Young child reading a book to a toddlerAccording to the California Infant/Toddler Learning & Development Foundations, social and emotional development includes…..the developmentally and culturally appropriate ability to:

  • Experience, express, and manage emotions
  • Establish positive and rewarding relationships with others

For this area of the MAP, research, tools, articles, resources and websites have been gathered to help explain and support the social and emotional development of children from birth through adolescence.


In the News!



49 Phrases to Calm an Anxious Child

It happens to every child in one form or another – anxiety. As parents, we would like to shield our children from life’s anxious moments, but navigating anxiety is an essential life skill that will serve them in the years to come. In the heat of the moment, try these simple phrases to help your children identify, accept, and work through their anxious moments.


A review of the literature on social and emotional learning for students ages 3–8: Characteristics of effective social and emotional learning programs

The purpose of the report series is to summarize the benefits of social and emotional learning (SEL) in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. The review identified effective SEL programs, strategies, and implementation practices. These effective components include aspects of program design, teacher training and technical assistance, and integration of SEL with existing structures.


ACES Too High

ACES Too High is a news site that reports on research about adverse childhood experiences, including developments in epidemiology, neurobiology, and the biomedical and epigenetic consequences of toxic stress. We also cover how people, organizations, agencies and communities are implementing practices based on the research. This includes developments in education, juvenile justice, criminal justice, public health, medicine, mental health, social services, and cities, counties and states.

  • Five Minute Video Primer about the Adverse Childhood Experiences Study
  • The Secret to Fixing School Discipline? Change the Behavior of Teachers
    A sea change is coursing slowly but resolutely through this nation’s K-12 education system. More than 23,000 schools out of 132,000 nationwide have or are discarding a highly punitive approach to school discipline in favor of supportive, compassionate, and solution-oriented methods. Those that take the slow-but-steady road can see a 20% to 40% drop in suspensions in their first year of transformation. A few — where the principal, all teachers and staff embrace an immediate overhaul — experience higher rates, as much as an 85% drop in suspensions and a 40% drop in expulsions. Bullying, truancy, and tardiness are waning. Graduation rates, test scores and grades are trending up

Aha Parenting!

Dr. Laura Markham is a clinical psychologist turned parenting coach and author who promotes a relationship-based model of parenting. Dr. Laura’s book Peaceful Parent, Happy Kids: How to Stop Yelling and Start Connecting supports parents to manage their own emotions, both to deal mindfully with a distressed child and to teach the child successful emotional regulation by modeling.

She takes the controversial position that parents need to move “beyond discipline” because punishment erodes the parent child bond, instead setting limits with empathy, focusing on connecting with the child, and coaching for emotional intelligence, all of which help children want to cooperate. She frequently quotes the Dalai Lama: “Be kind whenever possible. It is always possible.”

The Aha Parenting! web site based on the work of Dr. Laura Markham provides easy to read information on the “ages and stages” of child development beginning with pregnancy and birth, tips on parenting and an archive of her radio shows on parenting. Here’s a link to the latest entry of her parenting blog:


American Academy of Pediatrics: Addressing Early Childhood Emotional and Behavioral Problems

December 2016
A new technical report and policy statement from the American Academy of Pediatrics (AAP) provide information about the prevalence of emotional, behavioral, and relationship problems among very young children; the long lasting consequences of these early problems across multiple domains; and effective, safe treatments that are available to enhance outcomes for young children experiencing mental health problems and their families.


American Psychological Association

  • Resilience Booster: Parent Tip Tool
    In order to help parents and caregivers combat environmental stressors that can take cognitive, emotional, physical and social tolls on children and their families, the Resilience Booster: Parent Tip Tool is a new resource which highlights ways they can help children build resilience in their homes, neighborhoods and communities, as well as in child care and school settings. The Resilience Booster: Parent Tip Tool is available online.

