Childcare in an informal, unlicensed caregiver’s home is the most common non-parental childcare arrangement for infants and toddlers and children from low-income families. With generous support from the New York Community Trust, the Institute is proud to unveil an intensive professional learning and coaching program, models typically available to licensed and center-based early childhood programs, to informal providers in New York City. The Informal Family Child Care Professional Learning and Home Coaching Project serves home-based family childcare providers caring for children ages birth to five years old throughout the five boroughs of New York City.
On June 3, the first cohort of providers completed the program and received certificates and additional incentives during a recognition ceremony. The cohort included 8 informal childcare providers based in Brooklyn, most of whom live in the same communities as the children they care for, speak their same language, and offer flexible hours that accommodate parents’ work schedules. Participants completed a 10-week competency-based professional learning program, co-facilitated by skilled, master level early childhood educators. Session content included interactions with children, nurturing children’s development and self-care for the caregiver. In addition, participants received 10 individualized coaching visits in their homes to identify goals and areas for growth and collaborate with a coach in working toward these goals.
The Institute commends the 8 providers who completed the program and increased their knowledge about the elements of high quality childcare! Through the professional learning program and practice-based home coaching visits, the Informal Family Child Care and Home Coaching Project will ensure that children receive high quality care during crucial learning years to develop the skills and competencies necessary for success in school and life.
For more information, please contact Angelica Velazquez at 718-254-7289.
The Child Development Associate (CDA) Certificate is the most widely recognized national credential in early childhood education and an important stepping stone on the career pathway for many early childhood educators. In partnership with the Institute, the CDA Certificate is offered at the CUNY School of Professional Studies (CUNY SPS). Graduates of the program receive 12 undergraduate college credits and preparation to attain the national CDA Credential. In addition, CUNY SPS has articulation agreements with several CUNY two-year colleges and universities to ensure that students easily transfer the maximum number of credits to these institutions. These colleges include Borough of Manhattan Community College, Hostos Community College, and Kingsborough Community College.
Last week 53 students graduated from the CUNY SPS CDA Certificate Program (CUNY SPS), their largest class to date! Eight of the graduating students are members of the Administration for Children’s Services (ACS) Head Start Policy Council and we are thrilled to report that all eight parents received employment offers upon their completion of the program.
The Institute commends the forward thinking of ACS in supporting the growth of the early childhood workforce. Join us in congratulating the CDA Class of 2017, the Institute’s Director of Higher Education and Professional Development, Dana Benzo, and the CDA instructors at CUNY SPS for this accomplishment!
During the preschool years, children are beginning to develop their understandings of gender, sexuality, and family. As children discover these concepts, there is little opportunity for early childhood educators and families to talk about the questions and behaviors that come up in their classrooms and homes. The Institute is committed to providing educators, professionals, parents, and family members with the opportunity to explore these questions, gain new resources, and collaboratively develop strategies for working with young children.
The Institute is offering another series of workshops on “Gender, Sexuality, and the Family” designed to spark discussion, facilitate the creation of shared language, and provide educators and families with the resources they need to make their classrooms and homes supportive spaces for the development and exploration of identity. The set of workshops for early childhood educators and professionals will begin on the following dates:
Monday, June 19th from 5:00 pm-8:00 pm
Saturday, July 22nd from 9:30 am-12:30 pm
Saturday, August 19th from 9:30-12:30 pm
The workshops can be attended as a series of three or individually. Learn more and RSVP here.
Each year the Foundation for Child Development provides research grants to eligible scholars through its Young Scholars Program (YSP). Currently, YSP supports policy and practice-relevant research that focuses on strengthening the early care and education (ECE) workforce to enhance the quality of early learning experiences for young children. All proposed research should focus on the ways in which the knowledge, skills, and dispositions of the ECE workforce can support young children’s growth and development across the birth through age eight continuum. While all applications are welcome, YSP encourages scholars who are from historically disadvantaged or underrepresented groups themselves to apply, including those who are first-generation college graduates and those from low-income communities.
Holly Schindler is an Assistant Professor in the areas of Early Childhood and Family Studies and Educational Psychology at the University of Washington. She is also a member of the 2016 Young Scholars cohort and shares her experience as a scholar below:
The Foundation for Child Development Young Scholars Program is unique in its support of both applicants and scholars and evidences a commitment to “developing the next generation of researchers whose work has the potential to make an impact on the well-being of children and their families.” At the application stage, I greatly appreciated how the webinars clearly outlined the application process and suggested helpful strategies for developing a strong application. Now, entering the second year of my funded project, “Filming Interactions to Nurture Development: A Randomized Controlled Trial of a Strength-Based Video-Coaching Program for Mexican American Fathers”, I feel fortunate to be a part of a network of scholars focused on similar topics and questions. Through this support and the award, the Young Scholars Program has allowed me to launch into an area of study that I care deeply about and that has the potential to impact early care and education.
Carola Oliva-Olson is an Assistant Professor in the area of Early Childhood Studies at California State University Channel Islands. She is another member of the 2016 Young Scholars cohort and shares her experience as a scholar below:
Receiving this award provided much more than sound research experience. It allowed me to collaborate in various national efforts with policymakers, seasoned researchers, advocates and practitioners in the field of early care and education to work on behalf of children who are dual language learners. Participating in these activities strengthened my research study with Migrant and Regional Head Start preschool dual language learners and supported the advancement of my academic career by promoting my scholarship work.
The deadline to submit a Letter of Intent is Monday, June 5th, 2017 at 3:00pm EST. To learn more about the Young Scholars Program and to apply, click here.
If you have any questions please contact Naomie Macena at email@example.com .
The Week of the Young Child is an annual celebration hosted by the National Association for the Education of Young Children (NAEYC) celebrating early learning, young children, their teachers and families. The purpose of the celebration is to focus public attention on the needs of young children and their families and to recognize the early childhood programs and services that meet those needs. This year the Week of the Young Child is April 24-28, with each day dedicated to a different activity. This includes:
Music Monday- Sing, dance, celebrate and learn
Tasty Tuesday-Healthy eating and fitness at home and school
Work Together Wednesday-Work together, build together, learn together
Artsy Thursday-Think problem, solve, create
Family Friday-Sharing family stories
In celebration of the Week of the Young Child, New York City AEYC is sponsoring a free family day event at the Countee Cullen Library on Saturday, April 29! For more information, click here.
In a recent article on Chalkbeat New York, Christina Veiga discusses how the launch of Pre-K for All has led to improved health outcomes for low-income children. In a report released this month by the National Bureau of Economic Research, using data from 2013 through 2016, researchers found that children eligible for pre-K were more likely to have received immunizations or be screened for infectious diseases, both of which are requirements for enrolling in the city’s programs. The children were also more likely to receive treatment for vision and hearing problems. The researchers suggest that diagnosing and treating chronic health problems earlier could help students feel less overwhelmed in the classroom and communicate with peers and educators more effectively.
To read the article, click here.