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Kelly O'Hara - Poverty's Effect on Infants and Toddlers Infographic

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Kelly O'Hara - Poverty's Effect on Infants and Toddlers Infographic

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As a part of my professional development I participated in a Teaching Poverty workshop that opened my eyes that is summed up pretty well in this infographic. It focuses on how poverty affects the mind of a young child. It affects their self-regulation, memory, and emotional control. In the workshop, these were all discussed in depth. Every person choosing to enter the education field should make themselves aware of this policy and learn how they can be better for the people in this situation. This resource is a great starting point.

Rita Pierson is another great resource on this topic! She has a ton of videos on youtube that are just great!

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Poverty's Effect on Infants and Toddlers Infographic

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Research shows that the effects of poverty diminishes brain growth. With nearly half of America's babies living in or near poverty, we need to invest in our future thinkers, builders, and innovators.

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Kristen O'Connor- Are Time-Outs Helpful or Harmful to Young Children?

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Kristen O'Connor- Are Time-Outs Helpful or Harmful to Young Children?

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Children are always learning how to regulate their emotions from the moment they are born. Parents today may often be wondering what the best practices are as a parent, just as teachers are reevaluating themselves to determine their best educational practices, in order to best help children be able to self- regulate and self-soothe when necessary. For decades, parents have utilized the "time out" in order to have a child sit out of whatever activity they were doing that caused a meltdown, to think of their actions or words, then return to play when appropriate. Now, research is showing that children, especially around age two, cannot properly process a timeout, instead viewing it as a strain on their relationship with their parent. Instead of time outs, Zero to Three recommends a "Time in" in which the parent will physically comfort their child, rather than create a space in which the child feels ashamed. At times, children's emotions are so sky high that physical touch will only send them into further uproar. In these situations, parents are advised to lead the child to a safe, comforting space to take a break. The parent will still be present and encouraging the child to calm down. I enjoyed reading this article because it reminded me greatly of the practices we use in the school that I work in, when a child is having a melt down. They are encouraged to "take a break" and return when they are calm to have a problem solving discussion. If started young, these "Time In" and "Take a Break" ideas could really be beneficial to a child's emotional health as well as aligned to the practices of the child's school.

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A number of recent articles in popular media that denounce the use of time-outs have sent many parents, understandably, into a tailspin. Critics believe that instead of helping children calm down, time-outs have the opposite effect-causing children to become even more distressed and "dysregulated," or out of control. Further, children can become so overwhelmed by the disruption in their relationship with their parent during time-out (and by the shame they feel for being "bad") that their emotional upset increases and their likelihood of learning from the experience decreases. But all of these negative outcomes assume that time-out is approached with anger, shaming, and harshness by the parent. When implemented this way-as punishment-time-out can no doubt be detrimental to the child.

Giving children (and parents!) space to calm themselves can be helpful, not harmful.

Opponents of time-out often suggest "time-in," which entails a parent physically comforting a child to calm him or her, no doubt a great strategy. But as anyone who has been the parent or caregiver of a young child knows, there are times when children are so out of control-throwing objects, kicking, hitting, biting-that they cannot accept comfort and in fact, the more the parent tries to soothe the child, the more out of control she gets. She's on system overload. At these times, parents are also pushed to their emotional limit, their last nerve worked. When emotions (and cortisol levels in the brain) are sky-high, a break for both parent and child can be a healthier solution than an ongoing battle. Sure, in a perfect world, parents would be able to manage their reactions (indeed, the lion's share of my work with parents is on helping them learn this very skill). But alas, parents are also human, and as hard as we may work on controlling our emotions, there are times when the only way that is going to happen is when we can take a break from the intensity of the moment.

In this situation, giving the child a break can actually be a positive parenting strategy. The critical factor is the way this break is implemented. When done calmly and lovingly, it can be an important opportunity to prevent further escalation, to provide both child and parent a chance to regain control, and to then come back together to solve the problem when both are calm. There are a range of ways to do this, including the ideas below that families in my practice have used with success.

Create a special, safe space.

In my household, we established the "cozy corner." A family I work with created the "peace place." I recommend parents talk with the child in advance about the purpose of this safe space-that it is where people in their family go when they are losing control and need a break. (I suggest parents also use it to take a break themselves, which can serve as some very powerful role modeling.) Parents include children in designing the space, giving them choices of acceptable items that can be included. One family put a small nylon teepee in their child's room, which provided a sense of boundary and comfort. When a parent assesses that a break is needed, it is done calmly and lovingly. Even if you are holding your child out at arm's length to avoid his kicks and swatting at you, as calmly as possible, take him to his break place and let him know that you can't wait until he can calm himself so that you can play again. Separations aren't inherently or automatically harmful to young children. When separations are framed and approached lovingly and supportively-not punitively-they can be caring, not callous.

Keep expectations for what the break will accomplish in check.

Children-especially those under 3 years old-do not yet have the ability to reflect on their own actions and behavior. This means that the goal of taking a break is not self-reflection ("Gee, I wonder why I let my emotions get the best of me-I really shouldn't have thrown that train" is beyond most 2-year-olds), but to provide a quiet place where children can move from a state of high agitation and upset to a sense of calm. The break offers the space for both parent and child to regroup, and then come back together to talk about what the child could do the next time this situation arises. No learning takes place when children are in an agitated, emotionally flooded state.

Choose a time limit best suited to your child.

One approach is to have the break end when the child is calm. Another option is to set a timer for-3 to 5 minutes-then go back to the child and check in. At this point, she may still be upset, but if she is no longer out of control and is willing to accept being comforted, you can help her move on. Remember, you're not giving in to whatever caused the original upset-you're just helping her learn to calm herself and to accept an alternative, for example, reading a book together instead of playing on the tablet that you had taken away, which caused the tantrum.

Ignore the behavior but not the child.

If a child is out of control but not harming herself or others, it can be very effective to just ignore the behavior. If a child is having a tantrum because you took away toys that he was throwing, acknowledge his anger (which is neither right nor wrong-it just is) and then move on. You might let him know you are going to make dinner and would love a helper when he is calm and ready. Or pick up one of his favorite books and start reading it aloud. This communicates that you are still a loving, present parent, ready and eager to engage, but that you're not going to participate in or fuel his tantrum. (Check out this short video clip to learn about ways to help children manage their emotions.)

Using breaks mindfully, as a tool to help young children learn to cope with their strong emotions, is all about the way it's done. Breakdowns are evidence that children are having a hard time coping with one of life's inevitable frustrations or disappointments. They are not purposefully misbehaving, they are just reacting. Their intense emotions-and limited skills in self-regulation-sometimes cause them to lose control over their minds and bodies. A short break from interaction can help them cool down. In the context of a loving, strong parent-child relationship, giving children (and parents) this space to calm themselves can be helpful, not harmful.

Originally published by PBS Parents. Read the article here.

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Are Time-Outs Helpful or Harmful to Young Children?

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A number of recent articles in popular media that denounce the use of time-outs have sent many parents, understandably, into a tailspin. Critics believe that instead of helping children calm down, time-outs have the opposite effect-causing children to become even more distressed and "dysregulated," or out of control.

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Michaela Durrant - Five Things That Matter, No Matter What

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Michaela Durrant - Five Things That Matter, No Matter What

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This article discusses five key elements needed in order for children to grow as learners, both academically and socially. Similar to our readings, the article discusses the importance of children having the opportunity for early education. Another element discussed is that children living in poverty cannot grow in the same ways as those who do not. It goes on to explain that if children are not given equal access to resources, they cannot grow as learners. Lastly, the idea of building strong and meaningful relationships is important for children because it gives them trust and confidence in their surroundings, allowing them to take part in the process of learning.

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We were reminded of that necessity during the 10th Biennial Federal Reserve System Community Development Research Conference earlier this year, when stakeholders from across the country explored the interplay between the development of kids and the economic success of their communities. Following the Conference, ZERO TO THREE and NAEYC have continued the conversation in several ways, including during NAEYC's 2017 Professional Learning Institute and ZERO TO THREE's Strolling Thunder, as well as our America for Early Ed and Think Babies™ campaigns. A growing body of science and research, much of it presented during the Federal Reserve Conference, continues to demonstrate the need to begin supports for children as early as possible to promote their healthy growth and development. Based on this knowledge, and our shared commitment to turning the tide for kids, we're bringing it back to the five "things that matter" in yielding important impacts on the child, and significant, lasting returns for their families, the communities in which they live and work, and the economic and social strength of society as a whole.

1. Relationships Matter

Science shows that a baby's brain makes more than 1 million new neural connections per second in the first few years of life. During this time, babies discover the world through experiences with parents and other caregivers, shaping how they learn and view the world. These experiences - both positive and negative - influence the connections being made in their brains, shaping how they will manage situations as a toddler, preschooler, and beyond.

The relationships babies have with trusted adults are critical because they affect the actual wiring taking place in their brains. Parents, as the saying goes, are their children's first and most important teachers. Yet with more than 60 percent of mothers of young children in the workforce, a diverse range of early childhood educators and child care providers also play a critical role in ensuring that children, supported by their families, have the early experiences they need for strong cognitive, physical, social and emotional, and language and literacy development. When babies receive consistent, nurturing, and quality care, they build the necessary foundation to boost their chances to live up to their potential and their promise.

2. Early Childhood Educators Matter

The role of early childhood educators in delivering on this promise is undeniable. Early childhood educators perform complex, demanding, and valuable work. Supported, skilled, knowledgeable, and diverse early childhood educators are the linchpin in high-quality early learning and it is why Power to the Profession, a national, state, and local collaboration, of which both NAEYC and ZERO TO THREE are a part, seeks to establish a shared framework of career pathways, knowledge and competencies, qualifications, standards and compensation that reflects the critical role early childhood educators play in delivering on the promise of high-quality early childhood education.

3. Quality Matters

Making sure babies and young toddlers - whose brains are growing more rapidly than at any other later time in their lives - receive the quality care necessary to put them on a path toward future success should be one of the country's top economic priorities. We must act under a shared understanding, based on research, science, and evidence, that investing in equitable access to high-quality early care and learning will make America brighter, stronger, and more competitive. After all, today's diverse group of young children are the nation's future generation of workers, leaders, and innovators. In fact, a recent report by the Council for a Strong America finds that 92 percent of business decision-makers agree that early life experiences directly influence the social and emotional skills needed for the 21st century economy. As one leader put it: "Character is built in the first years of life and it is absolutely necessary for life success."

4. The Impacts of Poverty Matter

Keeping children out of poverty is also key to an economy's long-term health and wellness. As Janet Yellen, Chair of the U.S. Federal Reserve System, noted during the conference, adults who grew up worrying about food, an unstable family, or safety are less likely to be employed, have a stable income, or an ability to pay monthly bills compared to adults who had fewer stressors growing up. We know that the effects these types of environmental stresses - hunger, fear, and harm - are toxic to growing brains. When stress is the "input," the outcomes are likely to be less than optimal. Poverty can literally get under the skin, undermining development in key regions of the brain including self-regulation and learning, memory and language, and emotional control.

