Thriving Kids Podcast Episode Focuses on How Boredom Can Help Children Grow

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September 14, 2026

Thriving Kids Podcast Episode Focuses on How Boredom Can Help Children Grow

When caregivers hear children say they are bored, their immediate reaction might be to help them fill the void by finding them something to do.

But the restless feeling of having nothing to do isn’t a problem that needs to be fixed, according to the latest Thriving Kids podcast episode, but rather a means by which many valuable skills that involve critical thinking, self-direction, and independence get built.

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In the Thriving Kids episode, Dave Anderson, PhD, senior psychologist and vice president of public engagement and education for the Child Mind Institute, joins Aliza Pressman, PhD, a developmental psychologist, associate clinical professor at the Icahn School of Medicine and Mount Sinai, co-founding director of The Mount Sinai Parenting Center, and host of the “Raising Good Humans” podcast, to discuss why boredom is important for children’s growth.

The podcast’s discussion touches on gentle parenting, including common misconceptions about the term and the benefits of an evidence-based approach called authoritative parenting. It also focuses on ways to manage screen time and the quiet value of boredom. 

Suggested Strategies

When children learn to sit with unstructured time, this is a skill – not a sign that something is wrong. Some of the expert-backed strategies to help children work through the discomfort of being bored include:

  • Build the boredom menu before the boredom hits: During a calm moment, sit down with your child and make a list of things they like to do, mixing your ideas with theirs. Keep it varied and low-effort. For younger children, a picture chart might work better.
  • Point them to the menu: When the complaint arrives, steer them back to their own menu. You can give them a choice between items on the menu, but the goal is for them to decide, not you.
  • Notice when “I’m bored” actually means “notice me”: If a child rejects every option you offer, boredom might not be the real issue: They could be angling for your attention. Rather than getting pulled into a negotiation over activities, give them a short window to make a decision and let them know that if they don’t, you’ll choose for them.
  • Let the project flop: Half the value of an open afternoon is the thing that doesn’t work. Rather than smoothing it over, ask what worked, what didn’t, and what they’d try next time. This is how boredom builds frustration tolerance and the willingness to try again.
  • Change your own script: For caregivers, “I’m bored” often translates as a request for rescue, and anxiety can lead them to fill the gap with a screen or one more scheduled activity. Instead, treat it as an opening: Tell children, “I can’t wait to see what you come up with.” When boredom stops coming across as an emergency to a caregiver, it stops seeming like one to a child.

To learn more, listen to the latest Thriving Kids podcast episode.

The Buzzword is PLAY

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The Buzzword is PLAY

As part of its programming, Buzzword distributes its signature “BUZZ Boxes” to local families to help excite children from birth to age five as well as their caregivers about new words that are all around them. These family engagement kits come complete with a high-quality children’s book and enriching activities that support early literacy skills and development.

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This month’s Buzzword is PLAY, which means any fun, freely chosen activity done just for the joy of it. Buzzword’s PLAY Activity Book will give children – ages birth to five – and their caregivers the opportunity to connect through science, art, music, and early literacy activities.

Caregivers are encouraged to read through The Way Champs Play, Sea by Naomi Osaka with their child. Then, they should go through the different activities and ideas together, taking time to explain the meaning of the words and connecting them to their child’s real-life experiences.

Buzzword has also provided a PLAY book list of recommendations from the Carnegie Library of Pittsburgh for further reading.

More Information

Want to learn more on how to get involved with Buzzword? Ask your local Allegheny County Family Center about the program, or email buzzword@tryingtogether.org.

OCDEL to Award Funds for Implementation or Continuation of Family Support Programs

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September 10, 2026

OCDEL to Award Funds for Implementation or Continuation of Family Support Programs

Pennsylvania’s Office of Child Development and Early Learning (OCDEL) is seeking to award funds to qualified applicants for the implementation or continuation of Family Support Programs.

OCDEL’s Bureau of Early Intervention Services and Family Supports would award funds for the programs, which consist of community-based, high-quality evidence-based home visiting (EBHV) services, as well as three categories of enhancements to evidence-informed programs, EBHV model enhancements, and program enhancements.

About Family Support Programs

Family Support Programs help families to access a broad array of supports and services, including formal supports (such as EBHV and parenting classes), informal supports (such as providing resources and connecting families to services in the community), and a community system of services that promote the well-being of families and their children.

Such services can take many different forms, depending on the strengths and needs of the family, but the overarching goal is to help caregivers enhance skills and resolve problems to promote optimal child development

Applicants must apply to implement as least one EBHV model, and may apply to implement one or more enhancements.

Applications must be received no later than Tuesday, October 13, while questions must be submitted by Tuesday, September 15 and answers to potential applicant questions will be posted by Tuesday, September 22.

For more information, visit the eMarketplace website.

OCDEL Calls for Providers to Strengthen Measles Prevention Efforts Amid Outbreak

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September 9, 2026

OCDEL Calls for Providers to Strengthen Measles Prevention Efforts Amid Outbreak

Pennsylvania’s Office of Child Development and Early Learning (OCDEL) is calling for early childhood providers to strengthen measles prevention efforts, contribute to vaccination awareness, and ensure that rapid response procedures are up to date as the number of cases rises statewide.

