Hannah Baxter – Page 5

NEW tip sheets for early childhood professionals

We’re excited to introduce a new series of evidence-based Tip Sheets that explore topics of relevance to early childhood professionals. Download these free resources!

We’re excited to introduce a new series of evidence-based Tip Sheets that explore topics of relevance to early childhood professionals. Each topic has an Introducing It Tip Sheet and an Applying It Tip Sheet. The Introducing It Tip Sheet gives background information and current research about the topic. You can think of this as the “why” behind our recommendations. The Applying It Tip Sheet suggests ways to implement your new knowledge. This explores the “how” of each topic.

Our first Tip Sheets are available now! Download these free resources.

FINAL Tip Sheet_Stress Behavior in Young Children (Theory) 12.12.2022 Download

This tip sheet introduces what causes unmanageable stress in children, the role the brain plays, and the impact a child’s unmanageable stress may have on caregiving adults. It also describes what children need to remain emotionally regulated.

FINAL Tip Sheet_Stress Behavior in Young Children (Practice) 12.12.2022 Download

This tip sheet introduces the steps adult caregivers can take in preventing stress in a child before challenging behaviors occur, and how to respond when a child uses behavior to communicate feelings.

Look for new Tip Sheets rolling out regularly over the coming months on topics such as:

Reflective Listening
Authentic Assessment
Relationship-Based Professional Development
And more!

What other topics would you like to read about? Feedback is welcome at ceed@umn.edu.

Educator, trainer, and advocate: Q & A with Training Specialist Melissa Donovan

Melissa Donovan joined CEED in 2022 as TARSS training specialist. In this Q & A, she discusses the importance of high-quality training for the early childhood workforce and shares what she most looks forward to in her current role.

What was the career path that led you to CEED?

MD: I began my career in the banking industry, but when I couldn’t find quality care for my youngest son, I became a family child care provider. I’ve always loved kids, and my mom ran a family child care business, so I grew up with it. I operated my child care business out of my home for 16 years. I closed the business to focus on getting my master’s degree in early childhood education from Liberty University. Following that, I worked in child care centers, most recently as director of the Mary T. Wellcome Child Development Center.

I had a lot of fun both as a family child care provider and working in child care centers. I absolutely loved being with children and working with staff. I even had the opportunity to mentor several individuals who started their own family child care businesses. But I always wanted to keep stepping forward and furthering my career path, so when the opportunity to work at CEED arose, I jumped at it.

What is new for you in your role as TARSS training specialist?

The first thing that comes to mind is that after 20 years working with children on a day-to-day basis, I’m now on the administrative side. Fortunately, I’m still able to find ways to be around babies and kids by volunteering in the nursery at my church and babysitting my grandson!

What I am most excited about in my new role with TARSS is the opportunity to support the trainers who are preparing child care providers to bring up the next generation of scholars, whether they are doing that in classrooms or in home-based settings. My job includes designing and scheduling courses for trainers, sharing recommended training practices, and responding to trainers’ questions or concerns. I’m looking forward to working with a variety of individuals and organizations to create and provide access to quality training.

What are some of the things you are most looking forward to in your new role?

For a long time, my ultimate goal has been to support and advocate for those who work with our littlest learners. I’ve been a trainer for about six years, and I love to teach and mentor other professionals. I really enjoy working on our professional development offerings, for example, facilitating Training of Trainers events and supporting participants both on the technical side and as learners. In particular, I’m enjoying being a part of planning the upcoming Trainer Academy and envisioning next year’s Trainer and RBPD Specialist Symposium.

Becoming a part of the University of Minnesota community is also really special. As a professional in the field, I’ve always liked to keep informed about the latest research on early childhood and the valuable work that happens at the U. For example, I’ve been a big fan of podcasts from the Center for Advanced Studies in Child Welfare (CASCW), including the Early Childhood Development and Child Welfare podcast that CASCW and CEED collaborated to produce.

Also, while it’s not strictly a part of my position as training specialist, I consider myself to be a lifelong learner, so I recently decided to train to become a CLASS® observer. A lot of what I’m learning in the process of becoming certified as an observer really resonates with my experience as an educator and center director. The CLASS® has a lot to offer in terms of creating great classrooms and supporting quality relationships between children and their caregivers.

What don’t people understand about early childhood education, the ECE workforce, or training for the ECE workforce?

