|
August 21, 2009
-
Early Education Programs Missing Math Opportunities -
A National Definition for Early Childhood Inclusion -
Child Well-Being Index (CWI) 2009 Annual Release and Special Focus Report on Anticipating the Impacts of a 2008-2010 Recession
- Budget update
- OCDEL Announcement: Temporary Child Care Facility Closure Due to Budget Impasse
- Southeast Region OCDEL has a New Address
- State and Territory Child Care Administrator's Meeting Update
- Revisions to the Pennsylvania Quality Assurance System
Action Items
- Tell Congress: Support the Early Learning Challenge Fund
- 44th PAEYC Conference, Pittsburgh, PA: Call for Presentation Proposals
-
Governor holds press conference to protect child care services in final budget -
Budget Impasse in the News -
Early Childhood Partnership’s Center On Mentoring for Effective Teaching Implementation -
Juniata Center earns NAEYC accreditation -
Derry Area School District take a Storybook Journey -
Northumberland County Schools welcome incoming Kindergarteners -
Warm Welcome for Governor Rendell in Delaware County
- 2009 Events
- Town hall meetings, rallies regarding budget impasse
- Respect: Supporting Children's Positive Self-Concept - Pittsburgh, September 1
- Watching Your Weight While Watching Children - Media, PA, September 1
- Autism: Understanding, Acceptance and Inclusion - Chambersburg, September 2
- Music and Language in Infant Toddler Programs - Dunmore, PA, September 2
- Creative Movement for Young Children - Philadelphia, September 3 - December 17
- Color Me Healthy - Lancaster, September 12
- Family Child Care: Tell YOUR Story- What Advocacy is All About! - Pittsburgh, September 12
- Ready, Set...Read! - Schnecksville, PA, September 12
- Discovering Nature with Young Children - Harrisburg, September 14
- Challenging Behaviors: Where Do We Begin? - Braddock, September 19
-
Commonwealth of Pennsylvania, State Civil Service Commission announces Examinations for Early Childhood Education Advisors
- Funding Opportunity - Target Field Trip Grants Program
- Funding Opportunity - American Library Association: Books for Babies Matching Grants
- Funding Opportunity - Quality of Life Grant
- Strategies for Promoting Successful Family Engagement
- New NAEYC Tool on QRIS and Cultural Competence
- Resources for Supporting Children Exposed to Domestic Violence
Trends & Reports
Early education programs missing math opportunities
Recent reports from the National Research Council (NRC) and the National Institute for Early Education Research find that early education programs should do more to take advantage of young children's potential to learn number concepts, mathematical operations, geometry, and spatial relations. The reports point to a lack of attention to mathematics in early education systems -- from learning standards to assessment methods and from teacher preparation programs to curriculum design -- as one main cause of poor math instruction in classrooms.
Since research shows that early math skills are an important predictor of later vocabulary development and reading achievement, inadequate instruction means lost opportunities for children. The NRC developed research-based "teaching-learning paths" that describe the four steps or stages that young children (from age two to seven) generally go through as they learn core math concepts. These "paths" should inform policies, teacher practices, and curriculum development in early childhood programs.
The report also suggests a number of policy recommendations, including:
-
a national initiative to improve math teaching and learning in the early years; -
changes in teacher preparation requirements that should be enforced by agencies that oversee accreditation of teacher education programs; and -
more emphasis on collaboration with families and community programs so that they can be partners in promoting the learning of more sophisticated math concepts.
A national definition for early childhood inclusion
The Division for Early Childhood and the National Association for the Education of Young Children recently released a joint statement (pdf) to provide a shared national definition of early childhood inclusion. The statement encompasses three aspects of the inclusion of young children with and without disabilities in early childhood programs: access, participation, and supports.
First, programs must provide all children with access to learning environments and facilities, to educational activities, and to the general curriculum. However, for children to truly have access, practices and policies must support them. "Participation" has to do with practices and interventions teachers employ, according to each child’s needs, to ensure that everyone is able to take part in classroom activities. "Supports" refers to the infrastructure of the early childhood system that enables teachers and programs to maximize access and participation for all children. Infrastructure supports include professional development, availability of specialists such as behavioral therapists, funding and standards that govern program quality and teacher competencies. The position statement also provides ideas on how it can be used to improve early childhood services -- from the programmatic level to the federal level.
