has to check my heart and then he gonna check my mouth.

Child: They go to bed back home and go to sleep.

Child: I'm going read them a book.

Teacher: Oh, that is such a good idea! Do you have a special book in mind? (Understand, )

Child: (She nods her head in affirmation and smiles broadly.) I have a special book. (She holds up My House: A Book in Two Languages/Mi Casa: Un Libro en Dos Lenguas, by Rebecca Emberley.)

Teacher: Will you read the book to me? I'll pretend that I am sick and I am in the bed and you can read the book to me. (The child gives the teacher a small blanket.) You are giving me my blankie. You read and I'll listen. (, ) (The child invents her own story as she turns the pages.)

Conclusion

As the teacher, it's up to you, the one who knows your students best in an educational setting, to decide which questions are appropriate for which children during a particular interaction. It can be challenging to develop and ask questions that engage children in analyzing, evaluating, and creating, such as, "If you could come to school any way you wanted, how would you get here? Why?" But questions that each child will answer in her own way are well worth the effort!

: Thank you, Megan (teacher), Ms. Perez (assistant teacher), and all of the wonderful students who taught me so much about coding! In addition to being the teacher, Megan King is the author of the chapter "A Makerspace in the Science Area" in the book Big Questions for Young Minds: Extending Children's Thinking. And a great big final thank-you to the five preschool classrooms that invited me into their worlds, sharing their questions and conversations with TYC readers.

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Conversations with Children! Asking Questions That Stretch Children's Thinking

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This is the fifth and final article in this TYC series about asking questions that support rich conversations.

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​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​

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​Display​ all regulations of a Title, Subtitle or Chapter​ ​

Under Regulations by Title (left navigation if using a computer) - Click on a Title to filter the list, then on a Subtitle and Chapter as needed. To search for a specific term, place quotes around that term (ex: "influenza").​​​ ​Results will appear below.

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An official website of the State of Maryland.

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The Continuous Quality Improvement Project

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The Continuous Quality Improvement Project

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Unlock Prekindergarten Grants with Support
Do you want to grow your child care business? Are you a child care provider looking to access State prekindergarten grants? Do you want expert guidance and assistance to meet grant requirements?
Look no further! Push to Pre-K is here for you.
Our Initiative:
We've created Push to Pre-K to empower child care providers with the tools they need to tap into State prekindergarten grants.
What You'll Get:
As a participant, you'll receive invaluable technical assistance and unwavering support in understanding Pre-K grant requirements. We'll cover a range of essential topics, including:
Why Choose Push to Pre-K?
We're committed to your success, and our experts are ready to walk you through every step of the process. Join us to take your child care program to the next level!

Don't miss out on this incredible opportunity. Unlock Pre-K grants and transform your child care business with Push to Pre-K. Join us and watch your program thrive!

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Do you want to grow your child care business? Are you a child care provider looking to access State prekindergarten grants? Do you want expert guidance and assistance to meet grant requirements? Look no further! Push to Pre-K is here for you.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Unlock Prekindergarten Grants with Support
Do you want to grow your child care business? Are you a child care provider looking to access State prekindergarten grants? Do you want expert guidance and assistance to meet grant requirements?
Look no further! Push to Pre-K is here for you.
Our Initiative:
We've created Push to Pre-K to empower child care providers with the tools they need to tap into State prekindergarten grants.
What You'll Get:
As a participant, you'll receive invaluable technical assistance and unwavering support in understanding Pre-K grant requirements. We'll cover a range of essential topics, including:
Why Choose Push to Pre-K?
We're committed to your success, and our experts are ready to walk you through every step of the process. Join us to take your child care program to the next level!

Don't miss out on this incredible opportunity. Unlock Pre-K grants and transform your child care business with Push to Pre-K. Join us and watch your program thrive!

# data[].attributes.attachment_link.description
Do you want to grow your child care business? Are you a child care provider looking to access State prekindergarten grants? Do you want expert guidance and assistance to meet grant requirements? Look no further! Push to Pre-K is here for you.

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Components of an Educational Program, Defining High-Quality Pre-K, & Finding Qualified Staff Members

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Components of an Educational Program, Defining High-Quality Pre-K, & Finding Qualified Staff Members

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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FEATURED RESOURCES

Current resources and information on the Coronavirus Pandemic

You can find resources from the State of Maryland and national groups in response to the COVID-19 Pandemic in our Resource Section

Resource:

Maryland Procedural Safeguards Notice

This notice includes an explanation of parental rights for children receiving services through an Individualized Family Service Plan (IFSP) or an Individualized Education Program (IEP).

