December 30, 2025 Resources for January Observances Various organizations, states, and nations recognize a number of observances each month. Resources help parents, caregivers, and child care professionals acknowledge and navigate them. Here is a list of resources for January observances. Month-Long Observances INTERNATIONAL CREATIVITY MONTH Art Activities That Encourage Social-Emotional Development, Trying Together Supporting Social-Emotional Development Through Play: A Guide for Families, Trying Together How Bluey Showcases Play, Creativity, and Emotional Learning for Children… and Adults, Playful Pittsburgh The Relationship Between Learning Through Play and Holistic Skills, Playful Pittsburgh “Sound” Activities, Buzzword NATIONAL MENTORING MONTH Youth Mentoring, Boys & Girls Clubs of America Coaching & Mentoring, Trying Together Child Development Associate (CDA) Credential, Trying Together NATIONAL HOBBY MONTH 5 Reasons Why You Should Revisit Your Childhood Hobby as an Adult, Fortune Well 5 Advantages That Hobbies Bring to a Child’s Development, City Magazine Ways to Play During Winter, Playful Pittsburgh The Transformative Power of Games, Playful Pittsburgh SELF-LOVE MONTH Self-Care Resources for Parents and Caregivers, Trying Together Navigating Difficult Emotions as Caregivers: A Guide for Families, Trying Together 50 Resources to Support the Mental Health of Teachers and School Staff, Trying Together The Power of Self-Love, Psychology Today Week-Long Observances NATIONAL STORYTELLING WEEK Supporting Early Literacy Development, Buzzword Children’s Books on Race and Equity, Trying Together National Storytelling Week 2026, National Literacy Trust Day Observances JANUARY 2 IS MOTIVATION AND INSPIRATION DAY “Brave” Activities, Buzzword Encouraging Positive Racial Identity in Young Children, Trying Together Growing Self-Esteem: Positive Affirmations for Children, Bright Horizons The Cheer, Lindsey Gurk JANUARY 3 IS INTERNATIONAL MIND-BODY WELLNESS DAY Mindfulness for Children, Trying Together Big Body and Physical Play: Benefits and Activities for All Ages, Playful Pittsburgh Social-Emotional Learning and Play Intersecting, Playful Pittsburgh Using Play to Support Children’s Physical Health, Playful Pittsburgh The Relationship Between Learning Through Play and Holistic Skills, Playful Pittsburgh JANUARY 17 IS KID INVENTORS DAY “Plan” Activities, Buzzword “Geometric” Activities, Buzzword JANUARY 19 IS MARTIN LUTHER KING JR. DAY Children’s Books on Race and Equity, Trying Together Anti-Racism Tools, Trying Together Taking Personal and Professional Responsibility for Anti-Racism Work, Trying Together Martin Luther King Jr. Day for Preschoolers, Kids Care Club 2026 King Holiday, The King Center JANUARY 21 IS NATIONAL HUGGING DAY The Transformative Power of Hugging in Child Development, Meaningful Beginnings Respecting Your Child’s Boundaries, Trying Together “Friendship” Activities, Buzzword JANUARY 24 IS INTERNATIONAL DAY OF EDUCATION Supporting the Work of Early Childhood, Trying Together Early Learning PA, Trying Together Roadmap to Understanding Child Development, Trying Together Supporting Early Literacy Development, Buzzword JANUARY 24 IS NATIONAL COMPLIMENT DAY 6 Essential Tips for Raising Complimentary Children, Baby Steps “Thankful” Activities, Buzzword “Welcome” Activities, Buzzword JANUARY 26 IS INTERNATIONAL ENVIRONMENTAL EDUCATION DAY Community and Family Programs, Pittsburgh Parks Conservancy “Metamorphosis” Activities, Buzzword “Migrate” Activities, Buzzword “Bloom” Activities, Buzzword JANUARY 28 IS NATIONAL LEGO DAY 10 Incredible Benefits of Playing with Lego®, Children’s Wellness Centre Let’s Talk Loose Parts Play, Playful Pittsburgh “Plan” Activities, Buzzword JANUARY 29 IS NATIONAL PUZZLE DAY 10 Puzzle Activities for Toddlers, Preschoolers and Babies That Promote Learning, Speak.Play.Love Indoor Play and Why It’s Fun for Everyone, Playful Pittsburgh The Transformative Power of Games, Playful Pittsburgh JANUARY 31 IS INSPIRE YOUR HEART WITH ART DAY Art Activities That Encourage Social-Emotional Development, Trying Together “Sound” Activities, Buzzword Benefits of Art & Art History for Early Childhood Learning, Children’s Museum of Pittsburgh
December 29, 2025 Child Mind Institute Resources Focus on Body-Focused Repetitive Behaviors in Children It is not uncommon for some children to take part in such nervous habits as pulling hair, biting nails and picking skin – but plucking hair to the point where there are bald spots or picking at skin until it bleeds can be signs of a disorder. In such cases, children might need treatment because they can’t control their actions. Learn More The Child Mind Institute has released a new series of resources on body-focused disorders – or what experts call body-focused repetitive behaviors. These can include trichotillomania (hair pulling) and excoriation (skin picking), which are related to obsessive compulsive disorder but don’t usually start until after puberty. Children often take part in such habits as a way to cope with anxiety or negative emotions. Pulling their hair or picking their skin might give a temporary sense of relief, which is why they continue to do it. Unlike other habits – such as cutting or self-injury – children who pick skin or pull hair are not deliberately trying to hurt themselves. Below are several articles from the Child Mind Institute on body-focused repetitive behaviors. What is Trichotillomania? What is Excoriation, or Skin Picking? Does My Baby Have Trichotillomania? Help for Cutting or Other Self-Injury Treatment for Hair Pulling, Skin Picking What is Body Dysmorphic Disorder?