5. Equitable Access Matters

Quality, affordable child care for young children can change the trajectory for many children and their families living in or near poverty. It enables their parents to work, relieving the economic instability that contributes to a stressful family environment. At the same time, it provides a responsive, enriching environment that meshes with the strengths of the family to support early development. When very young children are nurtured and cared for by loving adults, who honor and respect the language and culture of the child's home, the negative effects of poverty are mitigated. These relationships serve as a buffer to the harm caused by environmental and physical stress and supports healthy brain development - which is the key to all future learning.

Finally, and perhaps most importantly, resources matter. Child care assistance for low-income families still reaches less than 1 out of every 6 eligible children and is continuing to decline. And despite research that shows that the strongest effects of quality child care are found with children from families with few resources and who are under great stress, lower quality care is often the only care available in low-income communities. We must act with urgency to ensure that our nation's youngest, and most vulnerable, learners receive equitable opportunities and reach their full potential.

We must commit to making the public investments needed to create a child care system that ensures it is economically feasible to provide high-quality services for young children and families, regardless of income or zip code, state or setting. Not only will babies and toddlers benefit from close relationships with well-qualified and well-compensated child care providers who are culturally and linguistically responsive, but, we all stand to benefit when our diverse future workforce - today's babies and toddlers - arrive at school as eager, confident learners, prepared for future success.

Elizabeth DiLauro is the Director of Advocacy at ZERO TO THREE.

Lauren Hogan is the Senior Director of Public Policy and Advocacy at NAEYC.

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We were reminded of that necessity during the 10th Biennial Federal Reserve System Community Development Research Conference earlier this year, when stakeholders from across the country explored the interplay between the development of kids and the economic success of their communities.

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Children who have involved fathers experience lasting positive effects. Fathers who are involved with their child early caregiving develop secure attachments which continue throughout their lives into adulthood. These children with secure attachments to their fathers do better academically, they are more social, more confident, and better liked by peers throughout their early childhood. Studies show that fathers tend to ask their children more questions, which lead to enhanced communication skills. The enhanced communication skills are correlated with higher IQ's and academic achievement. The more time fathers spend playing and communicating the higher their reading and math scores are at ages 10 and 11. Goodson (2009) also stated the importance of early education and its later effects on student achievement. Fathers being involved in their children's lives can be viewed as a form of early education which impacts their children throughout their education years and beyond.

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Dads matter-a lot. The relationship between father and child has a deep impact on children's healthy development in all domains: language, thinking, physical, and social-emotional. Check out the fatherhood facts below that show the many ways dads positively impact children's long-term development.

The impact starts early, during the prenatal period. Research shows that when a father is involved during pregnancy, he is more likely to be involved in parenting later on, such as reading with his child, performing caregiving tasks, and offering emotional support.

Babies who have fathers who are affectionate, respond quickly to their cries and other cues, and engage in loving play, are more securely attached to their fathers. Research shows that secure attachments have positive benefits that last into adulthood. Children who are securely attached do better academically; they are also more sociable and well-liked throughout early childhood as compared to children who do not have secure attachments.

Children whose fathers are involved in their daily care, such as feeding, bathing, and playing together, tend to be more confident; and, as they grow older, enjoy stronger social connections with peers.

Fathers who are actively involved in their babies' lives-helping care for them, playing with them, and teaching them-tend to experience less conflict with their wives. This not only benefits children, it strengthens the marital relationship, and it also has long-term benefits for children.

Fathers who care for, nurture, and play with their babies raise children with higher IQs and with better language and cognitive skills. Involved fathers enhance their children's communication skills because they tend to ask children more questions than mothers, which builds vocabulary and conversational skills.

New research shows that fathers may have an even greater impact on children's language development than mothers. When fathers use more words with their children during play, children have more advanced language skills a year later. This is especially important because language skills are correlated with academic success.

The more time fathers spend in enriching, stimulating play with their child-such as playing pretend or sharing stories-the better the child's math and reading scores are at 10 and 11 years old.

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The Daddy Factor: The Crucial Impact of Fathers on Young Children's Development

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Dads matter-a lot. The relationship between father and child has a deep impact on children's healthy development in all domains: language, thinking, physical, and social-emotional. Check out the fatherhood facts below that show the many ways dads positively impact children's long-term development. The impact starts early, during the prenatal period.

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Jillian Burns- Paid Leave is a Must for Hard Working Families 

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Jillian Burns- Paid Leave is a Must for Hard Working Families 

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Paid leave for working families is a must. The Family and Medical Leave Act (FMLA) came about over 20 years and has been used by millions of people. This act allows employees to take off for medical reasons or to take care of their newborn child without their job being in jeopardy and while getting paid. The problem with this act is that it only covers 42% of the population. The other 58% are not getting paid to take a leave of absence for these same reasons. Studies show that the first few months of a baby’s life are the most important so for people who can’t afford to take off work are missing out on these crucial moments in their child’s life. 26 years after the FMLA was created, policymakers are now starting to show interest in creating a national paid leave program. The Family and Medical Insurance Leave Act was introduced earlier this year and provides eligible employees up to 12 weeks of paid leave for illnesses, births, and injuries of themselves or a family member. The new paid leave program must incorporate these elements that the Family Act includes. This policy will impact our practice as educators by allowing us to get the paid leave we deserve.It is time for Americans to get the support that we've been waiting for and continue what the nation started in 1993- paid leave for everyone.

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Twenty-four years ago this month, the Family and Medical Leave Act (FMLA) took effect. Since then, it's been used more than 200 million times by people who were able to take time off from work to welcome a new baby, care for a seriously ill child or loved one, or to address their own serious health conditions - without fear of losing their jobs or health insurance coverage. But more than two decades later, it currently only serves 40 percent of the workforce, and millions of workers cannot afford to take the unpaid leave it provides. In 1993, unpaid leave was an important first step, but, in 2017, it is clearly not sufficient protection at the precise times when family costs rise, rather than fall. Families - and babies - need paid leave.

Six states and the District of Columbia have all passed state paid leave laws, paving the way for a federal plan. And with 62 percent of mothers with infants in the workforce, but only 13 percent of the workforce receiving paid leave through employers, a national paid leave program is long overdue to meet the unmet needs of hard working families nationwide - not to mention put the next generation of workers on a path toward success.

What a baby learns in the first weeks and months of life shapes the architecture of the developing brain. A baby's brain produces one million new neural connections every second, influenced most significantly by the everyday moments they experience with parents and caregivers. When parents have a new baby, unhurried time helps them become attuned to the marvelous development occurring in that tiny, but demanding infant. These positive, consistent relationships during babies' earliest days, weeks, and months result in children who are better equipped for success in school and in life. Paid family leave is also associated with better rates and length of breastfeeding, higher rates of immunizations and participation in well child checks, and improved opportunity for mothers' recovery and parental adjustment.

Twenty-four years later, change for babies and families may be on the horizon. Policymakers on both sides of the aisle have shown an interest in creating a national paid leave program. And earlier this year, Sen. Kirsten Gillibrand (D-NY) and Rep. Rosa DeLauro (D-CT) introduced the Family And Medical Insurance Leave Act (the FAMILY Act), federal legislation that would provide eligible employees with up to 12 weeks of paid leave for their own serious illness; the serious illness of a child, parent, or spouse (including a domestic partner); the birth or adoption of a child; the injury of a family member who is in the military; or exigencies arising from a service member's deployment. The FAMILY Act embodies the core principles that a comprehensive federal program must include, as shown in the graphic below.

These key elements create crucial job and financial security so employees can take the time they need to heal, provide the nurturing their babies need to get off to a strong start, and get back to work more focused and confident. In all, investing in a paid leave policy means a stronger likelihood of getting kids off to a healthy start, keeping parents in the workforce, and keeping the economy strong. With more than 4 million babies born in the United States and 135,000 children adopted each year, the pool of beneficiaries is vast and deserving.

In this time of growing economic uncertainty, paid leave can inject a sense of stability by offering all Americans the support they deserve to provide for their families. It's been almost a quarter of a century since something substantial has been done for working families in this country. It's time for Congress to build on what was started in 1993 with the FMLA and pass a comprehensive national paid leave program as quickly as possible.

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Paid Leave is a Must for Hard Working Families

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Twenty-four years ago this month, the Family and Medical Leave Act (FMLA) took effect. Since then, it's been used more than 200 million times by people who were able to take time off from work to welcome a new baby, care for a seriously ill child or loved one, or to address their own serious health conditions - without fear of losing their jobs or health insurance coverage.

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When we identify children who are in need of early intervention, and we provide them with the appropriate supports we can help eliminate long term effects on development (). This goes along with the article Early Beginnings in that it discusses the fact that children who develop more skills in their preschool years generally perform better in the primary grades. This is very evident in the classroom, many of my students who I have provided supports for have a history of difficulties with social-emotional development.

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Early intervention services supported by Part C of the Individuals with Disabilities Education Act help children meet their developmental milestones and provide parents and caregivers with extra support to understand how to best meet their children's unique needs. When problems are identified early, timely intervention can mitigate or even eliminate the long-term effects on development. Download the full brief to learn more.

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Early Intervention: A Critical Support for Infants, Toddlers, and Families

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Early intervention services supported by Part C of the Individuals with Disabilities Education Act help children meet their developmental milestones and provide parents and caregivers with extra support to understand how to best meet their children's unique needs. When problems are identified early, timely intervention can mitigate or even eliminate the long-term effects on development.

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Samantha Scott- The Child Care for Working Families: A Big Step for Quality Infant-Toddler Child Care

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Samantha Scott- The Child Care for Working Families: A Big Step for Quality Infant-Toddler Child Care

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This article focuses The Child Care for Working Families Act, which provides Child Care assistance to working families, with an emphasis on infants and toddlers. This bill would benefit both families and child care workers, and would further extend to providing high-quality, inclusive care for young children with disabilities as well. Lastly, this bill would provide state funding, which would in turn provide young children with the developmental support they need, and would help solve the gaps in the infant-toddler age group. Goodson (2009) emphasizes the importance of early literacy skills, and this resource is vital to providing working families with an opportunity to present young children with early literacy instruction.

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The Child Care for Working Families Act, sponsored by Senator Patty Murray (D-WA) and Representative Bobby Scott (D-VA), would ensure families have the quality care that they need to work, their children receive care that helps them learn and thrive, and the early childhood workforce has the training and compensation its important mission requires. Overall, the bill would build on the existing Child Care and Development Block Grant to increase the number of children who could receive child care assistance by more than 13 times the current amount, with particular attention to infant and toddler care.

What would The Child Care for Working Families Act do and how would babies benefit?

Ensure that no family earning under 150 percent of state median income pays more than 7 percent of their income for child care. This provision would greatly assist families of infants and toddlers, whose care can exceed the cost of public colleges.

Provide enhanced resources to help states ramp up the care available in their states, including in underserved areas. A special 90% federal match for infant-toddler care would help solve the gaps in quality care for this age group.

Increase workforce training and compensation. The bill would ensure that all child care workers are paid a living wage, and have access to a professional development system offering them the knowledge and know-how to best support the development of the children in their care. This would help infant-toddler teachers, who on average are paid less than their preschool counterparts with similar credentials, secure better pay.

Provide states with substantial levels of quality funding to invest in activities, including improving infant-toddler care. States will have to create or expand quality systems to raise the overall quality of care. Quality improvement would support the needs of family, friend, and neighbor care and care during non-traditional hours. These funds would help infant-toddler care, often of poor or mediocre quality, provide young children with the developmental support they need.