People underestimate the importance of quality programming in early education for our littlest learners. Early childhood educators are vital to the workforce as they give caregivers the opportunity to work. One misconception I’ve noticed is that people think early childhood educators are babysitters. They are so much more! These are hard-working professionals who want to ensure that children receive a solid foundation for lifelong learning. It is not easy being an early childhood educator. It means long hours, low pay, and great rewards.

Why is training important for early childhood educators? Why is it important to “train the trainers”?

Early childhood educators are the individuals who are responsible for the earliest education experiences of our next generation of scholars. For those students to receive a quality education, early childhood educators should have a heart for learning also. Continuously learning better, more effective ways to have an impact on a child’s life is important. Ensuring those who are training early childhood educators have the proper qualifications and skills helps to make sure the subject is being taught well and the information given to educators is the most up-to-date.

What are some of your interests and activities outside of work?

I’m a Twins fan with season tickets, so going to games is always fun. I also love going on walks with my dog, Stubby. He is about five years old and is a wirehaired dachshund-Boston mix. My son used to work at a pet store, and someone just dropped Stubby off there one day, so we took him in.

Spending time with family is also really important to me. We have a blended family with five children; we have one grandchild and another on the way. I love to travel, and my sister and I have tentative plans to go on a trip to Israel or Italy with our daughters for my 50th birthday.

New, first-of-its-kind RIOS™ Guide fills a need for reflective supervision practitioners

A groundbreaking new book by CEED personnel is the first guide to using the Reflective Interaction Observation Scale (RIOS™) as a framework to plan and shape reflective supervision sessions.

Cover of the RIOS Guide for Reflective Supervision and Consultation in the Infant and Early Childhood field by Christopher Watson with Maren Harris, Jill Hennes, Mary Harrison, and Alyssa Meuwissen along with four photographs showing (clockwise, from top left) a woman and man in conversation, a mother talking with a professional with a clipboard while her child sits on her lap drawing, a baby smiling at an adult who holds the baby's hands, and a couple with a sleeping infant

A groundbreaking new book by CEED’s Christopher Watson, PhD, Alyssa Meuwissen, PhD, and colleagues, is the first guide to using the Reflective Interaction Observation Scale (RIOS™) as a framework to plan and shape reflective supervision sessions. Entitled RIOS™Guide for Reflective Supervision and Consultation in the Infant and Early Childhood Field, the book is out now from Zero to Three.

The origin of the RIOS™

The RIOS™ was initially developed as a research tool. Its purpose is to help researchers identify and measure the “active ingredients” in a reflective supervision session. Researchers who study reflective supervision may watch video recordings of reflective supervision sessions to determine how and why this practice works. The RIOS™ organizes the processes involved in reflective supervision into a framework. Within the framework, these processes fall into two categories: Essential Elements and Collaborative Tasks. Using the RIOS™, researchers can catalog and assign numerical values to the Essential Elements and Collaborative Tasks that they observe in recorded reflective supervision sessions. This process, called “coding,” is one of the ways in which social scientists collect quantitative data about practices like reflective supervision.

Watson, who retired as director of CEED’s Reflective Practice Center in 2021, led the development of the RIOS™. In 2010, he joined a group of researchers and practitioners from the Alliance for the Advancement of Infant Mental Health who came together to gather data about reflective supervision. Over the course of the following eight years, Watson headed up the effort to turn that raw information into a useful tool.

“A smaller group of us met once a month online to try to further distill the data that we had started with, operationalize it, and fill it out,” he says.

Watson and his colleagues were fascinated to find that the RIOS™ quickly proved useful not just to researchers, but to practitioners of reflective supervision and others in the field.

“People immediately grabbed onto it as a way to explain reflective supervision when training both supervisors and supervisees,” Watson recalls. “And supervisors began using it both prior to a reflective supervision session, to remind them of what they wanted to address in the session, as well as following a session, to review what occurred and to determine what they wanted to pursue in future sessions. It became a natural outgrowth.”

With this use of the RIOS™ in mind, Watson and his coauthors included a one-page “Self Check” form in the RIOS™ Guide, which enables reflective supervisors to quickly document the content and process of the session and to record notes for the next session.

“‘Guide’ is the perfect word for it”

Work continued on developing the RIOS™ for research purposes, and Watson and colleagues created a RIOS™ Manual to train researchers in the use of the tool for coding. However, nothing similar existed for those who had adopted the RIOS for use in the field until now. Watson recalls that careful thought was put into choosing a title for the new book.

“Reflective supervision is not a manualized process; it’s the antithesis of that,” he says. “A manual is prescriptive. It trains people to do the same things. The RIOS™Guide is the opposite of that approach.”

“’Guide’ is the perfect word for it,” agrees Deborah Ottman, CEED’s professional development coordinator. Along with Meredith Reese, research assistant at CEED, Ottman was instrumental in preparing the RIOS™Guide for publication. “It’s a roadmap that offers you a million different paths to the same destination: the child. And you can choose different paths on different days.”

For those who are providing or preparing to provide reflective supervision, CEED offers two online classes on the RIOS™: RIOS™ 1: Using the RIOS™ Framework for Reflective Supervision and RIOS™ 2: Advanced Reflective Supervision. We also offer 10 self-study modules exploring different aspects of reflective supervision.

Meeting people where they are and getting them where they want to be: a Q & A with Daisy Corona

Daisy Corona, TARSS community program assistant, shares information about her role supporting trainers and RBPD specialists throughout Minnesota, as well as her interest in maternal and child health.

Daisy Corona joined CEED in August 2022 as community program assistant with the TARSS program. In this Q & A, she discusses her role supporting trainers and RBPD specialists throughout Minnesota, including those who speak Spanish. She also talks about her passion for advancing maternal and child health, which inspired her current graduate studies.

What is the educational and career background that led you to CEED?

I received my bachelor’s degree in crime, law, and justice from the University of Iowa. I minored in social work and Spanish. I have always been interested in advocacy work, so I dived into social work, which led me to my first career as a child welfare specialist within the foster care system in my home state of Illinois. In that role, I connected families with diverse backgrounds to the resources they needed to promote healthier environments for children.

I continued to work with families after moving to Minnesota, where I relocated to establish residency and get accustomed to the environment before applying to my current graduate program. I worked at the Minnesota Indian Women’s Resource Center as a family spirit home visitor–a parenting coach for members of the native community. I worked with parents, guardians, and anyone else who needed support with children from pregnancy through three years old. The organization focused on tradition, culture, and values, and making sure that at-risk families had everything they needed. My job was to make sure families were in a place where they could move forward once the baby arrived. A big thing I learned from my past work experiences was how to meet people where they are and assist them with getting where they want to be, and that’s something that I bring to the table working with trainers and RBPD specialists who are making plans to further their careers.

What is your current degree program?

I am working towards a dual master’s degree in public policy and public health with a specialization in maternal and child health policy. I love my classes and feel challenged by them. Right now, I’m learning to visualize data using programs like ARC GIS and Stata. I am looking forward to expanding my knowledge and skills towards political roles and policy development.

What is new to you in your role in the TARSS program?

In my previous jobs, I worked directly with parents and caregivers and their children. I worked with early childhood educators, too, but from the perspective of a case worker making sure a child’s needs were met. In my current role as community program assistant, I’m focused on supporting the trainers and RBPD specialists, including those who speak Spanish, who work with child care providers throughout the state. I’m working with trainers in the field through the mentoring process and observing trainings and providing other support as needed for each unique trainer.

I also enjoy the opportunity that my current role gives me to collaborate with colleagues. For example, helping to plan the RBPD Fall Retreat and coordinate the day’s agenda has been a lot of fun.

What do you wish more people knew about the TARSS program?

TARSS is an amazing program that supports trainers and RBPD specialists through the early education lens. The opportunities available through this program include all kinds of professional development: coaching and observation, the Trainer Academy, and special events like the annual RBPD Fall Retreat and Trainer and RBPD Specialist Symposium. I also want to make sure that people in the trainer and RBPD community are aware of our great customer service. If they have questions, they can call 612-624-5708 or email us, and we’ll get back to them within two business days. These various tools all support the goal of the TARSS program, which is to set up patterns of success in child care and early education throughout the state of Minnesota.

Where did your passion for supporting families with young children come from?

I grew up with a lot of siblings, and I’m on the younger side, so I babysat my nieces and nephews a lot while their parents worked. I did feel like I had that mothering role at a young age. Also, babies are incredible. They pick things up so quickly, and even when you think they’re not paying attention to you, they are learning from you and mimicking you. To me, it’s very important to make sure that both moms and babies are being taken care of, and that moms receive the services that they need. Supporting families is at the heart of my studies and also my work in the TARSS program.

What are some of your interests and activities outside of work?

I like learning, so I like to read books. Right now I’m reading a book about care through the stages of pregnancy, what our bodies go through during pregnancy, and what to expect during pregnancy and postpartum. I also like to read philosophical books about how our minds work. I think it’s fascinating how our childhood experiences impact us as adults.

