Social–Emotional & Behavior

Updated August 29, 2016

Siblings reading togetherAccording 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. The descriptions come from the sites themselves and are not offered with any official Map to Inclusive Child Care or WestEd endorsement.*

A - C

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 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

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 for Effective Collaboration and Practice

It is the mission of the Center for Effective Collaboration and Practice to support and promote a reoriented national preparedness to foster the development and the adjustment of children with or at risk of developing serious emotional disturbance. Its “Briefs for Families on Evidenced-Based Practices” gives parents access to research–based interventions. These briefs reflect CECP’s commitment to provide families with useful and usable information about evidenced–based practices. They include briefs on choice making and other preventive strategies.

Center for Investigating Healthy Minds (CIHM)

Founded by world-renowned neuroscientist Richard J. Davidson, the Center for Investigating Healthy Minds (CIHM) at the Waisman Center, University of Wisconsin-Madison, is a global leader in conducting novel research that has revolutionized how we understand the mind, our emotions, and how to nurture well-being for ourselves and others.

  • Kindness Curriculum Boosts School Success in Preschoolers
    Over the course of 12 weeks, twice a week, the prekindergarten students learned their ABCs. Attention, breath and body, caring practice — clearly not the standard letters of the alphabet rather, these 4- and 5-year-olds in the Madison Metropolitan School District were part of a study assessing a new curriculum meant to promote social, emotional and academic skills, conducted by the University of Wisconsin-Madison Center for Investigating Healthy Minds (CIHM) at the Waisman Center. Researchers found that kids who had participated in the curriculum earned higher marks in academic performance measures and showed greater improvements in areas that predict future success than kids who had not. The results were recently published in the journal Developmental Psychology.

Center on the Developing Child Harvard University

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 is a national center focused on strengthening the capacity of Child Care and Head Start to improve the social and emotional outcomes of young children.

  • 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

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:

  • 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)

Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is a national non-profit organization providing education, advocacy and support for individuals with AD/HD. In addition to our informative website, CHADD also publishes a variety of printed materials to keep members and professionals current on research advances, medications and treatments affecting individuals with AD/HD.

CLAS Early Childhood Research Institute

The Early Childhood Research Institute on Culturally and Linguistically Appropriate Services (CLAS) 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 website presents a dynamic and evolving database of materials describing culturally and linguistically appropriate practices for early childhood/early intervention services. In this site, are descriptions of books, videotapes, articles, manuals, brochures and audiotapes. In addition, there are extensive website links and information in a variety of languages. The CLAS Institute is funded by the Office of Special Education Programs of the U.S. Department of Education.

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

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. To ensure broad access to these resources MAP has made them available on this new web page within the Social – Emotional & Behavior area of MAP. 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.

Creating a Peaceful Environment

The site offers tips and activities for making “your home or center a peaceful place.”

""  Back to top

D - F


Working to improve public schools with resources, tools, and solutions for teachers, administrators, and parents.

Early Childhood Behavior Project

Addressing the Needs of Young Children who Engage in Challenging Behavior

Early Childhood Information Sharing Tool Kit

The purpose of this Toolkit is to provide community providers with the information, tools, and resources to help families obtain developmental check-ups, receive additional services and referrals, track their child's care, and assist community providers to coordinate and share their concerns about a child's development with other community providers.

“Encouraging Social Skills in Young Children: Tips Teachers Can Share with Parents.”

Mize, J. and Abell, E. Dimensions of Early Childhood (Southern Early Childhood Association Newsletter), Volume 24, Number 3, Summer. Retrieved from the Web on May 27, 2002, from (1996).

Encyclopedia on Early Childhood Development

The Encyclopedia on Early Childhood Development is produced by the Centre of Excellence for Early Childhood Development. It is intended for policy-makers, service planners and service providers and for parents.

It brings together articles written by internationally renowned experts on topics having to do with the psychosocial development of young children, from conception to the age of five. Each of the 38 topics addressed is explored from three perspectives: development, services and policies. In addition, for each topic there is a synthesis that provides, in a simplified format, the key points that will be most useful to practitioners and planners. This synthesis addresses three questions: What is the importance of this topic? What are the most up-to-date and conclusive data available on this subject? And what can be done to improve services, policies and research?

Family Education Network

Family Education Network’s mission is to be an online consumer network of the world’s best learning and information resources, personalized to help parents, teachers, and students of all ages take control of their learning and make it part of their everyday lives.

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.

