Section 3: Special Topics
Toxic Stress: One of the challenges of working with children and families is understanding that all of their experiences affect children and their behavior—both negatively and positively. All families experience stress, which affects children. But when families experience deep, chronic stress, it affects children’s behavior, as well as how they learn. As providers, it is important to understand this so we can modify our teaching strategies to accommodate the different ways children learn. Learn more about Toxic Stress.
Cultural Proficiency: Statistics help us to understand who Maryland’s students are, their racial/ethnic background, and the special services they receive to be ready to learn. Students’ racial/ethnic, linguistic, socioeconomic, gender/gender identity, and abilities can and should inform how we teach students and engage families in their children’s development and learning. To honor and affirm every student and their family as valuable education partners, we must evolve as culturally proficient educators and providers. Learn more about Cultural Proficiency.
Engaging Young English Learners: Fostering children’s language skills is a major focus of the early care, preschool, and prekindergarten experience. The number of “kindergarten ready” language guidelines indicates that early childhood educators and providers need to spend a significant amount of instructional time on language development. This is particularly true for providers and teachers of English Learners (ELs). Learn more about Engaging Young English Learners.