Resource:

Calendar

An online safe place to share ideas, frustrations, get resources, and make friends. For parents with children in middle and high school. Mondays at 2pm Register here: https://www.surveymonkey.com/r/CoffeeConvoMonday If you have questions, please email Jill Pelovitz (jill@ppmd.org) or Keisha Frager (keisha@ppmd.org)

An online safe place to share ideas, frustrations, get resources, and make friends. For parents with children ages birth to 2nd grade. Tuesdays at 2pm Register here: https://www.surveymonkey.com/r/CoffeeConvoTuesday If you have questions, please email Mai Hall (mai@ppmd.org) or Vastine Koya (vastine@ppmd.org)

An online safe place to share ideas, frustrations, get resources, and make friends. For parents of children having behavioral challenges. Wednesdays at 10 am. Register here: https://www.surveymonkey.com/r/CoffeeConvoWedMorning If you have questions, please email Vastine Koya (vastine@ppmd.org) or Heather Luke (heather@ppmd.org)

FEATURED RESOURCES

Current resources and information on the Coronavirus Pandemic

You can find resources from the State of Maryland and national groups in response to the COVID-19 Pandemic in our Resource Section

Resource:

Maryland Procedural Safeguards Notice

This notice includes an explanation of parental rights for children receiving services through an Individualized Family Service Plan (IFSP) or an Individualized Education Program (IEP).

Resource:

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Parents' Place of Maryland - Maryland's Special Education and Health Information Center

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Current resources and information on the Coronavirus Pandemic You can find resources from the State of Maryland and national groups in response to the COVID-19 Pandemic in our Resource Section Resource: Maryland Procedural Safeguards Notice This notice includes an explanation of parental rights for children receiving services through an Individualized Family Service Plan (IFSP) or an Individualized Education Program (IEP).

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https://padlet.com/desireetaylor/early-intervention-resources-r9jmqzvjqo6gibvc

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How do I renew my active Maryland certificate?

An applicant who receives a certificate is responsible for initiating the renewal of that certificate. To be eligible for a renewal, you must have an active Maryland certificate. If you have an expired certificate, you may apply for a Reinstatement.

Requirements for renewal differ based on your employment status and the type of certificate you hold.

I am employed in a Maryland public school

Those certificate holders who are under contract with a Maryland local school system, a non-public school providing services to special education students, or a State institution, should work directly with their employer to discuss the requirements to renew. Each local school district is responsible for its employees' certification while employed.

I am not employed in a Maryland public school

If you are not under contract with a Maryland local school ​ system, non-public school providing services to special education students, or a State institution, you will need to submit a renewal application through The Educator Application and Certification Hub (TEACH).

Be prepared to submit six semester hours of credit that is:

Earned or taught at a regionally accredited college/university or through Maryland approved Continuing Professional Development (CPD) credits*​; and

Related to a PK-12 public school assignment; and

Earned within the 5-year validity period of the expiring certificate​​; and

Earned in required reading coursework** if not already completed (teaching areas only).

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An applicant who receives a certificate is responsible for initiating the renewal of that certificate. To be eligible for a renewal, you must have an active Maryland certificate. If you have an expired certificate, you may apply for a Reinstatement. Requirements for renewal differ based on your employment status and the type of certificate you hold.

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Margie Cohort Presentation on CLASS/IQR 2022

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Margie Cohort Presentation on CLASS/IQR 2022

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https://us02web.zoom.us/rec/share/LMshg-poLZeqELxQeh01WWNhTr48bXf05OnCv6adPer8ch5rNWTtCytg7x9PfXB1.8i1oyLAjuxG2KD7D
Passcode: n!AZ87VX

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Head Start National Overview of Grant Recipients CLASS Scores

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Head Start National Overview of Grant Recipients CLASS Scores

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Emotional Support 6.03

Classroom Organization 5.78

Instructional Support 2.94

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During the 2019-2020 program year, the Office of Head Start (OHS) used the Classroom Assessment Scoring System (CLASS ®) Pre-K Teacher-Child Observation Instrument during its on-site reviews of grantees. CLASS-reliable reviewers visited a random sample of preschool classrooms to obtain grantee-level scores. This document provides descriptive statistics of the 2020 grantee-level CLASS data.

For more information, see: Use of CLASS in Head Start, available on the ECLKC. Individual grantee CLASS reports also are available on the ECLKC in the Grantee Service Profiles.

National Statistics by Dimension

In 2020, 78 Head Start grantees received CLASS reviews. Fewer grantees received CLASS reviews in FY2020 than in previous years due to the impact of coronavirus disease 2019 (COVID-19). The CLASS tool has 10 dimensions of teacher-child interactions rated on a 7-point scale, from low to high. The 10 CLASS dimensions are organized into three domains: Emotional Support, Classroom Organization, and Instructional Support.