  • Self-Regulation and Toxic Stress: Foundations for Understanding Self-Regulation From an Applied Developmental Perspective
    This is the first in a series of four inter-related reports titled Self-Regulation and Toxic Stress. The first report, Foundations for Understanding Self-Regulation from an Applied Developmental Perspective, provides a comprehensive framework for understanding self-regulation in context, using a theoretical model that reflects the influence of biology, caregiving, and the environment on the development of self-regulation.
  • The second report, A Review of Ecological, Biological, and Developmental Studies of Self-Regulation and Stress, provides a cross-disciplinary review of research on the relationship between stress and self-regulation.
  • The third report, A Comprehensive Review of Self-Regulation Interventions From Birth Through Young Adulthood, (February, 2016) describes results of a comprehensive review of self-regulation interventions from birth through young adulthood and summarizes the level of evidence for different interventions across age groups and outcome domains. In this report, we provide details on the methodological approach and data findings, including figures with detailed descriptions for the reader who is interested in the evidence base supporting our conclusions. These conclusions are repeated in our fourth report, Implications for Programs and Practice, with a more applied summary of the results organized by their implications for different types of programs. This third report therefore provides a more technical reference for the fourth report.

""  Back to top

G - I

Georgetown University Center for Child and Human Development

The Georgetown University Center for Child and Human Development (GUCCHD) was established over four decades ago to improve the quality of life for all children and youth, especially those with, or at risk for, special needs and their families.

Greater Good: The Science Center of a Meaningful Life (University of California, Berkeley)

The Greater Good Science Center studies the psychology, sociology, and neuroscience of well-being, and teaches skills that foster a thriving, resilient, and compassionate society.

Head Start Body Start

Head Start Body Start National Center for Physical Development and Outdoor Play (HSBS) is a collaboration between the American Association for Physical Activity and Recreation (AAPAR) and the National Association for Sport and Physical Education (NASPE) and is funded by a grant from the Administration for Children and Families. Head Start Body Start aims to increase physical activity, outdoor play, and healthy eating among Head Start and Early Head Start children, families, and staff. We help Head Start and Early Head Start Centers to create healthy learning environments and promote physical activity that leads to the physical, cognitive, social, and emotional development of young children and reduces obesity and its associated costs.

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.

The 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.

Infant Development Association of California

The Infant Development Association of California is a multidisciplinary organization of parents and professionals committed to optimal developmental, social and emotional outcomes for infants, birth to three, with a broad range of special needs and their families. IDA advocates for improved, effective prevention and early intervention services, and provides information, education, and training to parents, professionals, decision makers and others.

Infant Toddler 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.

""  Back to top

J - L

Kids in the House Resource opens in a new window

Logo Kids in the House; Stick figure drawing of an adult holding a red house over a babyThe 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 Resource contains video Resource opens in a new window, 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 Resource contains video Resource opens in a new window

LD Pride (Learning Disability)

Information about learning styles and Multiple Intelligence (MI) is helpful for everyone especially for people with learning disabilities and Attention Deficit Disorder. Knowing your learning style will help to compensate for weaknesses and capitalize on strengths. This page provides an explanation of what learning styles and multiple intelligence are all about, an interactive assessment of your learning style/MI, and practical tips to make your learning style work for you.

Learning to Learn

Learning to Learn is for learners, teachers, and researchers. It teaches the value of self–awareness as a critical part of learning. Learning to Learn is a course, a resource, and a source of knowledge about learning, how it can be developed in children and adults, and how it differs among learners.

Learning Styles

Take a learning styles inventory. Learn about the different models most commonly used. This page has links to many other sites.

""  Back to top

M - O

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.

Models of Inclusion in Child Care

The Models of Inclusion in Child Care Project is aimed at providing the first investigation of programs and strategies which result in improved access of families having children with emotional or behavioral disorders to child care which is inclusive, family-centered, culturally-appropriate, and of high quality. Substitute care supports parents as they work, seek employment, or continue their education, and supports children as it provides developmentally appropriate supervision, socialization, activities, and learning opportunities.

The Multiple Intelligence Inventory

The Multiple Intelligence Inventory is based on the original work by Howard Gardner in the 1980s. Since he began his work the idea of “multiple intelligences” has come to have a significant effect on the thinking of many researchers and educators. An additional “intelligence” has been added to the inventory, courtesy of Gary Harms, which addresses styles and abilities associated with awareness of ones surroundings, physics, and an understanding of the “nature of things.”

National Association for the Education of Young Children (NAEYC)

The website for the National Association for the Education of Young Children (NAEYC) has links to a publication guide with many different books and videotapes on curriculum available for purchase at low cost.

National Head Start Association (NHSA)

The National Head Start Association is a private not-for-profit membership organization dedicated exclusively to meeting the needs of Head Start children and their families. It represents more than 1 million children, 200,000 staff and 2,700 Head Start programs in the United States. The Association provides support for the entire Head Start community by advocating for policies that strengthen services to Head Start children and their families; by providing extensive training and professional development to Head Start staff; and by developing and disseminating research, information, and resources that enrich Head Start program delivery.

National Scientific Council on the Developing Child

Established in 2003, the National Scientific Council is a multi-disciplinary collaboration of scientists and scholars from universities across the United States and Canada designed to bring the science of early childhood and early brain development to bear on public policy decision-making. The mission of the Council is to synthesize and communicate science to help inform policies that promote successful learning, adaptive behavior, and sound physical and mental health for all young children. Central to this concept is the ongoing generation, analysis, and integration of knowledge and the critical task of educating policymakers, civic leaders, and the general public about the rapidly growing science of early childhood development and its underlying neurobiology.

