Page 1 Nene News September 2008 Volume 3, Issue 4 Inside this issue: Licensure Concerns 1 Emotional Literacy 2 Solving Problems 3 Getting Organized 4-5 CSEFEL Training 6 DVD Review All Eyes on Five FREE Immunization & Dental Work Food Safety Fair 7 Birth to Five Conference Announcement DPHSS RFP 8 Forums on Proposed Licensure Rules Highlight Concerns Over the last six weeks, several forums have taken place to obtain input on the 2008 Proposed Rules and Regulations for Licensed Child Care Facilities. Many have expressed, with much emotion, that there is really no reason to change the rules that govern the child care industry, even though the existing requirements have not been updated since they were first established in 1978. Highlights on the issues are contained in the chart below. Potential strategies to address the concerns are also noted in the chart. All these points continue to be very seriously reviewed and discussed at many levels including policymakers and stakeholders. The Governor’s Early Learning Council, co-chaired by First Lady Joann Camacho and Elaine Eclavea from the University of Guam CEDDERS, is facilitating the collaborative development of next steps to keep the updating process in motion, with the ultimate goal to adopt the updated requirements. In some states the impetus for updating standards was the death of children who were under the supervision of licensed caregivers. We certainly do not want to wait for such a reason to push improvements in our system. We, as an island community, all want what is best for our youngest citizens. As a department, we approach this goal via our regulatory duties. This is not the first time the child care licensure standards have been examined. In fact, two previous attempts were made but were never finalized, approved, or implemented for a variety of reasons. As the regulatory agency for our island’s child care industry, the Department is working at being proactive. DPHSS does not want to be a “band-aid.” We want to be part of “preventative medicine.” We must somehow come together to accomplish our common goal to improve the quality of care for our children. Lydia D. Tenorio, Human Services Administrator, Dept. of Public Health & Social Services Photo with caption The Community Forum held at the Dededo Community Center on July 17 was well attended by parents and service providers. Table with two columns: First Column: Concerns Bulleted Items: * Lower ratios * Increase in licensing costs * Increase in tuition and operational costs * Increase in playground requirements * Increase in personnel training requirements * Length of document * Administrative fines and due process * Increased inspections Second Column: Recommendations Bulleted Items: * Phase in ratios * Phase in increases * Pro-rate licensure fess based on enrollment capacity * Develop public partnerships which support families placing their children in quality child care program * Increase tax incentives to parents with children in child care * Look at additional local supports for parents and families to augment the federal resources being put into quality child care. * Continue to work very closely with out federal partners to review and ensure that federal funding support is maximized * Conduct more research on addressing accessibility and local environmental conditions * Provide more training and technical assistance to providers * Adjustments under consideration * Adjustments under consideration * Adjustments under consideration Page 2 Emotional Literacy - Fun Ways To Express Emotions! The ability to identify, understand and express one’s emotions in positive and healthy ways is called “emotional literacy”. Children with a strong foundation in “emotional literacy”: * tolerate frustration better; * get into fewer fights; * engage in less destructive behavior; * are healthier; * are less lonely; * are less impulsive; * are more focused; * have greater academic achievement. As parents and early childhood providers, we need to teach our children about “emotional literacy”. First, make your set of emotion faces, or you may be able to find a ready made set from bookstores, educational supply stores or download online from www.vanderbilt.edu/csefel. Emotion faces may be used in the following ways: Teach “Make a Face”: Look at a mirror with your child(ren). Using the emotion faces, model different emotions and encourage your child to make the same face. For example, show the “happy” face and make a happy face!” When your child smiles, tell him, “I like your happy face!