Emotional Support assesses the degree to which teachers establish and promote a positive climate in their classroom through their everyday interactions.

Classroom Organization assesses classroom routines and procedures related to the organization and management of children's behavior, time, and attention in the classroom.

Instructional Support assesses the ways in which teachers implement the curriculum to effectively promote cognitive and language development.

National Statistics by Domain

Grantee-level dimension scores are averaged to produce grantee-level domain scores.* Previous large-scale studies of CLASS have shown that the average preschool classroom scores are higher in the domains of Emotional Support and Classroom Organization than in the domain of Instructional Support.

Distribution by Domain

The following table and graphs provide additional information on how grantee-level domain scores are distributed nationally.

Glossary

Mean: the average value, calculated by summing all scores and dividing by the number of scores

Median: the middle value, where half the scores are below this point and half are above it

N: the total number of values in a set

Standard Deviation: a value that shows how much variation exists in a set of data. There are two types of standard deviation (i.e., sample and population). We use the population standard deviation because this data set includes all 2020 CLASS scores.

" Go to National Overview of Grantee CLASS® Scores by Year

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A National Overview of Grantee CLASS® Scores in 2020 | ECLKC

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Review this resource for descriptive statistics of the 2020 grantee-level the Classroom Assessment Scoring System (CLASS®) Pre-K Teacher-Child Observation Instrument data.

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State and National accreditation demonstrates that licensed child care centers and registered family child care homes strive to achieve and maintain a level of quality identified through a rigorous process of self-assessment and program improvement based on quality program standards issued by the accrediting organization. Maryland provides The Accreditation Support Fund to assist both licensed child care centers and registered family child care providers with the cost of pursuing accreditation.

The Accreditation Support Fund -- National Accreditation assists licensed child care centers and registered family child care providers with required application fees.

Initial application

Renewal application

Annual Update

The Accreditation Support Fund - Maryland Program Accreditation assists licensed child care centers with the cost of instructional materials associated with pursuing Maryland Accreditation.
Accreditation Support Funds cannot be used for:

Facility improvement

Association Membership Fee

Staff training

Any costs that are paid for through another funding source

Any costs greater than the fee charged by the accreditation organization

Accreditation Support Fund FAQs Applications and Resources Application for National Accreditation Support Application for Maryland Accreditation Support
Infant and Toddlers Classroom Learning Materials Checklist (Writeable XLS)

Preschool & School-Age Classroom Learning Materials Checklist (Writeable XLS)
Information on Maryland Accreditation Accreditation Support Fund Regulations (COMAR 13A.14.10)

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State and National accreditation demonstrates that licensed child care centers and registered family child care homes strive to achieve and maintain a level of quality identified through a rigorous process of self-assessment and program improvement based on quality program standards issued by the accrediting organization.

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Weekly visits for scores that are < 6.0 in Emotional Support and <5.5 Classroom Organization.

Bi-weekly visits for scores that are up to 6.5 Emotional Support and up to 6.25 Classroom Organization

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How to Handle the Parent-Teacher Conference - TeachHUB

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Meeting with parents can be stressful for many educators, but there are ways to prep to ease the stress. Learn how to handle the parent-teacher conference.

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Harnessing the Power of Investigative Play - Teaching Strategies

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Harnessing the Power of Investigative Play - Teaching Strategies

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The Year Before Kindergarten: Harnessing the Power of Investigative Play - Teaching Strategies

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Recorded: Thursday, October 12, 2023 The year before kindergarten, regardless of your name for it (transitional kindergarten, PreK, PreK-4, or something else), is a special and important time for children. By the time children reach this year, they are typically demonstrating increased abilities to understand and manage many of the expectations, routines, rules, and transitions that help them engage productively and successfully in a classroom.

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The Materials Budget for the 23-24 School Year is $800.

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Please click the link to complete this form.