For more on the research related to inclusionary practices in early childhood, watch a new video from the CONNECT project.
Child Well-Being Index (CWI) 2009 Annual Release and Special Focus Report on Anticipating the Impacts of a 2008-2010 Recession
The FCD Child Well-Being Index (CWI) is an annual comprehensive measure of how children are faring in the United States. It is based on a composite of 28 Key Indicators of well-being that are grouped into seven Quality-of-Life/Well-Being Domains.
This year's CWI is an updated measure of trends over the 32-year period from 1975 to 2007, with projections for 2008. Progress in American children's quality of life has fluctuated since 2002, and began to decline in 2008. Overall well-being peaked in 2002, at 102.07. This was followed by a decline below the 2002 level in 2003 and 2004. The CWI then rose by small amounts in the 2005 to 2007 years, reaching an estimated 103.17 in 2007, before declining in 2008.
This is the first-ever report on the impact of the current recession on the overall health, well-being and quality of life of America's children. It finds that the downturn will virtually undo all progress made in children's economic well-being since 1975. The significant decrease in this domain will also drag down the other domains of the CWI. The impact will be especially severe for low-income children of color.
Other key findings from the report include:
For the complete report, please visit the Foundation for Child Development's website.
Return to top
OCDEL Corner
Budget update
On August 19, the Senate was scheduled to vote to override Governor Rendell’s veto of several line itmes, including two child care items that would have cut 8,000 children from Child Care Works and cut funding for Keystone STARS. The Senate voted on overriding six of the line item vetoes, and each was voted down 30-19. All Republicans and Senator Lisa Boscola (D- Lehigh, Monroe, Northampton) voted yes to the overrides; all other Democrats voted no.
After six no votes, the Senate decided to recess and not vote on the rest last night. They may vote on the rest at a later date or decide not to vote on them at all.
It is vital to share with your state legislators why you feel early education programs are too important to cut and to pass a responsible budget quickly. For more information, visit the PA Promise website and click on the “Action Alert” link on the front page.
OCDEL Announcement: Temporary Child Care Facility Closure Due to Budget Impasse
On August 21, 2009, the Office of Child Development and Early Learning (OCDEL) released the announcement Temporary Child Care Facility Closure Due to Budget Impasse (pdf). The purpose of this announcement is to provide information regarding the impact a temporary closure of a facility has with regarding to certification status, child care subsidy status and STARS status.
OCDEL is aware of the significant impact of the current Pennsylvania state budget impasse on many early care and education facilities. Financially, the budget impasse has impacted child care subsidy payments through Child Care Works and distribution of STARS awards. Some facilities may have to close temporarily until the funding is restored.
OCDEL received questions from our partners regarding how we are managing early care and education providers who have to temporarily close a facility due to the impact of the current budget impasse. “Temporarily close” means that the facility stops operating at the current location, remains located at the same address, and plans to reopen at the same location. The questions OCDEL received center around the effect a temporary closure has on a facility’s status regarding certification status, child care subsidy and/or STARS.
Following is information regarding the impact of a temporary facility closure and steps for notifying OCDEL:
Certification: A facility may close temporarily at its existing location without changing the facility’s certification status. During the temporary closure, the certification process must continue through the cycle of renewal and inspection in order to maintain a certificate of compliance or registration at the location. This means that the facility must continue to file the required renewal application for the existing location and be available for a renewal inspection of the facility even if the facility is temporarily closed. If you must temporarily close your facility, please contact your Regional Office to notify OCDEL. The telephone numbers are as follows:
Central Region: 800-222-2117
Southeast Region: 800-346-2929
Northeast Region: 800-222-2108
Western Region: 800-222-2149
Child Care Works Subsidy: If you must temporarily close your facility and can no longer provide child care at that location, enrollments for children who receive child care subsidy will be suspended from the facility. The Child Care Information Services (CCIS) will work with the parents of the suspended children to help them find alternate child care while you are closed. Once your facility reopens, you will again be able to participate in the subsidy program; however, the parent may opt to keep the child in the new setting rather than re-enroll the child in your facility. If you must temporarily close your facility, contact your CCIS agency immediately to provide notification of the temporary closure. You can find contact information for your CCIS agency at the DPW website.
