Provider Insider, Winter 2023
January, February & March 2023
Resource Library - Bilingual Board Books
Did you know Clackamas CCRR has a resource library? We have many titles and types of books available to programs to check out, this includes Early Childhood themed texts, DVD's and even a growing children's library. Each quarter our newsletter will feature a specific area. This quarter: Bilingual Board Books.
We have a terrific collection of bilingual books, including the Elizabeth Verdick's Best Behavior series including English and Spanish print. Titles here include Teeth Are Not for Biting/Los dientes no son para morder and Feet Are Not for Kicking/Los pies no son para patear.
If you are looking to enhance your children's literacy and cognitive experience's look no farther than your own CCRR in Clackamas! All books are housed at our Sunnybrook location and available to check out. If you are interested in learning more about this contact our Training Specialist Kelley Lawson at klawson@clackesd.org. Read on!!
Focus on the Pyramid Model
We are pleased to add quarterly information about the Pyramid model to our newsletter. This comes from the Clackamas ESD: Pyramid Model Parent Engagement Team.
Our purpose
Early Childhood is the time when the brain is developing rapidly and is most receptive to learning. Our hope is that these newsletters will give tools to help prepare your child to enter preschool and Kindergarten ready to learn!
Why Pyramid Model?
The Pyramid Model is a social and emotional learning framework that-- when fully implemented-- promotes young children's healthy development, and prevents challenging behaviors. The core work in the model focuses on building adults' skills so that they can support children's social and emotional health
Pyramid Model Quick Tip(s)
Tips for Making the Holiday Season Easier With Your Little One(s)
- Prepare your child for changes in routines and schedule.
- Involve your child in some of the holiday preparations.
- Keep aspects of your typical routine whenever possible.
- Give clear directions. For example: Use positive words like "use your walking feet."
- Provide transition warnings.
- Use ‘Wait Time.’
- Provide limited choices.
- Provide frequent and specific praise for acceptable behavior. For example, you used gentle hands with the puppy. That was amazing!
- Empathize with your child’s feelings.
- Inform family and friends of helpful strategies.
Sensory Activity: Making Pretend Snow
Materials
- White Hair Conditioner
- Large Bowl
- Baking Soda
Tools
- Large spoon or spatula for mixing
One: Mix 2 1/2 cups of pure baking soda with 1/2 cup white hair conditioner in a large bowl.
Two: Stir mixture in a large bowl until ingredients are well combined.
Three: Enjoy hours of sensory play!
Tip: You can add more baking soda if you wish to make your “snow” less wet if you’d like. You can easily multiply this recipe if you need to make a larger batch of snow.
Inclusive Partners Tip of the Month
Did you know….
Mindful changes to your daily routines can result in big positive changes in children’s behaviors? Taking a trauma responsive approach to classroom management can support all the students in your group learn how to regulate their emotions and interact respectfully with other people. Having consistent daily routines and following a predictable schedule that is posted in your classroom helps children know what to expect. One way to be trauma responsive is to provide consistency so that children feel safe and secure. Clearly communicating behavior expectations in relation to routines, in simple and specific language, helps teachers and children alike. Remember, behavior is learned just like academics and gross motor skills: with ongoing teaching, frequent practice, and consistent support. Adding more trauma responsive tools to your toolbelt is an example of an inclusive practice that supports all children regardless of age or ability. You can reach out to Inclusive Partners for support. Call us 971-673-2286 or email DELC.InclusivePartners@ode.oregon.gov
Zero to Three Critical Competencies, Language and Literacy Module (75460)
Dates: 3-three hour workshops on Jan. 10, Feb. 14, Mar. 14, Module 3, 6pm-9pm
Cost: $40, scholarships available
Language: English
Location: Online, Zoom
CKCs: 9 hours, 6 HGD & 3 LEC
ORO: Set Two, Must attend all classes for ORO credit
Trainer: Alexandra Curtis
Language and literacy are fascinating and critical parts of child development required for overall learning and relationships. The foundation is laid in infancy and toddlerhood. In Area 3, participants will explore teaching strategies and practices to support young children to develop communication skills needed in later school and adult life.
The price of this cohort also includes Set Two class Say What? Discerning Infant Communication and Reading Babies Cues (76991)on Mar. 28, 6pm-9pm.
Temperament Cohort Series (75489)
Dates: 6-two hour workshops on Jan 12, 19, 26, & Feb. 2, 9 & 16, 6pm-8pm (Time updated!)
Cost: $60 (A $60 savings!), scholarships available!
Language: English
Location: Online, Zoom
CKCs: HGD, LEC, SN, UBG
ORO: Set 2, Participants register for the whole set but may take one or several classes. Each class stands alone for ORO credit.
Trainer: Jennifer Seretan
Temperament consists of the individual differences in emotions, motor activation and attentional reaction to stimuli. Temperament shapes children's outcomes and influences in the way they interact with their environment and how adults and children respond to them. This six part series takes a deeper look at how to understand temperament and how providers can design their work meet children where they are and help all types of personalities to thrive in the Early Childhood Environment.
CANCELLED - Trauma-Responsive Care for Infants and Toddlers in Child Care
Dates: 6-three hour workshops on Mar. 7, 14, 21, Apr. 4, 11 and 18. 6pm-9pm
Cost: $60
Language: English
Location: Online, Zoom
CKC: UGB
ORO: Set One and Two, Participants register for the whole set but may take one or several classes. Each class stands alone for ORO credit.
Trainer: Amy Williams
A trauma-responsive approach recognizes and responds to the impact of traumatic stress on children, families, and caregivers by increasing trauma awareness, knowledge, and skills and incorporating these into program policies and practices. This approach also focuses on collaboration to maximize physical and psychological safety and support children’s and families’ ability to thrive.
Pre-registration is required.
