From katie.anderson at state.or.us Thu Dec 8 08:43:41 2016 From: katie.anderson at state.or.us (Katie Anderson) Date: Thu, 8 Dec 2016 16:43:41 +0000 Subject: [RFHF] Now available! Updated brochures about Employment Related Day Care subsidy program Message-ID: Do you work with low-income families that may be struggling to pay for child care? Then read on! The Oregon Department of Human Services, Employment Related Day Care (ERDC) program has recently developed a new brochure hoping to provide more community outreach by educating the public of benefits available to families who may be in need of child care assistance. ERDC is a subsidy program that helps low-income parents pay for child care so they can work. If a parent is eligible, DHS will pay a portion of their child care bill directly to the family's DHS approved provider. The amount DHS will pay is based on the family's income, type of child care and how many hours of care are needed. Most parents are also required to pay a portion of the cost, called the copay, directly to the provider. The copay is determined according to the family income and household size. What can libraries do to help? * Email Sara Mills (Sara.Mills at State.or.us) to order ERDC brochures to make available at your library. Want to learn more? * Visit DHS' Child Care Assistance website Thanks, Katie Katie Anderson, MLS, Youth Services Consultant Library Support and Development Services Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 [cid:image004.png at 01D0358C.4523C4D0] [http://www.thewwwblog.com/images/blogger-logo.jpg] [http://www.aethlonmedical.com/assets/001/5130.png] [Picture] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 923 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 859 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.gif Type: image/gif Size: 794 bytes Desc: image003.gif URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.jpg Type: image/jpeg Size: 2098 bytes Desc: image004.jpg URL: From katie.anderson at state.or.us Fri Dec 16 15:34:03 2016 From: katie.anderson at state.or.us (Katie Anderson) Date: Fri, 16 Dec 2016 23:34:03 +0000 Subject: [RFHF] Parents underestimate how early children can be affected by critical experiences Message-ID: I thought many of you might be interested in this. -Katie From: alsc-l-request at lists.ala.org [mailto:alsc-l-request at lists.ala.org] On Behalf Of Saroj Ghoting Sent: Wednesday, December 14, 2016 11:47 AM To: 'ALSC' Subject: [alsc-l] FW: Zero to Three Parent Survey Hello one and all, Please excuse cross postings. I thought this parent survey may be of interest to some of us. It was conducted by Zero to Three. Here are the major points summarized: https://www.zerotothree.org/resources/1424-national-parent-survey-overview-and-key-insights Here is the full report: https://www.zerotothree.org/resources/1425-national-parent-survey-report The information below may help us as we talk with parents/caregivers as to what to emphasize about child development and early literacy. * The time of most rapid brain development occurs during the first 3 years. While 63% of parents identified this correctly, more than 34% said that the time of most rapid brain growth is 3 to 5 years, a significant underestimation of the importance of the earliest years. Parents overall consistently underestimate just how early children can be affected by some critical experiences: * When asked at what age the quality of a parent's care has a long-term impact on a child's development, 50% of parents said this begins at 6 months or older, when in fact it starts at birth; 57% of parents say this begins at 3 months or older. * When asked to identify the age at which children can begin to feel sad or fearful, 42% of parents say one year or older. In fact, this happens as early as 3-5 months. The majority of parents-59%-believe this begins at 6 months or older. * Nearly half of parents think that reading to children starts to benefit long-term language development about a year and a half later than it actually does: 45% say the benefits start at 2 years or older. In reality, benefits begin at about 6 months. * 34% of parents believe that talking to children starts to benefit their language skills at a year old or later, when in fact it begins at birth. 63% of parents say the benefits of talking begin at 3 months or older. Thanks. Saroj Saroj Ghoting Early Childhood Literacy Consultant 88 South Turnpike Road Newfoundland, PA 18445 570.676.8613 landline 540.250.7413 cell www.earlylit.net sghoting at gmail.com ________________________________ Katie Anderson, MLS, Youth Services Consultant Library Support and Development Services Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 [cid:image004.png at 01D0358C.4523C4D0] [http://www.thewwwblog.com/images/blogger-logo.jpg] [http://www.aethlonmedical.com/assets/001/5130.png] [Picture] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 923 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 859 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.gif Type: image/gif Size: 794 bytes Desc: image003.gif URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.jpg Type: image/jpeg Size: 2098 bytes Desc: image004.jpg URL: From katie.anderson at state.or.us Fri Dec 9 13:31:19 2016 From: katie.anderson at state.or.us (Katie Anderson) Date: Fri, 9 Dec 2016 21:31:19 +0000 Subject: [RFHF] Want to Freshen up your Storytimes? This eCourse might help! Message-ID: I thought some of you might be interested in the following, online professional development opportunity. If you can?t see the email below, view it online here.?Katie ________________________________ Having trouble viewing this e-mail? View as a web page. Forward this to your colleagues. [Facebook] [LinkedIn] [Twitter] [AddThis] [eLearning] [Storytime Shenanigans: Building Great Programs for Preschoolers?eCourse]Popular eCourse returns! Storytime Shenanigans: Building Great Programs for Preschoolers with Rob Reid 3-week eCourse Beginning Monday, February 6, 2017 You'll be sure to catch the programming bug with Reid's lively, humorous eCourse! With his guidance, you'll learn how to move past bunny rabbits and teddy bears to create unique themes, while spotting audience participation elements that are often overlooked in picture books. Are you ready to get started? [Learn More!] Also of interest [Animal Shenanigans: Twenty-four Creative, Interactive Story Programs for Preschoolers] Animal Shenanigans: Twenty-four Creative, Interactive Story Programs for Preschoolers Rob Reid [Learn More!] [What?s Black and White and Reid All Over? Something Hilarious Happened at the Library] What's Black and White and Reid All Over? Something Hilarious