Currently, Pennsylvania has confirmed more than 570 cases of measles and several counties are experiencing concentrated outbreaks. The state’s Department of Health has a measles dashboard that shows case counts by county.

Measles Symptoms

Measles is a highly contagious viral illness that spreads through the air, often when an infected person coughs or sneezes. The virus can linger on surfaces and in the air for up to two hours. Symptoms include a rash, fever, cough, runny nose, sore throat, and red, watery eyes. Other severe complications can include pneumonia and swelling of the brain, and some may be hospitalized or die. 

Those infected with the illness are contagious from four days before to four days after the rash appears. Symptoms typically appear seven to 14 days after exposure, but it can take up to 21 days to appear.

Vaccines 

Vaccines are the best protection against getting sick from measles, specifically two doses of the measles, mumps, and rubella (MMR) vaccine, OCDEL said. Two doses provide approximately 97% protection, while one provides 93% protection. Most people who are fully vaccinated will be protected for life.

According to the Pennsylvania code 27.77, a licensed child care facility requires all children, ages 2 months and older, to have an immunization record on file. The record should be provided by the parent from a physician, physician’s assistant, CRNP, the state’s Department of Health, or a local health department. 

The record must contain the dates that the child received all age-appropriate vaccinations. Newly enrolled families have up to 60 days to provide the child’s updated record. If a child has not received vaccinations, acceptable documented exemptions must be on file. For exemptions due to medical concerns, documentation must be provided by a medical professional, while a religious exemption requires a signed and dated written statement from the child’s caregiver.

People who are not immune by either vaccination or documented prior infection have a 90% chance of developing measles after being exposed.

Child care providers should review the immunization status for all children and talk to staff members and volunteers about their status. Proof of immunity includes:

  • Documentation of one or more doses of the MMR vaccine
  • Laboratory evidence of immunity (blood test) or laboratory confirmation of measles disease
  • Birth before 1957; adults born before that year are more likely to have had measles as children and are generally, but not always, considered immune.

Providers should remind families and staff about the vaccination, including where it can be accessed, such as primary care providers, urgent care, pharmacies, federally funded health centers, state health centers, and local health departments.

Prevention and Response 

Providers should promote infection control practices, such as respiratory hygiene and cough etiquette, frequent handwashing, and disinfection of high-touch surfaces. Staff and children should be encouraged to stay home when they are ill. Families of unvaccinated children and staff who are exposed to measles should be notified that they may need to stay home for up to three weeks after their last exposure.

If a case of measles occurs, providers should contact their local health department or the state’s Department of Health at 877-724-3258.

For more information, visit The Pennsylvania Key’s website and Trying Together’s recent news post, Measles a Growing Concern as Number of Cases Rises.

Help to Promote Reading Among Children During September’s National Literacy Month

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Help to Promote Reading Among Children During September’s National Literacy Month

Although promoting early literacy is a year-round endeavor, September has been designated as National Literacy Month, during which educators and caregivers should encourage reading among children.

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Pennsylvania’s Office of Child Development and Early Learning shared a message this week that families should spend at least 15 minutes per day reading, storytelling, singing, and taking part in conversation. 

OCDEL cited research showing that shared reading experiences help to strengthen vocabulary, comprehension, social-emotional development, and caregiver-child relationships while helping children prepare for school.

Children who are exposed to books and language early in life, according to OCDEL, are more likely to:

  • Develop strong language and communication skills
  • Build larger vocabularies
  • Strengthen listening and comprehension skills
  • Be prepared for kindergarten and future learning
  • Develop creativity and imagination
  • Foster a lifelong love of reading

OCDEL noted that it would share weekly tips and resources to help promote early literacy as part of National Literacy Month. 

Meanwhile, some other resources from Trying Together, Buzzword, and the Carnegie Library of Pittsburgh to help celebrate the month include:

 

Annual Lights On Afterschool Celebration To Be Held in October

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September 8, 2026

Annual Lights On Afterschool Celebration To Be Held in October

Lights On Afterschool will hold its 27th annual nationwide event celebrating after school programs and their role in the lives of children, families, and communities in October.

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Lights On Afterschool has become a hallmark of the afterschool movement since its launch in October 2000.

The Afterschool Alliance organizes Lights On Afterschool events to draw attention to the numerous ways that afterschool programs support students by offering them opportunities to learn new things and discover new skills.

Subjects and activities about which students learn through Lights On Afterschool include science, community service, robotics, poetry, and Tae Kwon Do, among others.

The annual Lights On Afterschool events send a message that more children need quality afterschool programs around the nation.

2026 Event

This year’s event will be held on Oct. 22. For more information, visit Lights On Afterschool’s website.

More than 8,000 programs across the country are expected to take part in Lights On events in October. Those interested in hosting a Lights On event can register their event online.

Child Mind Institute Resources Help Caregivers to Address Children’s Back-to-School Worries

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Child Mind Institute Resources Help Caregivers to Address Children’s Back-to-School Worries

Going back to school in the fall can be an exciting time for children – but it can also be a stressful one. The Child Mind Institute has put together some resources on how caregivers can talk to children about their back-to-school worries.

