posted Feb 14, 2013, 3:31 PM by LaWanda Albright
U.S. Department of Health and Human Services (eagle) logo, Administration for Children and Families logo, and Office of Child Care (heart) logo along with the photos of five children. THE WHITE HOUSE Office of the Press Secretary February 14, 2013 President Obama’s Plan for Early Education for all Americans “In states that make it a priority to educate our youngest children…studies show students grow up more likely to read and do math at grade level, graduate high school, hold a job, form more stable families of their own. We know this works. So let’s do what works and make sure none of our children start the race of life already behind.” President Barack Obama State of the Union, February 12, 2013 The beginning years of a child’s life are critical for building the early foundation needed for success later in school and in life. Leading economists agree that high-quality early learning programs can help level the playing field for children from lower-income families on vocabulary, social and emotional development, while helping students to stay on track and stay engaged in the early elementary grades. Children who attend these programs are more likely to do well in school, find good jobs, and succeed in their careers than those who don’t. And research has shown that taxpayers receive a high average return on investments in high-quality early childhood education, with savings in areas like improved educational outcomes, increased labor productivity, and a reduction in crime. In his State of the Union address, President Obama called on Congress to expand access to high-quality preschool to every child in America. As part of that effort, the President will propose a series of new investments that will establish a continuum of high-quality early learning for a child – beginning at birth and continuing to age 5. By doing so, the President would invest critical resources where we know the return on our dollar is the highest: in our youngest children. Providing High-Quality Preschool for Every Child: The President is proposing a new federal-state partnership to provide all low- and moderate-income four-year old children with high-quality preschool, while also expanding these programs to reach additional children from middle class families and incentivizing full-day kindergarten policies. This investment – financed through a cost-sharing model with states – will help close America’s school readiness gap and ensure that children have the chance to enter kindergarten ready for success. Growing the Supply of Effective Early Learning Opportunities for Young Children: To expand high-quality early learning opportunities in the years before preschool, the President will call for a significant investment in a new Early Head Start-Child Care partnership. Competitive grants will support communities that expand the availability of Early Head Start and child care providers that can meet the highest standards of quality for infants and toddlers, serving children from birth through age 3. Extending and Expanding Evidence-Based, Voluntary Home Visiting: Voluntary home visiting programs enable nurses, social workers, and other professionals to connect families to services and educational support that will improve a child’s health, development, and ability to learn. President Obama has already committed $1.5 billion to expand home visitation to hundreds of thousands of America’s most vulnerable children and families across all 50 states. The President will pursue substantial investments to expand these important programs to reach additional families in need. The President’s Commitment to Early Education A zip code should never predetermine the quality of any child’s educational opportunities. Yet studies show that children from low-income families are less likely to have access to high-quality early education, and less likely to enter school prepared for success. By third grade, children from low-income families who are not reading at grade level are six times less likely to graduate from high school than students who are proficient. Often, the high costs of private preschool and lack of public programs also narrow options for middle-class families. High-quality early childhood education provides the foundation for all children’s success in school and helps to reduce achievement gaps. Despite the individual and economic benefits of early education, our nation has lagged in its commitment to ensuring the provision of high quality public preschool in our children’s earliest years. The Organization of Economic Cooperation and Development (OECD) estimates that the United States ranks 28th out of 38 countries for the share of four-year olds enrolled in early childhood education. And fewer than 3 in 10 four-year olds are enrolled in high-quality programs. Preschool for All The President’s proposal will improve quality and expand access to preschool, through a cost sharing partnership with all 50 states, to extend federal funds to expand high-quality public preschool to reach all low- and moderate-income four-year olds from families at or below 200% of poverty. The U.S. Department of Education will allocate dollars to states based their share of four-year olds from low- and moderate-income families and funds would be distributed to local school districts and other partner providers to implement the program. The proposal would include an incentive for states to broaden participation in their public preschool program for additional middle-class families, which states may choose to reach and serve in a variety of ways, such as a sliding-scale arrangement. Funds will support states as they ensure that children are enrolled in high-quality programs. In order to access federal funding, states would be required to meet quality benchmarks that are linked to better outcomes for children, which include: - State-level standards for early learning;
- Qualified teachers for all preschool classrooms; and
- A plan to implement comprehensive data and assessment systems.
Preschool programs across the states would meet common and consistent standards for quality across all programs, including: - Well-trained teachers, who are paid comparably to K-12 staff;
- Small class sizes and low adult to child ratios;
- A rigorous curriculum;
- Comprehensive health and related services; and
- Effective evaluation and review of programs.
