Curriculum Specialist Anna Landes Benz reflects on the complexity of identifying as an introvert or extrovert. She also offers tips for supporting children who are on the introverted end of the spectrum, whether at home or in the classroom.
Recent publications and presentations by CEED researchers looked at young children’s social skills, reflective supervision, autonomy-supportive parenting, and more.
A snapshot of our work on the TARSS program over the past six months.
Christopher Watson, PhD, and Deborah Ottman discuss the origin of the Reflective Interaction Observation Scale and how the new RIOS Guide for Reflective Supervision and Consultation in the Infant and Early Childhood Field was designed with practitioners’ needs in mind.
Alyssa Meuwissen, PhD, explores ways in which adults benefit from using their imaginations, just as children do.
We’re looking back at our most-read articles in 2022! Take a look and see if you missed one of these popular posts.
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!
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.
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.
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.