Dr. Allan Schore is on the clinical faculty of the Department of Psychiatry and Biobehavioral Sciences, UCLA David Geffen School of Medicine, and at the UCLA Center for Culture, Brain, and Development. He is author of four seminal volumes, Affect Regulation and the Origin of the Self, Affect Dysregulation and Disorders of the Self, Affect Regulation and the Repair of the Self, and The Science of the Art of Psychotherapy, as well as numerous articles and chapters. His Regulation Theory, grounded in developmental neuroscience and developmental psychoanalysis, focuses on the origin, psychopathogenesis, and psychotherapeutic treatment of the early forming subjective implicit self.
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Treatment Assumptions | Circle of Security International - 0 views
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when children feel safe and secure, their attachment system terminates, and their exploratory system engages.
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when children feel threatened, exposed, criticized, or vulnerable to attack, their exploratory system terminates and their attachment system is activated.
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In other words, people cannot adequately learn and defend themselves at the same time. When parents, especially high-risk parents who are often under social and legal scrutiny, take the risk of placing their caregiving approach under a magnifying glass their attachment needs (for protection and comfort) are often activated.
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what is needed is a system for differentially identifying each child’s attachment pattern and his or her parent’s caregiving pattern, followed by a specific treatment protocol assigned to that dyadic pattern. Such a protocol helps eliminate the potential problems of a “one size fits all” approach to intervention.
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this differential assessment-intervention protocol would allow more standardization in the training of service providers and implementation of their services, as well as the replication of the success we have come to know in our current work.
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The Circle of Security™ is a user-friendly map that we developed to teach attachment theory to parents.
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When children feel safe, their exploratory system or innate curiosity is activated and they need support (either verbally or non-verbally) for exploration; As they are exploring, sometimes they need their parents to watch over them, sometimes they need help, and sometimes they need their parents to enjoy with them; When they have explored long enough, (or if they get tired or anxious, or find themselves in an unsafe situation) they need their parents to welcome them back. When they return, they need their parents to comfort, protect, delight in, and/or organize their feelings. We focus on the last piece because for many of the parents it is a new idea that children need help organizing their internal experience as well as the external environment. When the attachment system is terminated, children are ready to start the circle again.
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Epigenetic programming by maternal behavior - 0 views
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This study looked at the relationship between a nurturing mother rat and the epigenetic expression of the stress response in the pup. They found that the nurturing mother rat, whether the biological mother or the adopted mother, changed the stress response in the pup. The nurturing mother lowered the stress response while the neglectful mother raised the stress response. Also, pups who were raised by the neglectful mother grew up to have more behavioral issues than those raised by nurturing mothers. These changes in the epigenome have major consequences for the health of the children as well as the potential for disease later on in life. I am curious as to how we can support mothers (and fathers) through services such as a year paid maternity leave among many other support systems so that mothers and fathers can provide as much nurturing as possible for their children.
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About Us | Communication Across Barriers - 0 views
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Conferences for youth and adults living in poverty and the Navigator/Neighbor program for matching trained citizens who are not in poverty with citizens who are in poverty), Poverty Competency assessments, customized action planning tools, books, articles, research, informative free newsletter, a resource focused website, and other educational materials for making a difference
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If we intend to support children we need to understand the roots of poverty so we can support families. Donna Beegle can help us understand what it means and how to help families. Dr. Beegle was named a 2013 Woman of Influence by the Portland Business Journal! The annual Orchid Awards honor women who are compelling, affect change and represent their positions with strength, wisdom and grace. "Our Mission: Communication Across Barriers is dedicated to broadening and improving opportunities for people who live in the war zone of poverty Our far reaching goals: Assist communities and organizations to "fight poverty, not the people who live in it." We illuminate real and structural causes of poverty and provide life changing information that shatters common myths and stereotypes about people who live in poverty Offer research-based strategies and insider perspectives for improving relationships, communication, and opportunities across poverty barriers Develop an army of speakers and trainers who can educate and assist communities in breaking poverty barriers Provide models and programs that increase a connected, collaborative, community-wide approach to fighting poverty Educate and engage people not in poverty with tools and avenues for making a difference in their own communities"
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Burkina Faso: Childhoods Lost in the Gold Mines | Pulitzer Center - 0 views
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On the rocky ground outside the Kollo mining village near the border between Burkina Faso and Ghana, about 100 people are working, 30 or so of them children. They smash boulders into pebbles and pebbles into grit with primitive hammers and sticks. They haul buckets of well water up the hillside and, pouring this water into shallow pans filled with rock and dirt, they swirl the muddy mix, looking in the silt for tiny flecks of gold.