Invest in more inclusive, high-quality child care for children with disabilities, and infants and toddlers with disabilities, including by increased funding for the Individuals with Disabilities Education Act. Expanded services for infants and toddlers will catch problems earlier, when they are easier and less expensive to address, helping more children get ready for school.

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The Child Care for Working Families Act: A Big Step for Quality Infant-Toddler Child Care

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The Child Care for Working Families Act, sponsored by Senator Patty Murray (D-WA) and Representative Bobby Scott (D-VA), would ensure families have the quality care that they need to work, their children receive care that helps them learn and thrive, and the early childhood workforce has the training and compensation its important mission requires.

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Florencia Lopez - Strategies to Promote Early Childhood Social and Emotional Development

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Florencia Lopez - Strategies to Promote Early Childhood Social and Emotional Development

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The website Zero to Three has many useful resources for families and educators. I enjoyed reading this article in particular because it addresses the importance social and emotional development in early childhood. In order for children to learn, they need to be socially and emotionally stable. However, many times as educators we encounter students who struggle socially and emotionally. This article begins by defining social and emotional development as well as all the areas that are influenced by it (biology, relationships and environment). The article continues to explain how mental health problems begin to develop in early childhood and how it can affect a child’s social and emotional development. Furthermore, the article provided parents as well as educators with ways in which we can enhance and promote emotional and social development.

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infant and early childhood mental health

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Helping Young Children Succeed: Strategies to Promote Early Childhood Social and Emotional Development

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This brief defines early childhood social-emotional development; describes what can happen when children face emotional and behavioral problems; and outlines what actions can be taken at the state level to support healthy social-emotional development in babies and young children. Gaining social and emotional skills enables children to learn from teachers, make friends, express thoughts and feelings, and cope with frustration.

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Bridget Humphrey - The Importance of Vaccinations

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Bridget Humphrey - The Importance of Vaccinations

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According to the infographic on this article, a lack of vaccination for children under 4 can be deadly during influenza season. Flu vaccination reduces the risk of flu-associated deaths by 65% among healthy children. I personally believe vaccinating your child is one of the most important things you can do for them when they are so young and their immune systems are vulnerable to preventable diseases. What surprised me that there are three states out of 50 in the US that require vaccinations for enrollment in preschool and day care. A vaccination policy would impact our practice as educators by stressing the importance to children about basic health tips: wash your hands often, use a tissue to wipe your nose instead of your hand, and using hand sanitizer and wet wipes. Young parents may not know the benefits of receiving vaccines or where to receive them, so this infographic may prove useful for young children.

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Resource
What's in the HEROES Act for Babies?
On May 12, House Democrats introduced the Health and Economic Recovery Omnibus Emergency Solutions Act (HEROES Act) that included many important provisions for families with young children.

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Resource What's in the HEROES Act for Babies? On May 12, House Democrats introduced the Health and Economic Recovery Omnibus Emergency Solutions Act (HEROES Act) that included many important provisions for families with young children.

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Jessica LaPorte - Discover the Missing Year and Prepare Your Baby for Success in School

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Jessica LaPorte - Discover the Missing Year and Prepare Your Baby for Success in School

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Many parents do not realize that children's brains grow and develop the most before age three. This article shares the importance of parental involvement and interaction from an early age. "The Missing Year" refers to the misconception that a child's development of feelings, emotions, and understandings about the world do not develop until they are a year old. However, many families do not understand the growth and development that occurs in the first year of life. ZERO TO THREE suggests several policies to help all families seize this year of growth. Policies such as national paid family leave, access to child development specialists, home visits after birth and throughout early childhood, and early head start would provide support to families and educate them about this vital year of development. With these policies in place, parents can make sure that they are making the biggest impact possible on their child's future success in school. As educators, this article challenges us to provide the support and developmental understandings that parents need to help their children achieve in early childhood. It also challenges us to acknowledge the experiences that our students bring into our classroom from their parent's involvement early in life.

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It's back-to-school time - a time filled with many tasks like getting backpacks in order, lining up new shoes, sharpening pencils and crayons, and playing peek-a-boo with baby.
Some parents may wonder what playing with their baby has to do with back to school. As it turns out, the activities are closely linked.

Research shows that the foundations for school readiness start even before a baby is born and proceed at lightning speed through the first years. But many parents are not aware of just how early their babies' brains are developing-taking in and responding to experiences in the world in their earliest months, with impacts into the long-term. This disconnect is what ZERO TO THREE refers to as the "missing first year." Helping parents capture that missing year-to fully understand how much is going on in their babies' brains and to make the everyday parenting choices that can add up to big differences in the early years -will ensure that all babies get a great start, long before they tie their shoes and grab their backpack for big kid school.

First, some brain development basics: The most rapid brain development occurs in the first three years of life. The experiences babies have in the world produce neural connections at a rate of 700 or more per second. Babies who experience loving, sensitive caregiving are literally "wired" to expect to be well-cared for and to see the world as a safe place. This in turn provides the security they need to focus on the most important work of early childhood-exploration which leads to learning. These babies feel safe and confident to explore their world and develop and the cognitive skills they need to be successful in school, along with attributes such as curiosity, empathy, and persistence, and the ability to cooperate and be good problem-solvers. Babies who experience insensitive care have brains that are wired to look out for danger, that are preoccupied with ensuring their safety. This insecurity inhibits children's ability to learn and to form positive relationships with others, as they have come to expect that relationships are not safe or pleasurable. Thus early childhood, particularly the first few years of life, is a time of great opportunity and great vulnerability for brain growth and development. The experiences children have with their primary providers during this time have the power to shape the structure and alter the functions of the brain.

Research shows parents do not realize how much learning takes place in the early years.

Millions of adults who are parents to infants and toddlers want to do the best for their children. So ZERO TO THREE asked millennial and Generation X parents how we can help. Tuning In, the national parent survey we conducted in partnership with the Bezos Family Foundation, provided valuable insight into what parents understand about early development and how deeply their babies and toddlers are affected by the way parents care for them. Findings show that many parents do not realize just how much babies are taking in and being shaped by their experiences in the world, or the range of emotions they can experience-even in the earliest months. Consider this:

One out of three parents think children's brains develop most rapidly between ages three to five years. This actually occurs during the first three years of life.

Two out of five parents think babies don't start feeling fear or sadness until they are one year old. In fact, they can experience these feelings as young as three months.

Almost half of all parents believe that it is not until age one year that babies are affected by parents' moods and can sense anger or sadness. In fact, babies are affected much earlier.

In short, parents' underestimation of the impact early experiences have on babies' brains and overall development constitutes the "missing first year"-the time when parents need to be most sensitive to how their everyday interactions with their babies are impacting their long-term development. These things matter: how parents care for their babies' needs and feelings starting from birth is a critical factor in children's healthy functioning.

Helping parents find the missing year.

The good news is that parents absolutely believe good parenting can be learned and are eager to find more positive strategies. They also feel the weight of the tough job they are doing. The ZERO TO THREE survey found that many parents feel judged by their co-parent and community members, and about half feel they don't get the support they need when they are stressed. While parents cite their own upbringing as having the strongest influence on the way they themselves parent, and that they often turn to their own moms for advice, many also say they want to do things differently from their parents. This is especially true for fathers.

Of course, parents don't raise their children in a bubble. There are many stressors, such as financial strain and lack of access to critical supports, which can challenge families. Supporting parents in the job of parenting is surely one of the functions of community. The big stake in this journey is that parents are taking on the incredibly important work of raising the country's future innovators, thinkers and doers. As parents help lay the bedrock structure in those tiny brains, they are literally building the foundation of the nation's future. Surely society should do more than pat parents on the back and wish them all the best. Key national policies can help. Here are a few:

The gift of time: A national paid family leave policy would give parents the time off from work to become attuned to their babies without adding economic stress. If parents are missing babies' early capacity of feelings, one reason could be that they have to rush back to work too soon.

Easy access to expertise parents can trust: Approaches like Healthy Steps give parents needed support by putting a child development specialist in a place all families go to and trust: the pediatrician's office.

Universal starting point: There is more that unites parents than divides, so models like Welcome Baby in Los Angeles or Durham Connects in North Carolina treat them all equally, starting out with a helpful home visit for all, then winding down as parents gain confidence. Some parents face multiple challenges to raising children and meeting their own needs. In these cases, proven approaches can provide extra support.

Early Head Start partners with parents who lack economic resources to help improve their parenting skills and their babies' positive developmental outcomes. Yet only one in five eligible children are currently served because of funding shortfalls.

Home visitors, supported at the federal level by the Maternal, Infant, and Early Childhood Home Visiting program, offer in-home support to families with young children. Research on various models show benefits including improved child development, more positive parenting, reduced incidence of child abuse, and greater economic self-sufficiency.

Too often, society focuses on statistics that discourage us about children's prospects, such as how many children are already behind when they enter school. But here's a statistic that inspires hope: in our parent survey, nine out of 10 parents from all backgrounds told us that being a parent is their greatest joy. That intensity of feeling and desire to do the best possible job is the magic ingredient to lay the groundwork for children's future success. Shouldn't we do everything possible to support them? The next President and Congress should take on this challenge, so fundamental to our society: help parents find the missing year and give them a parenting edge to nurture healthy, happy children.

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Discover the Missing Year and Prepare Your Baby for Success in School

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It's back-to-school time - a time filled with many tasks like getting backpacks in order, lining up new shoes, sharpening pencils and crayons, and playing peek-a-boo with baby. Some parents may wonder what playing with their baby has to do with back to school. As it turns out, the activities are closely linked.

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Families have the greatest impact on their child’s development. They are the first “teacher” in the child’s life. This article shares information about how families can get more involved and engaged in their child’s development. The website provides a parenting resource to help guide the parents in what they should be doing to only benefit their child. There are tips on how to have a safe environment and providing a healthy life style. As an educator, if you see a family in crisis, you could use this site as a first step in helping and supporting the family during the crisis. This site is a good resource for teachers to use as a guide for families that need some support in certain areas.

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Learn more about how early connections last a lifetime.

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Vinny DeMarco-ZERO to Three- Think Baby
In the video “Think Babies” they promote giving the care necessary to support the young mind. During the ages from zero to three the research shows that this is the period in which the brain grows the most. This campaign calls for support during these years for children by providing affordable, quality health care, paid family leave, home visiting. Support for healthy emotional development, health and nutrition services, and early head start programs. These are important steps that we need to take to ensure that these early years are the most productive for the toddlers. The campaign argues that this is the time for the foundation to develop and with the support it will lead to a better future for all.

The ZERO to Three campaign relates to the learning we have been doing so far this semester. We know that during the first years of a child they develop at a rapid speed. By giving families the chance to cater to the child, they will see great results when the child starts school. This is an ongoing issue for elementary students that they are entering school with not enough support at an early age. Students are starting school with emotional issues as well as not being as prepared as students whose family had the luxury of taking these steps to prepare their child.

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Devon Schwartz- The Next Generation of Fathers

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Devon Schwartz- The Next Generation of Fathers

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Babies experience rapid growth in development across several domains from the ages of birth to three. Having both parents spend time with their babies is critical to development. Often, however, many parents, including fathers, are not getting to spend enough time with their babies because of factors such as working to make ends meat. Many fathers have expressed interest in being in the picture, but aren't afforded the opportunities to do so. The U.S government needs to consider policy that allows both parents to spend time with their children during this critical period of development. Furthermore, action needs to be taken to financially support parents (e.g., paid leave). Fathers have sometimes been perceived as not being in the picture, but perhaps this could be due to financial pressure. In my opinion, parents need to have time to settle into their new life, collaborate with one another without consequence, and provide time with their children fear from financial punishment. New fathers are up to the task, and should be given chances to be in the picture without causing a financial burden to the family.

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The new millennium has done more than usher in major technological advances; it seems to have brought with it a new take on fatherhood. At no other time in history have dads been as passionate about and committed to the rearing of their young children, and they want to do even more. From greater involvement in household duties to finding a better work-life balance, it's clear that today's dads see fatherhood as a pivotal milestone in their lives, and that they desire to be more deeply engaged with their children.

Ninety percent of millennial and Generation X dads say that parenting is their greatest joy.

For many dads, however, their commitment to fatherhood is not validated or supported by the outside world. While dads want to be more directly involved in parenting, they often feel shut out, treated like they are "parent number two," seen as a helper, or worse, as a "babysitter." Furthermore, a lack of adequate parental leave policies, low wages and demanding workplaces make it all the more difficult for them to have the time needed to fully engage, bond, and connect with their children.

Two new reports, Tuning In: Parents of Young Children Tell Us What They Think, Know and Need from ZERO TO THREE and the Bezos Family Foundation and the State of America's Fathers from Promundo and MenCare have shed light on U.S. fatherhood. They point to changing attitudes and aspirations of fathers today and the important programs and policies that must be put in place to ensure dads - and all parents - have what they need to be successful.

What Millennial Dads Want

Science tells us that the relationship between a father and child deeply impacts a child's long-term development in many critical ways. Young children with involved fathers tend to be more patient and better able to handle stress and frustration once they're in school. Dads who are present and involved from birth are more likely to stay involved throughout their child's life. Children with involved fathers are less likely to experience depression, obesity, teen pregnancy and more.

Findings from the ZERO TO THREE/Bezos Family Foundation National Parent Survey show that dads stand at the ready. Ninety percent of millennial and Generation X dads say that parenting is their greatest joy, and 86 percent say they work hard at becoming a more effective parent. But dads are also clear that they need more support. Sixty percent want more information on how to be better parents, and 70 percent say if they knew more positive parenting strategies, they would use them.

The U.S. government is the only high-income nation in the world not to guarantee paid leave for its parents.

Defining and supporting the path for fathers' engagement with their children is critical, and it has to begin at birth. Why? First, research shows that fathers who are present at the birth of their babies and are integrally involved in their early care are more likely to remain actively engaged throughout the child's life, with major health and well-being benefits for children and fathers.

The research further shows that fathers - and mothers - don't fully understand just how much is actually going on inside young babies' brains starting on day one. A baby's earliest connections with her parents and caregivers affects her cognitive, social and emotional health and well-being, and builds the foundation for future learning and success. Underestimating these earliest interactions points to a "missing year" of development. Consider that 63 percent of parents surveyed said that talking to a baby only starts to impact their growing language skills at three months or older. In reality, babies begin to benefit from hearing language and participating in back-and-forth "conversations" starting at birth. Additionally, 50 percent of parents believe that the quality of a parent's care has long-term impacts on a child's development from six months on, when, in fact, this also begins at birth.

Understanding the Dynamics

Some of the programs and policies that can fill in the gaps to help parents reclaim this missing year are explored in a separate report from Promundo-US. The State of America's Fathers shows that while the United States has come a long way in terms of gender equality in parenting, there is still a way to go. Most notably:

Fathers are taking on more child care and domestic work than ever before, but we still haven't reached equality. While U.S. fathers have increased the time they spend with their children during the workday by 65 percent over the past 30 years, women are still spending more than twice as much time providing physical care for children under the age of 6.

The U.S. government is the only high-income nation in the world not to guarantee paid leave for its parents. The Family and Medical Leave Act (FMLA) offers a 12-week unpaid provision of job-protected leave for specified family and medical reasons, including becoming a parent. But 40 percent of American workers are ineligible for this unpaid leave, and most cannot afford to take advantage of it.

Low-income fathers and families are shouldering the most significant burdens. As many as 50 percent of all children in the U.S. now spend some portion of their childhood years living in single-parent households. While nonresident fathers span the socioeconomic spectrum, the vast majority (71 percent) earn no more than $40,000 per year. Fathers with incomes under $20,000 are those with the highest child support arrears, and low-income parents also have the least access to paid leave in the country. In fact, 95 percent of low-wage workers do not have the option of taking paid family leave through their employers' polices for the birth of a child or even to care for a seriously ill family member.

As a country, we're missing the chance to support fathers and families during the most crucial time in a child's development. These early years are a prime window of opportunity when a father's active participation can set the stage for long-term benefits.

What Can Be Done

What can be done to ensure that fathers - and families - are given the support needed to give their children the best possible start in life? Both of these studies point to policy avenues that can change the course for families across a wide socio-economic spectrum, including:

Establish a National Paid Family Leave Policy: The vast majority of low-wage workers in the U.S. do not have access to paid family leave for the birth of a child or to care for a seriously ill family member. In fact, the U.S. is the only high-income nation that does not offer paid parental leave - for mothers or fathers.

Increase the Minimum Wage: Increasing the minimum wage to a living wage for low-income individuals would bring significant benefits to these parents and their families, relieving a significant source of family stress.

Expand the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Program: This program provides tailored, in-home support for families with young children designed to help them succeed as parents. The program should create a more intentional focus on including fathers in the parenting equation.

Improve Comprehensive Early Development and Learning Opportunities: Reauthorize and expand Early Head Start as the centerpiece of promoting the development of the most disadvantaged infants and toddlers, maintaining its intergenerational nature, inclusion of pregnant women, and availability to children independent of parents' employment status. Ramp up the outreach to fathers, creating a program identity that signals it is as much for fathers as for mothers and children.

These common sense policy investments are designed, and in many cases already proven, to support parents as they undertake one of the most daunting and delicate jobs of their lives: raising their children. All parents - regardless of gender or socio-economic standing - must be given the opportunity and support to positively influence how their children start out and develop through life. When that happens, we as a society benefit with a stronger, more prepared workforce, increased school success, and reduced incarceration and remedial education costs.

Originally published in the Huffington Post and written by Matthew Melmed and Gary Barker, President and CEO of Promundo. Click here for the full article.

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The new millennium has done more than usher in major technological advances; it seems to have brought with it a new take on fatherhood. At no other time in history have dads been as passionate about and committed to the rearing of their young children, and they want to do even more.

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Nadia Rahman - Early Intervention Policy

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Nadia Rahman - Early Intervention Policy

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This article talks about the importance of early intervention. From birth to age 3 is very important because this is where children are learning the most. The article states that early identification and proper intervention can help students with delays catch up to peers by kindergarten. The article further discusses how not enough children are being identified for early intervention even though the state will cover costs for low income families.

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Early Intervention A Critical Support for Infants, Toddlers, and Families

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This article shared the research behind early intervention and it also addressed recommendations for policies that should be put in place. Completing screenings early on in a child's life allows children to receive the services and supports they might need to help them with their development. The earlier on the child can receive services the better. This policy impacts our practice as educators because if a child is not receiving services or support for their developmental issues or delays, then the child is going to start to fall behind. It is our job as educators to meet our students needs, but we can not meet their needs if they have not been screened to first identify their problem.

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When an infant is born and we look into his or her eyes, we can see the promise of a bright future for that child and for all of us. For some infants and toddlers, healthy development may not be a clear path, and intervention is needed to achieve that promise of a bright future. Occasionally, there are obstacles that compromise an infant's growth-a medical condition, prenatal or birth trauma, or factors in the child's environment. Many months may elapse between the time a problem or concern first emerges and when a child is enrolled in appropriate services, which can make a difference in the child's developmental outcome.

Developmental screening programs identify children whose development may deserve closer observation or assessment and children who may be at risk of later developmental problems. Early identification of developmental issues, partnered with a system of supports to intervene, can prevent early challenges from compromising the child's development. Building ongoing developmental screening into services that routinely have contact with infants, toddlers, and their families allows professionals to monitor and support children's development. If screening raises concerns, children can be referred for in-depth evaluation and appropriate intervention to improve developmental outcomes. Policymakers can offer a bright future for infants and toddlers by ensuring that all children have access to developmental screening and that follow-up services are available for those children who need more detailed evaluation and treatment.

Approximately one of every seven children in the United States faces a developmental disability or a disabling behavioral problem before age 18. Yet fewer than 50% of these children are identified before they start school.

Policy Recommendations

1. Ensure that all infants and toddlers who are eligible for Medicaid and the Medicaid-expansion Children's Health Insurance Program (CHIP) are enrolled and receive periodic developmental screening under the Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) program, which includes physical, mental, and dental health.

Low-income infants and toddlers are more likely to have poor birth outcomes or experience physical and social-emotional challenges that can lead to developmental delays and disabilities. More than 25% of U.S. infants and toddlers live in poverty and are eligible for health services under public health programs such as Medicaid or CHIP. Medicaid mandates health and developmental screening through the EPSDT requirements. However, not every eligible child is enrolled, and even many enrolled children do not receive the full services to which they are entitled. In 2008, 40 states met the federal benchmark that at least 80% of the infants enrolled in Medicaid receive at least one developmental screening during their first year of life, and 44 states met the benchmark of two screenings for toddlers. Only five states have implemented the American Academy of Pediatrics (AAP) recommendation that infants receive seven well-child visits, during which ongoing screening and monitoring can take place. Ongoing monitoring is important because one in five children with a disability will not be identified through a single developmental screening. Disabilities are more likely to be detected if monitoring and screening are continued in all well-child medical care visits. State Medicaid managed care agreements and publicly funded children's health plans should clearly outline required EPSDT services, screening frequency, and other screening mandates, and ensure that these important services are delivered to all eligible children. Children eligible for CHIP services should also receive EPSDT-like screening, diagnosis, and treatment services regardless of whether the state uses CHIP funds for Medicaid expansion or for a separate children's health insurance program.

2. Require the use of standardized developmental screening tools through regulation, including tools that screen for issues in social-emotional development.

Some developmental issues may pass unnoticed during the early years, and some issues, especially relating to social-emotional development and behavioral health, are not identified early or easily without the help of standardized screening tools. The AAP recommends that surveillance be conducted at all well-child checkups (at 3-5 days of age, at 2, 4, 6, 9, 12, 15, 18, 24, and 30 months, and at the 3rd birthday). Developmental screening using a standardized screening tool should be conducted at 9, 18, and 30 months. Surveillance should consider parents' concerns as well as risk and protective factors. These include family conditions, such as parental depression or alcohol or substance abuse, that impact the child's development and security. Policymakers should make funding available to provide training and technical assistance to support professionals (pediatricians, home visitors, early care and education professionals, and others) to incorporate standardized screening tools into their contacts with infants, toddlers, and families. In addition, state Medicaid and CHIP regulations and private health care plans should spell out covered screening, diagnosis, and treatment services and identify appropriate screening tools.