“ With older children, you can ask them what makes them happy. Play a game: “Feel and Act.” Put the emotion faces into one box and put pictures of types of movement (walk, jump, stand etc.) in another box. Have a child pick an emotion and a type of movement. Ask the child to move in that way. For example, if a child picks “tired” and then picks “walk”, have the child “walk tired.” Indirect Teaching: “Observe and Respond”. When you see your child expressing a certain emotion, give her words to explain her feelings while showing her the emotion face. For example, if she begins to whine because she can’t fit the puzzle piece, instead of just coming to the rescue and making it fit, say to her, “It sounds like you are frustrated. Are you feeling frustrated? I would be frustrated too if I could not make the puzzle piece fit.” Sing a song: “If You’re Happy.” Take a favorite children’s song and change the words a little to reflect teaching social emotional skills. For example, the song, If you’re happy and you know it. . . add new verses to teach feelings. If you’re sad and you know it, cry a tear, “boo-hoo.” If you’re mad and you know it, use your words, “I’m mad!” If you’re scared and you know it, ask for help, “Help me.” “If you’re tired and you know it, give a yawn.” Daily routines and schedule: “How Do You Feel Today?” Take a regular piece of paper. On one half of the paper, put your child’s picture. On the other half, put the words, “How do you feel today?” Have the emotion faces available so your child can choose which face she wants to put next to her picture. Encourage your child to change the emotion if and when her feelings change during the day. Note that emotions change throughout the day. Facial graphics for the following emotions: Loved Happy Frustrated Mad Page 3 Solving Problems Is For Kids, Too! Problems are a normal part of anyone’s day. Young children often find it hard to think of other ways to handle their problems. As parents and caregivers, we need to teach them these skills. One problem solving process includes four essential steps of problem-solving which young children can learn and act on. Step 1: What is my problem? Children should be taught to pay attention to their feelings as a first step to solving their problem. When a child is feeling a negative emotion like anger or frustration, this is a clue to the child that he has a problem and can now describe it. Parents and caregivers can model this for them and/or use puppets to give examples of common problems with children. Children can practice describing problems by looking at cards showing a problem and describing the picture. Help children use “I” statements. For example, instead of, “They won’t let me play,” teach the child to say, “I want to play with them.” Step 2: What are some solutions? Young children need help to develop lots of possible solutions to their problems. Parents and caregivers should spend a lot of time directly teaching children possible solutions to common problems. The key is to teach children to create as many possible solutions they can think of rather than thinking of just a single solution that will work best. Step 3: What would happen? Using the different solutions in step 2, discuss with the child what would happen if he used a certain solution. Ask him, would it be safe? Would it be fair? How would everyone feel? Adults want children to learn healthy and appropriate ways to solve their problems, not just solutions which get the child’s needs met. Step 4: Give it a try! After the child has decided on a solution that is safe, fair, and considerate of others’ feelings, have him try the solution to see if it works. If it does, great! If it doesn’t, encourage him to try another solution, going through steps 2-4 again until he finds a solution that is healthy and appropriate. Problem Solving Steps Step 1 What is my problem? Step 2 Think, think, think of some solutions. Step 3 What would happen? Step 4 Give it a try! Would it be safe? Would it be fair? How would everyone feel? Get a Solution Kit ready. Some children may need extra help thinking of solutions and then deciding which one to use to solve a problem. There is a Solution Kit available online that can be downloaded for free from the Center on the Social and Emotional Foundations for Early Learning at www.vanderbilt.edu/csefel. The Solution Kit contains picture cards that offer positive options to solving a problem. Any parent or caregiver may show a few cards and ask the child to pick a solution and try it out. Allow time for the child to make a decision from the cards and a dialogue can take place as the child considers different options. If a card is picked and the solution works, this is something to celebrate. However, if the selected Solution card does not work, the child will need to go back and pick another solution. If the child goes back and picks the solution he tried before, remind him that it did not work so he needs to find a different idea and that he just needs to give it another try. Over time, as the child becomes very familiar with the Solution Kit, he may not need to look at the cards anymore because he has learned them. Further, a child with many solutions has a greater possibility of offering them to other children with problems. Graphics of the following: * Share * Trade * Wait and take turns * Get a timer * Say, “Please.” Page 4 Getting Organized for School It’s September and