Child Mind Institute Provides Resources to Combat Academic Anxiety School plays a large role in the lives of children as it is the source of learning and development, and the place where they will meet many of their friends. But for some children, school can be a principal source of stress that, for some, can turn into serious anxiety. Learn More The Child Mind Institute has put together a list of resources on how to combat academic anxiety, whether a child is losing sleep, avoiding school, or melting down over homework. Anxiety can undermine both a child’s performance and affect their well-being. The resources examine anxiety that is triggered by school which can, in turn, result in a difficulty in concentrating in school. Such issues can be caused by generalized anxiety disorder or an obsessive perfectionism that can be a sign of OCD. The Child Mind Institute’s resources cover everything from how to help children with test anxiety and when stomachaches or headaches can be a symptom of anxiety to ways that caregivers can handle situations when children are being too hard on themselves. The resources include: Academic Anxiety: When School Stress Becomes Too Much How Does Anxiety Affect Kids in School? Tips for Beating Test Anxiety What Does OCD Look Like in the Classroom? Anxious Stomaches and Headaches How to Help Kids Who Are Too Hard on Themselves When to Push Your Children
December 23, 2025 Report: Only 44% of Third Graders in PPS Schools Found to Be Proficient in Reading Pittsburgh Public Schools (PPS) is renewing a literacy push after only 44% of third graders were found to be proficient in reading at the end of the 2024-25 school year. Learn More PPS blamed the falling reading scores on state exams on “inconsistent implementation,” and district leaders said they will focus on aligning practices with the science of reading – the body of research that emphasizes systemic phonics instruction. Testing found that only 44% of third graders were proficient in reading at the end of the most recent school year, down from 46% the previous year. During a recent presentation of the district’s Pennsylvania System of School Assessment results, PPS superintendent Wayne Walters said that teachers need more time for dedicated training on reading instruction. Reading Scores Reading scores have fallen for the past few years. Research shows that students who aren’t reading proficiently by the third grade are more likely to remain behind. Statewide, about 48.6% of third graders were considered proficient or advanced in reading. Third-grade reading score proficiency by school ranged from 16% to 60%, while advanced reading scores ranged from 0% to 36%. At several PPS schools, as much as 46% of students read at basic or below basic levels. Last year, PPS said it would place literacy coaches in district elementary schools, identifying and sharing best practices across locations, and differentiating instruction to address inequities. However, Walters said the district doesn’t have a coach for each school – therefore, some must split their time between schools. PPS assistant superintendent Shawn McNeil said some principals weren’t giving sufficient time to classroom observations and teacher planning time was often stretched thin. Additionally, he said educators weren’t reviewing data often enough or in a structured way. To ensure that district practices align with the science of reading, PPS plans in January to launch a training course that all K-3 teachers and principals must complete. It will also publish a science of reading playbook with tools that would support teachers and principals with practical guidance. To learn more, read 90.5 WESA’s story.