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The United Nations' International Labor Organization estimates that as many as a million children between ages 5 and 17 work in the small-scale gold mines of Africa for as little as $2 a day.
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The U.S. Department of Labor also is funding a four-year, $5 million project in Burkina Faso, one of the world's poorest nations, to reduce child labor in cotton farming and gold mining.
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"We are not calling upon companies to boycott gold that has been mined by children," Kippenberg said, "but to remediate the situation if they find child labor in their supply chain - by engaging the relevant government, their suppliers, and demanding progress to get these children out of the mines and into school."
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The U.S. Labor Department and the ILO consider mining one of the worst forms of child labor because of the risks of injury and death and the long-term health consequences from constant exposure to dust, toxic chemicals, and heavy manual labor.
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The United Nations' International Labor Organization estimates that as many as a million children between ages 5 and 17 work in the small-scale gold mines of Africa for as little as $2 a day. In the African Sahel, a semiarid region that stretches from the Atlantic Ocean to the Red Sea across parts of Mali, Ghana, Burkina Faso, and Niger, 30 percent to 50 percent of small-scale mine workers are children, according to ILO estimates. Child labor is against the law in Burkina Faso, where last year the government announced a plan to significantly reduce the numbers of exploited children by 2015. But enforcement is lacking.
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Arrowsmith School Toronto - 0 views
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Arrowsmith School is a privately owned co-educational and non-denominational day school that is dedicated to helping students with learning disabilities.
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Students who come to Arrowsmith School have been struggling in school - some are just starting their schooling but their experience has already shown a pattern of learning problems. Others have been finding school a challenge for years.
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The cognitive exercise program at Arrowsmith School is designed to strengthen the learning capacities that underlie the learning difficulties that our students have been experiencing in school.
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Each new student is fully assessed at Arrowsmith School so that we may identify his or her areas of strength and weakness and design a program of cognitive exercises specifically for that student’s particular learning profile.
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The Arrowsmith Program is founded on neuroscience research and over 30 years of experience demonstrating that it is possible for students to strengthen the weak cognitive capacities underlying their learning dysfunctions through a program of specific cognitive exercises.
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Our program has proven effective for students having difficulty with reading, writing and mathematics, comprehension, logical reasoning, problem solving, visual and auditory memory, non-verbal learning, attention, processing speed and dyslexia.
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The Arrowsmith Program is founded on two lines of research, one of which established that different areas of the brain working together are responsible for complex mental activities, such as reading or writing, and that a weakness in one area can affect a number of different learning processes. The other line of research investigated the principle of neuroplasticity, which is the ability of the brain to physically change in response to stimulus and activity, to develop new neuronal/synaptic interconnections and thereby develop and adapt new functions and roles believed to be the physical mechanism of learning.
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The Arrowsmith Program deals with the root causes of the learning disability rather than managing its symptoms.
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You may read more about the development of the Arrowsmith methodology in the book “The Woman Who Changed Her Brain,” by Barbara Arrowsmith Y
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A number of television programs and interviews have been devoted to the work of Arrowsmith Program. A compilation of these programs describing the methodology of the program is available on our Videos link.
