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.

Evaluation of the Infant Toddler Specialist Network

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 Specialist Network, 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.

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.


Versions Available
Am I spoiling my baby? English | Somali
Can a mom’s depression affect her baby or toddler? English
Can I help my baby remember? English
Can I make my baby smarter? English
Do dads really make a difference? English | Hmong | Spanish
How can I get my baby to sleep through the night? English
How can I guide my child’s TV viewing? English
How can I help my baby or toddler to move around? English
How can I help my child to be more considerate? English
How can I help my child understand death? English
How can I help my young child to become a reader? English | Hmong | Somali
How can I survive these temper tantrums? English
How can I teach my child responsibility? English
How can parents and caregivers support a baby’s healthy development? English
How can trauma affect my young child? English | Spanish
How do I get to know my newborn? English
Is it normal for children to be afraid? English
Is it okay to leave her home alone? English
Is my child ready for kindergarten? English
Is this stress? What can I do? English
What can I do about sibling rivalry? English
What does it mean when my young child is “assessed”? English | Hmong
What is meant by “infant mental health”? English
What should I teach my child about money? English
What’s going on in my baby’s brain? English | Spanish
What’s the difference between discipline and punishment? English
Why are the “twos” so terrible? English
Why can’t this kid find something to do? English
Why is his only word “no!”? English

Tip sheets

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

Infant and toddler

Definition of Infant Mental Health

Guidelines for Referral: Red Flags

Preschool

Behavioral Analysis

Challenging Behavior and Children’s Mental Health

Interpreting

Inviting and Containing Techniques

Positive Behavioral Support Plans

Recognizing and Coping with Signs of Distress in Young Children

Relationship-Based Teaching: Challenges and Benefits

Therapeutic Language

Early childhood behavior by U of M LEND Program

What is Challenging Behavior?

Choice-making

Communicative Alternatives to Challenging Behavior

Functional Behavioral Assessment of Young Children

High-Probability Request Sequences and Embedding

Preferred Item as a Distracter

Rejecting

Request a Break

Request Assistance

Tolerance for Delay in Reinforcement

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

The Three Cs: Strategies for Parents of Children Ages 12 to 18

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.

Print all tip sheets below

Attention Deficit Hyperactive Disorder (ADHD)

Behavior Modification

Contingency Contracts

Cooperative Learning

Cuing

Defiance and Verbal Aggression

Hostile Aggressive Behavior

Modeling Behavior

Passive Aggressive Behavior

Peer Tutoring

Physical Restraint

Positive Classroom Environment and Student-Teacher Rapport

Positive Programming

Positive Reinforcement

Schedules of Reinforcement

Social Contracts

Bibliography

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.