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Children's actions are rarely random; they usually serve as a form of communication or a reaction to specific triggers in their environment. Here are some factors that could be causing resistance: Carpets are bustling spaces. The sheer volume of sensory input could make it difficult for some children to focus.View your classroom as a research lab where every interaction and response provides valuable insights into your students' emotional and social needs. Observing these interactions closely can help you tailor your teaching style to cater to their needs better. Short, interactive activities engage children's focus, minimizing disruptive behavior. Fun activities can serve as "brain breaks" that recharge emotional energy.Use storytelling, puppets, or props for initial 5-minute activities to capture their attention. Gradually extend the time as you sense the children growing more comfortable. Start with a 5-minute puppet show that outlines the importance of sharing and modeling desired behaviors for the children. Assigning roles like 'class helper' promotes empowerment, responsibility, and community involvement, decreasing incidents of disruptive behavior. Create a visual jobs chart and rotate roles weekly/daily so everyone gets an opportunity to contribute to the class.Rotate roles and acknowledge each 'helper of the day' in front of the class to build their self-esteem. Consider having a job for each child to contribute daily. Immediate acknowledgment of good behavior boosts a child's emotional well-being and encourages repeated positive actions. Praise good behavior on the spot and offer choices like picking the next activity or song.Catch a child sharing toys and immediately provide them with specific feedback, "I noticed you're being kind while playing with your friends. Sharing your playdough made your friend smile. High five for being kind!" Visual reminders promote self-regulation and serve as non-verbal cues for behavior expectations.Capture candid moments of sharing, cleaning up, kindness, or listening and display these photos prominently.Place pictures of students following good hygiene practices near the sink to reinforce the routine. Place a photo of students walking in a line by the door to reference expectations before leaving the room.Understanding each child's preferences and needs allows you to tailor activities that suit them, promoting emotional safety.Send an 'All About Me' form home during the first week.Use the information to create affinity groups for activities or to offer comfort items to children who may need them. They love dinosaurs? Use it to build connections.Family photos act as emotional anchors, providing comfort and a sense of belonging.Request family photos for each child's designated space.Allow children to share their family photos during circle time, enabling them to talk about their loved ones and feel more connected. Place velcro dots in the cubby for students to grab whenever they miss their family, and place them back when ready. Empowering language encourages responsibility and fosters a proactive approach to learning and community involvement.Use the term "leaders" in group discussions or activities.Before any activity, say, "Leaders, are we ready to _____?" Have continuous conversations about what leaders do, say, act, etc. Regular meetings encourage children to express themselves and learn about their peers, fostering empathy and community.Allocate time weekly or daily for meetings where kids can share and discuss.Use this time, perhaps during the Round Up at the end of the day, to acknowledge any acts of kindness or sharing witnessed in the class. Children feel a sense of ownership and are likelier to follow rules they've helped create.Conduct a rule-setting session where children can suggest rules. If you follow the teaching guides, this is covered. Create a "Classroom Rules" poster featuring the children's suggestions and hang it up for everyone to see, following the Big Rules, Little Rules. Choices nurture decision-making skills, empowering children and enhancing their intrinsic motivation.Offer them choices that you feel comfortable with.Find frequent opportunities to allow them to choose between two learning games, two books, 2 small group activities, etc. Customized reading material fosters not just literacy but also emotional connection and social development. Use personal pictures and stories to create simple books for each child.During storytime, read from a book created specifically for one of the children, highlighting their unique qualities, experiences, and family.
"I have a group of kiddos that absolutely hate carpet time. They also despise read alouds. Does anyone have any ideas on how to get them all to at least come to the carpet for a few minutes. I've tried finger plays, music, and just pointing out pages in the book to no avail. I've removed all items from the area, and now they are attacking each other. Please help before I lose my mind. I struggled last year, but my kiddos came to the carpet and sat while I read a book, and did the shared writing." - One of FB Group Members

I completely understand your frustration with the challenges surrounding carpet time and read-aloud sessions. Many educators face similar issues. When traditional methods fail to engage students, it's important to delve deeper into understanding what emotional and social factors are at play.

Root Causes Behind the Behavior

1. Sensory Overwhelm:
2. Desire for Autonomy:Children may resist participating if they feel they have no say or control over what's happening
3. Emotional Needs: Sometimes, the children's refusal to comply is their way of signaling unmet emotional needs like safety, belonging, or significance

1. Make it Fun, Make it Short
Why it Works:
How to Implement:
Examples in Action:

2. Daily Jobs Chart

Why it Works:
How to Implement:

Examples in Action:
3. Positive Reinforcement

Why it Works:

How to Implement:

Examples in Action:
4. Visual Cues

Why it Works:

How to Implement:
Examples in Action:
5. Know Your Students

Why it Works:

How to Implement:
Examples in Action:
6. Family Photos

Why it Works:
How to Implement:
Examples in Action:

7. Call Them Leaders

Why it Works:
How to Implement:

Examples in Action:
8. Classroom Meetings

Why it Works:

Carpet time doesn't have to be a struggle. By adopting the mindset of a researcher committed to understanding our students' emotional and social needs, the dynamics of carpet time can be transformed from a chaotic experience into a meaningful one. Every student will not sit crisscrossed, and we shouldn't expect them to. Allow yourself the flexibility to provide them with the space to feel comfortable, safe, and excited to learn and whatever that looks like for each individual child. How to Implement: Examples in Action: 9. Involve Them in Rule Setting
Why it Works: How to Implement: Examples in Action: 10. Offering Choices
Why it Works: How to Implement: Examples in Action: 11. Personalized Books
Why it Works: How to Implement: Examples in Action: 4. Social Dynamics: Children may also react to each other, vying for social standing or attention within the group.