Books Build Connections Tool Kit

The American Academy of Pediatrics is promoting and supporting early literacy and early learning for children. The Books Build Connections Tool Kit has publications with information and tips for pediatric professionals and families to support early learning. Encourage families to talk, read, and sing with their children! Toolkit items are available to print, download, or share via social media.


Bright Futures: Developmental Tools for Providers and Families

Based on Bright Futures in Practice: Mental Health, the four developmental tools offer a framework for providers and families to begin a conversation together about how to best support healthy social and emotional development in children and teens. The tools gently encourage families who have any questions or concerns to “check it out”—and offer a number of tips on when, where and how to seek help through local, state or national resources. Written in family friendly language, the tools may be used by families and professionals in a range of disciplines including, health, education, child care and family services.


Brookes Publishing Co.

For 27 years, Brookes has published highly respected resources in early childhood, early intervention, inclusive and special education, developmental disabilities, learning disabilities, communication and language, behavior, and mental health.


Center for Early Childhood Mental Health Consultation (ECMHC)

The Center for Early Childhood Mental Health Consultation (CECMHC) was funded as an Innovation and Improvement Project by the Office of Head Start in October 2008. The 3-year grant brings together a group of university researchers to develop strategies to help Head Start programs build a strong mental health foundation for their children, families and staff. The site houses resources for Head Start mental health consultants, staff, families, administrators and T&TA Providers.



Center on the Developing Child, Harvard University

Early childhood is a time of both great promise and considerable risk. Assuring the availability of responsive relationships, growth promoting experiences, and healthy environments for all young children helps build sturdy brain architecture and the foundations of resilience.

  • Select link to show Center on the Developing Child Resources

    Policy/Trends

    • Brain Hero
      In 2009, the Center launched a collaboration with the Interactive Media Division of the School of Cinematic Arts at the University of Southern California to develop and test new ways of communicating the science of early childhood development using interactive media. The “Brain Hero” video, depicting how actions by a range of people in the family and community impact child development, is the first product of this collaboration. This 3-minute video adapts the visual sensibility of interactive game models to a video format.
    • Interactive Features: Key Concepts in the science of early childhood development made simple
      These Web-based interactive features describe and explain key concepts in the science of early childhood development and early childhood program evaluation research. Using an easy-to-follow slideshow format, these features illustrate core scientific concepts as how early experiences shape brain architecture, the importance of early childhood to the learning, behavior, and health of later life, as well as the relevance of program evaluation research to policy decisions.

    Social-Emotional & Behavior

    • The Spectrum of Neglect: Four Types of Unresponsive Care
      Using science as a guide, this interactive chart delineates four types of diminished responsiveness and their consequences in order to provide a useful framework for developing more effective strategies to protect vulnerable children from this complex challenge. The four short video clips below, each under a minute in length, are excerpts from the 6-minute video InBrief: The Science of Neglect. The chart is based on a graphic from The Science of Neglect: The Persistent Absence of Responsive Care Disrupts the Developing Brain, a Working Paper from the National Scientific Council on the Developing Child.


Center on the Social and Emotional Foundations for Early Learning (CSEFEL)

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is a national resource center for disseminating research and evidence-based practices to early childhood programs across the country.

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. To support this goal, we have developed a conceptual model of evidence-based practices for promoting young children’s social emotional competence and preventing and addressing challenging behavior.

  • Sitio en Español (Site in Spanish)
  • How Do I Decide? Series of Guidelines
    The first two installments in this new series provide guidelines on: How to Choose a Social-Emotional Curriculum and When to Seek Outside Help for Children’s Problem Behavior.
  • Online Videos
    Two CSEFEL videos, Promoting Social Emotional Competence and Practical Strategies for Teaching Social Emotional Skills, can now be viewed online in their entirety.
  • Home Visiting Training Package
    One of the last products developed by TACSEI was a three-day training package for professionals who provide home visiting services (e.g., Part C, Early Head Start). They are not posted on the CSEFEL web site for download, but you can order them for cost of production $20.