The proposal also encourages states to expand the availability of full-day kindergarten. Only 6 out of 10 of America’s kindergarten students have access to a full day of learning. In order to ensure that our kindergartners spend the time they need in school to reach rigorous benchmarks and standards, funds under this program may also be used to expand full-day kindergarten once states have provided preschool education to low- and moderate-income four year-olds. Under the President’s proposal, investment in the federal Head Start program will continue to grow. The President’s plan will maintain and build on current Head Start investments, to support a greater share of infants, toddlers, and three-year olds in America’s Head Start centers, while state preschool settings will serve a greater share of four-year olds. Quality Early Learning for Our Youngest Children The President will also launch a new Early Head Start-Child Care Partnership program, to support states and communities that expand the availability of Early Head Start and child care providers that can meet the highest standards of quality for infants and toddlers, serving children from birth through age 3. Funds will be awarded through Early Head Start on a competitive basis to enhance and support early learning settings; provide new, full-day, comprehensive services that meet the needs of working families; and prepare children for the transition into preschool. This strategy – combined with an expansion of publicly funded preschool education for four-year olds – will ensure a cohesive and well-aligned system of early learning for children from birth to age five. The President is proposing to expand the Administration’s evidence-based home visiting initiative, through which states are implementing voluntary programs that provide nurses, social workers, and other professionals to meet with at-risk families in their homes and connect them to assistance that impacts a child’s health, development, and ability to learn. These programs have been critical in improving maternal and child health outcomes in the early years, leaving long-lasting, positive impacts on parenting skills; children’s cognitive, language, and social-emotional development; and school readiness. This will help ensure that our most vulnerable Americans are on track from birth, and that later educational investments rest upon a strong foundation. Building on Success President Obama has committed to a comprehensive early learning agenda for America’s children that begins at birth and provides the support and services needed to set them on a path of success in school and in life: Race to the Top – Early Learning Challenge: The Early Learning Challenge has rewarded 14 states that have agreed to raise the bar on the quality of their early childhood education programs, establish higher standards across programs and provide critical links with health, nutrition, mental health, and family support for our neediest children. Head Start and Early Head Start: President Obama has made historic investments in the Head Start and Early Head Start programs to reach an additional 61,000 children. Under the President’s leadership, enrollment in Early Head Start in particular has nearly doubled. The Obama Administration has also implemented needed reform in the Head Start program by identifying lower-performing grantees and ensuring that those failing to meet new, rigorous benchmarks face new competition for continued federal funding. Supporting our Federal Child Care System: The President has proposed new investments to expand access and quality in the Child Care and Development Block Grant. http://www.whitehouse.gov/the-press-office/2013/02/13/fact-sheet-president-obama-s-plan-early-education-all-americans Office of Child Care Administration for Children and Families U.S. Department of Health and Human Services Aerospace Building, Fifth Floor East 370 L’Enfant Promenade, S.W. Washington, DC 20447 General Office Number: (202) 690-6782 Fax: (202) 690-5600 General E-Mail: occ@acf.hhs.gov The text, accompanying graphic artwork, and/or attachments in this e-mail are compliant with the Section 508 Amendment to the Rehabilitation Act of 1973 |
posted Dec 21, 2012, 4:07 PM by LaWanda Albright
Alabama Department of Public Health Video and Resources This video features David Schonfeld, MD, FAAP, a member of the SODBP and AAP Disaster Preparedness Advisory Committee. |
posted Oct 30, 2012, 3:01 PM by Dan Ritchey
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updated Oct 30, 2012, 3:03 PM
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http://learn.genetics.utah.edu/content/epigenetics/rats/
Dr. Kristie Brandt, who spoke at the recent First Born Conference at Tamaya Resort, made a parallel between this study of rat pups and early child development, demonstrating the impact of attentive nurturing presences in a child's early life. Try the fun interactive pup-licking game! Here is another link addressing early nurture and brain development: |
posted Sep 18, 2012, 4:15 PM by LaWanda Albright
Bullying can happen anywhere children gather. Yet, with greater understanding of the extent, seriousness, and dynamics of this problem, the amount and consequences of bullying can be greatly reduced. Together with parents, caregivers working in child care programs, afterschool and youth programs, and camps can play crucial roles in bullying prevention. You are on the front lines, likely to see bullying when it occurs and establish the rules needed to prevent it. You are the adults children turn to for help resolving problems or to confide their concerns. You are in a unique position to help them navigate the challenges of their social world. Yet, the issues surrounding bullying can be complex. Knowing how—and when—to intervene requires effective strategies and practice. Eyes on Bullying offers a variety of tools that can help you look at and understand bullying in a new way, reexamine your own knowledge and beliefs about bullying, and shape the beliefs and behaviors of the children in your care.
