May 20, 2025 Community Playthings: Dramatic Play Aids Children’s Social and Emotional Development Using the imagination and pretending to be others – whether fantastical characters from movies or more practical societal roles – is a rite of passage in childhood. A recent article by Community Playthings notes that this type of activity – known as dramatic play – is important for children’s social and emotional development. Learn More Dramatic play is when children engage in pretend scenarios in which they take on different roles and often use props or objects to represent others. This type of play helps children with social and emotional development, language and literacy skills, cognitive and fine motor skills, and empathy. Dramatic play can involve anything from acting out scenes from a favorite book or pretending to work in a hospital or restaurant. As Community Playthings notes, “Dramatic play is a powerful tool children use to make sense of events in their lives, to better understand themselves, and to explore the emotions and perspectives of others.” Along with the benefits involving social and emotional well-being and various types of development, the article notes that dramatic play is fun. It also offers children a safe and creative space to process, understand, express complex emotions, and adjust to change. In the process, it benefits their mental health, fosters the development of executive function skills, encourages mental flexibility, and often helps to develop empathy when presenting varied viewpoints. To learn how to support dramatic play, read Community Playthings’ article, “The Importance of Dramatic Play for Young Children.”
Pennsylvania to Celebrate May 23 as “143 Day” with Acts of Kindness Inspired by Fred Rogers, former Gov. Tom Wolf declared the 143rd day of the year as “143 Day,” a number that Mr. Rogers used as his special code for “I Love You.” Learn More This year’s 143 Day, which takes place on May 23, is intended to inspire Pennsylvanians to spread kindness and good deeds for others. The state’s 143 Day website asks residents to use the hashtag #143DayinPA online any time they do something nice for themselves or others. On his show “Mr. Rogers’ Neighborhood,” Rogers used “143” as a code for “I Love You” based on the numbers of letters in each word. “With everything going on in the world, it’s no surprise that we are all feeling a little weary and overwhelmed,” the 143 Day site reads. “”This isn’t the time to add more “to do’s” to the list. This is the day to take a beat, realize that you are special, and affirm that you are enough.” Some of the many suggestions on the website’s kindness generator include: Leaving some quarters at the laundromat Sending a letter to someone at a nursing home Sending someone a funny meme Ordering a gift for your significant other Donating school supplies to a teacher For more information on 143 Day, visit its website.
May 19, 2025 Carnegie Library Launches Summer Reading Challenge The Carnegie Library of Pittsburgh has opened registration for its citywide summer reading challenge that includes events and prizes. Learn More Flights of Imagination, the library’s summer reading challenge, calls for participants to read at least five books after registering and entering to win prizes. Each book that a participant logs after their fifth earns them a chance to win a variety of prizes, including: $25 gift card Gift baskets Toniebox and four characters KiwiCo 12-month membership Nintendo Switch Pittsburgh Zoo family membership Beats headphones More information on which age group is eligible to win the various prizes can be found on the summer reading challenge’s prizes page. The library will host a series of summer reading kickoff events in June that include face painting, an owl-related event with Allegheny County park rangers, Hosanna House’s Center for Aviation Technology & Training, and an animal visit at the National Aviary. The dates, times, and locations for all of the kickoff events can be found on the library’s website. To register for the summer reading kickoff, participants must: Create an account or log in with an existing Beanstack credentials and update the details. Those who cannot remember their password should call 412-622-3114. Log summer reading and keep track of reading progress. Log reading online in the Beanstack website or on its tracker app on a phone. For more information, visit the library’s website.