Happened at the Library Rob Reid [Learn More!] Shop the ALA Store for a full selection of children's programs and services related products! ALA Store purchases fund advocacy, awareness and accreditation programs for library professionals worldwide. [Follow us on Facebook] [https://g.twimg.com/about/feature-corporate/image/followbutton.png] [ALA Publishing Logo] [Informz for iMIS] [http://ala-publishing.informz.net/clk/red6d.aspx?mi=6126797&u=0&b=4634] ________________________________ Katie Anderson, MLS, Youth Services Consultant Library Support and Development Services Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 [cid:image004.png at 01D0358C.4523C4D0] [http://www.thewwwblog.com/images/blogger-logo.jpg] [http://www.aethlonmedical.com/assets/001/5130.png] [Picture] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 923 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 859 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.gif Type: image/gif Size: 794 bytes Desc: image003.gif URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.jpg Type: image/jpeg Size: 2098 bytes Desc: image004.jpg URL: From katie.anderson at state.or.us Mon Dec 19 13:27:29 2016 From: katie.anderson at state.or.us (Katie Anderson) Date: Mon, 19 Dec 2016 21:27:29 +0000 Subject: [RFHF] Resources: ADHD -vs- Sensory Processing Issues Message-ID: Understood: For Learning and Attention Issues just published a very informative, useful chart comparing ADHD and sensory processing issues. While the chart seems more geared towards younger children, some of you may work with teens who have ADHD or sensory processing issues and may find this useful too. The chart includes: * Plain-language definitions * Signs you may notice * Possible emotional and social impacts * Professionals who can help * What the school may provide * What you can do at home Thanks, Katie Katie Anderson, MLS, Youth Services Consultant Library Support and Development Services Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 [cid:image004.png at 01D0358C.4523C4D0] [http://www.thewwwblog.com/images/blogger-logo.jpg] [http://www.aethlonmedical.com/assets/001/5130.png] [Picture] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 923 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 859 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.gif Type: image/gif Size: 794 bytes Desc: image003.gif URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.jpg Type: image/jpeg Size: 2098 bytes Desc: image004.jpg URL: From katie.anderson at state.or.us Fri Dec 30 09:27:23 2016 From: katie.anderson at state.or.us (Katie Anderson) Date: Fri, 30 Dec 2016 17:27:23 +0000 Subject: [RFHF] New media guidelines and principles for kids 0-5 yrs from pediatricians and educators Message-ID: Last month the American Academy of Pediatrics updated their digital media guidelines for young children (AAP Media and Young Minds) and in October the U.S. Departments of Education and Health and Human Services issued a joint policy brief on technology in early learning (U.S. Early Learning and Educational Technology Brief). Below are the most important pieces of information from these documents that may be helpful to you in your work with families. However, I highly recommend you take 10-15 minutes to read AAP Media and Young Minds carefully (only 3.5 of the 8 pages cover the recommendation, the rest are citations etc.). I also recommend that you take another 10-15 minutes to at least skim the U.S. Early Learning and Educational Technology Brief because it provides useful tips on what to do about this information and answers some good questions (it's 25 pages with 3 pages of citations etc.). * Research about the impact of interactive, digital media on young children 0-5 years old still remains limited. * Babies and toddlers 0-24 months old: Evidence for benefits of media is still limited, adult interaction with children during media use is crucial, and there continues to be evidence of harm from excessive media use. * They need hands-on exploration and social interaction with trusted caregivers to learn and develop. * They do not learn from media as they do from human interaction because of their immature symbolic, memory, and attention skills. * If caregivers are using media with them and reteaching the content, then toddlers (15 months old) may be able to start learning new words from media but have trouble applying them to the real world. * At about 24 months old, toddlers can learn new words from media used with a responsive adult or from an interactive touchscreen that helps the child choose the relevant answer. * Preschoolers 3-5 years old: Well-designed media can improve cognitive, literacy, and social outcomes, but it's important to emphasize to caregivers that the higher-order thinking skills and executive functions essential for school success are best taught through unstructured and social (not digital) play and responsive adult-child interactions. There also continues to be evidence of harm from excessive media use. * Most apps under the "educational" category have no evidence of effectiveness, target only rote skills, are not based on established curricula, and are developed with little to no input from educators. * Most apps are not designed for a dual (adult and child) audience. * Digital books that come with interactive enhancements may decrease adult dialogic reading interactions with the child and decrease the child's comprehension of the content. * Parents should be instructed to interact with preschoolers using media. * Primary caregiver media use: Primary caregivers who leave the TV on in the background and/or use mobile devices heavily may have fewer interactions with their children and more parent-child conflicts. * Reducing primary caregiver media use and increasing caregiver-child interactions may be an important behavioral change. * Guiding principles for use of technology with early learners: * Technology--when used appropriately--can be a tool for learning. * Technology should be used to increase access to learning opportunities for all children. * Technology may be used to strengthen relationships among parents, families, early educators, and young children. * Technology is more effective for learning when adults and peers interact or co-view with young children. Read and think about these things for a little while. In a week or two, I'll follow-up with an email about some resources that may help you plan how to utilize this information in practical ways in your library. Thanks, Katie Katie Anderson Oregon State Library katie.anderson at state.or.us 503-803-3940 -------------- next part -------------- An HTML attachment was scrubbed... URL: