What does policy have to do with it?
We understand that relationships, early experiences, and even environmental exposures influence a child’s well-being. We probably agree rich educational opportunities and strong support from family members are also ideal for young children.
As we learn more about systemic impacts, particularly on vulnerable populations, we ask you to think about policy, policy makers, and how they make a difference for young children. There has been a great deal of media coverage lately addressing the overwhelming need for quality childcare, after-school care, home-visiting, and more services that support children and their families. Colorado legislators are in session right now, and there are a range of bills intended to change policy to benefit children. They might have to do with tax credits for childcare staff, and more funding for early childhood mental health services. Many of us locally are advocating or testifying in support of different bills that will make a difference in our community. Our state senator and representative have encouraged people in our district to write, call or testify – especially people who are involved and can give a firsthand perspective.
Early experiences from pre-natal through the first years not only affect early learning but have a lifelong effect on the overall health of the child through out life. Research points to policies and programs that reduce stress, prevent toxic exposures, and provide support for pregnant moms and new babies result in better health outcomes and billions in health care costs. The brain and all other body systems - think heart, gut, immune system - interact and affect our overall health. If you’ve ever broken a bone or needed surgery, you know how that physical stress can drain all your body’s energy in order to heal.
Just imagine if policies could reduce the sources of ongoing stress for young children and their families – such as poverty, racism, violence, housing instability and food insecurity. It would drastically change outcomes for those children. Many of us participate in a local collaborative group that works across age groups, and across agencies to do just that.
As an early childhood educator, as a parent or grandparent, or as an employer – keep up the good work! You’re making a difference for children. Please also consider learning more about policy that directly affects you and your family. https://leg.colorado.gov/ is the best place to connect with your elected officials, read over bills, and follow the progress throughout the session. We can also reach out to our neighbors and friends, providing a network with support, referrals, and sometimes just a shoulder. We can attest to the fact that the benefits of these connections flow in both directions
Shirley .
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Coaching Cornerby Megan Monaghan
10 tips for talking with kids about race:
This article is aimed at helping parents and caregivers to talk about race with children in age-appropriate ways.
1. Start early. By 6 months of age babies are noticing racial differences; by age 4, children have begun to show signs of racial bias. Let children know that it’s perfectly okay to notice skin color and talk about race. Start talking about what racial differences mean and don’t mean.
2. Encourage children to ask questions. Share observations and experiences and be respectfully curious about race.
3. Be mindful. We are role models for children and what kids hear from us is important and what they see us do is even more so.
4. Face your own bias. Let children see you acknowledge and face your own biases
5. Know and love who you are. Talk about the histories and experiences of the racial, ethnic, and cultural groups you and your family identify with.
6. Develop Racial and Cultural Literacy. Discuss, study, and learn about the history of groups we call African Americans, Latinos, Asian Americans, Native Americans as well as other ethnic groups and religions.
7. Be Honest with children in age-appropriate ways about bigotry and oppression
8. Tell stories of resistance and resilience
9. Be active – don’t be a “bystander” on race.
10. Plan for a marathon not a sprint. Race is a topic we need to revisit again and again in many ways.
For much more information, data, research, and resources on talking with children about race and creating an anti-racist society see:
https://prism.ku.edu/resources/?fwp_parent_category_trial=equity-coaching
Excerpt from
MomsRising.org
https://prism.ku.edu/project/10-tips-for-teaching-and-talking-to-kids-about-race/
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Working to be more culturally responsive?
Let the children and their families help!With Black History Month in mind, we continue our limited series, focusing on the
term culturally responsive.
This week, Dr. Nefertiti Poyner encourages us to be ready-learners, and to let the
children in our care - and their families - teach us! Let's keep going. Watch this 4
part series today.
https://youtu.be/BL-U1qd_eYs Part 1 - Let's Dig Deep: Culturally Responsive
https://youtu.be/lWeeAOvR23w Part 2 - Let's Dig Deep: Culturally Responsive
https://youtu.be/EuqzJ5sKvd4 Part 3 - Let's Dig Deep: Culturally Responsive
https://www.youtube.com/v=ecSohUTUKuQ Part 4 - Let's Dig Deep: Culturally
Responsive
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Licensing Corner
For some time, the Office of Early Childhood (OEC) has been working on making paperwork and payment processes more efficient. We are happy to share that you can now submit Licensing Applications and Trails Inquiry Background Check Requests online with payment. Hopefully, gone are the days of spending a small fortune to expedite snail mail, the hurried drive down to Denver, waiting for incomplete paperwork to come back to you, and that sinking feeling of: Did I sign the check?
Child care programs applying to become licensed or associated with a facility licensed to provide less than 24-hour care can now access the new online system through the Provider Hub. Users can submit applications and choose to pay by credit card or eCheck for both licensing applications and Trails Inquiry background check payments.
Please note, individuals not associated with OEC child care licensing, such as 24-hour programs or individuals that are statutorily allowed to submit Trails inquiry background checks, can; apply, submit, and make background check payments through the public link on the OEC website.
We also want to make sure everyone is aware of where to find the latest and greatest information on Stimulus Funding. The OEC has launched a website that will be updated with information about the Stabilization Grants and all funding strategies, including the grant application guide. The site can be found at coecstimulus.com.
Speaking of funding, have you claimed your Child Care Operations Stabilization Grant and Workforce Sustainability Grant? If not, and your program was in operation as of March 11, 2021, please check your email for your application from coecstimulus@metrixiq.com. It is an easy to complete process and payments will be routed directly to the account for which you provide information.
Questions about any of this? Please contact your licensing specialist.
Wishing everyone good health and beautiful winter days as we wind up the season.
Cheers,
Sandy, Mark, Monica & Rebecca
Garfield County
Department of Human Services
Child Care Program
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If you have not yet applied for the Child Care Stabilization and Sustainability grants, there is still time! There is funding available for all programs who meet eligibility. Payments will be made in 9 equal payments, but to take advantage of this funding, you must apply no later than September 30, 2022. If you apply by the end of February, your first payment will be the end of March.
For information about this funding, go to: https://sites.google.com/state.co.us/publicsitetest/home?authuser=0. Click on Child Care Stabilization and Sustainability Grants to see how to apply, eligibility and allowable use of funds and more. Make sure to bookmark this site because it will change often and will be updated as additional opportunities become available.
The Council will also send out information about opportunities as they are released. For questions, contact Stacy Petty, Director of the RMECC at: 719-486-7273 or rmecc@mtnvalley.org.
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The hallmark of successful people is that they are always stretching themselves to learn new things.
– Carol S. Dweck
Simon Sinek, well known for his Ted Talk on finding your “why,” has this to say about leadership: “Leadership is not about being in charge. Leadership is about taking care of those in your charge.”
In the book, Art of Leadership: Cultivating Curriculum in Early Childhood Organizations, Elizabeth Beavers and Donna Kirkwood wrote a section called, “Be the Change You Wish to See in Your Program.” For anyone in a caretaking role right now (whether as teachers caring for children and families, administrators caring for staff, or college instructors caring for students), it is crucial that we first care for ourselves so we will stay strong enough to provide that much-needed nurturing to those we lead.
Especially right now, we all need to own our ability to be a bright spot of optimism and hope for others. What the authors wrote (pre-pandemic) about the importance of being a reflective practitioner, in whatever role we play in our organization, is perhaps more relevant now than ever. They explained, “According to the literature, reflection is an ‘inner dialogue with oneself,’ in which an individual examines his or her experiences, beliefs, perceptions in a way that transforms both thinking and practices.” The tool of self-reflection can help us be better leaders – for ourselves first, and then for others.
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