Great new resource – http://www.eyesonbullying.org/ |
posted Apr 16, 2012, 3:40 PM by LaWanda Albright
Article Examines National Patterns of Interactive Play During Early Childhood "A variety of child, family, and neighborhood factors are associated with parent-initiated behaviors such as reading, storytelling, peer interactive play, and family outings. Children in minority, poorer, and less educated families in at-risk neighborhoods spend fewer days per week engaged in these activities," writes the author of an article published in the Maternal and Child Health Journal online on March 28, 2012. Much literature exists on the developmental functions and benefits of children's play activities, including such activities' contributions to cognitive, physical, and social-emotional well-being. The article presents findings from the 2007 National Survey of Children's Health on opportunities among young children for significant early learning and socialization through peer and parent interaction. The study focused on parent-initiated play behaviors and included child-, family-, and neighborhood-level covariates having a previously documented association with developmental outcomes. The study population included 22,797 children ages 1-5. The analyses determined the child, family, and neighborhood factors associated with the number of days per week that a child (1) was read to by a family member; (2) was sung to or told stories by a family member; (3) played with same-age peers; and (4) was taken on outings by a family member to the park, the library, the zoo, shops, church, restaurants, or family gatherings. Child-level covariates included race and ethnicity, child health, television- and video-watching, and child care. Family-level covariates included poverty, mother's mental health, household language, family structure, number of children in household, and parenting stress. Neighborhood covariates included support, amenities, physical conditions, and safety. The author found that * Non-Hispanic black race was associated with less frequent (days per week) reading, storytelling-singing, and outings but more frequent peer play than non-Hispanic white race. Hispanic ethnicity was also associated with less frequent reading and storytelling-singing. * Children in poor, non-English-speaking households with limited education, poorer maternal health, and greater parenting stress were read to-told stories less often than children from the highest-income-level, English-speaking households with more education, better maternal mental health, and limited parenting stress. * Significant reductions in days per week of peer play were associated with unsupportive neighborhoods and those with the poorest physical conditions and limited amenities. Likewise, reductions in outings were associated with fewer neighborhood amenities. The author concludes that "appropriate evidence-based interventions such as HRSA's Maternal, Infant, and Early Childhood Home Visiting Program, targeting child health, protection, early education, and social services, would appear to be appropriate vehicles for addressing parent-initiated play activities that have the potential to enhance development. Kenney MK. 2012. Child, family, and neighborhood associations with parent and peer interactive play during early childhood. Maternal and Child Health Journal [published online on March 28, 2012]. Abstract available athttp://www.springerlink.com/content/5374544185271657. Readers: More information is available from the following MCH Library resources: - Social and Emotional Development in Children and Adolescents: Knowledge Path at http://www.mchlibrary.info/KnowledgePaths/kp_Mental_Healthy.html |
posted Mar 2, 2012, 9:46 AM by LaWanda Albright
Two exciting new things from the National Resource Center for Health and Safety in Child Care and Early Education: 1. Our spinoff publication, "Safe Sleep Practices and SIDS/Suffocation Risk Reduction" is available for free on our website. We have culled Caring for Our Children, 3rd Edition for all of the standards that impact safe sleep, and gathered them in one place for your convenience. Among the important issues addressed are: * Safe Sleep Practices * Safe Sleep Environment * Education on Safe Sleep and Reducing the Risk of SIDS * Safe Sleep Policies and Information This resource is available to you in HTML and PDF format at: http://nrckids.org/SPINOFF/index.html 2. We have a Facebook page! Follow us at http://www.facebook.com/NRCKids for updates, FAQs, and more. Thanks! Have a great day, everyone. -Erin Wilkins Resource Librarian, NRC |
posted Feb 20, 2012, 6:16 PM by LaWanda Albright
Hi everyone,
Here is a good opportunity -- to promote great health for children in NM.
This is a nation-wide opportunity:
Let’s Move! Child Care (LMCC) initiative was launched by the First Lady with the aim of creating a healthier future for children in early care and education programs. LMCC provides tips, Webinars, and other online resources highlighting goals oriented towards child care providers- including increasingphysical activity, reducing screen time, improving food and beverage choices, and supporting infant feeding.
You can read more about it and sign up below to get access to information, find resources, tell and read success stories, etc., etc.