most of your babies or preschoolers are already in their new child care centers, in homes of family providers, or in Head Start or Kindergarten programs. If you’ve spent time arranging a transportation schedule and getting new clothes, supplies, and special healthy snacks, you have made school a place to be excited about. If you attended orientation and took time off to be there on the “First Day”, your efforts probably paid off for a smoother entry to school. For some young children, they have probably already settled in and are more comfortable with their new environment by now, but for others, they are still adjusting and need more time, patience, encouragement, and support. The following are some tips on strengthening connections between home and school that have been adapted from the National Association for the Education of Young Children to help your child be curious and excited about learning: 1. Star Charts – Create two picture charts for your child who is the “Star” and his/her daily routine beginning with preparations the night before, to waking up and getting ready the next day. The charts may serve as checklists to encourage your child’s involvement and independence. For younger infants, you can share your child’s photo with the center or school, and at the same time, you can post a photo of your child’s primary caregiver to a designated place in your child’s room at home. (See examples on Page 5.) 2. Star News – At the end of the day when you meet with your child, spend time listening to the “Star News” of the day as your child tells you how the day went. After listening, you can suggest that your child draw a picture about the best part of the day to post on the refrigerator, or share a song, movement or story. If your child is willing, you can ask if there is something about the day that made him/her feel sad, unhappy or uncomfortable – listening helps, and making a picture can be suggested as well. 3. Star Songs – Music is a teaching tool. It is a joy to hear your child share songs learned at the center or classroom. You can also create songs at home that teach concepts like washing hands, brushing teeth, buckling up, and looking both ways before crossing the street. For infants and toddlers songs are welcome during any routine from waking up to bathing, mealtimes, and the daily car or bus rides. 4. Stars Shine – Help your child be a problem solver. Set out two pieces of clothing or two kinds of snacks/beverages for your child to learn to make a choice. Puzzles are always a good item to help figure out how things fit. A four to six piece puzzle is good for older infants and toddlers; a 25-piece puzzle is probably better for a preschooler. When your child seems frustrated about a situation such as getting stuck in a corner with a tricycle and starts crying, avoid rushing in to the rescue. Take time and encourage your child to think of how to get out, and demonstrate how to back up slowly so there is enough space to drive away. Remember to acknowledge that your child did a good job “fixing” something or making good choices. 5. Smart Star – Create a space in the home where your child’s work can be displayed like a drawing, scribble, or photo. It could be learning a new skill like putting on clothes without help or for older toddlers – sleeping through the night without wetting. It could be learning to say first and last name and telephone number. A Smart Star book can be created to track all the new skills learned with pictures, photos, and some writing about the new skills. 6. Star Helpers – As a parent or provider, create a poster, picture, happy note or similar item to let your child know how proud you are that he/she has learned something, remembered to share, or finished a routine well. If there is something that your child needs help with, this could also be posted as “I am learning to put my things away.” Draw a little star or happy face for trying everyday, as your child works on the skill towards independence. Page 5 Getting Organized for School continued from Page 4 Page consists of two star chart samples. First Sample:(Table consisting of the following items for each day of the week.) My Star Chart (For the week of) Get ready at night Pack healthy snack and lunch Get backpack ready Pick out clothes to wear Take a bath Put on pajamas Brush teeth Pick a book for bedtime story Say bedtime prayers Second Sample:(Same format as first example above) My Star Chart (For the week of) Wake Up! Get ready to go! Use the toilet Take a bath Get dressed Eat breakfast Brush teeth Pack a healthy snack and lunch Get backpack and lunch bag Buckle up in car or bus Page 6 CSEFEL Training Focuses on Social Emotional Development The Head Start Program and the Department of Public Health and Social Services’ Project Tinituhon hosted the first training workshop for Project Kari?u on June 23, 24, and 30. Project Kariñu is a project facilitated by Guam CEDDERS that aims to provide training and support to service providers working with young children that focuses on guiding the social and emotional development of children ages birth to five years. Twenty-eight professionals from various public and private organizations attended the “Train-the-Trainer” workshops. The team included representatives from Honey Bear Kid’s Center, Adventures in Learning Child Development Center, Amazing Kids 2 Child Development Center, PNG Child Care and Learning Center; Guam Parent Information Resource Center; Catholic Social Services, Sanctuary, Incorporated; Guam Public School System – Head Start Program, Early Intervention System, and Preschool Special Education; Guam Community College and University of Guam CEDDERS; Department of Public Health and Social Services, Child Care and Development Fund Program, Child Welfare Services; Department of Mental Health and Substance Abuse, I Famagu’on-ta, Guam System of Care; and Civilian personnel serving Guam’s military commands. Consultants Dr. Amy Santos and Dr. Mary Louise Hemmeter shared with participants some of the most recent evidence-based training to build capacity for the effective intervention of young children with challenging behaviors. Participants were also provided training to enable them to train others in their organizations on the training modules developed by the Center on the Social and Emotional Foundations for Early Learning (CSEFEL). Demonstration sites were identified and participants agreed to collect and report information on child outcomes and improvements. CSEFEL is focused on promoting the social emotional development and school readiness of young children from birth to age 5. The Center is a national resource center funded by the Office of Head Start and Child Care Bureau disseminating research and evidence-based practices to early childhood programs across the country. Using the “Pyramid Model for Supporting Emotional Competence in Infants and Young Children,” CSEFEL developed an extensive number of training materials, to include videos, and print resources. The “Train-the-Trainer” workshops focused on the top of the Pyramid which supports working with children with the most challenging behaviors. Staff from CSEFEL agreed to conduct the training and provide technical assistance for the training cadre over the next three years to build capacity for supports and services in this area. To learn more about CSEFEL, visit their website at www.vanderbilt.edu/csefel. Photo with caption (Seated L-R) Angelina-Marie Cruz, Lydia Fausto, Rosemarie Camacho, Michele Huffer, Dr. Amy Santos, CSEFEL co-trainer, & Lorna Soriano. (Middle row, standing L-R) Annie Pineda, Maiomihna Ngiriarikl, Elaine Eclavea, instructor on record, Dr. Mary Louise Hemmeter, co-trainer, Mary Kidd, Ama Underwood, Akemi Camacho, Pauline Camacho, Cindy Chugrad, Gloriana Guerrero, Carmelita Connelley & Pauline Owen. (Back row, L-R) Abe Mora Jr., Charlita Harper, Arlene Cura, Brigette Flores Lobo, Marijul Taitano, Sarita Choffat, Monica Cruz, & Liz Borja. Not Shown: Lavina Camacho, Elisa Duenas, Dr. Clare Ann Camacho, & Leona Balagbagno. DVD Review: Making Friends and Getting Along with Your Peers Forming friendships and learning to relate well with others are major developmental tasks of early childhood that are featured in the DVD, Making Friends and Getting Along with Your Peers. These relationships early on in a child’s life will shape the way the child views the world –as safe, loving, and comfortable or hostile, fearful, and scary. The ideas young children develop will extend into the elementary years and into adolescence. Several important concepts related to developing friendships through play in the youngest of children, infants and toddlers are also discussed along with information based on the latest research in early childhood development which provide background on the different tasks learned and practiced in the early years. Research has demonstrated the importance of adult relationships in supporting these early peer relations. For example, it was commonly held that before age two, children did not develop nor have interest in establishing friendships because it was beyond their capabilities. Recent studies have shown however, that children as young as 6-9 months have an awareness of the intents of others and reciprocity – “You do it, I do it, you do it”-- as a beginning to the skill of taking turns. The DVD provides adults with ideas of how to support children through these years in establishing and maintaining these relationships with their peers and others. Supporting our young children in relationships they are developing, both with adults and their peers, is of critical importance. By promoting social emotional competence in our young children, we help them lay a solid foundation for healthy and productive relationships as they grow and mature. For more information or to borrow this DVD, call Mary Kidd at 735-2507. Page 7 Advertisement on Quality Child Care in colored box: Research shows high quality child care during the FIRST FIVE years influences lifelong success. Look for these key elements when deciding where to place your little ones for child care. 1 Safe and healthy environment. 2 Positive and nurturing adult and child relationships. 3 Lower number of children per staff. 4 Staff who are knowledgeable and trained in early childhood development. 5 Planned activities that nurture children’s healthy growth and development. DPHSS advertisement in colored box: FREE, Every THIRD TUESDAY of the Month! Immunizations & Dental Services, Tiyan Clinic, (WIC Office, Bldg# 16-5100 Mariner Drive ), 9:00 – 11:00 am, Contact Dave Gumataotao For More Information, 475-0300, Walk-Ins Welcome, First Come-First Served! DPHSS advertisement in colored box: Department of Public Health & Social Services, Division of Environmental Health, Invites YOU to the 3rd Annual Guam Food Safety Fair , Viruses: They’re in Your Hands, September 27, There will be entertainment, displays, & giveaways, Micronesia Mall Center Court, For more information or any questions, please contact Tom Santos or Katherine Duenas at 735-7222 Page 8 Advertisement for the 2008 Birth to Five Conference For Childcare Providers, All Eyes on Five: Hands-On Strategies that WORK! Conference Outcome: Participants will increase knowledge and skills on effective early childhood strategies that result in positive outcomes for young children. September 6, 2008, Saturday, 8 a.m. to 5:30 p.m., Westin Resort & Spa, (Registration/Sign-In Begins at 7:00 a.m.) Keynote Speaker: Sarah Merrill, Training Specialist, National Zero to Three Organization Limited Spaces Available PER Child Care Center! Reasonable accommodations must be requested no later than September 3, 2008, 5 p.m. Pre-Registration Deadline is September 2, 2008, 5 p.m. To Register or For More Information Call 735-2475/2466 Funded by the Department of Public Health & Social Services, Division of Public Welfare - Child Care & Development Fund (CCDF) Program and facilitated by the University of Guam, Center for Excellence in Developmental Disabilities Education, Research, & Service (Guam CEDDERS). The University of Guam is an Equal Opportunity Employer & Provider. Request for Proposal Advertisement: GOVERNMENT OF GUAM DEPARTMENT OF PUBLIC HEALTH & SOCIAL SERVICES (DIPATTAMENTON SALUT PUPBLEKO YAN SETBISION SUSIAT) 123 Chalan Kareta, Mangilao, Guam 96913-6304 FELIX P. CAMACHO, Governor MICHAEL W. CRUZ, M.D., Lieutenant Governor J. PETER ROBERTO, ACSW, Acting Director REQUEST FOR PROPOSAL, RFP NO. DPH&SS DPW-BOSSA-2008-050 The DEPARTMENT OF PUBLIC HEALTH AND SOCIAL SERVICES, DIVISION OF PUBLIC WELFARE, BUREAU OF SOCIAL SERVICES ADMINISTRATION is requesting for proposals and bid specifications from qualified offerors to provide training, technical assistance, and outreach supports to child care providers working in center-based and family-based settings; parents/families; and child service providers to improve the quality of child care for young children, including those with disabilities, and their families on Guam for the period October 1, 2008 through September 30, 2009. Project specifications may be picked up at the Work Programs Section located in the Legacy Square Commercial Building, Suite 12, 651 Vietnam Veterans Highway, Mangilao. Deadline for submission is fifteen (15) days from date of 1st publication. For additional information, please contact Mrs. Teresita D. Catahay at 735-7256. J. PETER ROBERTO, ACSW Acting Director, DPHSS Paid with CCDF funds by the Department of Public Health and Social Services. Department of Public Health & Social Services Division of Public Welfare Bureau of Social Services Administration Work Programs Section Suite 12, Legacy Square Building Route 10, Mangilao, Guam 96923 Phone: (671) 735-7256 Fax: (671) 734-5955 TTY: (671) 735-7196 Email: teresita.catahay@dphss.guam.gov Nene News is a quarterly Department of Public Health & Social Services publication supported with 100% federal funds through the Child Care and Development Funds, Administration for Children and Families, Department of Health and Human Services, in collaboration with the University of Guam Center for Excellence in Developmental Disabilities Education, Research, and Service (Guam CEDDERS). J. Peter Roberto, ACSW, Acting Director, DPHSS Linda Ann T. Susuico, Chief Human Services Administrator Lydia Tenorio, Human Services Administrator Teresita Catahay, Social Services Supervisor II Heidi San Nicolas, Ph.D., Director Guam CEDDERS Elaine Eclavea, Health, Wellness, & Prevention Initiative Area Coordinator, Guam CEDDERS Managing Editors: Terrie Fejarang & Mary Kidd Layout: Margaret Johnson This issue of Nene News was made possible through contributions from the following individuals: Carmelita Ogo Connelley, Terrie Fejarang, & Mary Kidd. Alternative formats (e.g., Braille, large print, or audio tapes) of Nene News may be made available upon request. Please contact Margaret Johnson at 735-2477 or mjohnson@ite.net for more information.