I also like to go hiking. I have a dog named Boba Tea who is bossy and likes to be outside even if it’s cold. I’ve explored the outdoors in greater Minnesota, and I’ve enjoyed getting to know the Twin Cities as well. Lately, I’ve been visiting local markets and enjoying different cuisines and cultures that the Twin Cities offer. Even though I’m a planner in my professional life, I’m not a planner when it comes to my free time. Instead I say: “Let’s see what GPS tells me.”

Bailey, Meuwissen present to delegation from National Conference of State Legislatures

CEED Director Ann Bailey, PhD, and Research Associate Alyssa Meuwissen, PhD, were invited to present on the early childhood workforce to policymakers from the National Conference of State Legislatures.

A group from the National Conference of State Legislatures (NCSL) visited ICD this month to hear from our early childhood experts. They met with faculty and students at Campbell Hall, toured the Child Development Laboratory School (CDLS), visited a number of ICD labs, and watched student teachers in action.

CEED Director Ann Bailey, PhD, and Research Associate Alyssa Meuwissen, PhD, were invited to speak to the visiting group about issues surrounding the early childhood workforce. Early care and education programs (family- and center-based child care, Head Start, school-based preschool programs, early childhood special education, and early childhood family education) have great difficulty attracting and retaining staff. Burnout is a common problem among early childhood educators, as are the consistently low wages. And a nationwide child care shortage was worsened by the pandemic.

“We were thrilled to have the opportunity to talk with legislators about the complex challenges facing the early childhood sector,” says Bailey. “These challenges are not unique to a particular region or state. They are not confined to urban or rural areas. No matter where you are in the country, issues around access to early care and education are impacting your local community and economy.”

Bailey and Meuwissen also relayed information about what’s working well for the early childhood workforce, including promising practices for improving recruitment, retention, and the quality of care.

Meuwissen added, “The policymakers in attendance were very interested to hear about our research findings around possible solutions to some of the problems facing the early childhood workforce. As an example, the growing practice of reflective supervision is showing promise is supporting the workforce and addressing staff burnout.”

The tour was an Early Child pre-conference opportunity for attendees of NCSL’s Education Chairperson Retreat, which was held on campus the first week of October. Legislators from Alaska, New Hampshire, and the U.S. Virgin Islands, as well as policy analysts from New Mexico and NCSL, participated in conversations about the intersections of developmental psychology research and early childhood policy.

Explore Campbell Hall!

Take a virtual tour of our new home in Campbell Hall on the Minneapolis campus of the University of Minnesota.

We’ve moved to new offices in Campbell Hall on the East Bank of the University of Minnesota’s Minneapolis campus. Take a look at some of our favorite features of the new digs we share with the rest of our colleagues in the Institute of Child Development!

Photos show a classroom; an office with chairs, tables, a couch and a television; and maroon chairs sitting on the grass underneath shady trees. — Ground Floor Highlights

Ground floor highlights include our biggest classroom, which holds 70 students; graduate student offices located across from the terrace, and a grassy area under the old oak trees along the River Road where you can relax in deck chairs.

Photos show a yellow meeting room with chairs and a table; a kitchen; and a lactation room with a mirror, sink and comfortable chair. — First Floor Highlights

First floor highlights include our brand-new kitchen, a lactation room, and three huddle rooms for spontaneous meetings.

Photos show the door to CEED's office suite; a family waiting room with books, toys, a table and chairs, and a couch; and an open area with bright windows, chairs and desks for students. — Second Floor Highlights

Second floor highlights include our offices in Suite 201 of Campbell Hall, as well as bright, cheerful waiting rooms for families who are participating in lab studies through ICD, and plenty of study spaces for students.

Photos show a view of the Minneapolis skyline and several chairs and stools around a small table near a large blue mobile hanging in the atrium of Campbell Hall near windows with a view onto the Knoll. — Third Floor Highlights

Third Floor Highlights include the magnificent view of Minneapolis’ downtown from Collaboration Loft, along with comfy seating and a view of the Knoll and great new artwork from the common areas.

“Without it, I would have to find easier work”: a new report describes reflective supervision in the field

How is reflective supervision being implemented in the field? Are individual or group settings more popular? How often are participants receiving reflective supervision? A new report sheds light on these questions and more.

Researchers at the Reflective Practice Center have published a new report, “What Does Reflective Supervision/Consultation Look Like in Practice: Examining Variation in Implementation,” based on findings from a nationwide landscape survey. They conducted the survey in partnership with the Alliance for the Advancement of Infant Mental Health in 2018. They wanted to find out how reflective supervision is being implemented in different workplaces and what recipients of reflective supervision think of it. Read their earlier report on training for reflective supervisors.

Reflective supervision, also known as reflective supervision/consultation (RSC), is a type of relationship-based professional development. The practice originated in the field of infant and early childhood mental health and has been adopted by related fields because of its ability to help reduce burnout and increase effectiveness among people in helping professions, such as social workers, educators, and health care workers.

The researchers set out to learn how reflective supervision is being implemented in the field. For example, the researchers wanted to find out whether individual or group reflective supervision was more common. The most common format, reported by 49% of respondents, was a combination of the two. Forty percent (40%) said they had group meetings only, and 10% said they had individual meetings only.

Two women sit at a table talking — Photo by Christina @ wocintechchat.com on Unsplash

The researchers also wondered if people in the field were receiving the minimum recommended “dose” of reflective supervision: an hour every month. A minority of survey respondents (21% of participants in individual RSC and just 7% of group participants) reported receiving reflective supervision less than one hour per month.

Frequency of RSC	Individual	Group
Weekly	25.6%	10.0%
Biweekly	21.1%	31.7%
Monthly	30.8%	51.7%
Less than monthly	20.5%	6.7%
Length of RSC
Less than one hour	10.3%	3.3%
One hour	53.8%	15.0%
One and a half hours	23.1%	41.7%
Two hours	12.8%	40.0%

The survey also yielded evidence that recipients of reflective supervision found it to be valuable. One common theme that emerged from respondents’ written comments was a sense that reflective supervision helped them process emotions that arose in their work.

“I find myself really valuing reflective supervision to process all the trauma, triggers, and other challenging aspects of the job,” reported one respondent. Another wrote, “Without it, I would have to find easier work.”

Others mentioned that they gained a better sense of how their work mattered, including getting “affirmation of my value.” And many respondents mentioned that reflective supervision, whether in groups or one-on-one, was a helpful way to get new ideas to try out with their client families. Some stated that reflective supervision made them more effective in their work with families and even helped them in their relationships with coworkers.

Because the sample size was limited (n = 67), lead researcher Alyssa Meuwissen, PhD, cautions that this paper should not be read as a definitive statement about the implementation and reception of reflective practice nationwide. Rather, it is an important first step in outlining possible avenues of inquiry for future studies, such as:

How variation in frequency affects the efficacy of reflective supervision
How group and individual reflective supervision differ
How common online reflective supervision is and whether it is equally effective

“This preliminary study helped us get a sense of who is getting reflective supervision and what they think of it,” says Meuwissen. “It also taught us a lot about the gaps that remain in our knowledge. We can use the information from this survey to start to fill in those gaps with future studies.”

Download the report.

We’re moving!

CEED is relocating to Campbell Hall on the Minneapolis campus of UMN.

CEED is relocating to our new campus home in the Carmen D. and James R. Campbell Hall on the Minneapolis campus of the University of Minnesota. While our phone number will remain the same, our new physical address is:

51 E. River Parkway, Suite 201

Minneapolis, MN 55455

Celebrating our accomplishments

We’re celebrating the work our team has accomplished since CEED officially became home to the TARSS program in October 2021.

We’re celebrating the work our team has accomplished since CEED officially became home to the TARSS program in October 2021! Learn more about TARSS and subscribe to our newsletter, The Source.

TARSS outreach

Communicating with trainers, RBPD specialists, and other interested parties in Minnesota is an essential activity of the TARSS project. The following methods were employed to reach the intended audiences:

Support Requests

TARSS staff provided responsive customer service to 800 emails and 46 phone calls received.

Newsletters

TARSS sent out 9 monthly issues of The Source as well as 30 weekly round-ups with reminders and announcements regarding courses offered.

Website

Information regarding TARSS trainings and registration as well as informative Q & A profiles were posted online and accessed broadly. We created a total of 10 web pages and 7 blog posts.

Social Media

7 blog posts relating to TARSS were shared via CEED’s Facebook and LinkedIn accounts.

Conferences

TARSS attended, presented at, sponsored, or staffed vendor tables at multiple events throughout the year. We made 2 presentations and staffed 2 vendor tables.

Trainings offered through TARSS

As new trainer requirements were implemented in March 2022, TARSS personnel launched the following trainings (in person or online).

Course Writer Sequence

Course Writer Orientation

99 people attended

Course Writer: Crafting and Drafting a Course

80 people attended 5 events offered

Course Writer: Design Skills

81 people attended 5 events offered

Trainer Sequence

Trainer Orientation Module 1

64 people attended

Trainer Orientation Module 2

54 people attended

Adult Learning Module 1: Delivery Skills

33 people attended 4 events offered

Adult Learning Module 2: Design Skills

41 people attended 4 events offered

Other events

The following events were each offered once between October 2021 and June 2022.

RBPD Credential

15 people attended

Exploring Instructional Design: Considerations for Trainers

13 people attended

Coaching Strategies: Social-Emotional Supports for Children and Caregivers

22 people attended

Trainer and RBPD Specialist Symposium

50 people attended

TOT: Course Writer Training

8 people attended

RBPD Retreat

95 people attended

Building Family Resiliency: a new podcast for professionals who work with young children and their families

A new podcast from CEED and the Institute on Community Integration presents accessible information about child development and family relationships. The podcast was inspired by a desire to address the additional stressors that Minnesota families have faced during the COVID-19 pandemic.

The Building Family Resiliency: Community Voices, Community Perspectives podcast is the result of a collaborative effort by Deborah Ottman, professional development coordinator at CEED, and Jennifer Hall-Lande, PhD, research associate at the Institute on Community Integration and CDC Act Early Ambassador to Minnesota. The podcast aims to support professionals who work with young children and their families by providing accessible information about child development and family relationships.

The podcast grew out of a desire to address the additional stressors that Minnesota families have faced during the COVID-19 pandemic. These stressors, say Ottman and Hall-Lande, may impact the ability of families to build resiliency.

Building Family Resiliency was funded by the Centers for Disease Control and Prevention (CDC) as part of their Learn the Signs Act Early initiative, which encourages families, communities, and organizations to screen children for potential developmental delays early on. Learn the Signs Act Early also offers a wealth of free developmental tools for parents and professionals.

For each episode of the podcast, Ottman interviewed one or more experts or helping professionals from different communities and early childhood fields. Listeners will hear from these guests about different facets of resiliency, from the science of brain development to self-care for child care providers. They will learn about what resiliency can look like across the richly diverse cultures and communities that make up our state. And they will gain information on how adults can best support the healthy development of the children in their lives.

“It was a privilege to sit down with researchers and professionals from different fields, all of whom have children’s wellbeing at heart, and talk about the concept of resiliency,” says Ottman. “My hope is that listeners will find the podcast format to be an easy, enjoyable way to access the information that our experts shared.”

All nine episodes of Building Family Resiliency are available to stream on the Institute on Community Integration’s MN Act Early website and on CEED’s YouTube channel.

Episode 1: “Welcome to the podcast!” with Deb Ottman and Jennifer Hall-Lande, PhD

Episode 2: “What contributes to building resiliency in early childhood?” with Anne Gearity, PhD

Episode 3: “Resiliency and early childhood development” with Alyssa Meuwissen, PhD

Episode 4: “Learn the Signs, Act Early and Help Me Grow: joined links in the resiliency chain” with Jennifer Hall-Lande, PhD, and Anna Paulson

Episode 5: “Filling the resiliency well: childcare providers caring for children, families and themselves” with Priscilla Weigel and Palm Walz

Episode 6: “Community voices, community perspectives: building resiliency in the Latino community” with Andrea Castillo

Episode 7: “Community voices, community perspectives: building resiliency in the Hmong community” with Julie Li Yang and Bao Vang

Episode 8: “Community voices, community perspectives: building resiliency in the African-American community” with Andre Dukes and Sierra Leone Williams

Episode 9: “Community voices, community perspectives: building resiliency in the Native American community” with Karla Sorby Decker

Episode 10: “Community voices, community perspectives: building resiliency in the Somali community” with Deqa Farah

“We’re really excited to share this new resource with early childhood practitioners as well as parents,” says Hall-Lande. “I was delighted to be interviewed for Episode 4, which relates to my work on Learn the Signs Act Early. In that episode, we talk about the importance of screening for developmental delays such as signs of autism spectrum disorder. The science shows that the earlier we catch those signs and intervene with kids, the better the outcomes for kids and their families.”

“Both CEED and the Institute on Community Integration have a shared purpose of supporting the helpers who work with children and families,” adds Ann Bailey, PhD, director of CEED. “This podcast is a new way of providing support, and it’s also a way of saying to that community of helpers: we see you, and we value the work you are doing.”

Listen to the podcast.