Building relationships is the cornerstone of any successful classroom, especially when managing challenging behaviors during whole-group time. First-year preschool teachers, this one's for you.
Your Classroom as a Research Lab

These tried-and-tested strategies are easy to understand and implement, even if you know nothing about preschool teaching. They are designed to help you focus on the behavior you want to see more of, and they emphasize the importance of creating a structured, nurturing environment through relationship-building during the first six weeks and beyond.

Now that we have some understanding of why your students might be acting the way they do, here are 11 research-backed and teacher-tested strategies aimed at building emotional intelligence and fostering a sense of community.

Would you consider implementing some of these strategies? I'd like to hear about your experiences as we continue this challenging yet rewarding educational journey.

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Understanding the Challenges of Whole Group: A Research-Based Approach

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Children's actions are rarely random; they usually serve as a form of communication or a reaction to specific triggers in their environment. Here are some factors that could be causing resistance.

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Maryland College and Career Ready Standards PK-K ELA

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Maryland College and Career Ready Standards PK-K ELA

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Open Ended Question Prompts and Higher Order Thinking

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Open Ended Question Prompts and Higher Order Thinking

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Open-ended Questions Promote Higher Order Thinking — My Teaching Cupboard

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One of the gifts you can give children is allowing them the opportunity to solve problems. Solving problems develops higher order thinking skills.  Children must be given the opportunity to experiment, investigate and solve problems. If you are lucky, they may even fail. It’s OK to Fail

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Maryland College and Career Ready Standards PreK Math

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Maryland College and Career Ready Standards PreK Math

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The importance of schemas in every child’s learning 

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The importance of schemas in every child’s learning 

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Help parents understand and enjoy their children with Schemas for parents, published as part of a project 'Twos Count Here,' creating quality places for vulnerable two year olds in Suffolk county.
The importance of schemas in children's self-initiated and spontaneous play has become a valued and embedded part of early childhood practice. Schemas are those repeated patterns seen in children's behaviour, and they link directly to the development and strengthening of cognitive structures in the brain. The revised Early Years Foundation Stage (EYFS, 2012) requires practitioners to look, listen and note down children's interests as a starting point to becoming familiar with each new learner. Subsequently, many practitioners have become very skilled at spotting schemas. However, once these are identified, practitioners do not always know how to ensure that a child's schematic interest is directly reflected in their planning.

It is important to point out that schemas operate at four distinct levels in children's development: Level 1 - Sensorimotor, Level 2 - Symbolic Representation, Level 3 - Functional Dependency and Level 4 - Abstract Thought. To aid understanding, this article will illustrate the 'Transporting Schema' at each of the levels noted above.

The Transporting Schema is defined as: 'an interest in moving themselves around, and in transporting objects'. Once they are mobile, babies and children begin to move objects and themselves from one place to another, using bags, bikes and trucks etc.

Level 1 - Sensorimotor

In early childhood practice, it is well established that children learn through their senses, absorbing information through what they see, taste, touch, hear and smell. Their complex multisensory interconnections act as the main source of information from the brain, and these, in turn, strengthen their cognitive structures (schemas).

Observation

For some time, Jack, aged 18 months, has shown an interest in moving things from one place to another. On a recent visit to B&Q, he persisted in transporting a range of objects. He was first observed trying to move several pots of paint. However, after many attempts, he discovered that these were too difficult for him to lift or carry. He then found a pot of Rosemary that he could manage; rather than using a basket, he chose to transport this with his hands, all the way to the checkout. On the way out of the store, Jack found a large plastic 'wet floor' sign that he also attempted to move.

Jack's interest is in moving things and with his hands. He is learning through his movement and feelings, that some things are heavy and others are light and big things can be light too.

Level 2 - Symbolic Representation

Symbolic Representation is when children use one thing to stand for something else. For example a child might use a leaf to represent money symbolically in a pretend game of going shopping.

Observation

Isobel, aged 24 months, was observed moving single pieces of a train track. She spent ten minutes trying to carry them from inside her classroom into the garden, each time placing pieces into her buggy. Once the buggy was fully loaded, she told her practitioner: 'Me go shopping.' The practitioner asked her if she had any money; Isobel replied 'yes', pointing to her pocket.