Keystone STARS: A temporary facility closure due to the impact of the budget impasse will not affect a facility’s STARS status. If you must temporarily close your facility, please contact your Regional Key regarding the temporary closure.
Central Regional Key: 800-346-3020
South Central Regional Key: 800-864-4925
Northeast Regional Key: 800-528-7222
Southeast Regional Key: 877-660-2273
Northwest Regional Key: 800-860-2281
Southwest Regional Key: 877-349-4850
NEXT STEPS:
1. A child care provider who determines the need to temporarily close a facility should follow the instructions outlined in the Discussion section above.
2. OCDEL program staff should be familiar with the information in this Announcement and share it with appropriate staff, particularly those who work on a regular basis with child care providers who need to know this information.
3. CCIS Agencies, Early Intervention Programs, Head Start Grantees, PA Pre-K Counts Grantees, PA Key and Regional Keys are requested to publicize and distribute this information to certified child care providers.
Southeast Region OCDEL has a New Address
On August 14, 2009, the Southeast Region Office of Child Development and Early Learning moved to a new location. The move includes staff from the Bureaus of Certification Services, Early Intervention, and Subsidized Child Care. The mailing address for the new office is:
DPW- OCDEL
SE Region Bureau of (fill in the Bureau name)
801 Market Street
Suite 5132
Philadelphia, PA 19107-3126
The Bureau of Certification Services will update the OCDEL Regional Map as well as other publications and correspondence to reflect the new address.
State and Territory Child Care Administrator's Meeting Update
Child care plays a critical role in helping families obtain and maintain self-sufficiency, especially during this time of recession. The July 2009 State and Territory Child Care Administrator Meeting (STAM) focused on child care policy, programs, and research that promote the healthy development of children and that meet the needs of working parents. The recent investment in the Child Care and Development Fund (CCDF), Head Start, Early Head Start, and other public education programs under the American Recovery and Reinvestment Act (ARRA) provides tremendous opportunities for early childhood. In addition, meeting highlighted information on new directions for forming and participating in early childhood partnerships and in implementing practices to strengthen early learning and school-age programs and the early childhood priorities of the new administration.
The STAM provided an opportunity to meet and learn from child care leaders and researchers about innovative practices related to subsidy administration, quality improvement, and collaborative partnerships and to participate in exchanges on topics such as:
-
Implementing the child care provisions of the ARRA; -
Developing and improving cross-sector collaboration; -
Creating a vision across programs; and -
Improving services to families.
Several handouts were provided during the meeting for use by those in the early education field.
Revisions to the Pennsylvania Quality Assurance System
The Pennsylvania Quality Assurance System (PQAS) was originally designed in 2002 to ensure quality in the professional development and technical assistance offered to early childhood practitioners. We know from research that a quality professional development system is one way to improve quality in early childhood and school age programs which results in positive outcomes for children.
The Keystone STARS Quality Rating System has “raised the bar” on the level of professional development that is needed by practitioners. The PQAS system is Pennsylvania’s way to determine that practitioners are receiving the high quality professional development that they need and deserve.
In 2007 a committee of early childhood professionals examined the policies and procedures of the PQAS system and made recommendations about the system to ensure that practitioners are receiving the high quality professional development that they need.
Qualifications is one way to ensure that all instructors are taking steps to stay current in their areas of expertise and connecting to the wider field of Early Childhood Education. The selection of ten topic codes is not a new policy. From the very beginning of the TQAS/ PQAS system, instructors were asked to choose 5-10 topic codes. The topic codes chosen should reflect their areas of expertise and depth of knowledge. The new element is that the online system now has the capability to limit instructors to posting events that coincide with their areas of expertise. This upcoming change in the system had been shared during 2007, the time frame for implementation has been longer than anticipated.