Child Mind Institute

The Child Mind Institute is dedicated to transforming mental health care for children everywhere. Founded by Dr. Harold S. Koplewicz, Brooke Garber Neidich, and Debra G. Perelman, our organization is committed to finding more effective treatments for childhood psychiatric and learning disorders, building the science of healthy brain development, and empowering children and their families with help, hope, and answers. Website offers tools for parents worried about a child’s mood, behavior, or success in school including: Mental Health guide, Symptom Checker, Developmental Milestones, Quick Facts on disorders and a Glossary of useful terms.


Child Trauma Academy

The ChildTrauma Academy is a unique collaborative of individuals and organizations working to improve the lives of high-risk children through direct service, research and education. A major activity of the CTA is to translate emerging findings about the human brain and child development into practical implications for the ways we nurture, protect, enrich, educate and heal children. The “translational neuroscience” work of the CTA has resulted in a range of innovative programs in therapeutic, child protection and educational systems.


Child Trends

Child Trends is a nonprofit, nonpartisan research center that provides valuable information and insights on the well-being of children and youth. For more than 35 years, policymakers, funders, educators and service providers in the U.S. and around the world have relied on our data and analyses to improve policies and programs serving children and youth. Our team of experts brings together a range of educational, work, policy and cultural experiences to provide cutting-edge research on issues affecting children from birth to early adulthood. Our work is supported by foundations; federal, state and local government agencies; and by nonprofit organizations. – See more at: http://www.childtrends.org/about-us/#sthash.bcRKL2Oc.dpuf

  • Understanding and Addressing the Early Childhood Origins of “Mean” Behavior and Bullying: Resources for Practitioners
    This Research Brief is based on the longer report: Bullies in the Block Area: The Early Childhood Origins of “Mean” Behavior. This brief first provides a summary of the developmental trajectory to bullying behavior and theories about social and environmental contributors to bullying. The remainder summarizes promising strategies and evidence-based intervention models designed to prevent bullying by addressing factors that contribute to the development of “mean” behavior and aggression in early childhood.
  • Five Ways Trauma Informed Care Supports Children’s Development
    This news bulletin describes childhood trauma and explains the importance of trauma informed care (TIC) as providing a common language to support children who have been exposed to trauma. It includes links to resources and provides information helpful to parents and everyone who works with children.

Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)

With more than 20,000 members and 200 affiliates nationwide, CHADD is the nation’s leading nonprofit organization serving individuals with Attention-Deficit/Hyperactivity Disorder (AD/HD). Through collaborative leadership, advocacy, research, education and support, CHADD provides science-based, evidence-based information about AD/HD to parents, educators, professionals, the media and the general public. Local chapters in California are listed on this website.


Children with Challenging Behavior

Brault, L. and T. Phoenix, AZ: CPG Publishing Co. (2005).

This book for ECE professionals, teachers, and parents offers tools, ideas, strategies, and new ways of thinking to help readers become reflective thinkers who act with wisdom rather than react out of frustration when confronted by challenging behavior in a child (or adult).


Collaborative for Academic, Social and Emotional Learning (CASEL)

The 2013 CASEL Guide identifies well-designed, evidence-based social and emotional learning programs with potential for broad dissemination to schools across the United States. Based on CASEL’s work in research and practice spanning nearly two decades, we provide a systematic framework for evaluating the quality of classroom-based social and emotional learning (SEL) programs. In addition, the Guide shares best practices for district and school teams on how to select and implement social and emotional learning programs.


Collaborative for Academic, Social, and Emotional Learning (CASEL)

Collaborative for Academic, Social, and Emotional Learning (CASEL) is the nation’s leading organization advancing the development of academic, social and emotional competence for all students. Our mission is to help make evidence-based social and emotional learning (SEL) an integral part of education from preschool through high school. Through research, practice and policy, CASEL collaborates to ensure all students become knowledgeable, responsible, caring and contributing members of society.