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As a caregiver, it is tempting to focus on positive aspects of the back-to-school experience, but glossing over a child’s worries can be a missed opportunity to help them share their concerns and prepare to deal with them.

The Child Mind Institute notes that while it is important to emphasize good things about starting school, caregivers should also take children’s worries seriously. This could involve bolstering the confidence of a child with a learning disorder while recognizing that their challenges can make school frustrating.

Caregivers should help children to have strategies in place for dealing with common stressors such as homework or test-taking before they get overwhelmed. The institute provides tips for children going back to school with ADHD and sensory processing issues and teens who are socially anxious.

The Child Mind Institute’s resources include:

APOST Accepting Applications for 2026-2027 Quality Campaign Cohort

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September 7, 2026

APOST Accepting Applications for 2026-2027 Quality Campaign Cohort

Allegheny Partners for Out-of-School Time is accepting applications for its 2026-2027 quality campaign cohort.

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Participants will be able to take part in a network of 66 organizations that are committed to improving out-of-school-time program quality.

The Quality Campaign 2026-2027 cohort will go through a Youth Program Quality Improvement Process (YPQI) led by The Weikart Center at the Forum for Youth Investment with support from APOST from October through March.

Participation in the cohort will help organizations to:

  • Provide better experiences for young people
  • Receive free professional development
  • Engage staff at every level
  • Receive shared tools and framework for improvement
  • Use a sustainable, cost-effective model that is in use in hundreds of communities across the country

Those interested in participating must fill out a brief application by 5 p.m. on Friday, September 18. Questions about the cohort can be sent to apost@afterschool.org. 

Thriving Kids Podcast Episode Focuses on Helping Neurodivergent Children to Make Friends

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Thriving Kids Podcast Episode Focuses on Helping Neurodivergent Children to Make Friends

A new Thriving Kids podcast episode focuses on how to help neurodivergent children to build real friendships.

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In the episode, Dave Anderson, PhD, the Child Mind Institute’s senior psychologist and vice president of public engagement and education, speaks with Caroline Maguire, MEd, PCC, an ADHD and executive function coach and author of “Friendship Skills for Neurodivergent Adults,” on the topic.

Many children with ADHD, autism, or a learning disorder often think that to make friends, they must “mask” who they actually are. So, they study others, try to blend in, and hope it works. In the process, they conceal fidgeting, agree with opinions they don’t hold, or over-apologize for awkward moments. But, Maguire said, children who work hardest to hide their true selves are often lonely.

Maguire noted that this kind of masking doesn’t build authentic friendships. Instead, true connection comes from shared interests, a shared sense of humor, or shared experiences. Finding common ground is extremely difficult when a child buries the real version of themselves, she added.

If a child struggles to make or keep friends, Thriving Kids has provided a few ideas that caregivers can put to work:

  • Start with who they are, not who they are supposed to be: Children who feel they have to hide their real selves tend to feel shame, which makes connection harder. Let the child know the goal isn’t to become someone else – it is to find people who click with them as they already are.
  • Let their interests do the introducing: Shared interests are the fastest way to find your people. Look for structured, interest-based activities where a passion is the price of admission, whether it’s a robotics club, theater group, Dungeons & Dragons table, a sport, or an art class.
  • Treat social situations as training, not a test: Children don’t need to get it perfect – they need practice. Rehearsing tricky moments ahead of time (walking up to a group, starting a conversation, knowing how to say “no”), role play them at home, and try short “social scripts” for common exchanges. When something doesn’t work, do a calm post mortem together on what happened, which part was hard, and what to do next time.
  • Right-size the friendship before your child does: Many neurodivergent children get so excited about a promising connection that they instantly crown a new acquaintance their “best friend,” and then are crushed when the feeling isn’t returned with the same intensity. Gently teach them that there are stages to getting to know someone as well as different kinds of connections – f.e., the people you say hello to, acquaintances, new friends, and the rare close friend.
  • Honor introverted and anxious children: Being introverted isn’t a problem to fix. Quiet children make wonderful, loyal friends. Make sure they still get chances to connect on their own terms. Try hosting the first hangout at home where they are most comfortable and nudge them to stretch just a little past what feels easy, rather than all the way to the deep end.

To learn more, listen to the latest Thriving Kids podcast episode.

Pennsylvania PD Registry Announces Update to Designation System

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September 2, 2026

Pennsylvania PD Registry Announces Update to Designation System

Pennsylvania’s professional development registry will be updated beginning Monday, September 14 so that a program’s valid-through date reflects the date when its next annual renewal is due.

This means that the valid-through date will move from three years in the future to one year in the future.

What’s Not Changing?

However, other elements of the PD Registry Designation System will not change, including:

  • A Keystone STARS designation will remain valid for three years.
  • Programs will continue to maintain their STAR designation as long as they complete annual renewals and meet all other eligibility requirements.

No action is necessary at this time, and programs should continue to follow their current renewal schedule. 

Additional improvements to the designation system will be introduced in January and more information will be available when they get closer to implementation. Questions can be directed to registry@pakeys.org.