3. Ensure that physicians and mental health professionals are reimbursed adequately for conducting screenings.

Physician reimbursements under private insurance or Medicaid/CHIP for well-child visits may be low, and pediatric care providers may have limited time to devote to surveillance and screening activities during well-child visits. Policymakers should ensure that reimbursement for well-child visits covers the time required to complete surveillance and screening along with other visit activities. Payment should also reimburse for screening as a separate activity whenever a concern is suspected between checkups. More favorable reimbursement rates for preventive care activities have been provided through 2014 under the Affordable Care Act (ACA), but funds will be needed to maintain this increase in the long term and to support state cost-sharing under ACA.

Poverty is a strong predictor of poor developmental outcomes in children. Low-income children are more likely than children from other income groups to have poor health and special health care needs that place them at risk of developmental delays. Yet these children are less likely to receive developmental screening.

4. Promote linkages between early identification services and a network of treatment services so that children's developmental concerns are addressed.

Identifying a possible developmental concern is the first step to successful prevention or intervention. If health providers and others are linked in a network providing early identification, preventive and treatment services, and family supports, they can recognize developmental concerns early and respond to children's needs. Some valuable linkages include coordinating care through a medical home; building relationships between pediatricians and local IDEA Child Find and intake services; strengthening information and referral networks; providing health and mental health consultation to child care providers and home visitors; and building collaboration between public health, child welfare, and early intervention services to ensure that children in the child welfare system are screened and referred. Funding should be provided to support increased service coordination, to increase community screening and referral networks through collaborative efforts such as Early Head Start, and to develop data systems that support tracking of children across service sectors.

Uninsured children are less likely to receive developmental screenings and preventive health care than children enrolled in public insurance programs such as Medicaid or the Children's Health Insurance Program (CHIP).

5. Support outreach to inform parents about developmental screening and follow-up services.

Many parents seek assurance that their children are developing on a typical path, yet they may not understand the purpose of developmental screening. If they have a concern, they often do not know where to go for help. Community helpers who enter the lives of infants and toddlers (for example, child care providers, parent educators, home visitors, and health clinic staff) should understand that services are available for developmental screening, assessment, and treatment and should be able to provide information about these services. Funds should be provided to raise awareness and conduct outreach campaigns to educate community providers and increase family participation in screening activities.

Key Definitions

Surveillance or monitoring refers to the ongoing process of observing a child's development and tracking parents' concerns.

Developmental screening is the process of identifying children who may have a developmental problem or a delay in one or more domains of development, or who are at risk of developmental problems in the future. Comprehensive developmental screening should include consideration of the child's physical, cognitive, language, and social-emotional development and risk factors in the child's background.

Standardized screening tools are measures that gather evidence indicating the probability of or potential for a developmental problem, delay, or risk. Assessment is a more intensive process that evaluates the child's development in depth in order to identify a specific developmental problem and to determine whether the child could benefit from intervention.

Early and Periodic Screening, Diagnosis, and Treatment (EPSDT): Under Medicaid, every eligible child is entitled to periodic developmental screening and treatment for diagnosed conditions to ensure that physical and mental conditions that could affect development are identified and corrected. The screening component includes keeping a health history and conducting a physical exam; laboratory tests; developmental and mental health screening; and dental, vision, and hearing screening.

Policymakers should ensure that reimbursement for well-child visits covers the time required to complete screening and other visit activities.

Child Find: The Individuals With Disabilities Education Act (IDEA) requires that states create a system to "find" children from birth to 3 years of age who may be eligible for services provided under Part C of IDEA, and children ages 3-18 years for Part B services. Child Find systems must coordinate with other state agencies and systems in efforts to identify children in need of services.

Research

Early investments have significant benefit to children and to society at large. An example of this long-term benefit is found in the test to detect congenital hearing problems in newborns. This simple test allows children to be identified beginning in the first months of life. Early treatment may prevent severe disabilities in communication and language development. Although the incidence of congenital hearing problems is low, its personal and economic cost is great. The Centers for Disease Control and Prevention estimates that the cost of providing special education services to a child with significant hearing loss is $11,006 per year. Early detection and treatment could greatly reduce this expense. Children whose hearing loss is detected in infancy and who receive treatment services have better language outcomes at 8 years of age. This in turn is linked to better educational outcomes and enhanced lifelong productivity. The newborn hearing screening test has been mandated in 43 states, and it is one of the 30 newborn screening tests recommended by the March of Dimes.

Low-income children are at greater risk of developmental delays and problems. Low-income children are more likely to face a number of risks that make them more vulnerable to health and development problems. These risks include parental depression, poor housing conditions (contributing to problems like lead poisoning or asthma), and nutrition deficiencies. In addition, the greater risk of exposure to substance abuse in the family, child abuse or neglect, or family disruption among low-income families puts children at greater risk of long-term problems in health and behavior. These risks could be detected and addressed through comprehensive screening and follow-up programs. While the number of low-income children covered by Medicaid or CHIP grew steadily in the early 2000s through CHIP expansion programs, low-income children still continue to face barriers to care such as frequent eligibility redetermination; lowered eligibility ceilings; shortages of participating pediatricians, dentists, and specialists; language barriers; and challenges due to immigration status. Their mothers are less likely to receive adequate prenatal care and screening for perinatal depression. In the current fiscal climate, states are shrinking eligibility for health services and early intervention programs or increasing families' out-of-pocket expenses, making preventive care, screening, and treatment programs even less available for vulnerable families.

Only 5 states meet the standard for frequency of well-child checkups in the first year of life as recommended by the American Academy of Pediatrics for monitoring the infant's health and development.

Training and support for pediatricians can improve screening rates and practices. The Assuring Better Child Health and Development (ABCD) project, designed to incorporate developmental monitoring and screening into pediatric practices and link pediatricians to referral networks, has significantly increased the occurrence of developmental screening and adoption of validated screening tools across the participating states. The project has also demonstrated strategies for taking these best practices to scale and made policy recommendations to improve practice statewide, such as revising Medicaid payment policies and training health providers on billing procedures so that reimbursement for screening activities was adequately covered. New voluntary benchmarks for use by Medicaid and CHIP programs to track health care quality will support states' efforts to improve screening practices.
For a list of citations, download the full PDF.

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Achieving the Promise of a Bright Future: Developmental Screening of Infants and Toddlers

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When an infant is born and we look into his or her eyes, we can see the promise of a bright future for that child and for all of us. For some infants and toddlers, healthy development may not be a clear path, and intervention is needed to achieve that promise of a bright future.

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Early intervention is key to supporting infants and toddlers who may not develop in the same manner as their peers, including if they have a disability or developmental delay. This article discusses the importance of policymakers authorizing funding for early intervention programs, apart of Part C of IDEA. Part C of IDEA is the Early Intervention Program for Infants and Toddlers with Disabilities, which is a funded federal grant that provides states with programs to support children from birth through 2 years old with or at risk of developing delays or special needs. This impacts our practice as educators because it provides us with the means to screen and intervene at an early age, optimizing students' learning before they fall too far behind their peers. Early identification of children who are in need of supports, in addition to funding for the implementation of early intervention programs, are valuable methods of effectively supporting children proactively, leading to greater success in school.

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The birth of a new baby is a time of great hope and opportunity. This sense of hope is reinforced by science, which has significantly enhanced our knowledge about how infants and toddlers develop and the ways we can support them. We know that the early years establish the foundation upon which later learning and development take place. Although babies grow and develop at different rates, most follow a predictable path and learn to walk, talk, and gain new skills in expected ways. For some young children, however, development unfolds according to a slower timetable or in an atypical fashion. For those infants and toddlers with a disability or developmental delay, intervening early can make all the difference in the world. Early intervention provides services and supports to promote the best possible developmental outcomes, and it enhances the capacity of families to meet their child's needs. For children at significant risk, early intervention can serve as a protective buffer against the multiple adverse influences that may hinder their developmental progress. If the promise of a bright future is to be realized for all young children, policymakers should permanently authorize and adequately fund services of the Early Intervention Program of the Individuals With Disabilities Education Act (IDEA Part C) to ensure the optimal development of infants and toddlers with or at risk of developmental delays.

What is Part C of the Early Intervention Program for Infants and Toddlers With Disabilities (IDEA)?

The Early Intervention Program for Infants and Toddlers With Disabilities, or Part C of the Individuals With Disabilities Education Act (IDEA), is a federal grant program that assists states in operating a comprehensive statewide program of services and supports for children birth through 2 years old with developmental delays, including (at state option) children who are "at risk" of developing a delay or special need that may affect their development or impede their education.

Congress established the Early Intervention program (generally referred to as "Part C") in 1986, and most recently reauthorized the statute in 2004, in recognition of "an urgent and substantial need" to

enhance the development of infants and toddlers with disabilities;

reduce educational costs by minimizing the need for special education through early intervention;

minimize the likelihood of institutionalization and maximize independent living; and

enhance the capacity of families to meet their child's needs.

States vary widely in the type of quantitative criteria they use to describe a developmental delay, as well as in the level of delay required for eligibility for Part C services. In addition to identifying children who are experiencing developmental delays or who have a diagnosed physical or mental condition that has a high probability of resulting in development delay, states can choose to provide services to infants and toddlers who would be at risk of experiencing a substantial developmental delay if early intervention services were not provided.

Approximately 16% to 18% of children have disabilities or developmental delays.

In order for a state to participate in the program, it must ensure that early intervention will be available to every eligible child and his or her family. The governor must designate a lead agency to receive the grant and administer the program and must appoint an Interagency Coordinating Council (ICC) to advise and assist the lead agency. Annual funding to each state is based upon census figures of the number of children, birth through 2 years old, in the general population.

The current IDEA 2004 Statute (P.L. 108-446) for Part C contains many requirements states must meet, and it specifies the minimum components of a comprehensive statewide early intervention system. New proposed regulations for Part C were issued on May 9, 2007 by the Office of Special Education and Rehabilitative Services at the U.S. Department of Education. These regulations, when issued in their final form, will reflect the changes resulting from IDEA 2004 and provide guidance to states on how Part C is to be implemented.

Policy Recommendations

1. Expand and enhance early identification of infants and toddlers to include greater coordination and collaboration among early childhood providers.

Expand and enhance early identification of infants and toddlers to include greater coordination and collaboration among early childhood providers. The earlier children are identified and provided with carefully designed intervention and family supports, the more they benefit by gains in cognitive, language, and social development, and later in higher academic and life achievement. These services and supports best serve children when they are coordinated and collaborative. For example, early screening and identification should include:

developmental screenings for low-income infants and toddlers under the Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) program;

the use of standardized screening tools by primary care physicians to monitor child development;

coordination of screening efforts through a medical home;

improved information and referral networks;

health and mental health consultation to child care; and

collaboration between public health, child welfare and early intervention services to ensure children in the child welfare system are screened. Additional funding should be provided to support increased screening and referral efforts

Infants and toddlers who have been maltreated are six times more likely than the general population to have a developmental delay. Children entering early intervention are far more likely than the general population to be in foster care.

2. Permanently authorize and fully fund Part C of the IDEA.

The 2004 reauthorization of IDEA continued Part C as a discretionary grant program without permanent authorization. In addition, Part C funding is unusually designated as payor of last resort, requiring that all federal, state, local and private resources be exhausted prior to using Part C funds. As states continually struggle with the need to adjust or expand the array of resources to support an integrated early intervention system, they are faced with financing systems that are unstable, inadequate, and complex. It is important to permanently authorize the Part C program with a sufficient and stable base of funding. Doing so will ensure responsive and effective services and supports for infants and toddlers with or at risk of developmental delays or disabilities and their families-significantly boosting the promise of a bright future for children, families, and communities.