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Fixing My Brain: Neuroplasticity and the Arrowsmith - 0 views
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Fixing My Brain: Neuroplasticity and the Arrowsmith Program (52:00) In her youth, Barbara Arrowsmith struggled with a severe learning dysfunction—until she designed a self-improvement regimen aimed at strengthening areas of her brain. This film profiles Arrowsmith, takes viewers inside the school she founded, and follows the progress of four cognitively challenged students enrolled there. Psychology and special education experts articulate diverging opinions of Arrowsmith’s methods—including enthusiasm from Dr. Norman Doidge of Columbia University and skepticism from Dr. Linda Siegel of the University of British Columbia. Displaying a wide range of attitudes among students and parents, the film culminates in a graduation ceremony—and measurable cognitive improvements. (52 minutes)
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Developmental Cognitive Neuroscience Lab - Adele Diamond - 0 views
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Our lab specializes in studying a region of the brain known as prefrontal cortex (PFC) and the cognitive abilities that depend on it, especially in young children.
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Those abilities are often called executive functions and consist of cognitive control functions such as cognitive flexibility, inhibition (attentional control, self-control), working memory, reasoning, and problem-solving.
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We have recently documented marked advances in executive functions due to an early childhood school curriculum (Tools of the Mind) that requires no specialists or expensive equipment, just regular teachers in regular classrooms.
Early Childhood and Neuroscience - Links to Development and Learning - Springer - 0 views
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Is working memory training the priority for ADHD patients? | SharpBrains - 0 views
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Not all children benefit from medication, some experience intolerable side effects, and many continue to struggle despite the benefits provided by medication.
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Behavior therapy can be difficult for parents to consistently implement, and does not generally reduce behavior difficulties to normative levels.
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researchers have shown growing interest in whether cognitive training — generally done via computer — can induce more lasting changes in children’s ability to focus and attend. One approach that has shown promise in helping youth with ADHD, and which is now widely available, is Working Memory Training.
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In one, children with ADHD were randomly assigned to high intensity (HI) or low intensity (LI) WM training. The HI treatment involved performing computerized WM tasks, e.g., remembering the sequence in which lights appeared in different portions of a grid, recalling a sequence of numbers in reverse order, where the difficulty level was regularly adjusted to match the child’s performance by increasing or decreasing the items to be recalled.
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Each group trained 30–40 minutes per day, 5 days per week, for 5 weeks with training supervised by parents
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A subsequent study also used random assignment to HI vs. LI training, and observed the impact on children’s behavior in a controlled classroom setting.
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The authors conclude that their findings cast “…doubt on the claims that CWMT is an effective treatment in young children with ADHD.”
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parent reports indicated significant reductions in ADHD symptoms, particularly inattentive symptoms; these reductions remained evident at 3 months. However, no benefits in ADHD symptoms were evident in reports provided by children’s teachers.
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A significant limitation in the evidence-based for using CWMT to treat youth with ADHD is the absence of teacher reported benefits.
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some have suggested that CWMT should be regarded as no more than a ‘possibly efficacious’ treatment for ADHD and not considered a ‘first-line’ treatment like medication and behavior therapy.
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Results indicated significant reductions in off-task classroom behavior among children with ADHD who received HI training. This partially addresses concerns about failure to find teacher reported benefits in other studies.
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Results from these 2 randomized-controlled trials do not support CWMT as a first-line treatment for ADHD.
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What can we conclude from this work? Despite promising initial reports suggesting that CWMT is a potentially effective treatment for ADHD, these studies significantly undercut this conclusion. This does not mean that there is no utility to CWMT, however, particularly for individuals with demonstrated working memory deficits. If one’s treatment goal is to enhance working memory, CWMT may have real value. If the goal is to bring ADHD symptoms under control, however, these findings indicate that for most children with ADHD, CWMT would not currently be considered a reasonable substitute for medication and/or behavior therapy.