Another quality measure that is now in place is the review of qualifications. An instructor’s qualifications must coincide with career lattice requirements. This information is available online at the PA Keys website in a document entitled “FAQ Instructor and Consultant Approval.” The applications available online have been revised to be more streamlined.
The fee for a PQAS application that includes a module for review is now $70.00. If a module does not get the score needed for approval the fee will need to be paid a second time when the revised module is submitted for review.
There is a topic code update form dated 7/2009 available on the PA Keys website. This form can be used at this time to better align instructor strengths and topic codes. Changes will be accepted one time each year accompanied by documentation that an instructor has updated their content knowledge in the requested topic code(s).
For questions please contact Linda Kern, Project Manager for Professional Development, PA Key, 717-213-2069 or linker@berksiu.org.
Return to top
Action Items
Tell Congress: Support the Early Learning Challenge Fund
The Early Learning Challenge Fund included in H.R. 3221, the Student Aid and Fiscal Responsibility Act of 2009 would support critical quality improvements for young children.
The legislation would provide $1 billion a year for eight years to states to develop and enhance high-quality early learning opportunities for all young children, especially disadvantaged children by creating federal partnerships to help improve the quality of early childhood education programs for children from birth to five in all settings.
This bill, paired with existing supports for child care, Head Start, and Early Head Start, sends a strong signal about the need to invest in comprehensive initiatives at the state level to increase the quality of early learning programs to ensure that children succeed.
To make sure our young learners get access to the high-quality early learning programs they depend on, your support is needed. Let Congress know that the Early Learning Challenge Fund is crucial to young learners' future success.
The Early Learning Challenge Fund would challenge states to develop effective, innovative models that promote high standards of quality and a focus on outcomes across early learning settings, and dedicate $10 billion over ten years toward this effort. States would compete to establish model systems of early learning that:
-
Drive results-oriented, standards reform across programs, setting a high standard of quality for programs to strive toward, in order to better promote early learning, child development, and school readiness. -
Fund and implement pathways to improve existing early learning programs, with the goal of increasing the number of low-income young children who participate in higher-quality settings. -
Ensure that more children enter kindergarten ready, with the healthy cognitive, social, emotional, and physical skills and ability necessary for success.
The House Education and Labor Committee has approved the bill and it will go before the full House for a vote after it returns in September. Take action today!
For detailed information on the Early Learning Challenge Fund, check out NWLC's summary (pdf).
44th PAEYC Conference, Pittsburgh, PA: Call for Presentation Proposals
The Pittsburgh Association for the Education of Young Children (PAEYC) in collaboration with the University of Pittsburgh, Office of Child Development and the PA Council on the Arts invites you to submit a presentation proposal for the 44th PAEYC Conference - Creativity: Where the Future Begins - May 14 and 15, 2010. Theme related areas to be addressed will include: brain research and early learning, creativity and play, art programming and activities for young children, visual arts, music, dance and drama, innovation/technology, curriculum and environments that promote creative thinkers, adaptations that include children in creative exploration, topics from the Core Body of Knowledge, current research and issues in higher education, public policy, advocacy, program administration, leadership and more.
For additional details, please visit the website of the Pittsburgh Association for the Education of Young Children (PAEYC). Proposal submission deadline is Sept. 14, 2009.
Return to top
In the Community
Governor holds press conference to protect child care services in final budget
On August 17, the Governor held a press conference at the capitol to push for full funding for child care services and early education in the state budget.
“Without access to quality and affordable child care, these families will be left in a terrible bind,” said Governor Rendell. “Will they settle for less reliable care that puts their children’s future at risk; or lose their jobs, collecting unemployment and potentially cycling onto the welfare rolls? It pains me to think of the difficult decisions families must face without this funding.”
Standing with child care leaders from across Pennsylvania, Governor Rendell reminded legislators that an investment in child care is an investment in the economy. He again made clear he would not support any plan that would cut essential services that significantly impact long-term economic growth.
“The child care sector has the highest multiplier effect for public investment of any sector in Pennsylvania,” said Governor Rendell. “For every public dollar we invest in child care facilities, more than two dollars is circulated into the economy through jobs and goods and services.”
