“Deborah was excellent! She came in observed, listened to staff and really made some good suggestions that helped. It's so nice to have this service when you feel you are at your wits end as to what to do. Thank you so much! ”

“Betsy was absolutely wonderful! Her calm, matter of fact demeanor was comforting to parents. Betsy's knowledge of toddler development is evident. We would love to have her back again. ”

Supports and Services for Child Care Providers

last update: 10/7/08

PTAN offers child care providers individualized consultation, support and training to help them include children with challenging behaviors and/or special needs. Consultation is provided by caring professionals within the provider's region with expertise specific to the providers needs.

Information about the PTAN Child Care Inclusion Program

PTAN Child Care Inclusion Program Brochure 07
Need Help? PTAN Child Care Inclusion Program Flyer
PTAN Child Care Inclusion workshop offerings

Resources for PTAN Consultants

Child Care Consultants Needed
Consultation Report
Consultation Bill
Ages and Stages Questionnaires - Child Development (4 months-60 months)
Ages and Stages Questionnaires: Social-Emotional (6 months-60 months)

Resources for Child Care Providers

Substitute Provider Stipend Form
Consultation Evaluation Form

A Thinking Guide to Inclusive Childcare
Disability Rights of Wisconsin recently developed a guide entitled A Thinking Guide to Inclusive Childcare (2008) that provides tools and strategies to help child care staff better understand the needs of individual children and promote inclusive experiences for families and children. It is available online at http://www.disabilityrightswi.org/wp-content/uploads/2008/02/thinking-guide-to-inclusive-child-care.pdf.

Implementing Policies to Reduce the Likelihood of Preschool Expulsion
Source: The Foundation for Child Development - January 10, 2008
A new policy brief, Implementing Policies to Reduce the Likelihood of Preschool Expulsion by Walter S. Gilliam, examines factors associated with expulsion from prekindergarten. The author specifically addresses those factors that may inform changes in policy that can be both implemented and regulated. It is available online at http://www.fcd-us.org/resources/resources_show.htm?doc_id=636702.

This policy brief is a follow-up to the 2005 study Prekindergartners Left Behind: Expulsion Rates in State Prekindergarten Programs, which looked at expulsion rates by program setting, gender, race/ethnicity, and state.

Supporting Growth and Development of Babies in Child Care: What Does the Research Say?
A new brief from the Center for Law and Social Policy (CLASP) and ZERO TO THREE outlines research to demonstrate that state policies can promote the quality and continuity of early childhood experiences and positively impact the healthy growth and development of babies and toddlers in child care. It is available online at http://www.clasp.org/publications/supporting_babies.pdf

Social Skills Group Activity: Listening
We often tell children to listen, making the assumption they know the specific behaviors or steps required to do so. Some children need direct teaching of this skill, while others may need reminder activities. For those children who appear to be able to listen in a variety of situations these activities will help them gain a better understanding of their own behaviors, and increase and enhance their problem solving skills. These activities have been developed for all children ages three years through five years in early care and education programs. However, they may be adapted for younger or older children or for other care situations. Read more in this PDF

Social Skills Group Activity: Initiating Play
It is often assumed that when we teach the appropriate word combinations to interact with their peers, children will be able to initiate play. But the ability to successfully engage a peer in play requires the abilities to share ideas, negotiate, compromise, and to move on when told “I don’t want to play with you right now.” Some children need direct teaching of these skills, while others may need reminder activities. For those children who appear to be competent in initiating play, these activities will help them gain a better understanding of their own behaviors, and increase and enhance their problem solving skills. Read more in this PDF

Social Skills Group Activity: Sharing
We often tell children to “use their words” when they want a toy another child has, making the assumption they know the words to use or how to use them. Some children need direct teaching of this skill, while others may need reminder activities. For those children who appear to be able to play cooperatively these activities will help them gain a better understanding of their own behaviors, and increase and enhance their problem solving skills. Read more in this PDF

The New Hampshire Early Learning Guidelines encourages active participation of families, early childhood educators, community members, advocates, policymakers, and others involved in the care, education, and development of young children. The Guidelines address learning and development appropriate for children from birth to entrance into kindergarten, and can serve as a vehicle to advance policies, practices, and learning opportunities that benefit New Hampshire's youngest citizens.
http://www.dhhs.state.nh.us/DHHS/CDB/LIBRARY/Policy-Guideline/learning-guidelines.htm

Early Childhood Professional Development System Guide outlines the criteria for care professionals to become credentialed providers, describes the Career Lattices in detail, and provides applications to become credentialed at all Lattice levels. http://www.dhhs.state.nh.us/DHHS/CDB/LIBRARY/Training+Material/ece-guide.htm

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For more information about PTAN activities and services contact the Project Director, Joan Izen at 206-6800, email: jizen@seresc.net.