Coping with Trauma: A Collection of Resources (MAP)

The tragedy that took the lives of very young children at Sandy Hook Elementary School in Newtown, Connecticut in December 2012 elicited strong feelings and emotions from the entire nation and perhaps especially from those who work with and care for children.

Many of organizations that MAP depends on for quality information responded by gathering resources useful in coping with the trauma. Some of the resources are specific to children with special needs and other are more general. Some of the resources are available in other languages as indicated.


Culturally & Linguistically Appropriate Services Early Childhood Research Institute (CLAS)

The CLAS Institute identifies, evaluates, and promotes effective and appropriate early intervention practices and preschool practices that are sensitive and respectful to children and families from culturally and linguistically diverse backgrounds.

The CLAS Institute identifies, collects, reviews, catalogs, abstracts, and describes materials and practices developed for children and families from culturally and linguistically diverse backgrounds, and professionals who work with them.


Early Childhood Expulsion / Suspension and Opportunity Gaps for Boys of Color

These two briefs are part of a series of issue briefs commissioned by the Robert Wood Johnson Foundation’s Forward Promise Initiative.


Edutopia: Social and Emotional Learning

Working to improve public schools with resources, tools, and solutions for teachers, administrators, and parents. Find and share resources for creating a healthy school culture by helping students develop skills to manage their emotions, resolve conflicts, and make responsible decisions.



Encyclopedia on Early Childhood Development

The Encyclopedia on Early Childhood Development is produced by the Centre of Excellence for Early Childhood Development (CEECD) and the Strategic Knowledge Cluster on Early Child Development (SKC-ECD). Respectively based at the Université de Montréal and Université Laval (Quebec, Canada), these two organizations have built over the years a solid network of international experts who gather, synthesize and comment, in their respective domain of expertise, the most up-to-date scientific knowledge available on the development of young children, from conception to age five. The website is available in English, French, Spanish, Portugese and Russian.


Fostering Healthy Social and Emotional Development: Four New Resources for Communities and Families with Young Children

Building on prior successful partnerships to promote early brain and language development and early STEM education, the U.S. Departments of Education and Health and Human Services have joined with Too Small to Fail to release a Social and Emotional Toolkit on social and emotional development. All of the resources feature examples of simple actions to take, some of which caregivers might be doing already, such as maintaining consistent routines for young children.




Georgia Education Leaders Release New Learning Climate Videos

Unless discipline focuses on teaching children how to act appropriately, they won’t learn anything from it. Creating a supportive school climate—and decreasing suspensions and expulsions—requires close attention to the social, emotional, and behavioral needs of all students.

But all too often, preschools and early learning centers are left out of conversations about school climate and strategic planning for student discipline.

The Get Georgia Reading Campaign has released a new resource to educate childcare and school staff about embracing a new way of looking at behavior and discipline. Five videos, created for administrators, teachers, parents, policymakers—anyone with a stake in creating healthy classrooms in Georgia—show how to apply positive learning climate practices in everyday, real-life classroom scenarios:



How Children’s Social Skills Impact Success in Adulthood

A 20-year retrospective study, funded by the Robert Wood Johnson Foundation and published in the July 2015 issue of the American Journal of Public Health, suggests that kindergarten students who are more inclined to exhibit “social competence” traits—such sharing, cooperating, or helping other kids—may be more likely to attain higher education and well-paying jobs. In contrast, students who exhibit weaker social competency skills may be more likely to drop out of high school, abuse drugs and alcohol, and need government assistance. This brief provides an overview and major findings from this study and implications for further action.


IDEA Infant Toddlers Coordinators Association

The Individuals with Disabilities Education Act (IDEA) Infant and Toddler Coordinators Association is organized as a not-for-profit corporation to promote mutual assistance, cooperation, and exchange of information and ideas in the administration of Part C and to provide support to state and territory Part C coordinators. They provide an online link to the resources that are helping to improve the lives of infants and toddlers with special needs.


Incredible Years

The Incredible Years are research–based, proven effective programs for reducing children’s aggression and behavior problems and increasing social competence at home and at school. The Incredible Years programs were developed by Carolyn Webster–Stratton, M.S.N., M.P.H., Ph.D., Professor and Director of the Parenting Clinic at the University of Washington. She is a nurse and licensed clinical psychologist and has published numerous scientific articles evaluating training programs for helping families and teachers with children who are highly aggressive, disobedient, hyperactive, and inattentive. She has had extensive clinical experiences helping over 1,000 families whose children were diagnosed with conduct problems and attention deficit disorder.


Kids in the House

The Ultimate Parenting Resource offers over 8000 videos on a comprehensive range of topics for a variety of age ranges for every type of family. Well respected experts present positive, useful information in short videos. For example take a look at the videos from:

  • Dr. Dan Siegel , award winning author and lecturer. Dr. Siegel’s unique ability to make complicated scientific concepts easy to understand and exciting has led him to be invited to address diverse local, national and international groups of mental health professionals, neuroscientists, corporate leaders, educators, parents, public administrators, healthcare providers, policy-makers, and clergy. Or explore the various topics under:
  • Special Needs
  • Top Tips for How to Raise a Happy Child

Maximizing the potential of early childhood education to prevent externalizing Behavior problems: A meta-analysis

Early childhood education (ECE) programs offer a promising mechanism for preventing early externalizing behavior problems and later antisocial behavior; yet, questions remain about how to best maximize ECE’s potential. This site takes you to an abstract of the study that evaluates the most promising strategies that support positive behavior and reduced behavior problems.


Meditation Helps Lower Truancy and Suspensions (Video)

Published: Feb 21, 2012

Surrounded by poverty and escalating violence, a San Francisco middle school committed to peace and embraced a program of meditation that has made students feel safer, teachers more productive, and brought unity and purpose to the school. Click “like” if you enjoyed this video!


NAEYC: Standing Together Against Suspension and Expulsion

Published: April 2016
Expulsion in early childhood education is not an intervention. Over a decade of research and data tell us that the policies and practices of suspension and expulsion in early childhood, which disproportionately affect children of color, are causing harm to children and families. Over 30 national organizations came together to create a joint statement that amplifies and elevates the issue. It’s time to heed the calls to prevent, limit and eliminate suspensions and expulsions in early childhood education. 

In addition to creating the joint statement NAEYC provides resources for teachers, administrators, policymakers, states and districts that offer data, toolkits, models and templates to help change our policies and practices (or download the PDF). Eliminating suspension and expulsion across all states and settings in early childhood education is our collective and systemic responsibility. What will your part be? 


National Association for the Education of Young Children (NAEYC)

1313 L Street NW, Suite 500
Washington, DC 20005
Telephone: 202-232-8777 or 800-424-2460
Fax: 202-328-1846
Email: naeyc@naeyc.org

The National Association for the Education of Young Children (NAEYC) is the nation’s largest organization of early childhood professionals and others dedicated to improving the quality of early childhood education programs for children birth through age eight. NAEYC’s primary goals are to improve professional practice and working conditions in early childhood education and to build public understanding and support for high-quality early childhood programs.



Parent Tool Kit

This toolkit, produced by NBC News Education Nation, will help you navigate your child’s journey from pre-kindergarten through high school. It is designed to help you track and support progress at each stage. Produced by NBC’s Education Nation project, the Parent Toolkit website has comprehensive resources and minute-long videos for parents of kids at every age and grade. The content covers a variety of topics, including health and wellness, academics, and social and emotional development. All the videos and resources are available in both English and Spanish.


PBS Parents: Helping Toddlers Understand Their Emotions

It wasn’t so long ago that the conventional wisdom was that babies were pretty much blobs who didn’t think or feel much before they could speak in words around the age of two.  The idea that a six-month-old could feel fear or anger, no less sadness and grief, was preposterous.  But thanks to an explosion in research on infancy in the last 30 years, we now know that babies and toddlers are deeply feeling beings.


Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings (PDF)

Published: 2016 | Size: 2MB
This Information Memorandum (IM) encourages Lead Agencies to adopt policies set forth in the Policy Statement on Expulsion and Suspension in Early Childhood Settings issued by the U.S. Departments of Health and Human Services and Education. Appendix 1 offers several free, publicly available resources states can use in their efforts.


Positive Behavioral Interventions and Supports (PBIS)

The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.

This TA Center provides guidance and tools in developing positive relationships with families of school age children. Below is the link to the area on the website that provides rationale for parent involvement, research, best practices and tips for teachers (School, Family and Community Partnerships) and a link to another area of the site that includes a list of parent training resources and specifically a “Family Engagement Checklist.”


Positive Discipline

Positive Discipline is dedicated to providing education and resources that promote and encourage the ongoing development of life-skills and respectful relationships in family, school, business, and community systems. This site features information and articles from Jane Nelson, author of Positive Discipline and other books.


Preventing Suspensions and Expulsions in Early Childhood Settings: A Program Leader’s Guide to Supporting All Children’s Success

The purpose of this guide is to provide relevant, specific recommended policies and practices that are actionable. The recommended policies and practices are based on the most important research for eliminating suspensions and expulsions in early childhood settings and were developed with guidance from a panel of national experts. There are many resources for early childhood caregivers, educators, and program leaders on supporting social-emotional development, reducing challenging behavior, recognizing the role of cultural differences and implicit biases, and eliminating suspensions and expulsions. This guide organizes these resources into a coherent and comprehensive framework that is easily accessible.

To help you prioritize what recommended policies and practices are most necessary and timely to implement in your program, we have developed a self-assessment. The self-assessment is an optional tool that includes a brief questionnaire to help you reflect on your program’s policies, practices, and needs. The results of the self-assessment will help you reflect on your strengths and needs and provide you a roadmap to navigating the guide.


Preventive Ounce

This interactive website lets you see more clearly a child’s temperament, find parenting tactics that work.


Program for Infant Toddler Caregivers (PITC)

The PITC website has articles describing appropriate curriculum approaches for very young children as well as information on their training program available in California.



Reducing suspension and Expulsion Practices in Early Childhood Settings

Recent data indicate that expulsions and suspensions regularly occur in preschool settings. This is a problematic issue given the well-established research indicating that these practices can influence a number of adverse outcomes across development, health, and education. In addition, stark racial and gender disparities exist in these practices, with young boys of color being suspended and expelled at much higher rates than other children in early learning programs. These trends warrant immediate attention from the early childhood and education fields. The U.S. Departments of Health and Human Services and Education issued a policy statement and recommendations to assist states and public and private early childhood programs in partnering to prevent and severely limit expulsions and suspensions in early learning settings. The effort, part of President Obama’s My Brother’s Keeper initiative, encourages states, early childhood programs, and families to partner in preventing, reducing, and eventually eliminating the expulsion and suspension of young children from early learning programs.


Responsive Classroom: Want Positive Behavior? Use Positive Language

Responsive Classroom is an evidence-based approach to elementary and middle school teaching that focuses on the strong link between academic success and social-emotional learning (SEL).

Independent research has found that the Responsive Classroom approach is associated with higher academic achievement in math and reading, improved school climate, and higher-quality instruction. It has been described by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as one of the most “well-designed evidence-based social and emotional learning (SEL) programs”.


San Francisco’s El Dorado Elementary Uses Trauma-Informed & Restorative Practices

“We’re trying to change the school culture,” by teaching educators about the underlying neurobiology of trauma, El Dorado’s principle explains. “When we see aggravating behavior in a kid and ask the question, ‘What has happened to you?’ instead of ‘What’s wrong with you?’, that’s the fundamental reframe. This reframe helps give the behavior a context, engenders compassion, and helps us respond more effectively.”