December 22, 2025 Pitt Seeking Caregivers of Young Children for Behavior and Sleep Difficulty Study The University of Pittsburgh’s Pitt + Me is calling for caregivers of children between the ages of 3 and 5 to take part in a study on behavior and sleep difficulties. Learn More The Optimizing Attention and Sleep Intervention Study (OASIS) is an eight-month study during which caregivers with children between ages 3 and 5 will take part in four to six behavior sessions that each run about an hour. The study will examine the effectiveness of behavioral interventions for preschool-aged children. Compensation will be provided. Locations for the study will be either at home or at a pediatrician’s office of choice. The purpose of the study is to examine the effectiveness of treatments for preschool-aged children with behavioral or sleep difficulties. All participating families will receive a parent behavioral intervention, with evidence-based strategies for improving disruptive behavior, from a licensed behavioral health clinician. The child will also continue to receive routine care provided by the pediatrician while participating in the study. After enrolling in the study, families will be assigned at random to receive one of two behavioral treatments. The behavioral health therapist will work with participants to identify areas of concern regarding a child’s behavior and teach strategies or skills to address the behavior. Participants will be asked to complete homework assignments between sessions as well as three questionnaires – before and after treatment and four months later – that cover family demographics, psychological factors such as depression or anxiety, and sleep. At various times, children will be asked to wear an actigraphy watch to monitor their sleep and caregivers will receive texts twice daily that ask about the child’s behavior and sleep. Eligibility To be eligible for the study, caregivers must: Be at least 18 years old Have children between ages 3-5 with behavioral or sleep difficulties Have children receiving care at one of the following CCP practices: Bass Wolfson Squirrel Hill, GIL East Liberty, GIL Murrysville, CCP Shenango, Bass Wolfson Cranberry, or CCP Neshannock Have children who have not had delays in their milestones or been diagnosed with a neurodevelopmental disorder such as autism or Down’s syndrome For more information on the study, visit the Pitt + Me website.
Communication is Key to Building Strong Relationships Between ECE Professionals and Caregivers Having a good relationship with caregivers is essential to an early childhood educator’s ability to guide a child’s development and success. A recent article by Brightwheel says that communication is the key to building strong relationships at preschools or child care centers. Learn More For many caregivers, Brightwheel writes, their child’s entry into preschool or a child care center will be the first time that they’ve trusted their child with someone other than family or friends. Therefore, it is important for early childhood education professionals to understand how to inform families about a program’s goals, their child’s progress, and daily activities. Effective communication is the means through which educators can build trust and create good relationships with caregivers. And establishing a respectful relationship is an essential component. To develop a respectful relationship, early childhood educators should gather the following information: Religious and cultural background, values, and beliefs Family dynamics and home arrangements Preferred languages Disabilities or health issues or concerns Learning styles Understanding communication preferences is also important. This can include knowing which days and times are best to reach caregivers and whether they prefer to communicate over the phone, through email, or in person. Educators should also communicate to caregivers the same information about themselves. Other effective means of communicating with caregivers include: Monthly newsletters that cover school-wide announcements, updates, or events Apps that help educators remain in touch with caregivers as well as track daily events and activities Social media pages that give caregivers a glimpse into daily activities Blogs that keep families up-to-date on current events in early childhood education For more information – including such topics as how to have difficult discussions and active listening – read Brightwheel’s article.
December 17, 2025 Registration Open for Trying Together’s Spring CDA Cohort Trying Together has begun enrolling students in spring Child Development Associate (CDA) cohorts that begin in early January. Learn More Participants have the option to participate in one of two cohorts. The first cohort is hybrid and will run from Thursday, January 8 through Thursday, June 18. It meets virtually over Zoom Thursday evenings from 6:30 p.m. to 8:30 p.m. and one Saturday per month from 11 a.m. to 3 p.m. at Trying Together’s office in Squirrel Hill (5604 Solway Street, Pittsburgh). The second cohort will run from Saturday, January 10 through Saturday, June 20 and will meet in person every other Saturday from 10 a.m. to 3 p.m. at Trying Together’s office. To enroll, participants must complete two applications: Apply to Trying Together Apply for funding to cover the cost of the CDA program Those with questions about the program should reach out to Patty McGee at patricia@tryingtogether.org. About the CDA Credential A CDA credential is the most widely recognized credential in the early childhood field and is a key stepping stone on the path to career advancement. The CDA Credential is based on a core set of competency standards that guide early learning professionals in their work to build on their professional experience and expertise. As a nationally recognized credential, a CDA Credential enables early learning professionals to work in Head Start and Early Head Start classrooms in addition to early learning programs across the United States. Several topics are studied in a CDA program, including, but not limited to: A healthy and safe learning environment Physical, cognitive, language, and creative development Social and emotional development Positive guidance Creating positive relationships with families Program and classroom management Observation and assessments Professionalism in early childhood education By earning a CDA Credential, early learning professionals strengthen their professional skill sets, gain opportunities to advance their careers, increase their confidence in the classroom, and reinforce their commitment to support young children and families.