Child Mind Institute Provides Resources on Oppositional Defiant Disorder Oppositional defiant disorder is a condition that is characterized by a frequent pattern of angry or irritable moods and argumentative or defiant behavior that is typically diagnosed in childhood. The disorder can affect a child’s relationships, school performance, and well-being. This month, The Child Mind Institute has shared some resources on how to respond to children whose behavioral issues are extreme and ongoing or who have a pattern of challenging authority figures, purposefully causing harm, or refusing to follow rules. Oppositional Defiant Disorder The resources examine how the disorder develops and how specific responses – parents being permissive to keep the peace or overly emphasizing punishment – can perpetuate a negative cycle. The Child Mind Institute also discusses treatment options for parents – such as training to reset the relationship – as well as medication for severe cases. Another article examines how children with attention deficit hyperactivity disorder (ADHD) can develop ODD, while another includes information on how anxiety, depression, and difficulty managing emotions can lead to behavior that looks like ODD. There is also information on conduct disorder, a serious disorder that can develop in teenagers if behavior problems go untreated. The Child Mind Institute’s resources include: What Is Oppositional Defiant Disorder (ODD)? ADHD and Behavior Problems How Anxiety Leads to Problem Behavior Depression and Anger How Can We Help Kids with Self-Regulation? What is Conduct Disorder? Choosing a Parent Training Program
May 15, 2025 Early Childhood Educators Share the Day-to-Day Realities of Working in Child Care Programs Pennsylvania early childhood educators joined Trying Together and partner organizations on May 13 in Harrisburg to advocate for investments in workforce recruitment and retention and share at a press conference a recently released photovoice story map that highlights the joys and challenges of working in the early childhood field. A Day in the Life The photovoice story map, titled “A Day in the Life,” shares a glimpse into the day-to-day reality of working in child care programs. During the event, participants used these stories to call attention to widespread challenges in the field and urged further investments in the state’s early childhood education system. Brie Rice and Aydan Roney met with state Rep. Eric Nelson. Brie Rice, of JB’s Bright Beginnings in North Huntingdon, discussed the often-overlooked dedication of early childhood educators who spend significant time outside of work hours and their own money to keep young learners engaged. “Let us draw you a picture of what happens in early education – gifted early childhood educators are making the heartbreaking decision to leave their passion behind in the classroom for higher-paying jobs in other sectors,” she said. “To raise wages, we would need to increase tuition. Parents can’t afford to pay more, and teachers can’t afford to make less. Without public investment in the workforce, the broken child care system is going to collapse.” State Sen. Lindsey Williams (D-38th District) said that the state should support educators by investing more in the early childhood education system. “Early childhood educators are the cornerstone of a family and child’s quality experience in a child care program, offering safe, nurturing, and responsive environments where children grow, learn, and thrive,” Williams said. “However, talented early educators are leaving the field due to abysmal pay and families’ access to quality child care is directly impacted. By investing funding proposed by Gov. (Josh) Shapiro’s 2025-26 budget in recruitment and retention bonuses for licensed child care providers, child care programs will be able to provide competitive wages to caregivers.” According to a March 2024 report from the state’s Independent Fiscal Office (IFO), the average child care teacher in Pennsylvania earns $15.15 per hour, less than $32,000 annually. Shapiro has proposed a $55 million investment in child care recruitment and retention. Data from a September 2024 Start Strong PA survey of 1,140 child care providers showed more than 3,000 open positions. If those positions were filled, an estimated 25,320 more children could be served. In partnership with the Start Strong PA and Pre-K for PA campaigns, Trying Together was joined by fellow campaign partners First Up, PennAEYC, Pennsylvania Child Care Association (PACCA), and Fight Crime: Invest in Kids/Pennsylvania Partnerships for Children. Alongside early childhood educators from across the state, they met with more than 30 state legislators to advocate for increased investments in early care and education. During their visits in Harrisburg, they urged the General Assembly to: Support the proposed investment of $55 million in a new and recurring Child Care Recruitment and Retention line item to grant licensed child care providers participating in the child care subsidy program an additional $1,000 per educator To more fully address the child care staffing crisis and its impact on working families, businesses, and the economy, consider an investment above the proposed $55 million “Classrooms are empty, centers are closing, teachers are fleeing, families are being stranded without care, and children are being left without educational resources,” said Hayley Butler, an educator at Crafton Children’s Center in Allegheny County. “Recruitment and retention desperately need to be taken seriously because when a teacher leaves, a domino effect occurs. A teacher leaving can result in a family losing access to quality care options. While we know that there are many industries in need of support, our sector is the workforce behind the workforce, and we will not solve the labor issues without investing directly in our early education professionals.” To better understand what is taking place in the early childhood education sector, view Trying Together’s “A Day in the Life” photovoice storytelling project. Ready to take action? Sign the petition urging the Pennsylvania General Assembly to invest, at minimum, the governor’s proposed $55 million in new and recurring state funding to implement a child care teacher recruitment and retention initiative to fix our child care staffing crisis.
