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.
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.
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.
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.
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.
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.