Choosing Healthy Drinks
- Milk and Water Are Healthy Drink Choices
- Many Drinks Have Added Sugar
- Helping Parents Make Good Drink Choices
Cook’s Corner: Cheesy Snowmen
Did You Know?
To keep children healthy, the American Heart Association recommends the following:
- Children under age 2 should not consume foods with added sugar.
- Children ages 2 to 18 should consume no more than 6 teaspoons of added sugar a day.
Source: The National Center on Early Childhood Health and Wellness
Available at: https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/health/oral-health/PDFs/brushup-news-201612.pdf
By Marcy Whitebook, Ph.D. and Lea J.E. Austin, Ed.D.
This brief is based on findings from the Early Childhood Education (ECE) Higher Education Inventory conducted in several states: California, Indiana, Nebraska, New Hampshire, New Jersey, New York, and Rhode Island. This brief highlights the extent to which ECE teacher preparation is currently integrated across the birth-to-age-eight continuum, and on variations in field-based practice opportunities for teachers of young children.
Source: Center for the Study in Child Care Employment
Available at: http://www.irle.berkeley.edu/cscce/2015/early-childhood-higher-education-taking-stock-across-the-states/
Operating on national and regional levels, the federal early childhood training and technical assistance (T/TA) system will support high quality services for children and families. All entities will:
- Target services for children birth to age 5, and their families, with supports for expectant families and school-age children;
- Promote the provision of comprehensive services and school readiness with strategies that are age, developmentally, culturally and linguistically appropriate;
- Provide high-quality, evidenced-based, practical resources and approaches that build capacity and create sustainable early childhood practices at the regional, state, and local levels;
- Scaffold timely and relevant guidance, training, materials and professional development activities to account for different stakeholder needs and levels of readiness;
- Emphasize use of data for continuous quality improvement, coordination, and integration across the broader early childhood sector;
- Build upon previous evaluations and lessons learned from the Office of Head Start and Office of Child Care T/TA; and
- Include evaluation of the quality of the assistance provided and the degree to which early care and education programs, staff, children and family’s needs are met.
Source: Early Childhood Development, Administration for Children and Families
Available at: http://www.acf.hhs.gov/programs/ecd/interagency-projects/ece-technical-assistance
This study examined the implementation of a teacher-child intervention, Banking Time, with 59 preschool teachers and children with disruptive behavior. Implementation quality was assessed with regard to dosage, quality, and generalized practice. Additionally, program and teacher characteristics were examined to better understand what predicted intervention implementation.
Source: The Center for Advanced Study of Teaching and Learning (CASTL), Curry School of Education
Available at: http://curry.virginia.edu/uploads/resourceLibrary/Research_Brief_Amanda_Williford%2C_et_al._%282015%29.pdf
Ensuring the early learning and development of our country’s youngest children is essential to ACF’s work. Supporting the well-being of these young children and their families is an urgent task and one that is critical to improving the long-term educational outcomes of children nationwide.
Several federal policies and programs are in place to strengthen the ability of early care and education (ECE) providers to serve young children experiencing homelessness. Whether you are in a Head Start program, early childhood program, or work at the state level on early childhood systems and services, the resources listed below will assist you in ensuring that these young children are prioritized for services that support their learning and development.
- The Early Childhood Self-Assessment Tool for Family Shelters is specifically designed to guide family shelter staff as they create a safe and developmentally appropriate environment for infants, toddlers, and preschoolers.
- The Guide to Developmental and Behavioral Screening for housing and shelter providers addresses the importance of developmental and behavioral screening, how to talk to parents, where to go for help, and how to select the most appropriate screening tool for the population served as well as the provider implementing the screening.
- Head Start Interactive Homelessness Lessons provide Head Start, Early Head Start, and Migrant and Seasonal programs information about serving families who are experiencing homelessness, including eligibility and enrollment requirements. The lessons highlight outreach and identification strategies, evaluate positive options for working with families, and identify ways to work with community partners.
Policies and Guidance
Related ACF Blog Posts
Source: Administration for Children and Families
Available at: http://www.acf.hhs.gov/programs/ecd/interagency-projects/ece-services-for-homeless-children
In programs, all managers, staff, and families embrace the belief that children have the right to be safe by creating a culture of safety. They provide “an environment that encourages people to speak up about safety concerns, makes it safe to talk about mistakes and errors, and encourages learning from these events.” Children are safer when managers, staff, and families work together to improve the strategies they use in homes, centers, and the community so children don’t get hurt. Explore the resources below to learn more about creating a culture of safety.
Source: Early Childhood Learning and Knowledge Center, National Center on Health
Available at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/health/safety-injury-prevention/culture-of-safety.html
The goal of the Birth through Grade Three (Birth-Third) Learning Hub is to support communities in their efforts to improve young children’s learning and development. This website tracks, profiles, and analyzes Birth-Third initiatives with the aim of promoting learning, exchange, and knowledge-building across communities.
Building Capacity and Knowledge Across Communities. An underlying premise of the hub is that the more Birth-Third leaders know about the work of other communities, the better able they will be to design and implement effective strategies. Recent work on education reform in high-performing countries and regions emphasizes the importance of building capacity across communities, capacity built by developing knowledge, relationships, networks, and regional collective commitment. Through case studies, analysis, guidance documents, tools, videos, and collaboration with technical assistance providers, the Learning Hub promotes sharing of promising practices and collaborative problem-solving directed towards common problems.