Trying Together to Host Professional Development Opportunities in May and June Trying Together will host everything from EI Toolkit training to courses on CPR and First Aid as part of its professional development offerings in May and June. Upcoming Professional Development Opportunities Early Intervention Toolkit Training Session: In the session, participants will discover how to navigate the EI Toolkit to access a variety of resources for both parents and educators. Participants’ real-world needs will be used to identify resources from the toolkit to apply in their classroom settings. The course, which costs $20, will be held on Wednesday, May 21 from 6 p.m. to 8 p.m. and Friday, June 13 from 1 p.m. to 3 p.m. over Zoom. UnConference: Authentic Engagement in Out-of-School Time Programs: Trying Together will join APOST and the Allegheny Department of Human Services for from 8 a.m. to 4:30 p.m. on Thursday, June 5 at Carnegie Mellon University’s Entertainment Technology Center. Participants will be able to attend expert-led sessions that focus on mindfulness techniques, opening the senses and immersing oneself in nature, behavior management, PBS programs that cover such topics as literacy and social and emotional wellness, and developing lasting relationships with students. Registration is open. Hybrid American Red Cross First Aid, Pediatric First Aid, CPR, and AED Training: This PQAS-certified course provides life-saving skills in alliance with The Occupational Safety and Health Administration (OSHA)’s Best Practices for Workplace First-Aid Training Programs. The course will run from 5:30 p.m. to 8:30 p.m. on Tuesday, June 17. For future professional development opportunities, visit Trying Together’s events page.
May 14, 2025 OCDEL Provides Update on Certification Regulation Rewrite Project The Pennsylvania Office of Child Development and Early Learning (OCDEL) shared a video in which its deputy secretary, Shante’ Brown, discusses an update on its Certification Regulation Rewrite project. Learn More The Certification Regulation Rewrite project is an effort to modernize and simplify child care regulations, making them more effective and relevant for families, providers, and children. OCDEL has been working closely with child care professionals, advocacy organizations, early education leaders, and teams from different agencies to ensure the new regulations reflect real-world needs and experiences. “We are deeply committed to advancing quality, equity, and access to early learning,” Brown said. “Our work is driven by understanding that every child deserves a strong foundation for success and every family should have access to quality care, but we know that quality care can only happen when providers are supported by clear, modern, and efficient regulations.” In the video, Brown talks about the progress and partnerships that have guided the work. She also explains which stage the project is in and what it means for those working in early childhood education in the state. “These regulations reflect real-world experiences and needs of the field,” she said. “Together we shape the process that’s not just about rewriting the regulations, but making sure those regulations serve the people who depend on them every day.”
PA Promise for Children Releases May Booklist for Preschoolers PA Promise for Children has released its list of books for preschoolers for May that includes eight books across four categories. Learn More The booklist features selections by the following topics: Language and Literacy Skills, Social and Emotional Development, Learning Through Play, and Mathematical Thinking and Expression. The selections for May include: Language and Literacy Skills The Grumpy Morning (Pamela Duncan Edwards) Harry the Dirty Dog (Gene Zion) Social and Emotional Development Mrs. McNosh Hangs Up Her Wash (Sarah Weeks) The Flea’s Sneeze (Karla Firehammer) Learning Through Play Jesse Bear, What Will You Wear? (Nancy White Carlstrom) Caps for Sale (Esphyr Slobodkina) Mathematical Thinking and Expression Spaghetti and Meatballs for All! (Marilyn Burns) Cora Cooks Pancit (Dorina K. Lazo Gilmore) The entire list is available on PA Promise for Children’s website.