From this observation one can tell that Isobel is interested in journeys, and with moving objects. Her pretend play, of going shopping, helps her to act out and connect her experiences. She pretends that the pieces of train track are her shopping, and that she has money in her pocket. It is clear that she is deeply engaged in developing her understanding about moving and classifying things that are the same.

Level 3 - Functional Dependency

Functional Dependency is a child's use of prior knowledge; it is when children are able to draw on knowledge that they have already absorbed and assimilated into their cognitive structures.

Observation

Oliver, aged 40 months, was observed playing with some guttering in the garden. The scenario that follows shows how he uses the Transporting Schema at this level of Functional Dependency.

After leaning the guttering up against the garden wall, Oliver goes inside and returns with three cars. Though he is able to lift each length of guttering up onto the wall, he cannot reach the end to put his car down it. He therefore goes back inside and returns with a crate, which he places next to the guttering. He stands on the crate, but is still not high enough. His next solution is to return with a hollow block; this is placed on top of the crate. He then lowers the guttering, slightly, so that he can reach the end. Problem solved, he puts the cars in the guttering, jumps off the crate, and waits for them to come out the other end. He then collects his cars and repeats this over and over again. Oliver is applying his prior knowledge about height and gravity to aid his play.

Level 4 - Abstract Thought

Abstract Thought is when children use talk to describe events, objects or experiences - sometimes repeating information that has been given to them, in the absence of concrete cues. In this way, children demonstrate that they have taken in knowledge, adapted and assimilated it, later using this to reproduce their own new ideas, whilst talking about things that interest them.

Observation

Max, aged 46 months, was very interested in holding and moving a pot, which contained a caterpillar, around the garden. When one of the practitioners mentioned the caterpillar's chrysalis, Max said: 'it's getting bigger, and bigger and bigger. It's like when we grow up and we have a new house and we get a boyfriend, and then we get a baby'. The practitioner asked him who had told him that. Pointing to his head, he said, 'no-one, I just know it in my mind'. Max is observed using his memory and his ability to immediately recall bringing his real-life knowledge into his explorations, showing his ability to think abstractly.

Observing, assessing and planning for schema

The observational examples above demonstrate ways in which the same schema may be repeated in many different forms, and how schemas can be used to explore a range of physical movements, symbolic representations, and technical understandings about cause and effect, and abstract thought. In this case the transporting schema has also enabled Max to have an understanding on the passing of time.

Schematic play enables children to act out experiences and take risks, testing out and talking about what they already know and can do. Furthermore, when children are playing with a concept or an idea that they know well, they are also building upon knowledge that they can then apply to a range of new experiences and activities. In this way, schemas (cognitive structures) are constantly being strengthened through active exploration, engagement, thinking and investigation. It is the opportunities for children go on visits and combine resources and materials, in real and relevant contexts, which makes that crucial difference in the enrichment of a child's learning.

The revised EYFS (2012) acknowledges that schemas are an intrinsic part of child development, stating that practitioners should 'encourage independence as young children explore particular patterns of movement, sometimes referred to as schemas'. This is further reinforced by this document's outline on the characteristics of effective learning; for example, Exploring Learning - playing with ideas with which children are already familiar - focuses hugely on Symbolic Representation. Creating and Thinking Critically highlights the importance of children testing out their ideas through experimentation, and of practitioners providing opportunities for children to practise and refine skills in meaningful and relevant contexts.

The emphasis, herein, is that assessment must be based on an understanding of what is being observed. Therefore, practitioner knowledge of child development is vital throughout the assessment process, if there is to be recognition of, and an appropriate response to, the diverse forms of schematic play. Equally, a thorough knowledge about schematic levels provides practitioners with a framework which can be used to analyse where individual children are in their learning, thereby helping them to plan experiences that the child is most likely to be interested in.

With its emphasis on beginning observations with a good knowledge about how children are learning, the hope is that the revised EYFS planning stipulations will now prove more practically effective. If it helps practitioners to feel better supported in their endeavours to advance child-initiated learning, in ways that are relevant to each and every child, the benefits of early education will follow individuals far beyond this stage of learning.

The original version of this article first appeared in Early Education magazine.

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The importance of schemas in every child's learning

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Schemas are those repeated patterns seen in children's behaviour, and they link directly to the development and strengthening of cognitive structures in the brain.

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We will be meeting monthly on the 4th Tuesday of the Month from 1:30pm-2:30pm

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https://assets.website-files.com/61e9ed8efb92171b37cbfbfa/63b476d19c3e3fed50d21385_jimknight-my-favorite-questions.pdf

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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.