3. Include at-risk infants and toddlers in the state's definition of eligibility for Part C services.

Part C allows states to provide services to infants and toddlers who are at risk of developmental delay. States may include children with a history of significant biological or medical conditions (e.g., low birth weight or failure to thrive) and/or children who are at risk due to environmental factors such as poverty, homelessness, substantiated child abuse or neglect, parental age, parental illegal substance abuse, and parental mental illness. As of February 2008, only five out of 56 states and territories serve at-risk children, even though it is well documented that young children with multiple risk factors are the most vulnerable to poor health and development. States should expand their definitions to include these at-risk infants.

4. Fully implement the Part C and the Child Abuse Prevention and Treatment Act (CAPTA) mandates requiring states to refer to Part C all children under the age of 3 with substantiated cases of abuse, neglect, and drug exposure.

Both the IDEA 2004 and CAPTA 2003 reauthorizations require state early intervention and child welfare systems to establish coordinated procedures for the referral of substantiated cases of abused, neglected, or illegal drug-exposed infants and toddlers to Part C services. Infants and toddlers who have been maltreated are far more likely than the general population to have a developmental delay. States should take steps to fully implement these mandates by structuring collaboration between Part C and child welfare agencies and by increasing staff training.

More than 50% of children in early intervention had two or more risk factors; one in five children had four or more. Research suggests that the potential for negative developmental outcomes increases substantially when a child has multiple risk factors.

5. Expand access to inclusive early care and education experiences for infants and toddlers across diverse settings.

Infants, toddlers, and their families thrive when they are able to live, learn, and play in the "natural environments" in their own communities-including the settings in which children without disabilities participate. To ensure inclusive experiences, children with disabilities and developmental delays should have full access to early care and to education, health, social, and recreational services. Successful inclusion requires collaboration at all levels, appropriately trained personnel, cultural responsiveness, and a framework that emphasizes parent-child and peer interactions in typical routines and natural environments.

6. Invest in the professional development of the early intervention workforce.

Research clearly links well-trained and qualified providers to better child outcomes. Expert consultation and training for providers is necessary to effectively support infants, toddlers, and their families who confront significant child developmental disabilities, experience special health care and mental health needs, or face the stresses of poverty, substance abuse, and child maltreatment. Training should be targeted to:

building expertise in early social-emotional development and mental health;

training providers from different cultural, ethnic, and racial backgrounds and preparing them to meet the needs of diverse populations; and

developing and implementing a set of standards for early intervention practice.

Research

Earlier identification and intervention is more effective and less costly. The science of early development highlights the remarkable opportunities to optimize child development. During the earliest months and years of life, the architecture of the brain is being built at an unparalleled rate in response to nurturing early experiences. Early identification and intervention for children with developmental delays or disabilities can improve cognitive and social skills, lead to higher achievement and greater independence, and promote family competence and well-being.

1 in 3 infants and toddlers who received early intervention services did not later present with a disability or require special education in preschool.

Supporting a family's capacity to understand and enhance their baby's unique development positively influences both parents and children. Supportive and caring relationships between babies and caregivers have a significant and enduring influence on young children's growth and development. Many studies have documented the link between early loving, secure relationships and a child's self-esteem, confidence, and ability to communicate, deal with stress, develop positive relationships, develop a conscience, and learn. We know that families are central to their children's development. It is through relationships that babies discover who they are and how to interact with others. Families of young children with developmental disabilities can be confronted with many challenges and stressors that can compromise their ability to foster their child's health and development. Child development, as well as parental well-being, is enhanced when parents and other caregivers are encouraged to understand each child's unique characteristics and respond with sensitivity and warmth.

Child development, as well as parental well-being, is enhanced when parents and other caregivers are encouraged to understand each child's unique characteristics and respond with sensitivity and warmth.

Programs that combine support for families with carefully designed services for young children appear to have the greatest impact. Intervention is most effective when approached from a whole-child perspective. multigenerational programs that focus on relationship-building and parent-child interactions, while providing carefully and individually designed programs for young children, can positively impact both children and parents. Comprehensive services in home and community settings provided by highly qualified staff, tailored to individual child and family needs and interests, embedded in typical family routines, and coordinated across agencies and systems have the most promise for the best developmental and societal outcomes.
Download the PDF for a full list of citations.

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Making Hope A Reality: Early Intervention for Infants and Toddlers With Disabilities

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For children at significant risk, early intervention can serve as a protective buffer against the multiple adverse influences that may hinder their developmental progress. Policymakers should permanently authorize and adequately fund services of the Early Intervention Program of the Individuals With Disabilities Education Act (IDEA Part C) to ensure the optimal development of infants and toddlers with or at risk [...]

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Paid family leave is, what I believe, an essential right for parents. As mentioned on the website linked below, the first few months of a child's life is critical in helping them to establish a relationship with their parents and with the world around them. This link is extremely important for parents, as it provides them with numerous articles, info-graphics, and statistics that illuminate the importance of paid leave and information on policies and legislation in effect.
The statistics on babies and mothers' health alone is eye-opening. "Studies show that paid leave yields higher rates and longer periods of breastfeeding, which reduces the rates of childhood infections." Paid family leave is a basic right for a parent. Not only does it allow for allow for significant bonding, but it greatly impacts the child's development.

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This critical time in a child's life is a unique opportunity for parents to attend to more than physical needs like immunization, breastfeeding and nutrition, and adjusting to a new schedule. It is also time to address developmental milestones associated with bonding and attachment.

Forming secure relationships requires a depth of love for a child that only a primary caregiver possesses. It takes care, consistency, and above all, time. That is why policies ensuring parents have paid family leave from work to care for their young children are so critical to healthy development.

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This critical time in a child's life is a unique opportunity for parents to attend to more than physical needs like immunization, breastfeeding and nutrition, and adjusting to a new schedule. It is also time to address developmental milestones associated with bonding and attachment.

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Lisa Mason- Child Welfare, Securing a Bright Future: Maltreated Infants and Toddlers

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Lisa Mason- Child Welfare, Securing a Bright Future: Maltreated Infants and Toddlers

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The first few years of a child's life are critical when it comes to brain development. It is imperative that infants and toddlers have strong connections with caregivers. Secure relationships for young children are indicative of later academic success and mental health. Unfortunately, infants and toddlers make up 27% of children who are abused and/or neglected. In the foster care system, 31% of children are infants or toddlers. This link suggests multiple policy recommendations to remediate some of the affects of maltreatment and abuse (e.g. comprehensive medical and mental health services, expedited permanency for children in foster care, specialized training for those working with maltreated children). By providing maltreated infants and toddlers with the physical and mental supports they need, they will be set up for later success.

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During the first 3 years of life, experiences are shaping the brain and providing the foundation for later development. Negative experiences, such as maltreatment, interfere with healthy development. Unfortunately, infants and toddlers comprise more than one-quarter (27%) of the children who are abused or neglected annually and, at 31%, are the largest single group of children entering foster care. Maltreatment negatively affects intellectual functioning and social and emotional well-being, effects that can have lifelong implications if not properly addressed. For infants like 5-month-old Micah, involvement in the child welfare system can lead to losing the only home he has ever known. Micah ended up cycling through multiple placements, which compounded the damage done by the maltreatment that placed him in the child welfare system's care. The good news is that intervention in the first 3 years can make a world of difference in the lives that children like Micah will lead. Policymakers can seize the opportunity and act now to assure that vulnerable maltreated infants and toddlers get the best possible start in life.

Imagine This

How many times have you moved from one city to another in the last 12 months? Over 40% of babies removed from their parents' care experience four or more changes in caregivers in their first years of life. Just think how disrupted your life would be if you moved four times in one year and had to start over each time in a strange place where you knew no one. Now imagine what it must be like for a baby to lose everything familiar over and over again.

Policy Recommendations

1. Promote policies that ensure expedited permanency for infants and toddlers in foster care.

Young children's sense of security-which leads them to develop into healthy, curious, confident children-comes from the love and protection offered by the adults who care for them on a daily basis. Maltreatment often disrupts this security, making it critical to get maltreated children into safe, stable, and loving homes as quickly as possible with minimal changes in caregivers. Policies that help expedite permanency include concurrent planning and increased visitation. Concurrent planning means working toward two permanency plans - reunification and adoption by the substitute caregivers - simultaneously. If implemented from day one, this strategy reduces multiple placements by ensuring that the first placement is the last placement if reunification with the birth family does not succeed. Multiple visits for parents and children each week, critical for the formation of strong relationships between parents and very young children, also significantly increases the odds a baby in foster care will reach permanency within a year.

2. Ensure comprehensive services that address both the medical and mental health needs of maltreated children.

Like all young children, maltreated children need to receive regular medical care that includes the full schedule of immunizations, regular dental exams, and screening for vision and hearing problems. Untreated physical health problems can interfere with a child's ability to develop normally and ultimately succeed in school. In addition to medical care needs, maltreated infants and toddlers are at increased risk for mental health problems that, without treatment, will impede their healthy development. Research shows that the need for these services is almost equally prevalent in children in out-of-home care as in those who remain in home. It is critical that child welfare systems provide comprehensive medical and mental health services for children in both in-home and out-of-home care that are high quality and designed to meet the unique developmental needs of maltreated infants and toddlers.

3. Promote policies that require parents be offered needed services and supports.

Babies need stable and nurturing relationships with adults, ideally their parents, to develop and thrive. However, many parents who are found to have maltreated their children face challenges such as domestic violence, substance abuse, mental health problems, and personal experiences of maltreatment in youth that must be addressed before they can properly nurture their children. Connecting birth parents with services and supports to help overcome these challenges plays a crucial role in helping parents form strong, healthy relationships with their very young children. And yet, according to the recent ZERO TO THREE/Child Trends report, " Changing the Course for Infants and Toddlers, " only a minority of states have policies requiring that parents be offered services and supports that will help them overcome their own trauma, mental health, substance abuse, and domestic violence issues.

4. Support states in implementing federally mandated early intervention services for maltreated infants and toddlers.

The reauthorizations of the Child Abuse Prevention and Treatment Act (CAPTA) in 2003 and the Individuals with Disabilities Education Act (IDEA) in 2004 require that states develop provisions and procedures for referring child maltreatment victims to early intervention services, but many states do not have adequate resources to enact the interagency training, tracking, oversight, and coordination needed to ensure successful implementation of this mandate. To be effective, states should have complementary policies and procedures at the local level to ensure compliance with the CAPTA requirements.

5. Require training on the unique developmental needs of maltreated infants and toddlers for all stakeholders playing a role in the lives of maltreated infants and toddlers.

In 2011, over 180,000 children under the age of 3 came into contact with the child welfare system. These children are reaching the child welfare system at a sensitive period of development, when negative experiences such as maltreatment can damage the brain's architecture. Despite the fact that maltreated infants and toddlers represented over 27% of children entering the child welfare system in 2011, only 25 of the 46 states who responded to the ZERO TO THREE/Child Trends survey conducted in 2012 reported that they require training for front-line child welfare staff on the unique developmental needs of this age group.