Jodi Askins, Executive Director of the Pennsylvania Association for the Education of Young Children shared why the early education community supports Rendell’s decision to blue-line early education in SB 850. “My message is twofold. We need a budget……. and we need that budget now; however, that budget absolutely must be a budget that keeps working families working and gives children the quality education they must have for their future success. “
Sarah Dye, Executive Director of Seton Hill Child Services, shared her program’s experience during the budget impasse and why she believes in a responsible budget that fully funds early education. “Seton Hill has faced many challenges over the years, but none as devastating as the one we are facing now if the cuts to early childhood programs that are included in Senate Bill 850 become law.”
Supportive statements from Childspace Cooperative Development Inc., Pittsburgh Area Association for the Education of Young Children, Delaware Valley Association for the Education of Young Children, Pennsylvania Child Care Association, Early Care and Education Consortium, Public Citizens for Children and Youth, and the Pennsylvania Head Start Association were included with the Governor’s press release.
Available is the full press release or a video of the event. (Please note, Media Player is needed to view the video.)
Budget Impasse in the News
Find recent articles on PA Promise for Children website about the impact of Pennsylvania's budget impasse and how communities throughout the commonwealth are attempting to address the difficulties the impasse has caused.
If you know of published articles, including Letters to the Editor, not yet included on the PA Promise for Children website, please send them to Mary Hall at PA Key at marhal@berksiu.org.
Early Childhood Partnership’s Center On Mentoring for Effective Teaching Implementation
The University of Pittsburgh and Children’s Hospital of Pittsburgh of UPMC, in a collaborative effort with Head Start partners in the Appalachian region (e.g., WVA, and Southwestern PA) will be implementing the Early Childhood Partnership’s Center On Mentoring for Effective Teaching (COMET) model (pdf) to conduct applied research on mentoring in order to promote effective Head Start teaching practices. Teachers assigned to the mentoring group (experimental) will receive an instructional module and on-site and individual COMET mentoring training throughout the Head Start school year. Investigators will implement the COMET model by recording in-vivo classroom observations, conducting weekly individual mentoring sessions and monthly group mentoring sessions, and tracking progress observations of teaching practices to promote early school success skills in early literacy and social and self-regulatory behaviors in children. Eventually, the COMET model will be implemented in the control groups as well.
Results are expected to show the COMET model will effectively promote the development of desired instructional and management behaviors in teachers. In addition, it is expected that Head Start children taught by teachers who model desired instructional and management behaviors will have better early school success competencies (e.g., early literacy and social/self-control behaviors) at kindergarten transition than children whose teachers do not demonstrate these behaviors. COMET is expected to help inform changes in Head Start regulations regarding professional development mentoring.
For additional information, please contact Stephen J. Bagnato, Ed.D., NCSP, Professor of Pediatrics & Psychology, Director, Early Childhood Partnerships at steve.bagnato@chp.edu.
Juniata center earns NAEYC accreditation
The Juniata College Early Childhood Education Center has earned accreditation from the National Association for the Education of Young Children, the nation's leading organization of early childhood professionals, for a five-year period that ends June 30, 2014.
The association first accredited the Juniata's center in 2001.
The center serves as a preschool for 40 children, from ages 3 to 5 and a laboratory school for college students each semester. The center's curriculum gives children experience in math and logical reasoning, science, physical development, creative arts, social studies, social and emotional development, and language, literacy and communication.
The center is licensed by the Pennsylvania Department of Public Welfare and is the only center in Huntingdon County accredited by the association.
As a result of being accredited, the program also received a four-star rating from the PA STARS program, the highest rating for child care providers who exceed state health and safety licensing requirements.
From Altoona Mirror staff reports
Derry Area School District take a Storybook Journey
On August 11, 2009, a community transition event was celebrated at Derry Area School District. “A Storybook Journey” provided the opportunity for incoming kindergarten students and parents to experience high quality books read aloud by kindergarten teachers and area child care providers. All books were highlighted by beautiful backdrops settings designed by art teachers, college art clubs, student teachers, child care providers, and parents. Parents received important information regarding transition activities and early child care. All children received the One Child, One Book, “If You Were a Penguin” in addition to a wonderful transition experience.