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From DAP to DEEP: Exploring the New NAEYC Position Statement on Developmentally Appropriate Practice

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We all remember getting worksheets when we were in school. These lesson aids were positioned as informative, fun, and necessary for us as students to retain the curriculum. But, in modern pedagogy, instructors are rethinking the utility of worksheets, especially in early childhood education. In fact, worksheets may be developmentally inappropriate and work against children learning their preschool curriculum effectively.

In this article, we'll discuss why preschool worksheets don't work 100% of the time, and developmentally appropriate activities preschool teachers can use to set the foundation for their children's future learning instead.

Source
What are preschool worksheets?

Preschool worksheets are lesson aids meant to help young children dive deeper into their curriculum. There are a variety of worksheet styles teachers use, but the most common are those that allow children to trace or write a letter repeatedly, draw lines from pictures to numbers or letters, or mark letters to differentiate between uppercase and lowercase letters.

On the surface, preschool worksheets seem to be beneficial for children to learn and grow the foundation of their knowledge, but in reality, many believe that worksheets aren't developmentally appropriate for preschool-aged children.

Why are worksheets not developmentally appropriate?

From two to seven, children are firmly in the preoperational stage of brain development. One of the major pillars of this developmental stage is that children begin to think symbolically and rely on their intuition, rather than logic, to understand the world around them. They'll need to fully move into the next developmental stage, concrete operational, to start understanding logical reasoning.

Worksheets require logical reasoning to understand and complete, mainly because they often have a "right" answer. At this stage of brain development, children are much more focused on performing make-believe, working on their language and attention span, and working out how the world around them works. So, giving them a lesson aid that doesn't play to their strengths can work against their long-term development.

Below are some other reasons why worksheets aren't developmentally appropriate.

Worksheets do not accommodate all learners

Another thing to consider is that worksheets don't accommodate all learners. They don't consider that even though every preschooler is technically in the same development stage, not all of them will be at the same level within it. Children progress at different rates and learn in different ways-which is perfectly normal-but because every child has the same worksheet, these nuances can't be considered.

Worksheets focus on short-term success

Worksheets aren't developmentally appropriate because these lesson aids typically focus on short-term success rather than long-term understanding. Worksheets are generally given to help drill down a concept, but what they can fail to do is help children understand the core meaning behind it. For example, a worksheet can help children memorize their ABCs, but without context, they won't understand that letters are the building blocks of all the words they say and read. Preschool should be about the process, not the product, but worksheets focus on the product.

Worksheets discourage socialization

Children aren't able to form rational connections based on logic at this stage, and they aren't able to work together to help each other complete their tasks. At this age, children are still learning social skills. Worksheets are naturally solitary activities, so children are missing out on vital opportunities to develop further, which could cause them to disengage from learning moving forward.

Worksheets can lessen a child's confidence in themselves

Because worksheets are designed to have a "right" answer, they also have a wrong answer. Worksheets are abstract, meaning there is a set logic for getting to an answer. At this young age, children use tangible reasoning, as well as trial and error, to help them understand the world around them. So, because they can't use these methods to complete a worksheet, they can easily get discouraged if they don't know the answer.

Worksheets can take away from more meaningful learning opportunities

Preschoolers thrive in environments where they can play and engage with their classmates and teachers. Worksheets take away from this environment because they're naturally solitary activities. So, teachers should use hands-on methods instead of worksheets to teach preschoolers.

So, why use worksheets in the classroom?

At their core, worksheets can help reinforce a concept so children can better understand what they've just learned. And while worksheets aren't developmentally or academically appropriate for preschool classrooms, they can be effective teaching aids for older children in a completely different stage of brain development to learn their curriculum.

In later stages of childhood development, children can apply logical reasoning to get to a specific answer. Worksheets work well here because children in later stages of development can work independently or in groups to figure out the answer. Then, once they've completed the worksheet, their work can be assessed and corrected to ensure the concept sticks.

How to teach without worksheets

Moving away from using worksheets in a preschool classroom is easy. You'll need to build lesson plans that prioritize developmentally appropriate and hands-on activities that engage your class. Here are some alternatives to worksheets.

Developmentally appropriate practice

Developmentally appropriate practice (DAP) considers a child's individual needs and their social and cultural contexts to create an engaging learning experience. With this method, teachers can learn about each child's strengths, needs, and interests and leverage their child development knowledge to determine the best ways to teach their children. For example, teachers may personalize lessons and activities and set classroom expectations that reflect diverse values and cultures. Developmentally appropriate practice encourages teachers to create a learning environment where children are emotionally supported and motivated to attempt challenging skills. Through observation, teachers can track their children's progress toward mastering new skills and encourage them to use their skills to complete new tasks.