PASS THE WORD AND SIGN UP TODAY. |
posted Feb 13, 2012, 9:30 AM by LaWanda Albright
February is children’s oral health month. The month is dedicated to promoting good oral health, overall health and improving access to care. Children aged 0 to 3 years experience early childhood caries or commonly known as baby bottle tooth decay (BBTD). BBTD is preventable, infectious disease caused by certain types of bacteria that live in the mouth. Bacteria stick to the film on your teeth called plaque. Bacteria feed on what is eaten especially sugars and starches. Children who snack frequently have high levels of bacteria and children who go to sleep with a bottle containing anything other than water are more likely to experience early childhood carries. When a child is born they do not have the bacteria but are infected with it at an early age from their caregiver primarily mom. If mom has experienced tooth decay then the bacteria is present. Caregivers with untreated tooth decay will pass on the bacteria to the child. Bacteria are usually passed on through saliva and can occur before the first tooth appears. Many parents do not realize for a child this age nutritious food such as milk, formula, beast milk and fruit juice have naturally occurring sugars that contribute to the decay process. One cannot stop providing your child with nutritious food but once can regulate when and how often a child is exposed to “sugar hits”. Tips to prevent early child hood caries: limit snacking between meals, if a bottle is needed use only tap water, avoid sharing spoons and forks with child, use water to clean pacifier rather than mom cleaning it in her mouth, wipe baby’s teeth/gums with a damp washcloth at least twice per day and when baby is done eating especially under the lip, stick to a schedule that limits snacking, and most important take your child to a dentist by the age of one. Ask your pediatrician to also examine your child’s mouth as part of their overall health care. Caregivers should also see a dentist on a regular basis. For further information contact the Office of Oral Health at (505) 827-0837. |
posted Jan 20, 2012, 9:04 AM by LaWanda Albright
Many of you were interested in knowing how to find your legislator using a computer, so that you could help friends, family, colleagues and neighbors know who their legislators are. It is important because the legislators most interested in listening to you are the ones you can vote for.
So here is how to FIND YOUR LEGISLATOR:
Once there CLICK on "Members" on the left side of your screen.
Then CLICK on "Find Your Legislator"
Under "House of Representatives," CLICK on "Search by Name, District or ZIP code." We are going to use the ZIP code of a person's home to find their senator AND representative.
Type in the ZIP code in the space that asks for it, and click on SEARCH just to the right of where you typed the ZIP code.
In my case, at that point I get a list of five representatives and three senators, because my ZIP code has more than one representative and senator. IF you get just ONE representative and ONE senator, those are your legislators and you can click on their names to find out their phone numbers and email addresses to that you can contact them about the importance of Early Childhood Education.
IF -- like me -- you have a list of more than one representative and senator, you will need your full ZIP code -- the 5-digit ZIP plus an additional 4 digits -- to find your legislators.
Leaving the legislative window open on your computer, go to FILE at the top of your computer screen and open a NEW WINDOW in your Internet Explorer or Firefox or Safari browser.
We are going to go to another web site to find the additional digits in your ZIP code. Type in this web site (it's at the postal service) -- www.usps.com/zip4 -- and then fill out your address, including apartment number if you have one, city, state and 5-digit ZIP code and then CLICK "Find." In most cases, this will give you the plus-4 digits of your ZIP code.
NOW, go back to the legislative web site window still open on your computer. Under the list of several representatives and senators that you found when you typed in your ZIP code is a place that you can enter your 5-digit ZIP code AND the plus 4 digits that you just found. Type them in, and CLICK on SEARCH, and -- like magic -- there are your senator and representative, just one of each.
You can click on their names to find out who they are and how to contact them, so you can let them know what you care about.
I will follow this soon with an email about how to follow what is happening with a particular piece of legislation, such as the Constitutional Amendment that would provide up to $140 million a year in additional money for Early Childhood Education.
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posted Jan 19, 2012, 7:28 AM by LaWanda Albright
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updated Jan 19, 2012, 7:39 AM
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Every Child Ready to Read®Monthly Tips for Literacy! Here are five simple but powerful practices to help young children get ready to read: Talking
Talking with children helps them learn oral language, one of the most critical early literacy skills. The experience of self-expression also stimulates brain development, which underlies all learning. Singing
Singing –which also includes rhyming—increases children’s awareness of and sensitivity to the sounds in words. This helps prepare children to decode print (written language). Reading
Reading together, or shared reading, is the single most effective way to help children become proficient readers. Writing
Writing and reading go together. Writing helps children learn that letters and words stand for sounds and that print has meaning. Playing
Play is one of the primary ways young children learn about the world. General knowledge is an important literacy skill that helps children understand books and stories once they begin to read.
 Early literacy is what children know about reading and writing before they can actually read and write.
Research shows that children get ready to read years before they start school. The Albuquerque/Bernalillo County Library System wants every child in Albuquerque to be given the best possible chance to succeed.
Towards this effort, the Library System has adopted Every Child Ready to Read®, an early childhood literacy program developed by theAmerican Library Association.  Every Child Ready to Read® will be presented in the form of free one-hour workshops that are designed to give parents and caregivers tips on how to give young children a head start on a life of learning.
Parents and caregivers can attend workshops for Pre-Talkers (ages newborn-2), Talkers (ages 2-3) and Pre-Readers (ages 4-5).
The Every Child Ready to Read® workshops will take place at various locations throughout the City of Albuquerque. To request a workshop at your location, please call Anna Harman at (505) 768-5103.
Every Child Ready to Read® is sponsored by the following: The Stocker Foundation, the Friends for the Public Library, and Lockheed Martin/Sandia National Laboratories.
Call 505-768-5170
Email library@cabq.gov |
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