Self-Regulation and Toxic Stress: A Series of Reports from the Office of Planning Research and Evaluation and the Frank Porter Graham Child Development Institute

The Frank Porter Graham Child Development Institute (FPG) was founded in 1966 by a small group of scientists who had a vision—to conduct research that would make a difference in children’s lives, support families, and inform public policy.


Substance Abuse and Mental Health Services Administration (SAMHSA)

SAMHSA’s “Caring for Every Child’s Mental Health” public awareness effort was created in 1994 with the mission to increase awareness around children’s mental health. The “Caring for Every Child’s Mental Health” team works to support SAMHSA-funded sites through the strategic use of social marketing and communications strategies. The overarching purpose of the team is to stimulate support for a comprehensive system of care approach to children’s mental health services.


Talk with Me Baby

The team behind Talk With Me Baby™ is a collaboration of six leadership organizations, all working to bring the concept of language nutrition into public awareness and educate caregivers on the importance of talking with their baby every day, in an effort to close the word gap. Talking with your baby helps grow your baby’s brain. Learn how early exposure to language can help a child build vocabulary, communicate better with adults, be ready for kindergarten and develop an essential life skill: the ability to read by the end of third grade.


Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)

The Technical Assistance Center on Social Emotional Intervention for Young Children, also known as TACSEI, is a five-year grant made possible by the U.S. Department of Education, Office of Special Education Programs. TACSEI takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day. Most of these free products are available right here on the website for you to view, download and use.


The Pyramid Model Consortium

The Pyramid Model Consortium is a 501(c)(3) nonprofit that was created to continue the Pyramid Model work after funding for the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) and the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) ended. You can continue to access products and resources on the TACSEI and CSEFEL websites, but be sure to check the Pyramid Model Consortium website for all the latest news and information.


UC Davis MIND Institute

The M.I.N.D. Institute is a collaborative international research center, committed to the awareness, understanding, prevention, care and cure of neurodevelopmental disorders.

With a staff of over 250, multiple interdisciplinary teams are discovering new ways to prevent, diagnose, treat and eventually cure neurodevelopmental disorders. Through a process known as translational research, the teams use rigorous testing and clinical trials to transform new scientific findings into innovative treatments.



Untangling the Terms and Skills Related to Executive Function and Self-Regulation in Early Childhood

Based on a thorough review of the existing literature, this report outlines key differences and similarities among various executive function and other regulation-related skills in research. Those differences and similarities are then presented in a visual map to illustrate relationships among these skills. The purpose of the framework is to help stakeholders in early learning and child development consider and articulate research, program, and policy recommendations regarding executive function and other regulation-related skills with more accuracy and transparency.


US Department of Health & Human Services (USDHHS): Administration for Children & Families: Early Childhood Development



Vroom Brain Building

Vroom is an innovative, new parent engagement resource. It is a free, mobile app designed for young parents. NOT a commercial product, it was developed by philanthropic funding in consultation with IDEO, one of the world’s leading design firms. It has been field tested with real parents.

Vroom provides young parents encouragement and tips on ways to stimulate their child’s brain development, as they go throughout their normal day. It is available in English and Spanish. See the video on the home page to learn more, then download the Vroom app and get your daily Vroom video on your smart phone for daily brain building on the go!


What’s Your Child’s Learning Style?

Different children learn in different ways, using their sense of sight, hearing, or touch to master new information. To find out whether a child is primarily a visual, auditory, or physical learner, take this quiz. Then read on to learn how to use this information to help the child do better in school.


Zero to Three

Zero to Three is a national, nonprofit organization dedicated solely to advancing the healthy development of babies and young children. Zero to Three disseminates key developmental information, trains providers, promotes model approaches and standards of practice, and works to increase public awareness about the significance of the first three years of life.

Select link for more information on ZERO TO THREE


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