Play-based learning

Another alternative to worksheets is incorporating play-based learning. Play-based learning is an approach that uses play as a context for learning. As children play, they engage their imagination, take risks, and learn problem-solving to support their development. It's an unstructured, process-oriented system that helps children create context around the concepts they've learned while also helping aid their social and cognitive development. So, instead of using worksheets to reinforce concepts and memorize content, activities like pretend cooking, singing and acting, or roleplaying can help children achieve similar results in a more hands-on and developmentally appropriate way.

Inquiry-based learning

Inquiry-based learning is a teaching practice that encourages children to use critical thinking and creative problem-solving skills to solve a problem. Challenging your children to think critically and solve problems based on their own experiences will create a more well-rounded learning experience than worksheets can provide. This is because inquiry-based learning allows children to use their intuition to come up with a solution to a problem. With this type of learning, there's not necessarily a "right" way to get to an answer; instead, each individual can use their knowledge and experience to devise their own solution.

Download our free daily lesson plan template and customize it to suit your teaching style and children's needs.

The bottom line

There are many reasons why preschool worksheets aren't the best teaching resource in an early education setting, and teachers should fully understand them before building a curriculum around these resources. Instead of worksheets, teachers should use hands-on, engaging methods that incorporate play, developmentally appropriate activities, and child-led exploration and experimentation. In a classroom without worksheets, preschoolers will be in a learning environment that supports their individual strengths and needs where they can fully thrive.

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Worksheet Woes: Why Worksheets Don't Work in a Preschool Curriculum

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Learn the reasons why preschool worksheets don't work in early education and ways teachers can engage more meaningfully with their children.

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Intentional Teaching Cards by Objective 

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Intentional Teaching Cards by Objective 

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Alicia Pugh*
aliciatotsrus@aol.com
443-827-6877
Baltimore County

Dawn Kraham*
Dawnkraham@gmail.com
301-514-2484
Frederick

Marche Sweat*
worldofdreamsdc@gmail.com
410-240-3755
Baltimore City

Megan Brittain
meganbrittain@icloud.com
443-418-5853
Baltimore County

Susan Custer*
childcarecottage@gmail.com
301-639-5088
Frederick

Tamaika Calimano
Tamaika0101@gmail.com
240-449-5985
Frederick

Timeka Paige
treasuredblessingfcc@aol.com
443-386-1099
Baltimore County

*funded

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Features

Maryland Rebuilds is a Maryland State Department of Education (MSDE) grant opportunity designed to support the state's child care system in utilizing federal funds to stabilize, strengthen, and sustain the child care system and mitigate the impact from the COVID-19 pandemic.

This funding opportunity is designed for licensed child care providers. Applicants may be a family home child care provider, a large family home child care provider, a child care center, or an education program under a Letter of Compliance.

The Maryland State Department of Education (MSDE) has been awarded a $26.8 million Preschool Development Birth through Five (PDG B-5) Renewal Grant.

UPCOMING EVENTS

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Maryland Rebuilds is a Maryland State Department of Education (MSDE) grant opportunity designed to support the state's child care system in utilizing federal funds to stabilize, strengthen, and sustain the child care system and mitigate the impact from the COVID-19 pandemic. This funding opportunity is designed for licensed child care providers.

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The Child Care Career and Professional Development Fund (CCCPDF) is a tuition assistance program for child care providers to obtain a college education at participating colleges/universities in Maryland. Funding is available for child care providers to earn a college degree in the following areas:

Early Childhood Education

Child Development

Elementary Education

Special Education

The fund does not reimburse participants as the payments are made directly to the college or university. MSDE will notify applicants of whether or not they have received fund approval.
CCCPDF Grant Application Guide
Application Due Dates

First-time applications are due by March 1.

Continuation applications are due by June 30.

Transfer applications (students transferring from a participating 2-year college to a participating 4-year university) due by June 30

First-time applications are processed on a first-come, first-served basis. Priority is given to applicants who have not yet completed any college courses for credit from an accredited college or university.

CCCPDF

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Child Care Career and Professional Development Fund (CCCPDF)

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The Child Care Career and Professional Development Fund (CCCPDF) is a tuition assistance program for child care providers to obtain a college education at participating colleges/universities in Maryland. Funding is available for child care providers to earn a college degree in the following areas: Early Childhood Education Child Development Elementary Education Special Education The fund does not reimburse participants as the payments are made directly to the college or university.