Only three states require training in developmentally appropriate practices for infants and toddlers who have been maltreated for all child welfare staff, including case workers, supervisors, administrators, and other staff. Training on topics such as infant-toddler development, understanding and addressing the impact of trauma on child development, recognizing developmental delays, promoting stability, and supporting and engaging families of infants and toddlers should be required for all child welfare staff, court personnel, mental health providers, pediatricians, IDEA Part C providers, foster parents, home visiting providers, early care and education providers, and any other stakeholders working with maltreated infants and toddlers.

6. Ensure ongoing post-permanency services and supports for all families after permanency has been achieved.

Children who leave foster care for a permanent home will continue to have developmental and mental health needs, and the adults caring for them will be challenged financially, logistically, and emotionally to meet those needs. If these placements are to be truly permanent, ongoing services and supports should be available to all family types (birth, extended family members, and adoptive parents). In assisting families who achieve reunification, the court needs to be aware of the factors that brought the families to the child welfare system in the first place-child abuse or neglect, poverty and homelessness, unemployment, substance abuse, mental health problems, domestic violence, and/or little or no social support to call upon in times of stress-and continue to offer services that help parents overcome these challenges.

Research

In order to thrive, infants and toddlers need stable, nurturing relationships.

We know from the science of early childhood development that the first relationships a child forms with adults are the most enduring influence on social and emotional development for young children. Infants and toddlers who are able to develop secure attachments are observed to be more mature and positive in their interactions with adults and peers than children who lack secure attachments. Very young children who have been abused or neglected are not able to develop trusting relationships with the adults they depend on for care. These early experiences set the stage for all future relationships and for the child's expectations of what the world holds for them. Outcomes of damaging early relationships include: elevated rates of aggression; lower IQ scores and diminished language abilities; anxieties, fears, and sleep problems; and a reduced ability to empathize with others.

Maltreated infants and toddlers are more likely to have physical health needs and less likely to receive developmentally appropriate health care.

Nearly 40% of young children in foster care are born low birthweight, premature, or both-factors that increase their likelihood of medical problems or developmental delay. They are more likely to have fragile health and disabilities and exhibit some form of cognitive delay, but they are far less likely to receive services that address their needs. More than half of these children suffer from serious health problems, including elevated lead blood levels and chronic diseases such as asthma. Despite the health issues associated with maltreatment, only 15.7% of children ages birth to 2 years in out-of-home care and 4.1% of children in in-home care with an active child welfare case have received primary care services.

Maltreated infants and toddlers are at risk for mental health disorders but are not receiving needed mental health interventions.

Infants and toddlers in the child welfare system are disproportionately exposed to trauma and other developmental risk factors that can lead to a variety of mental health disorders, including depression. Long-term negative outcomes include school failure, juvenile delinquency, substance abuse, poor health as an adult, and the continuation of the cycle of maltreatment into new generations. Research shows that, with appropriate mental health interventions such as Child-Parent Psychotherapy, many children recover amazingly well. And yet, 30% to 58% of children with an identified mental health need do not receive any mental health services.

Visitation is one of the best predictors of successful family reunification.

Frequent and consistent contact is essential if young children are to develop and maintain strong, secure relationships with their parents. Research has shown that frequent visitation increases the likelihood of reunification, reduces the time in out-of-home care, and promotes healthy attachment. Each additional visit per week increases the odds of achieving permanency within a year. Despite this research, only two states recommend multiple visits each week. Of the remaining states reporting a visitation policy in the ZERO TO THREE/Child Trends state survey, 13 states require one visit each week between young children in foster care and their parents, and 18 require visits every 2 weeks or once a month.

The Safe Babies Court Teams

ZERO TO THREE's Safe Babies Court Teams Project is a multi-faceted project aimed at improving the child welfare system's responsiveness to the needs of maltreated infants and toddlers. To achieve the program's goals, Safe Babies Court Teams:

educate judges, child welfare workers, service providers, and other community stakeholders about the needs of infants and toddlers;

promote decision making based on the needs of infants and toddlers;

bring service providers to the table to provide wrap-around services to children and their caregivers; and,

implement child welfare best practices such as concurrent planning and increased visitation.

When compared to infants and toddlers whose experiences were documented in the National Survey of Child and Adolescent Well Being (NSCAW), children involved in the Safe Babies Project reached permanency nearly three times faster, or nearly 1 year earlier, than children in NSCAW. The finding that children reached permanency faster was true for every type of exit from foster care (e.g., reunification, adoption, and durable legal custody).
Download the PDF for a full list of citations.

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Securing a Bright Future: Maltreated Infants and Toddlers

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During the first 3 years of life, experiences are shaping the brain and providing the foundation for later development. Negative experiences, such as maltreatment, interfere with healthy development. Unfortunately, infants and toddlers comprise more than one-quarter (27%) of the children who are abused or neglected annually and, at 31%, are the largest single group of children entering foster care.

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Akina Ngu- Good Nutrition Feeds Healthy Development 

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Akina Ngu- Good Nutrition Feeds Healthy Development 

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This link is important because it's a good source of information to pass onto families who are facing hunger and malnutrition. Many students come to school and go home hungry which affects thiner ability to learn. As teachers, we can direct families to two of many federal nutrition programs- WIC and CACFP, to ensure that students' cognitive, social and emotional health aren't affected.

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When it comes to a child's healthy development, there are many factors at play. Social, emotional, and cognitive growth all work together to build the architecture of the brain and start the child off with the best beginning in life. If healthy development is compromised, it weakens the foundation for that child and the prosperity of our community and our economy. Unfortunately, there are conditions - such as hunger and malnutrition - that can negatively impact healthy child development and lead to poor outcomes for very young children.

Two million infants and toddlers in the United States currently live in food insecure households (households which lack or have uncertain availability of nutritionally adequate and appropriate foods). A young child who goes hungry or consistently lacks nutritious food or breast milk is less likely to grow and develop properly. In fact, infants and toddlers living in food insecure households are 76% more likely than those living in food secure households to be at developmental risk. Food insecurity is potentially damaging to the development of children whether their households suffer from severe food insecurity or even mild food insecurity (households that may not surface in government statistics). Not surprisingly, food insecurity in early childhood is linked to poor school outcomes, with hungry children being more likely to experience hyperactivity, absenteeism and generally poor behavior and academic functioning. If unaddressed, the effects of hunger and malnutrition can become permanently built into a child's immune system, cardiovascular system, and brain, causing risks to both the child and society at-large.

43% of all children under the age of three in the United States (5.4 million infants and toddlers) live in low-income families (those making less than 200% of the federal poverty level or $42,400 for a family of four).

Fortunately, there are programs that can support child development by ensuring that all children are well-nourished and can grow healthy, strong, and prepared for school. This brief will focus on two of several federal nutrition programs, the Special Supplemental Nutrition Program for Women, Infants and Children (WIC) and the Child and Adult Care Food Program (CACFP), as they are directly relevant to infants and toddlers. WIC and CACFP are proven remedies to food insecurity that promote healthy development. The reauthorizations this year of WIC and CACFP offer critical opportunities for policymakers to ensure a positive future for our children and prosperity for our country, particularly at a time when the need for food assistance is currently on the rise.

About WIC

The Special Supplemental Nutrition Program for Women, Infants and Children (WIC), begun in 1975, is a federally authorized program providing economic supports to purchase nutritionally balanced foods, nutrition education, breast-feeding instruction and promotion, nutrition counseling, and referrals to health and other social services. WIC's target population is low-income pregnant, postpartum, and breastfeeding women, infants, and children under 5 who are at nutritional risk. WIC currently serves half of all infants in the U.S. In February 2009, 2.1 million women, 2.2 million infants and 4.6 million children under 5 participated in the $6.86 billion WIC program, an increase of 52% in the past 6 years.,

About CACFP

The Child and Adult Care Food Program (CACFP), established in 1968, reimburses family child care providers, child and adult care centers, Head Start and Early Head Start providers, and afterschool programs for the nutritious food served to eligible children, as well as meal preparation costs and training for staff on nutrition, child development as it relates to feeding practices, and implementation of the CACFP program. In FY08, the United States expended $2.3 billion to serve 3.1 million children multiple daily meals and snacks. CACFP serves 2.3 million children enrolled in child care centers and 849,000 in family child care homes.

Policy Recommendations

1. Revise CACFP area eligibility to allow more food insecure families with infants and toddlers, particularly those living in rural areas, to receive access to nutritious foods.

The Personal Responsibility and Work Opportunity Reconciliation Act of 1996 imposed a two-tiered, means-tested reimbursement rate for family child care providers participating in CACFP. This change reduced reimbursements to providers serving moderate-income children by nearly half. The result was an exodus of over a quarter of family child care providers from the program. Currently, these providers are assigned to tiered reimbursement rates according to the income of the geographic region, the household income of the provider, or the household income of participating children, with the highest level of reimbursement for those with the lowest incomes. Area eligibility allows family child care providers to receive the highest level of reimbursement if 50% of household incomes in that area are at or below 185% of the federal poverty level, as determined by free and reduced price school lunch data or census data. Because poverty is often not as geographically concentrated in rural areas as it is in urban areas, this method of reimbursement unfairly affects providers in rural districts. In order to make CACFP more accessible and equitable for all children, the area eligibility threshold should be reduced from 50% to 40%.

Nearly 30% of poor households with infants (those with incomes at 100% of the federal poverty level or $21,200 for a family of four) are food insecure (lack of or uncertain availability of nutritionally adequate and appropriate foods). Infants and toddlers from food insecure families are 76% more likely to be at developmental risk than those from food secure families.

2. Increase CACFP reimbursements to reflect the actual cost of providing food.

Between 1996 and 2008, while child care centers increased their participation in CACFP by 47.6%, participation by family child care providers dropped by 27.3%. This reduction, despite the growing need for services, is particularly dangerous for infants and toddlers as they are more likely to be cared for in family child care homes than in any other setting. The decline in participation of family child care providers can be partly attributed to the notable cost gap between the reimbursement level and the actual cost of implementing the CACFP meal plan, combined with the significant administrative time and knowledge required to meet the paperwork requirements. Most likely, these providers now purchase cheaper, less nutritious food. CACFP reimbursement rates need to rise in concert with higher food and fuel costs for all providers. Moreover, with the update to the food guidelines allowing for iron-fortified infant formula, fruits, vegetables, baby foods, and whole grains, the program will require more expensive food purchases. Reimbursement rates should reflect these rising costs and increased need due to the economic recession so that family child care providers are more likely to participate and to adhere to program guidelines.

3. Eliminate administrative barriers to participating in child nutrition programs.

Administrative and other barriers often prevent low-income families from participating in programs such as WIC and CACFP. These barriers include lack of time and transportation, language and literacy barriers, programs' hours of access, families' lack of permanent addresses, missing documentation, and the costs associated with the application and participation processes. Policymakers can work to eliminate administrative barriers for families by allowing longer certification periods, instituting a standardized application for multiple benefit programs that support working families (such as Temporary Assistance for Needy Families, WIC, Food Stamps/Supplemental Nutrition Assistance Program, Children's Health Insurance Program or means-tested early education programs such as Head Start and Early Head Start), and investing in technology that reduces administrative costs and improves access.

Underweight infants and toddlers are 166% more likely to be at developmental risk as compared to normal weight babies and toddlers.