Nurturing Our Spirited Children

This website is a resource for parents raising spirited, high-need, strong-willed, active alert or difficult children.

Ounce of Prevention

Children born into poverty begin life with the odds stacked against them. That's not just unfortunate for them. It's a problem for all of us – one that can and must be solved. The Ounce is demonstrating effective solutions every day. Our work is anchored in a growing body of scientific evidence about early brain development. We use private dollars to apply that science in developing innovative programs, and then leverage public funding to support their implementation and replication.

""  Back to top

P - S

This website features a variety of articles and tools geared to a child’s age. The “problem solver” is a very interesting set of links to ideas on addressing challenging behavior. “ is an easy–to–navigate one–stop resource designed to help parents of children ages 2 to 8 better manage and enjoy the day–to–day challenges of raising great kids.”

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,

49 Phrases to Calm an Anxious Child


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.

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.

The Preventive Ounce

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

The 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.

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.

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.

SAMHSA Caring for Every Child's Mental Health Campaign

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.

The "Caring for Every Child's Mental Health" team operates through a partnership among the National Association of State Mental Health Program Directors (NASMHPD), Vanguard Communications (Vanguard), and the National Federation of Families for Children's Mental Health (National Federation). The team works together to address the needs of diverse system of care communities using social marketing and communications techniques that are youth- and family-driven, culturally competent, and responsive to individual community needs.

San Diego Association for the Education of Young Children (SDAEYC)

SDAEYC has a Mental Health Focus Group and a “Stop Violence in the Lives of Young Children” committee to address the importance of relationships for those who care for young children.

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."

Spaces for Children

Spaces for Children focuses on developmentally–appropriate environments: rich places of learning that are child directed and teacher efficient. Expertise encompasses the overall programming and design of child care buildings, including complete architectural services, furniture, and play structure design.

""  Back to top

T - V

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.

Tip Sheets: Positive Ways of Intervening with Challenging Behavior

The tip sheets have been developed to assist teachers and parents in providing the best possible educational opportunities to students with emotional and behavioral disorders.

UCD 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.

Understanding and Facilitating Preschool Children's Peer Acceptance.

Kemple, K.M. (1992).

VARK (Visual Aural Read/Write Kinesthetic)

VARK is a questionnaire that provides users with a profile of their preferences. These preferences are about the ways that they want to take-in and give-out information whilst learning.

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!

""  Back to top

W - Z


Watch Know Learn logo

WatchKnow -- as in, "You watch, you know" -- is a non-profit online community devoted to offering hundreds of thousands of great short videos, and other media, explaining every topic taught to school kids. They are rated and sorted into a giant Directory, making them simple to find. One of the categories of video is "managing challenging behavior."

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 the nation's leading resource on the first three years of life. It is a national non-profit charitable organization whose aim is to strengthen and support families, practitioners and communities to promote the healthy development of babies and toddlers.

  • Challenging Behavior Resources
  • Early Childhood Mental Health
    Babies and young children thrive when they are cared for by adults that are “crazy about them!” (Bronfenbrenner, 1976 1). Responsive relationships with consistent primary caregivers help build positive attachments that support healthy social-emotional development. These relationships form the foundation of mental health for infants, toddlers and preschoolers. This site directs you to resources supporting healthy social emotional development of very young children.
  • Baby Brain Map
    The Brain Map was adapted in 2006 by ZERO TO THREE from BrainWonders, a collaborative project (1998-2001) between Boston University School of Medicine, Erikson Institute and ZERO TO THREE.

    To get started, select an age range from the pull-down menu and click on it. Depending on the age range, different hotspots on the brain will appear. Click on a hotspot to reveal questions to find out how a baby's brain develops during this period of brain growth. You'll also learn what you can do to enrich a very young child's development.
  • Pod Cast Series: Sharing the Care: How Partnering with your Child's Caregiver Supports Healthy Development
  • Cope After Exposure to a Traumatic Event
  • The Magic of Everyday Moments video series
    Each video shows in a clear and compelling way how parents can nurture key skills and attributes children need to be eager, competent learners and to form strong, healthy connections with others as they grow—all through everyday interactions and routines!
  • Celebrating Your Child's Lies
  • Strong Evidence Against Spanking
    Although controversial, many consider spanking an acceptable form of discipline. However, studies of more than 160,000 children show connections to poor outcomes, specifically: aggression, antisocial behavior, mental-health problems, negative parent–child relationships, impaired cognitive ability, low self-esteem and more.

""  Back to top

* Map to Inclusive Child Care and WestEd do NOT endorse or assume any responsibility for information found on these sites. The following links are provided as a source of information and resources. Please e-mail us information about other sites that will add depth and knowledge to these listings.