This event demonstrates the wonderful collaboration that can occur between school districts, community, higher education, child care providers, and parents. Ligonier Valley School District will hold their “Storybook Journey” at their kindergarten orientation.
For additional information about this event, please contact Janice S. Gebicki, Director of School Readiness, United Way of Westmoreland County at 724-834-7170 ext. 19 or jan@unitedway4u.org.
Northumberland County Schools welcome Transitioning Kindergarteners
On August 5, 2009, more than 60 students entering kindergarten at Priestley and Oaklyn Elementary Schools and their families participated in the first “Kindergarten Day” hosted by the Early Care and Education Coalition of Northumberland County and Oaklyn Elementary and Priestley Elementary Schools in the Shikellamy School District. The students and families were able to tour the building and stop in some of the rooms to participate in an activity that would typically occur in that room. They had fun making sculptures out of clay in the art room, listening to someone read a book about kindergarten in the library, playing as a group with a parachute in the gym or play yard, and practicing writing his or her name in the kindergarten classroom. Free school supplies were also provided to children.
The goals were to tour the school to help children become more familiar with their new environment, and to participate in activities which may occur during a typical day to help children feel more comfortable and excited to start kindergarten.
For additional information about this event, please contact Karen Ulp at 570-988-0993 or ececoord@gsvuw.org.
Warm Welcome for Governor Rendell in Delaware County
Not only the sunshine warmly welcomed Governor Ed Rendell (pdf) to Today's Child Learning Center in Delaware County on August 15, 2009. Cheering crowds (pdf), including representatives from PA Pre-K Counts, CCIS, Keystone STARS, and the local school district roared their approval when Governor Rendell reiterated his steadfast support of quality early education in the budget.
Today's Child staff, children and their families cheered as the governor spoke in front of their building. "Cuts in child care funds hurt children and Pennsylvania's future" testified one director. A single mother with five children (pdf) spoke of the impact of losing her subsidy and how she would not to able to work and maintain her family (pdf). In the crowd, a local school board member thanked one of the Today's Child teachers for preparing the preschoolers so well for kindergarten, saying "You make our job easier, by preparing the children to be ready to learn."
For additional information about the early childhood opportunities in Delaware County, please contact Ricky Pfeifer, Delaware County Community Engagement Coordinator, YMCA of Philadelphia & Vicinity at 610.209.2846 or rpfeifer@philaymca.org.
Also available is the press release covering the event (pdf) which appeared in the Delaware County Times.
Return to top
Upcoming Events
2009 Events
Town hall meetings, rallies regarding budget impasse
There are several public events taking place throughout the state to discuss early education funding in the state budget and the impact of the budget impasse on early education programs. To see if there is an upcoming event in your community, visit the PA Promise website and click on the "Early Education in My County" button and then on the link for your county. Events will be posted on relevant county pages.
If you know of an event that is not posted, please email the details to Mary Hall at marhal@berksiu.org.
Respect: Supporting Children's Positive Self-Concept - Pittsburgh, September 1
This event is for providers who will learn to analyze and define elements of self-concept and respect. They will identify ways to use adult-child interactions to support a child's self-concept in the classroom environment. This event is sponsored by Council of Three Rivers American Indian Center.
For additional information, including registration, please contact Maggie Gombas, Council of Three Rivers American Indian Center, mgombas@cotraic.org or 412-488-2750.
Watching Your Weight While Watching Children - Media, PA, September 1
While providers are busy with children's activities, they may not be getting aerobic movement that burns calories. Learn some exercises and eating strategies to help you manage your weight and reduce stress.
For additional information, including registration, please contact Andrea Sampson, Rose Tree Day School, rosetreedayschool@verizon.net or 610-565-4505.
Autism: Understanding, Acceptance and Inclusion - Chambersburg, September 2
During this event, the trainer will help participating providers link the special ways children with autism spectrum disorders experience the world, with techniques for including these children in play, child care, and educational settings. By creating a lens of understanding and compassion, what is seen as maladaptive behaviors is now seen as ways of reaching out, or signals of distress or need. Simple ideas for creating ways to shape more effective communication or to make simple changes in the environment can lead to greater success and peace in our work, in our groups and in our world for these special children.
For additional information, including registration, please contact Mary Ann Oyler, PSU Cooperative Extension at mko4@psu.edu or 717-263-9226.
Music and Language in Infant Toddler Programs - Dunmore, PA, September 2
Participating providers will create ways to integrate language and music into daily programs.
For additional information, including registration, please contact Clara Irizarry, Child Care Providers, Inc., at clara.ccpi@epix.net or 1-800-982-4036.
Creative Movement for Young Children - Philadelphia, September 3 - December 17
This dance workshop helps teachers expand personal skills in teaching creative movement to preschool and early primary grades. Topics include developmental stages, the use of small and large muscle groups and whole body movement, coordination and the relationship of creative movement to cognitive development. Emphasis placed on curriculum content, methods and materials. These courses run every Thursday from 7:00 to 9:00 pm.
For additional information, including registration, please contact George Alley, Teaching Training Institute for the Arts: Settlement Music School at alleyg@smsmusic.org or 215-320-2618.
Color Me Healthy - Lancaster, September 12
This interactive workshop will provide instruction on using award-winning Color Me Healthy curriculum and supportive materials designed to promote healthy eating and physical activity among children 4 to 5 years old. Participants will develop a plan for promoting good nutrition, planning health meals/snacks and incorporating physical activity appropriate for preschool children within their own classrooms while addressing the PA Early Learning Standards. Only one set of materials (valued at approx. $100) will be provided to each site. Workshop is for those who work in Lancaster County in a child care center, preschool, group or family day care.
For additional information, including registration, please contact Elise Olson, Lancaster General at evolson@lancastergeneral.org or 717-544-3527.
Family Child Care: Tell YOUR Story- What Advocacy is All About! - Pittsburgh, September 12
This two hour professional development opportunity will be for practitioners and directors to learn about the importance of advocacy in their daily work, without adding more to their day! Participants will have the opportunity to learn about how to engage in advocacy efforts, as well as how to use everyday, existing activities as a way to advocate for children, families, and the field of early care and education.
For additional information, including registration, please contact PAEYC at kzimmerman@pghaeyc.org or 412-421-3889.
Ready, Set...Read! - Schnecksville, PA, September 12
Participants in this workshop will explore games, songs and centers that will help children begin to develop an awareness of print concepts. Activities using names, books and environmental print will be introduced. Instructional strategies materials will be provided. Target audience for this workshop is preschool, kindergarten and school-age educators.
For additional information, including registration, please contact Enrollment Services/Noncredit Registration, Lehigh Carbon Community College at daustin@lccc.edu or 670-799-1998.
Discovering Nature with Young Children - Harrisburg, September 14
All three to five year olds can successfully experience rich, in-depth scientific discovery. In this workshop providers will gain an understanding of the important elements of a science-rich learning environment. They will become familiar with open exploration, its purpose and the cycle of activity. Finally, they will discuss the teacher's role during open exploration and identify how children might engage in open exploration.
For additional information, including registration, please contact Marnie Johnson, at WITF, marnie_johnson@witf.org or 717-910-2806.
Challenging Behaviors: Where Do We Begin? - Braddock, September 19
This workshop gives information and strategies to practitioners and educators to support their work with children exhibiting challenging behaviors. Teachers at many levels report that they are seeing more children with significant difficulty in managing conflict, frustration and anger.
For additional information, including registration, please contact PAEYC at kzimmerman@pghaeyc.org or 412-421-3889.
Return to top
Employment Opportunities
Commonwealth of Pennsylvania, State Civil Service Commission announces Examinations for Early Childhood Education Advisors
The Early Childhood Education Advisors (pdf) will assist school districts, charter schools, and intermediate units in the implementation of effective programs for children from birth through 8 years of age. Early Childhood Education Advisors foster collaborative relationships with community preschool programs. They assist in implementing the reading initiatives and in the Pennsylvania Department of Education work with academic standards, classroom assessment, professional development, and teacher preparation. They provide leadership to statewide advisory committees and assist in developing goals and objectives for public education of young children.