Real-Time Action Research. In recent years both the Carnegie Foundation for the Advancement of Teaching and the Aspen Institute have released concept papers based on years of research on community change and innovation at scale—innovation at the community-level. These papers–Networked Improvement Communities and Building Knowledge About Community Change–call for action research in service to community change that is applied, timely, informed by practitioner perspectives, and formative in nature. Consistent with the messages of these reports, the Learning Hub aims to synthesize findings across Birth-Third partnerships and provide analysis–informed by the research literature–of common trends, patterns, challenges, and innovations. See this page for a description of Birth-Third strategies. Key topics of interest include the following:
- Strategy and Planning and Plan Management
- Standards and Curriculum
- Assessment and Data-Driven Inquiry
- Effective Teaching Strategies
- Developmentally-appropriate Practice
- English Language Learning
- Professional Learning Communities
- Coaching and Professional Development
- Home Visiting
- Special Needs
- Transitions and School Readiness
Source: The Birth Through Third Grade Learning Hub
The Office of Head Start is proud to provide you with the newly revised Head Start Early Learning Outcomes Framework: Ages Birth to Five. Designed to represent the continuum of learning for infants, toddlers, and preschoolers, this Framework replaces the Head Start Child Development and Early Learning Framework for 3–5 year olds, issued in 2010. This new Framework is grounded in a comprehensive body of research regarding what young children should know and be able to do during these formative years. Our intent is to assist programs in their efforts to create and impart stimulating and foundational learning experiences for all young children and prepare them to be school ready.
Source: Early Childhood Learning and Knowledge Center, Office of Head Start
Available at: http://eclkc.ohs.acf.hhs.gov/hslc/hs/sr/approach/cdelf
CHICAGO — A few years ago, 4-year-old Danny was on the verge of being expelled from a Chicago preschool for violent behavior when a woman named Lauren Wiley was called in to help.
She met with the boy’s teacher, who thought he needed to be medicated for attention deficit disorder. But as Wiley listened, the teacher admitted she was angry at Danny, whose name has been changed to protect his identity. Her job was to keep her students safe, she said, and the boy’s aggression made her feel like a failure. Next, Wiley and the teacher met with Danny’s mom. As the teacher dropped her judgmental attitude, it came out that Danny had watched his father beat his mother and get taken away in handcuffs. No one had ever talked to the child about what he saw. He did not have ADD. He was reeling from trauma, and he needed his teacher to like him and want to help him, not to be rid of him. That began to happen when she heard his story.
Wiley is an early childhood mental health consultant. The job title often evokes an image of a baby on a couch talking to a therapist, but her work is about listening to adults so they can create an emotionally healthy environment for children. She trains teachers and others who work with young children to recognize the trauma that so often causes misbehavior. She supports them in confronting cultural biases and forging relationships with parents. She shows them how to recognize families’ strengths and promote mental wellness before problems develop. This is particularly significant since we know that “adverse childhood experiences” like violence and family dysfunction predict everything from academic failure to cancer to heart disease.
Source: The Hechinger Report
Available at: http://hechingerreport.org/expelled-preschool/
An ad hoc committee will conduct a study that will inform a national framework for strengthening the capacity of parents of young children birth to age 8. The committee will examine the research to identify a core set of parenting knowledge, attitudes, and practices (KAPs) tied to positive parent-child interactions and child outcomes, as well as evidence-based strategies that support these KAPs universally and across a variety of specific populations. These KAPs and strategies will be brought together to inform a set of concrete policy recommendations, across the private and publicsectors within the health, human services, and education systems. Recommendations will be tied to promoting the wide-scale adoption of the effective strategies and the enabling of the identified KAPs. The report will also identify the most pressing research gaps and recommend three to five key priorities for future research endeavors in the field. This work will primarily inform policy makers, a wide array of child and family practitioners, private industry, and researchers. The resulting report will serve as a “roadmap” for the future of parenting and family support policies, practices, and research in this country.
The committee will address the following questions:
- What are the core parenting KAPs (i.e., knowledge, attitudes, practices), as identified in the literature, that support healthy child development, birth to age 8? Do core parenting KAPs differ by specific characteristics of children (e.g., age), parents, or contexts?
- What evidence-informed strategies to strengthen parenting capacity, including family engagement strategies implemented in various settings (e.g., homes, schools, health care centers, early childhood centers), have been shown to be effective with parents of young children, prenatal to age 8? Are there key periods of intervention that are more effective in supporting parenting capacity, beginning in high school or earlier?
- What types of strategies work at the universal/preventive, targeted, and intensive levels (e.g., media campaigns, information sharing, text reminders; social support groups, self-monitoring and tracking online; modeling and feedback coaching, intensive home visiting), and for which populations of parents and children? The committee will consider the appropriate balance betweenstrategies tailored to unique parent and child needs and common strategies that can be effective and accepted with parents across groups.
- What are the most pronounced barriers, including lack of incentives, to strengthening parenting capacity and retention in effective programs and systems designed to improve developmental, health, and education outcomes for children birth to age 8? How can programs and systems be designed to remove these barriers?
- Are there evidence-based models of systems and programs that support parenting capacity and build upon existing assets of families, including underserved, low income families of color?
- What are 3-5 research areas that warrant further investigation, in order to inform policy and practice?
Source: Institute of Medicine, National Academies of Science
Available at: http://iom.nationalacademies.org/activities/children/committeeonsupportingtheparentsofyoungchildren.aspx