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Enhance the social-emotional development of infants and young children with this treasure trove of learning activities, handouts, and more Specially developed to complement ASQ(R) SE-2, this essential resource makes it a snap to share practical social-emotional strategies with parents of children from birth to age 6. In this book and CD-ROM set, you'll get:
- Social-emotional learning activities. With more than 90 fun, developmentally appropriate activities--10+ per age range--you'll promote adult-child interaction and key social-emotional skills. Give them to parents after every screening to help children make progress in their social-emotional development.
- Newsletters for parents. Along with the activities, give parents a copy of the newsletter that corresponds to their child's age. Engaging and fun to read, these nine newsletters explain important social-emotional milestones, share tips on strengthening this area of development, and offer parents warm and encouraging words of wisdom.
- Topic-specific handouts. You'll get concise, age-specific handouts that answer parents' questions about three big topics important to social-emotional development: feeding, sleeping, and calming. Also included are tip sheets on special topics such as choosing child care, establishing routines, learning to use the toilet, preparing for kindergarten, and more.
- Hello, Parent letter. Use this friendly letter to introduce the handouts to families and reinforce the importance of social-emotional development.
All materials are written at a fourth- to sixth-grade reading level to make them accessible to a wide range of parents. You can access and share the content in three easy ways: share them with parents via email or through ASQ(R) Online, print full-color copies from the included CD-ROM, or photocopy sheets right from the book. Perfect for sharing with families of children who are developing typically or need nonintensive support with their social-emotional skills, these creative activities are an effective, low-cost way for parents and children to learn and have fun together. Learn more about the complete ASQ: SE-2 system.
About the Author
Liz Twombly, M.S., has been a member of the Ages & Stages Questionnaire (ASQ) team for the past 30 years. In this role, she takes part in the ongoing research and development for ASQ-3, a parent-completed developmental screening tool, as well as ASQ: SE-2, a parent-completed social-emotional screening tool. Ms. Twombly is the lead author on the ASQ-3 and ASQ: SE-2 Learning Activities books, which provide follow-up to screening guidance to parents for how to support their child's development within the home. She provides training and technical assistance on the use of these screening tools in diverse health, educational, and social service settings across the U.S. and internationally. Other areas of interest and research include systems of care for substance-exposed newborns, infant mental health, and family engagement in screening and early intervention services. Leslie J. Munson, Ph.D., is Professor Emeritus at Portland State University, Department of Special Education. Dr. Munson's areas of interest include parent-infant interaction, parents with learning difficulties, and grief of teachers related to the death of a student. She began her career as a speech-language pathologist and has worked in public schools, early intervention programs, hospitals, and public health departments. She developed a speech-language pathology program and a NICU follow-up program, and has coordinated an early intervention program and a pediatric rehabilitation program. She taught at Portland State University in the Early Intervention/Early Childhood Special Education Master's Program, Infant-Toddler Mental Health Graduate Certificate Program, and Early Childhood: Inclusive Education and Curriculum & Instruction Master's Program. She developed the Parent Infant Interaction Rating Scale and co-developed the Behavioral Health Screen and the Parent Infant Interaction Curriculum for Parents. Lois M. Pribble, Ph.D., is Lecturer and Research Associate in the Early Intervention/Early Childhood Special Education (EI/ECSE) Program at the University of Oregon. She teaches methods and applications courses in EI/ECSE with a focus on intervention in naturalistic and inclusive settings. Her research interests include social-emotional assessment and interventions for young children, coaching caregivers and practitioners, and EI/ECSE personnel preparation. Prior to becoming a university instructor, Dr. Pribble was an EI/ECSE classroom teacher, consultant, supervisor, and Child Find screener for over 15 years.