Quality Interaction Video Library

Purchase a subscription to view and download videos that provide Minnesota-specific examples of high-quality interactions.

Watch Minnesota-specific examples of high-quality teaching and interactions.

Videos are for use by Parent Aware coaches and others who work to improve the quality of interactions with children.

The library was created with support from the Minnesota Department of Education.

To subscribe:

  • You must be an approved Minnesota quality coach.
  • You must be certified by the Minnesota Center for Professional Development or corresponding agency.
  • For systems that do not fully use the Minnesota Center for Professional Development registry, you may be asked to provide references for your current training approval system.
  • You agree that you will show these video clips for professional development activities and educational purposes only.

Cost: $50/year

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Minnesota Framework for Universal Multicultural Instruction

If you offer professional development, use this tool to help you include the background knowledge and experience of learners in your teaching process.

The Minnesota Framework for Universal Multicultural Instruction is a tool that helps writers and trainers create inclusive learning experiences for all adults.

The framework includes key principles, reflective questions, and training strategies in four areas:

  1. How we learn/How we teach
  2. What we learn/What we teach
  3. How we demonstrate learning/How we assess learning
  4. How we access support for learning/How do we support learning

The Minnesota Department of Human Services Child Development Services provided guidance and funding to develop this framework.

Framework

Minnesota Framework for Universal Multicultural Instructional Design: Meeting the Needs of All Learners (Jan. 1, 2013)

Checklist for Universal Instructional Design

 

Infant-Toddler Essential Elements

We helped to generate a report that describes the essential elements for effective infant and toddler early care and education programs.

The Infant-Toddler Essential Elements project generated a document that describes the essential elements for effective infant and toddler early care and education programs. The project also aimed to promote these key elements across Minnesota and beyond.

The premise was based on the 2006 Governor’s Summit document of The 10 Essential Elements of Effective Early Care and Education Programs, by Arthur Reynolds, Ph.D., and Susan Neuman, Ed.D., which focuses on preschool. This project focused on essential elements related to infant and toddler early care and education programs, birth to three.

For the project, we:

  • Developed criteria for choosing two national experts on infant and toddler development who would approach the work with developmental and family strengths perspectives. The two national experts were Helen Raikes, Ph.D., University of Nebraska-Lincoln; and Charlyn Harper Browne, Ph.D., from the Center for the Study of Social Policy, Quality Improvement Center on Early Childhood.
  • Selected and oversaw the efforts of these national experts who evaluated current research and identified evidence-based program practices and features critical to the effectiveness of programs that serve infants and toddlers at risk.
  • Conducted discussions in collaboration with the Minnesota Departments of Education and Human Services to arrive at a consensus of essential elements.
  • Prepared a report and recommendations to the State of Minnesota summarizing the research, analyzing the findings, and defining the essential elements.

The project was funded by the Minnesota Department of Education (MDE) and was a collaboration between MDE, the Minnesota Department of Human Services and CEED.

Report

Essential Elements of Quality Infant-Toddler Programs – Final Report (June 29, 2012)

Evaluation of the Health and Safety Coaching Project

We serve as the external evaluator for the Child Care Health and Safety Pilot Initiative, a project led by the Center for Inclusive Child Care.

We serve as the external evaluator for the Evaluation of the Health and Safety Coaching Project, a project led by the Center for Inclusive Child Care (CICC).

Through the project, CICC will:

  • develop and provide a relationship-based child care health and safety coaching model; and
  • hire and train health and safety specialists.

We will collaborate with CICC to develop and implement an evaluation of the program.

Funding

Minnesota Department of Human Services: Child Development Services and CICC

Project staff

Ann Bailey, Ph.D.

Meredith Reese

Evaluation of the Infant Toddler Coaching Project

We serve as the external evaluator for the Infant Toddler Specialist Network, an initiative led by the Center for Inclusive Child Care.

We serve as the external evaluator for the Infant Toddler Coaching Project, an initiative led by the Center for Inclusive Child Care (CICC).

Through the project, CICC will:

  • develop a relationship-based infant toddler specialist network for licensed child care providers in Minnesota;
  • hire and train infant toddler specialists to coach and support licensed child care providers; and
  • provide reflective supervision to infant toddler specialists.

We will collaborate with CICC to develop and implement an evaluation of the program.

Funding

Minnesota Department of Human Services: Child Development Services and CICC

Project staff

Ann Bailey, Ph.D.

Meredith Reese

Reflective Practice Center at CEED

Our new center, funded by the Lynne & Andrew Redleaf Foundation, provides education and support for reflective practice.