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What can we conclude from this work? Despite promising initial reports suggesting that CWMT is a potentially effective treatment for ADHD, these studies significantly undercut this conclusion. This does not mean that there is no utility to CWMT, however, particularly for individuals with demonstrated working memory deficits. If one's treatment goal is to enhance working memory, CWMT may have real value. If the goal is to bring ADHD symptoms under control, however, these findings indicate that for most children with ADHD, CWMT would not currently be considered a reasonable substitute for medication and/or behavior therapy.
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UW research on brain activity delivers lessons on how kids learn | Local News | The Sea... - 0 views
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she has found, in work that is not yet published, that the ability of 6-month-olds to tune in to the sounds of their native language — like the subtle difference between “pat” and “bat” — predicts a skill at age 5 that corresponds strongly with reading success.
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parents strengthen those connections as their children grow by reading aloud to them, asking open-ended questions, and practicing serve-and-return conversations that build vocabulary and basic knowledge about the world around them.
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two dimensions of attention — locking in on what’s important while ignoring distractions — predicted both how well they would speak at age 2½ as well as their phonological awareness at age 5.
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Children who have even one adult spending time with them like that can form those connections, regardless of family wealth and education,
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preschool should be about practicing all the ways that the brain experiences language — hearing it, speaking it, seeing it and writing it
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Preschool also should provide “lots of opportunities to play, explore, listen to stories, look at the pictures and written words, and talk about what they hear,” Berninger said.
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"Those two dimensions of attention - locking in on what's important while ignoring distractions - predicted both how well they would speak at age 2½ as well as their phonological awareness at age 5. Parents direct their babies' attention to what's important with lots of warm, loving, face-to-face talk using that kind of singsong voice that dips and rises and stretches out vowel sounds. And parents strengthen those connections as their children grow by reading aloud to them, asking open-ended questions, and practicing serve-and-return conversations that build vocabulary and basic knowledge about the world around them. Children who have even one adult spending time with them like that can form those connections, regardless of family wealth and education, Kuhl said."
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Baby/Toddler Reading: What Neuroscientists and Parents Need to Know | Psychology Today - 0 views
www.psychologytoday.com/...hat-neuroscientists-and-parent
readiness baby reading parents sharing interaction Child development toddler preschool
shared by David McGavock on 21 Mar 13
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experts seem to think that baby/toddler reading and learning to read in school are the same. They aren't. Of course babies and toddlers don't have the brain development to learn to read like a 6-year-old. Early literacy experts have come to understand that babies and toddlers learn to read differently.
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Although no one can explain exactly how baby/toddler reading works, babies do have capacities from birth to age 3 for picking up reading–including phonics patterns and decoding–similar to their capacities for picking up languages.
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add reading aloud and talking about the story to increase the number and quality of word data going into the baby/toddler brain in the first three years of life.
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The interview with Wang, a neuroscientist, along with one of his coauthors, Dr. Sandra Aamodt, celebrates the release of their new book, Welcome to Your Child's Brain, which synthesizes research on how the brain develops from infancy to adolescence and provides scores of tips for parents. The interview and a report on NPR's web site, "How to Help Your Child's Brain Grow Up Strong," are chock full of great advice that dovetails with best practices for baby/toddler reading:
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• Don't use force.• Realize that children reach cognitive milestones at different times.• Expect babies' brains to do very complicated things. • Take advantage of the baby's special language capacities.• Capitalize on babies' attraction to language. • Use active and social exposure to words.• Encourage bilingual learning in babyhood.• Teach self-control.• Take advantage of your child's natural sense of fun.
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"The most simple way is to talk to your baby and around your baby a lot" and "Respond when the baby speaks, even if the baby isn't forming the words correctly or you don't understand it.
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hese events require intimate physical contact such as snuggling with a book or cuddling with the baby or toddler at the computer.
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most of all, add book sharing and word games, because the attention and fun with words and books are a wonderful vehicle for physical contact and bonding.
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About 1 in 5 children struggle with phonemic awareness and other disabling issues, so dismissing reading as something that seems as simple as telling "the letter 'b' from the letter 'd' and so on" and saying that "it's something that older children can do without any effort at all," is oversimplification.
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Children have to think in words before they can read them. But they don't necessarily have to speak them before they can read.
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Teaching your baby or toddler to read joyfully and informally is easier than teaching a child to read formally at age 6.
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Teach your baby/toddler to read and bring loving physical contact, language, thinking, feelings, bonding, creativity and expression into one simple act. There may be no better way to help your child's brain grow up strong than to teach your child to read joyfully.
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Seth Pollak, PhD | Child Emotion Lab - 0 views
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Seth Pollak, PhD College of Letters and Science Distinguished Professor of Psychology and Professor of Anthropology, Pediatrics, Psychiatry and Public Affairs University of Wisconsin at Madison
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approach research on child development from both basic science and applied, public health perspectives.
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My particular area of interest is in understanding how the quantity and quality of early experiences in children's lives influences how children think about and process information.
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the goal of our research is to better understand the role that early experiences in children's lives have on development of brain structure and function.
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Videatives | Video Clips for Early Childhood & Child Development - 0 views
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"What is a Videative? The word videative [vid´-é-ã-tive] refers to the combination of text and video segments to create an integrated viewing experience (video + narrative = videative). The text explains the video and the video exemplifies the text. Our videatives help you see what children know™ and thereby help you better support their learning."
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Who is watching? Thinking ethically about observing children - Early Childhood Australia - 1 views
www.earlychildhoodaustralia.org.au/...cally-about-observing-chi.html
classroom interaction video children australia
shared by David McGavock on 02 Jan 13
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"Who is watching? Thinking ethically about observing children Just how much of a child's life is private? Who has the right to monitor? What judgements are being formed; and what decisions are being made on their behalf? Every day, educators observe, record conversations and capture images of children for analysis and reflection, to guide their curriculum decisions and inform their understanding. While every step is taken to ensure children's confidentiality and privacy, how often is the perspective of the child considered? This article outlines the ethical tensions that arise for early childhood education and care settings, as they manage recording observations of children with multiple requests from students, researchers and visitors to engage with and observe children."
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CECMHC | Center for Early Childhood Mental Health Consultation - 1 views
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"The Center for Early Childhood Mental Health Consultation was created through a grant from the Office of Head Start. Our target audience includes: Mental Health Consultants Head Start Program Administrators Head Start Staff Training & Technical Assistance Providers Families The Center translates research in healthy mental development into materials tailored to the needs of each of the target audiences, and makes them available on this website. In addition, the Center serves as an online "Community of Learners:" a clearinghouse for the exchange of ideas through traditional and new media. "
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The Whole Child - ABCs of Child Care - Social - 1 views
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"Social and Emotional Development abc's of child development for parents for early care providers Social and emotional milestones are often harder to pinpoint than signs of physical development. This area emphasizes many skills that increase self-awareness and self-regulation. Research shows that social skills and emotional development (reflected in the ability to pay attention, make transitions from one activity to another, and cooperate with others) are a very important part of school readiness"
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Childcare iPad apps for Sign In/Out, Attendance, Text Alerts and Child Portfolios - 0 views
www.kinderlime.com/about
photos sharing hosting childcare apps sign attendance alerts text child portfolios video children
shared by David McGavock on 04 Jan 13
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"We are an exciting startup in the San Francisco Bay area (Santa Clara, CA) providing iPhone apps and web admin tools to Child care centers and preschools. Our apps enable smooth communication between preschools and parents through exchange of photos, email and notifications. Our single touch signin/sigout app allows parents to signin and signout their children from the daycare. We are currently in private beta. Kinderlime improves a preschool operators bottomline by getting the word of mouth through your exisiting families and real time ratio tracking. "