Registration Open for NAEYC’s 2026 Public Policy Forum Registration is now open for the National Association for the Education of Young Children’s 2026 Public Policy Forum that takes place from February 22 to 24 in Washington, D.C. Learn More The event will draw early childhood educators, advocates, and leaders from across the country for an in-person event that will focus on: Expanding policy knowledge Strengthening advocacy skills Building relationships with other educators, advocates, and allies Engaging with national and state policymakers and fellow advocates on relevant early childhood education issues Deepening relationships with congressional offices The event’s agenda includes workshops, keynote speakers, panels, strategy sessions, and conversations with policymakers on Capitol Hill. Those interested in attending can register online.
Child Care Programs Still Recovering from Budget Impasse, Advocates Optimistic About New Investments Some early childhood education centers are still recovering from the months-long state budget impasse, despite additional child care investments in the 2025-26 budget that Governor Josh Shapiro signed into law last month, according to a new report by the West Hills Gazette. Several long-time partners of Trying Together discussed with the Gazette how they were forced to dip into their reserves during the impasse and how getting a $25 million early childhood education retention and recruitment line item in the budget is a great start for alleviating teacher shortages. Presbyterian Day School Mary Merryman, director of Coraopolis’ Presbyterian Day School, said that low wages in the early childhood education profession has made it challenging to find teachers and resulted in a shortage of child care centers. Merryman, an alum of Trying Together’s advocacy fellowship, said that Coraopolis is a “child care desert,” meaning there are not enough centers or programs to support the number of children under age 5 in the area. Merryman, who has traveled to Harrisburg to advocate for early childhood education, said the state budget’s $25 million line item is a good start to combatting the shortages. “That will definitely help,” she told the Gazette. “If we can retain teachers, we can offer more services to families.” Riverview Children’s Center Stephanie Heakins, director of Riverview Children’s Center in Verona, said she took over the reins at the center in the middle of the impasse. Earlier this month, Shapiro and Lieutenant Governor Austin Davis dropped by the center to discuss the recently-passed child care investments in the 2025-26 budget. Riverview has been a long-time partner of Trying Together and has a history of advocacy work. Heakins told the Gazette that loans were not an option during the impasse because paying interest on them was “not feasible,” while laying off teachers was also not possible because she knew the center would never get them back. Riverview receives about $55,000 per month from the state for its Pre-K Counts program, which provides free pre-kindergarten classes to low-income families, the Gazette reported. More than 50 students are currently enrolled and there is a waitlist. Because Pre-K Counts and Head Start – which Riverview does not offer – did not receive state dollars during the impasse, programs like Riverview were forced to dip into their reserve funds. “(The impasse) was a big thing, but now we are hoping we can get back on track and start planning for the future,” Heakins told the Gazette. Data According to PA Partnerships for Children, there were about 3,000 open staffing positions in the child care workforce, with an average salary of $29,480, as of September 2024. Kindergarten teachers, on the other hand, make an average $67,670. The 2025-26 budget’s $25 million Child Care Staff Recruitment and Retention Program would provide about $450 annually to employed licensed Child Care Works providers. The bonuses would support approximately 55,000 child care workers.
December 16, 2025 Podcast Tackles How to Help Children Manage Their Big Emotions One of the biggest challenges – and most important skills to learn – for children is managing big emotions. If such feelings go unchecked, they can lead to struggles beyond the toddler years and caregivers being overwhelmed. Learn More A recent Thriving Kids podcast covered the topic of how to help children manage their emotions. Dave Anderson, senior psychologist and vice president of public engagement and education for the Child Mind Institute, joined Marc Brackett, PhD, founding director of the Yale Center for Emotional Intelligence and author of “Dealing with Feeling,” to discuss the topic. The discussion covers why many children struggle to manage big feelings, how caregivers can shift from knowing to becoming “curious scientists,” and why focusing on positive emotions is just as important as managing difficult ones. The Child Mind Institute’s Family Resource Center provided some strategies touted by experts on how to help children build emotional self-regulation skills. These include: Start with labeling feelings – it’s easier for children to manage emotions when they can name them, such as “frustrated,” “sad,” “nervous,” or “excited. Model calm – children often mimic adults’ behavior; when a caregiver takes a breath and speaks gently in response to a challenging situation, it teaches them what self-regulation looks like Practice in slow-stakes moments – emotional self-regulation skills are built through repetition; try dry runs, such as practicing new skills during a quick errand if a child often has meltdowns as the store Coach children through tough situations – when it comes to tasks or situations that children find overwhelming, break them down into small steps, which gives them the framework to tackle challenging scenarios on their own Revisit challenges together – if a child has an outburst, return to it gently; children can learn to choose better ways to respond to a situation, but they need straightforward feedback. Talk about what went wrong and why – and how they can do better next time. Listen to the entire Thriving Kids podcast on YouTube.