May 13, 2025 Tips for Protecting Children from Tick Bites During Warmer Seasons The spring and summer months bring warmer weather, but also ticks, which are more active at this time of year. PA Promise for Children has provided some tips in its Kindergarten Here I Come newsletter on how to prevent children from tick bites. Learn More Ticks are small and often difficult to spot – but they can carry diseases, such as lyme disease or Rocky Mountain spotted fever. One of PA Promise for Children’s suggestions to prevent tick bites is to dress children for protection. When they are heading out for walks or hikes, make sure they are wearing light-colored clothing, which makes ticks easier to spot. Also, dress them in long sleeves and pants as well as tucked-in socks to keep the bugs away from the skin. Insect repellent can also keep ticks at bay. Apply tick repellent that is safe for children, especially on exposed skin. Only apply products that contain between 20 percent and 30 percent DEET or those specifically labeled for tick prevention. If children are hiking or in the woods, tell them to stay on well-maintained paths and to avoid brushing against tall grasses or bushes, where ticks tend to hide. Once children arrive home after outdoor play, carefully check their skin, especially in warm areas such as behind the ears, underarms, and the waist. The sooner a tick is removed, the less likely the risk of illness. Also, getting a child to shower after being outdoors can help to remove the bugs before they can attach.
Rapid Response Team Provides Educator Coaching, Resources for Children in Danger of Expulsion Trying Together and Early Learning Resource Center (ELRC) Region 5’s Rapid Response Team provides hands-on coaching for educators and resources for families and caregivers to prevent the expulsion or suspension of children in early childhood education. The team utilizes principles of early relational health and social-emotional development of young children as well as building the capacities of adults to utilize positive approaches to address behavioral challenges and family engagement and relationships. Learn More The Rapid Response Team is a short-term service to support early childhood education programs, serving children from birth to age 5 as well as their teachers and families or caregivers. The Rapid Response Team provides hand-on support through use of the pyramid model that is broken down into three tiers. Tier one is based on the use of an effective workforce practice including classroom environment and social emotional learning. The other two tiers involve more comprehensive support, especially for children who have needs beyond what is provided by the first tier – such as specific therapies or referrals to outside agencies for evaluation. While a child’s behavior may be challenging to adults, this doesn’t necessarily mean that they have a developmental or intellectual disability or that a mental health diagnosis is necessary. The team participates in classroom observation to help an educator implement tier-one supports before looking into more intensive ones. It also coaches teachers, supports families with resources, and collaborates as a team with child care centers or any outside resource such as outpatient therapy or functional behavior assessments. The Rapid Response Team, which contracts with board-certified behavior analysts, currently has one position open and recently added Kelly Palko as its intervention coordinator. Deysi Keegan, the team’s assistant director, said the initiative helps both students and adults. “I think it helps the children stay in their centers,” she said. “That helps them be able to thrive and continue to learn. Obviously, in turn, that helps their families. It’s about being able to help families and centers to get the support they need for children. It also provides teachers with new skill sets, helping them to work on relationships between children and their families and providing confidence to follow through on strategies they’re coached on.” How the Team Works The team contacts the provider or family within 48 hours once a referral is made. If the child is in immediate danger of suspension or expulsion, the team will take part in a meeting or virtual observation, depending on scheduling availability. If a child has already been suspended, the team will not go into the child’s classroom, but will provide the child’s family and childcare with resources. Reports can be made by a child’s family members or child care providers through an intake form. Individual child referrals not made by a parent or legal guardian must use a Rapid Response Release, which can be sent to rapidresponse@tryingtogether.org. To obtain the team’s services, parents must have children between the ages of birth and 5 years. The team occasionally receives requests for school-age children and, in those cases, provides some resources. Keegan said students are often expelled or suspended unnecessarily and it is part of the Rapid Response Team’s job to work with teachers, directors, and families to avoid it from happening. “There are occasions – and it’s the whole point of us stepping in – when students can be singled out due to a disability, race, or family culture or dynamics, and in that case it’s up to us to disrupt that by helping the child care program think outside of the box,” she said. Helping Children Flourish Keegan said the team has seen its share of success working with families and educators. She cited a recent example of a child who was expelled, but whom the team helped to get early intervention services. The child has now been placed in another child care program and, according to Keegan, is “thriving.” “We helped his teacher to understand some of his big emotions,” she said. “I’m so excited for him – he’s doing great.” Keegan said the Rapid Response Team provides coaching for educators in the least restrictive environment and resources for families to ensure that children are in an environment in which they can flourish. “I think it’s important for us as the Rapid Response Team to build relationships with early childhood educators and our community,” she said. “I think it’s important to connect families to the appropriate resources, so children feel safe and secure in their environment and that teachers have the tools they need to meet diverse needs.”