Employees at the 2 level are responsible for the statewide direction and leadership of Early Childhood Education curriculum programs. They develop goals and objectives for education in the Commonwealth consistent with regulations and departmental priorities.
Civil Service has opened this test up and at this time there is no end date. During the next year, Civil Service will be looking to fill jobs under these class titles and will be looking at the Civil Service lists, when there will be postings for the actual positions to be filled in the future. To apply, please see the document, How to Apply for Commonwealth Jobs (pdf).
Return to top
Resources for Early Learning Professionals
Funding Opportunity - Target Field Trip Grants Program
The Target Corporation has announced that it will award 5,000 field trip grants of up to $800 each for the coming K-12 school year.
Grant funds may be used for visits to art, science, and cultural museums; community service or civics projects; career enrichment opportunities; and other events or activities away from the school facility. Funds may also be used to cover field trip-related costs such as transportation, ticket fees, resource materials, and supplies.
Funding Opportunity - American Library Association: Books for Babies Matching Grants
Books for Babies, an initiative of the American Library Association, is a national literacy program that acquaints parents of newborns with the important role they play in the development of their children. Books for Babies Matching Grants of $500 are available to Friends of Libraries groups, women's groups, libraries, and other nonprofit organizations to be used for the purchase of Books for Babies kits. Grants will be awarded to organizations that currently have a Books for Babies program in place as well as organizations starting a new program. Priority will be given to organizations that effectively use the kits to connect new parents with their local library. Applying organizations must raise matching funds of $1,000.
Funding Opportunity - Quality of Life Grant
Through the Quality of Life Grant program, families that care for children and adults with autism and other special needs may receive funding to offset their enormous financial burdens. These grants provide families with stipends that may be used for a wide variety of supports related to their family member.
In order for an application to be considered for a Quality of Life Grant, an applicant must:
-
Have an individual with a diagnosed developmental disorder or disability living at home. -
Have a family income of less than $30,000 per year -
Live in the Mid-Atlantic Region of the United States (i.e., Virginia, Washington D.C., Maryland, Delaware, Pennsylvania, New Jersey and New York only). -
Submit a legible and complete application via the NeighborHeart website or via the United States Postal Service postmarked by October 1. -
Submit evidence of diagnosis from a doctor, therapist or school on their letterhead. -
Submit proof of income -
Not have received a NeighborHeart Quality of Life grant in 2008.
For additional details, please visit the website of NeighborHeart.
Strategies for Promoting Successful Family Engagement
Harvard Family Research Project and the National Parent-Teacher Association have teamed up on a policy brief that examines the role of school districts in promoting family engagement. Seeing is Believing: Promising Practices for How School Districts Promote Family Engagement spotlights how six school districts across the country have used innovative strategies to create and sustain family engagement “systems at work.” Findings point to three core components of these successful systems: creating district-wide strategies, building school capacity, and reaching out to and engaging families.
New NAEYC Tool on QRIS and Cultural Competence
The National Association for the Education of Young Children (NAEYC), with support from the A.L. Mailman Family Foundation, has undertaken the Quality Benchmark for Cultural Competence Project (QBCCP) to determine key elements of cultural competence for early childhood programs and ways to meaningfully integrate these elements within quality rating and improvement systems (QRIS) criteria. As part of the QBCCP, NAEYC has developed a new tool (pdf) to help spark discussion and to serve as a guide to help early childhood programs respond to the needs of diverse children and families in a positive way.
Resources for Supporting Children Exposed to Domestic Violence
The Family Violence Prevention Fund has recently released Connect: Supporting Children Exposed to Domestic Violence, a trainer’s guide and set of materials designed to help resource families (foster parents and kinship care givers) and others to promote resilience among children who have been exposed to violence. The toolkit includes a curriculum, power points, mini magazines, and optional training videos and Public Service Announcements (PSAs). The materials are available to download at the Family Violence Prevention Fund website. Free copies of the CD can be ordered by emailing childrensteam@endabuse.org.
Return to top
|