4. Increase efficient use of resources by requiring collaboration between WIC agencies and early care and education programs such as Early Head Start.

WIC currently requires State and local agencies to distribute information on the availability of program benefits to entities that serve significant numbers of potentially eligible individuals, including hospitals and clinics, welfare and unemployment offices, homeless and domestic violence shelters, and religious and community organizations. Notably absent from the list of programs and services are early care and education programs such as Early Head Start. Although Early Head Start offers many of the same nutrition services provided in WIC, such as nutrition education, breastfeeding support, and referrals to health services, a lack of coordination between the two programs results in missed opportunities to efficiently utilize resources. Streamlining qualifying assessments and screenings, collaborating in recruitment, creating joint nutrition education materials, and integrating record-keeping systems could boost efficiency and reduce duplication of effort. Early Head Start and WIC can also reduce costs and eliminate duplication by sharing a nutrition coordinator and/or facilities. In addition, both programs should conduct parent education and outreach efforts to ensure that families are fully aware of their eligibility and the services provided in both programs.

Research

Participation in child nutrition programs can prevent food insecurity and promote healthy development.

Child nutrition programs are effective deterrents to food insecurity and unhealthy development. Mothers who participate in the WIC program are less likely to have low birth weight or preterm infants. Reducing the incidence of low birth weight births is particularly important for healthy development, as underweight infants and toddlers are 166% more likely to be at developmental risk than normal weight infants and toddlers. Furthermore, when compared to eligible children who do not receive WIC services, infants and toddlers who participate in WIC show increased rates of excellent or good health and decreased risk of developmental delay and anemia. WIC participation also reduces the incidence of overweight young children. Likewise, children benefitting from participation in CACFP receive nutritionally superior meals, consuming more of certain essential nutrients, more milk and vegetables, and significantly less sweets and fat. Participating children also have fewer educational absences due to illness. Referrals to health services and programs provided by WIC and CACFP can increase food security for a family, increase the nutritional value of the food, and increase economic security.

Child nutrition programs are an economically sound investment. Child nutrition programs, such as WIC and CACFP, benefit the economy due to the increased savings to society.

For example, every dollar spent on WIC yields an estimated savings of $1.77 to $3.13 in Medicaid costs for newborns and their mothers. Not only do child nutrition programs yield positive returns on investment, but the cost burden to society of hunger is enormous. In fact, hunger and food insecurity are estimated to cost the United States $90 billion annually in direct and indirect costs. Of this amount, $66.8 billion is used to treat hunger-related illness and psychosocial dysfunction, $14.5 billion is spent in charitable efforts, and the annual societal cost burden of less education and lower productivity resulting from poor nutrition is $9.2 billion. Promoting good health and nutrition prenatally and in early childhood, including breastfeeding, not only saves current-day costs, but also enables considerable future cost savings by lowering the life-long health expenses for the child.

14% of children between the ages of 2 and 5 are considered obese due, in part, to the purchase of cheaper, less nutritious foods as well as insufficient access to fresh fruits and vegetables in many low-income neighborhoods.

Prenatal and early childhood nutrition has a life-long impact on health.

A lack of nutritious food during pregnancy increases the risk of low birth weight babies; infant mortality; cleft palate; spina bifida; brain, neural, and physical defects; and adverse effects on long-term health, growth, and developmental trajectories. Poor prenatal nutrition has the worst effects on children when it occurs during a critical period of fetal development or when malnutrition is severe, long-lasting, and continues after childbirth. Healthy maternal nutrition after childbirth is particularly important for breastfeeding women and infants. When appropriate, breastfeeding is an inexpensive and nutritionally rich food that reduces the risk of obesity by 7-24% and decreases the incidence of a range of infectious diseases, diabetes, asthma and other negative health outcomes, thereby reducing health care costs. Research also shows that children from low-income, food insecure households suffer from a host of poorer health outcomes and experience more hospitalizations than children from food secure, low-income homes. In fact, low birth weight infants from food insecure families are nearly 28 times more likely than their peers to be overweight or obese by the age of 4 ½. While seemingly incongruous, food insecurity can lead to both hunger and obesity simultaneously. Food insecure households not only purchase less food in general, but are also more likely to purchase cheaper, low quality food. Reliance on a less nutritious diet and limited physical activity has resulted in an explosion of childhood obesity which has, in turn, led to a number of health impairments (diabetes, hypertension, asthma, anxiety, and hyperactivity) that can have devastating lifetime effects and carry substantial costs.

Food insecurity in early childhood is linked to poor school outcomes.

By the third grade, children who experience food insecurity in early childhood score 13% lower on reading and math tests than their food secure peers. Hungry children are more likely to experience hyperactivity, absenteeism, generally poor behavior, and poor academic functioning often creating cyclical negative effects on academic performance and behavior. Hungry children are twice as likely as non-hungry peers to receive special education services or repeat a grade. Thus, children who are food insecure and at higher risk of requiring special education services are approximately twice as expensive to educate per year. The cost to educate a child who repeats a grade is four times the average per-pupil cost for each grade repeated. Food insecurity not only puts children at risk for academic failure, but also carries a significant financial cost for society.

Poor nutrition can affect the social and emotional health of young children and their parents.

The impact of food insecurity is not limited to just physical health and poor school performance; children who live in food insecure homes are also more likely to have mental health challenges during adolescence and young adulthood. As young as preschool, children from food insecure homes have high rates of social and emotional problems such as aggression, anxiety, depression, and hyperactivity. In addition, food insecurity can have an indirect but life-long impact on the child through the primary caregiver. Mothers in food insecure households are significantly more likely to report symptoms of depression and are more likely to exhibit inattentive or negative parenting behavior than parents in food secure households., Because early childhood development is facilitated by the infant's relationships with caregivers, depressed and negative parenting can and does have adverse effects on a growing child's development.
Download the PDF for a full list of citations.

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Good Nutrition Feeds Healthy Development and a Healthy Future: Reauthorization of WIC and CACFP

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The reauthorizations this year of WIC and CACFP offer critical opportunities for policymakers to ensure a positive future for our children and prosperity for our country, particularly at a time when the need for food assistance is currently on the rise.

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Julia Kronick- Federal Poverty and Family Support Policy Tracker 

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Julia Kronick- Federal Poverty and Family Support Policy Tracker 

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This link is important and helpful as it provides information on a variety of policies that are set up to support families that are living in poverty. As many of our students live in poverty, it's important to know what policies various people have access to, how the policies will help them, how long the policies are available for, and so on. Being educated on these policies is crucial to working successfully in the school setting.

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There are a variety of federal programs which address the needs of young children and their families. This section of our web site tracks the federal government programs on child poverty and family support.

Temporary Assistance for Needy Families (TANF)

Means-tested and time-limited cash assistance program aimed at assisting needy families with children and reducing dependency through job preparation, work, and marriage. Administered by the Office of Family Assistance within the Administration for Children and Families at the Department of Health and Human Services (HHS).

Authorization expires in 2010.

Social Services Block Grant (SSBG, Title XX of the Social Security Act)

Allocates funds to states to support a variety of social service programs for adults and children to achieve self-sufficiency, prevent or remedy abuse and neglect, and referrals for institutional care where appropriate. Administered by the Office of Community Services within the Administration for Children and Families at the Department of Health and Human Services.

Permanently authorized.

Community Services Block Grant (CSBG)

Allocates funds to states, territories and tribes, so that they may provide supportive services and activities to assist low-income individuals and families to become self-sufficient. Administered by the Faith-based and Community Initiative within the Administration for Children and Families at the Department of Health and Human Services.

Authorization expired in 2003.

Women, Infants and Children Supplemental Food Program (WIC)

Federal program aimed at improving the health of pregnant woman, new mothers, infants, and young children. Administered by the Food and Nutrition Service at the Department of Agriculture.

Authorization expires in 2009.

Supplemental Nutrition Assistance Program (SNAP)

Formerly called the Food Stamp program, SNAP provides benefits to low-income people and families to buy the food they need for good health.

Administered by the United States Department of Agriculture.

Home Visitation

This proposed initiative would create a new mandatory Home Visitation program to support the establishment and expansion of evidence-based home visitation programs for low income families and pregnant women in states and territories. The initiative will primarily fund models that have been rigorously evaluated and shown to have positive effects on critical outcomes for children and families. At the same time, a portion of the funds will be used to support promising models requiring additional evaluation. Administered by the Administration for Children and Families at the Department of Health and Human Services.

Legislation required to implement this program is included in both the House and the Senate health care reform bills.

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The Federal Poverty and Family Support Policy Tracker

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There are a variety of federal programs which address the needs of young children and their families. This section of our web site tracks the federal government programs on child poverty and family support. Temporary Assistance for Needy Families (TANF) Means-tested and time-limited cash assistance program aimed at assisting needy families with children and reducing dependency through job preparation, work, and marriage.

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This is important because it ensures that all at- risk infants and toddlers enter school ready to learn and succeed. This article highlights that there are many young children, living in poverty and presents many obstacles towards a successful education. The Early Head Start Program not only allows young children to succeed in school, but through supporting the development of these children, they will be able to succeed more in life.

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This is important because students coming into school in low economic areas already start with a disadvantage. With this study, it shows poverty effects their brain growth and that is concerning.

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Poverty's Effect on Infants and Toddlers Infographic

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Research shows that the effects of poverty diminishes brain growth. With nearly half of America's babies living in or near poverty, we need to invest in our future thinkers, builders, and innovators.

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This might affect our practice as educators because it could become more common and accepted to visit children at their homes! This article shared research about how home visiting leads to fewer children in social welfare, mental health, and juvenile corrections systems!

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Some of our nation's costliest social problems-like child abuse and neglect, school failure, poverty, unemployment, and crime-are rooted in early childhood. Voluntary home visiting matches parents with trained professionals to provide information and support during pregnancy and throughout their child's first years-a critical developmental period.

Quality, voluntary home visiting leads to fewer children in social welfare, mental health, and juvenile corrections systems, with considerable cost savings for states. Research shows home visiting can be an effective method of delivering family support and child development services.

Impacts of Home Visiting

If we look across the robust research on various home visiting models, several strong themes about impacts emerge. Home visiting models vary in their program structures, specific intended outcomes, content of services and targeted populations, so it is important to understand that impacts on specific indicators also will vary.

High quality home visiting programs can increase children's school readiness.

High quality home visiting programs can enhance parents' abilities to support their children's overall development.

High quality home visiting programs can improve child health and development.

High-quality home visiting programs can improve family economic self-sufficiency.

High-quality home visiting programs can produce a substantial return on investment.

The Cumulative Effects of Home Visiting Outcomes

These positive outcomes interact with each other to improve child and family outcomes. Better parenting practices and increased reading and other language-related activities at home help positively affect school readiness by creating bonds, promoting self-regulation and self-confidence, and engaging in the interactions that stimulate communication and learning. Better prenatal care improves child health, which enables children to more readily go about the job of learning about the world they live in. Social support and connections to services such as mental health, as well as increased economic security, reduce parental stress and therefore the likelihood of prolonged elevated stress reactions that can undermine the baby's development of strong brain architecture.

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Research shows home visiting can be an effective method of delivering family support and child development services. If we look across the robust research on various home visiting models, several strong themes about impacts emerge. Here are five positive outcomes that demonstrates the power of home visiting programs.