Early On Michigan

Early On Michigan Early On Vision
Infants and toddlers who are enrolled in Early On reach their fullest potential.
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The information posted on this page is provided by Early On® Public Awareness, also known as the Child Find component of the Part C of the Individuals with Disabilities Education Act (IDEA), implemented in Michigan as Early On, which requires states to identify, locate, and evaluate all children with disabilities, from birth to 3, who are in need of early intervention services. The Office of Innov

ative Projects at Clinton County RESA (CCRESA) supports this effort through statewide marketing efforts to assist Michigan in meeting their child find requirements.

Age-Appropriate Discipline for a 2-Year-OldThe goal of discipline for a 2-year-old is not punishment—it is teaching, gui...
06/02/2026

Age-Appropriate Discipline for a 2-Year-Old

The goal of discipline for a 2-year-old is not punishment—it is teaching, guiding, and supporting development.

Toddlers are still learning how to manage emotions, handle frustration, and communicate their needs.

Their brains are not yet developed enough for strong impulse control or emotional regulation.

Because of this, discipline should focus on connection, safety, and consistent boundaries.

Simple, clear expectations help toddlers understand what is being asked of them.

Instead of long explanations, short phrases like “gentle hands” or “feet stay on the floor” work best.

At this age, children learn through repetition and co-regulation, not fear or shame.

Redirecting behavior, offering choices, and staying calm are often more effective than punishment.

Natural consequences and modeling appropriate behavior help toddlers connect actions with outcomes over time.

It’s also important to remember that tantrums and big emotions are developmentally normal at this stage.

A calm, supportive adult helps toddlers feel safe enough to learn from difficult moments.

Discipline during the toddler years is about building skills, trust, and emotional security—not demanding perfection.



Image Credit:

Children Growing Up with Frequent Conversation Show Stronger Language AbilitiesResults from recent research showed a con...
06/02/2026

Children Growing Up with Frequent Conversation Show Stronger Language Abilities

Results from recent research showed a consistent pattern: higher screen time was associated with lower language scores, whereas greater child-adult conversational engagement was associated with higher language outcomes.

Read more at https://phys.org/news/2026-04-daily-habit-quietly-preschool-language.html

Nervous System Regulating Activities for ChildrenSome children seek movement, pressure, or heavy sensory input because t...
06/01/2026

Nervous System Regulating Activities for Children

Some children seek movement, pressure, or heavy sensory input because their nervous system is trying to feel more organized and safe.

Activities that provide deep pressure and proprioceptive input can help the body feel calmer and more regulated.

Tools like weighted vests give gentle, steady pressure that may help some children feel more grounded and aware of their body.

Rolling a yoga ball firmly but gently over a child while they lie on the floor can provide calming deep pressure input.

Wrapping a child snugly in a blanket like a “burrito” can help create feelings of security and body awareness.

Stacking pillows to climb, crawl over, or crash into gives the body heavy work and movement input at the same time.

These activities support the nervous system by helping the brain better process sensory information.

Many children become more focused, calm, and organized after receiving the type of input their body is seeking.

Sensory regulation activities are not about controlling behavior—they are about supporting the child’s nervous system needs.

Every child responds differently, so it’s important to notice what helps your child feel safe and settled.

These playful activities can also strengthen connection, trust, and co-regulation with caregivers.

When the body feels regulated, children are often better able to learn, connect, and participate in daily life.



Image Credit: Psychomotor therapy- Lebanon

💛 Milestone Monday 💛By age 4, many children are learning to play cooperatively, show empathy for others, and begin manag...
06/01/2026

💛 Milestone Monday 💛

By age 4, many children are learning to play cooperatively, show empathy for others, and begin managing BIG feelings with more independence. 🌈

Understanding social‑emotional milestones helps families and providers support healthy development—and recognize when ext .
👉 Families: Check the 4‑year milestone checklist to see how your child is doing.
👉 Providers: Use milestones as a conversation starter with families and encourage early screening when concerns arise.

Learn the signs. Act early. ✅

Teaching Self-Regulation Skills in Autistic ChildrenSelf-regulation is the ability to notice, understand, and respond to...
05/29/2026

Teaching Self-Regulation Skills in Autistic Children

Self-regulation is the ability to notice, understand, and respond to emotions and sensory input in a way that feels manageable.

For autistic children, regulation often starts with understanding their unique sensory and emotional needs.

Dysregulation is not “misbehavior”—it is often a nervous system response to overwhelm, change, or sensory overload.

The first step in teaching regulation is co-regulation, where a calm, supportive adult helps the child feel safe.

This can look like offering quiet space, reducing noise or stimulation, or using gentle, predictable language.

Visual supports, routines, and social stories can help children understand what to expect and feel more secure.

Sensory tools like weighted items, fidgets, movement breaks, or deep pressure can support regulation needs.

It is also helpful to teach children to recognize early signs of overwhelm in their body.

Simple phrases like “my body feels tight” or “I need a break” can be modeled and practiced over time.

Regulation skills are built slowly through repetition, patience, and supportive relationships.

Every child learns at their own pace, and safety and connection always come first.

With consistent support, autistic children can grow stronger in understanding and managing their own nervous system.



Image credit: Simant Gautam

Lawmakers show record support for child care and early learning programsEach year, Members of Congress submit letters to...
05/29/2026

Lawmakers show record support for child care and early learning programs

Each year, Members of Congress submit letters to leaders of the House Appropriations Committee calling for robust funding for child care and early learning programs. This year, support for the programs reached new heights. The Child Care and Development Block Grant saw the highest level of backing ever from both Democrats and Republicans, and nearly every letter garnered more signers than ever before.

Read More Here: https://www.ffyf.org/2026/03/31/lawmakers-show-record-support-for-child-care-and-early-learning-programs/

Encouraging Two-Word Phrases in Toddler Speech DevelopmentToddlers typically begin combining words into simple two-word ...
05/28/2026

Encouraging Two-Word Phrases in Toddler Speech Development

Toddlers typically begin combining words into simple two-word phrases as a natural part of language development.

These early combinations might sound like “more milk,” “mommy go,” or “big truck.”

Two-word phrases are an important milestone because they show growing understanding of how words connect to meaning.

Instead of focusing on perfect speech, the goal is to encourage communication in any form.

You can support this by modeling short phrases throughout the day in simple, natural ways.

For example, if your child says “ball,” you might respond with “big ball” or “roll ball” to expand their language.

Give your child time to respond instead of rushing to fill in silence or correct them.

Repeat and emphasize key words during play, routines, and daily interactions.

Offer choices that encourage language, such as “want juice or water?” to invite responses.

Celebrate all attempts at communication to build confidence and motivation to speak more.

Reading books, singing songs, and narrating daily routines all help reinforce word combinations.

With patience and repetition, toddlers naturally begin to expand their phrases and communication skills grow.



Image credit: Pathways.org

Trusted Autism Professional DevelopmentEvidence-based autism professional development trusted by schools nationwide. Our...
05/28/2026

Trusted Autism Professional Development

Evidence-based autism professional development trusted by schools nationwide. Our training equips educators with practical strategies that support autistic students, reduce classroom stress, and promote confident, neurodiversity-affirming teaching practices—online or in person.

Promoted by The Autism Project

Learn More Here: https://theautismproject.org/training-education?utm_source=newsletter&utm_medium=email&utm_campaign=multiview_newsletter_dec

When Tantrums Get Physical: Responding with Safety & CalmWhen children hit, kick, bite, or throw during a tantrum, it is...
05/27/2026

When Tantrums Get Physical: Responding with Safety & Calm

When children hit, kick, bite, or throw during a tantrum, it is usually a sign that their nervous system is overwhelmed—not that they are “bad.”

In these moments, the goal is safety first, not punishment or shame.

Stay as calm as possible and use a steady, confident voice to communicate safety and boundaries.

You can gently block hitting hands or move unsafe objects while saying, “I won’t let you hurt me” or “I’m keeping everyone safe.”

Avoid yelling, threatening, or reacting aggressively, because intense reactions can increase dysregulation.

Remember that young children often do not have the skills to manage big emotions without support.

Keep your language short and simple because overwhelmed brains cannot process long explanations.

If possible, stay physically close while giving enough space for them to calm safely.

Once the storm has passed and your child is regulated again, that is the time to teach coping skills and boundaries.

Practice replacement behaviors later, like stomping feet, squeezing a pillow, asking for help, or using calming tools.

Children learn emotional regulation through repeated experiences of calm, safe support from trusted adults.

Holding boundaries with connection teaches children they are safe, even in their biggest emotions.



Image credit: The Healthiest Baby

Generation AI starts early: A guide to technologies already shaping young children's livesA baby is sleeping under a cam...
05/27/2026

Generation AI starts early: A guide to technologies already shaping young children's lives

A baby is sleeping under a camera that monitors her breathing. A toddler is asking Alexa to play a song. A 5-year-old is sounding out words through a tablet app that adjusts to her pace. A 7-year-old's YouTube queue is curated by an algorithm based on his preferences. AI is not arriving in the lives of young children. It is already there.

Read More Here: https://www.brookings.edu/articles/generation-ai-starts-early-a-guide-to-technologies-already-shaping-young-childrens-lives/

Address

240 S Bridge Street, Ste 250
Dewitt, MI
48820

Opening Hours

Monday 8am - 4:30pm
Tuesday 8am - 4:30pm
Wednesday 8am - 4:30pm
Thursday 8am - 4:30pm
Friday 8am - 4pm

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+15176680185

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