Reflective practice is a professional development approach that encourages individuals to pay attention to relationships as they examine behavior and their responses to behavior. In the infant and early childhood mental health field, reflective practice asks practitioners to explore how they relate to the children and families they work with, who may be facing multiple challenges and risks. Practitioners engage in reflective practice in partnership with a supervisor or consultant.

Our center serves as an intellectual home for high-quality, cutting-edge research in reflective practice. It also disseminates knowledge about reflective practice, helps professionals incorporate reflective practice principles into their work, and informs policy dealing with infant and early childhood mental health. The center is the first of its kind internationally.

Funding

Lynne & Andrew Redleaf Foundation

Professional Development

Project staff

Christopher Watson, Ph.D., IMH-E®[IV], Director

Amy Susman-Stillman, Ph.D., Research Associate

Mary Harrison, Ph.D., LICSW, IMH-E® (III-C), Research Associate

Alyssa Meuwissen, Ph.D., Research Associate

Deborah Ottman, Director of Online Professional Development; Director of Online Supporting Early Social and Emotional Development Credential

Karen Anderson, Program/Project Specialist

Stefanie Lim, Researcher

Related resources

Questions about kids

Get answers to important questions that parents and caregivers have about the psychological development of infants and toddlers. Some available in Spanish, Somali, and/or Hmong.

This series of fact sheets answers frequently asked questions from parents. Is there a topic you’d like to see covered? Email us.

Am I spoiling my baby? English | Somali

Do dads really make a difference? Spanish | Hmong

How can I help my young child to become a reader? English | Hmong | Somali

What’s going on in my baby’s brain? English | Spanish

How can trauma affect my young child? English | Spanish

How do I get to know my newborn?

How can parents and caregivers support a baby’s healthy development?

Why is my child’s only word “No!”?

Can I make my baby smarter?

Why are the “twos” so terrible?

Is this stress? What can I do?

Is my child ready for kindergarten?

Tip sheets

Access information about behavior in young children and on how to best support a child’s development.

A collection of resources on topics of relevance to early childhood educators and others who work with young children, as well as to parents. Is there a topic you’d like to see covered? Email us.

Infant and toddler

Definition of Infant Mental Health

Guidelines for Referral: Red Flags

Preschool

Challenging Behavior and Children’s Mental Health

Relationship-Based Teaching: Challenges and Benefits

Institute on Community Integration LEND Fact Sheet Series: Challenging Behaviors

Choice-Making

Functional Behavioral Assessment of Young Children

Healthy child and youth development tip sheets by Martha Farrell Erickson, Ph.D.

The Three Cs: Critical Ingredients for Healthy Child and Youth Development

The Three Cs: Strategies for Parents of Children Ages Birth to 4

The Three Cs: Strategies for Parents of Children Ages 5 to 11

Additional tip sheets

These tip sheets were authored by Kareen Smith as part of the grant “Special Project to Provide Technical Assistance, Inservice Training, and Site Development for Positive Behavioral Support Strategies for Students with Disabilities,” from the U.S. Department of Education. Principal investigators for the project were Scott McConnell, Ph.D., of the UMN Institute on Community Integration, and Carolyn Elliott of the Minnesota Department of Children, Families, and Learning.

Positive Classroom Environment and Student-Teacher Rapport

Schedules of Reinforcement

Project for Babies: Child Development Core Story Videos

Learn about the importance of the early years. This five-part educational video series was created as part of the Project for Babies, a former CEED initiative.

The Project for Babies, a former CEED initiative, aimed to improve health and developmental outcomes for very young children with special attention to the impact of early experience on the “life course.”

In 2012, the project developed an educational video series on the Importance of the Early Years. The five-part series features Institute of Child Development Director Megan Gunnar, Ph.D.

Thank you to the Greater Twin Cities United Way for providing financial support to develop the video, and to Harvard University’s Center on the Developing Child for the use of images and other content. Thanks also to Vox Pop Video and Cliff Dahlberg for contributing to the project.

Child Development Core Story, Part 1: Brain Architecture

Child Development Core Story, Part 2: Serve and Return

Child Development Core Story, Part 3: Stress

Child Development Core Story, Part 4: Pay Now or Pay Later

Child Development Core Story, Part 5: Resilience

Evaluation of Ohio’s Early Literacy State Systemic Improvement Plan

In partnership with the University of Cincinnati Evaluation Services Center, we’re evaluating the implementation of the Ohio Department of Education’s State Systemic Improvement Plan, which focuses on early literacy.

In partnership with the University of Cincinnati Evaluation Services Center, we’re evaluating the implementation of the Ohio Department of Education’s State Systemic Improvement Plan (SSIP). The focus of the SSIP is on early literacy programming for all children within Ohio, including those with disabilities, from Pre-K through 3rd grade.

Funding

Ohio Department of Education

Project staff

Ann Bailey, Ph.D.