Ugly Sweater Day!

Don't forget to celebrate on December 15th

You can even treat children to a song to celebrate:

Have you registered yet?

NYS Pyramid Model Module 2

Teach, Practice, Promote: Intentionally Supporting Social Emotional Development (Module 2a Parts 1&2)

Connection, Self-Regulation & Problem Solving: Targeted Teaching of Social Emotional Skills

(Module 2b Parts 1&2)

This New York Master Cadre offering of The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Pyramid Model is designed to support the social and emotional development of children 2 ½ through 5 years of age.

The Pyramid Model is a framework of evidence-based practices for promoting young children’s social and emotional competence and for preventing and addressing challenging behavior. The Pyramid Model includes extensive resources to help New York’s child care programs and providers implement the model.

The preschool modules are appropriate for professional development providers, administrators, and teachers/caregivers who work with older toddlers and preschoolers.

This module addresses strategies for preventing challenging behavior. The module is based on the following principles:

a) Positive relationships with children serve as the foundation for addressing social emotional needs.

b) When children understand routines and the expectations for their behavior, and when they are engaged in activities that are meaningful, they are less likely to engage in challenging behavior.

c) Expectations and routines have to be taught to children using a range of teaching strategies.

Registrants will receive an email 1-2 days prior to the session containing the Zoom link.

Presenter: Jacqueline Zaita, Child Care Council of Suffolk, Inc.

Dates/Times:

Tuesday, January 9, 2024 6:30 – 8:30 pm (Module 2a Part1)

Tuesday, January 16, 2024 6:30 – 8:30 pm (Module 2a Part 2)

Tuesday, January 23, 2024 6:30 – 8:30 pm (Module 2b Part 1)

Tuesday, January 30, 2024 6:30 – 8:30 pm (Module 2b Part 2)

There is no registration fee for these sessions.

However, registration is required.

How mental health services lower the odds of disability diagnoses

The harm of adverse childhood experiences (ACEs) has been looked at in great depth. However, Erica Webster, a policy advocate at Youth Research Inc., recently shared a study’s findings at the National Association for the Education of Young Children annual conference; the results shed new light on the subject: Each ACE in a preschooler increases the odds of a disability diagnosis. She listed examples such as speech disorders, developmental delays, autism, and attention-deficit/hyperactivity disorder. According to an article in K-12 Dive by

Kara Arundel, preschoolers who receive mental health services are actually less likely to be diagnosed with a disability.

Webster wanted to look at how ACEs are connected to disability diagnoses, as well as how mental health supports would affect them. “Her research found mental health care decreased odds by 27 percent of a disability diagnoses in preschoolers,” says Arundel. Webster found that these services could have a lasting impact.

Additionally, Webster realized that of Pre-K children with two or more ACEs, thirteen percent had been diagnosed as having behavioral or conduct problems. Less than four percent of children with low or no ACEs had the same diagnoses. The most common ACEs were financial (living in a low income home), separation, or divorce.

According to Arundel, Webster wasn’t saying that ACEs cause disabilities. Instead, she felt there is a strong connection. “Lots of times, it’s the kids who have a disability who maybe require a little bit of extra care, and that family may experience extra stress if there’s not support in place,” says Webster.

It doesn’t help that access to mental health supports is not equitable, and many families in need cannot get it. Arundel states that practices like home visiting programs, parenting education, and coordinated care, can be lacking for any number of reasons, including a deficit in time, money, or staff. “Educators really struggle with [how they feel like] everything’s on their shoulders,” says Webster. 

Click here to read more about the study.

Celebrate diverse winter traditions with books

Traditions play an important part in shaping the beliefs and experiences of children. As educators, it is important to remember that there is tremendous diversity in the traditions that can be explored. In an article in Brightly, author Charnaie Gordon states that children who have an awareness, understanding, and appreciation of a variety of cultures, are more likely to be compassionate, kind adults. She curated a list of books that encompasses a variety of traditions and holidays. Here are just a few of them:

• Celebrations Around the World, by Katy Halford. This book educates children about cultures around the globe. Twenty-five events are highlighted, inlcuding both religious and non-religious holidays and festivals.

• We Are Grateful: Otsaliheliga, by Traci Sorell. “Otsaliheliga” (oh-jah-lee-hay-lee-gah) is an expression used by the Cherokee Nation to show gratitude. This book follows a trip through the seasons with a modern-day Cherokee family, allowing readers to learn about Cherokee culture, celebrations and language.

• The Shortest Day, by Susan Cooper. Illustrations accompany the famous poem, “The Shortest Day,” which commemorates the winter solstice. This yearly ritual is shown through how an early family celebrates, all the way to modern families enjoying their holiday traditions.

• Too Many Tamales, by Gary Soto. Maria is looking forward to helping her mother make tamales for her family’s holiday celebration. Unfortunately, she gets caught up in the festivities and playing with her cousin; she soon realizes that she may have somehow lost her mother’s ring. The story includes lessons about teamwork, family, and the Mexican American culture.

Click here to read the complete list of celebratory children’s books.