Greater Pittsburgh Festival of Books to Host Authors, Workshops on May 31
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May 23, 2025
Greater Pittsburgh Festival of Books to Host Authors, Workshops on May 31
The Greater Pittsburgh Festival of Books will celebrate the city’s literary community and draw poets, authors, and readers to the Carnegie Library of Pittsburgh.
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The festival features local and nationally-recognized authors, poets, children’s activities, bookstores, entertainment, and publishers.
Participating authors include Rachel Khong, Torrey Peters, and Sharon G. Flake, while poet Judy Collins will also be in attendance. The festival also offers a variety of children’s programming, including story time events and workshops.
The festival runs from 10 a.m. to 5 p.m. on Saturday, May 31. It will take place at the Carnegie Library of Pittsburgh, located at 4400 Forbes Ave.
Registration, which is now open for the festival, secures a spot at any program. The book festival’s dinner, which will run from 6 p .m. to 9 p.m. on Friday, May 30, has also opened registration.
More information on the headlining authors, adult programming, children and young adult programming, workshops, and panels is available on the festival’s website.
Theiss Training Center to Hold Three-Part Online Course on Childhood Trauma
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May 21, 2025
Theiss Training Center to Hold Three-Part Online Course on Childhood Trauma
The University of Pittsburgh’s Theiss Training Center for Trauma and Early Childhood Mental Health will host a three-part online course revolving around trauma in August and September.
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Becoming Trauma Aware, Informed, and Proficient is a virtual training series that is designed specifically for professionals working with young children and their families in early childhood settings. The courses in the series can act as standalone classes or participants can attend all three.
Teri Pentz, LCP, IMH-E® Mentor (Clinical), will lead the three courses on Microsoft Teams. Links for the courses will be shared with participants after they register.
Becoming Trauma Aware
The first course, Becoming Trauma Aware, will discuss the path to becoming trauma proficient and begins with a basic understanding of trauma and what children’s reaction to trauma can look like in the context of play and behaviors.
The session will lay the foundation for understanding trauma by developing an awareness of what it is and how it reveals itself. Attendees will discuss the basic definition and different types of trauma and reactions to it. They will also explore trauma in early childhood and what it can look like when processed through behavior.
The class will run from 1 p.m. to 2 p.m. on Thursday, August 21. Other details include:
One hour of PQAS or Act 48 credit will be available. There is no cost to attend or for PQAS hours, but Act 48 hours will incur a separate fee.
With a basic awareness of what trauma looks like in children, this second session will take a look at recent understanding of early brain development. It will discuss how babies’ brains develop in tandem with close relationship building, how trauma disrupts relationships and the building of “brain architecture” during this stage, and how strong relationships can build resilience when trauma is present.
The session will run from 1 p.m. to 2:30 p.m. on Thursday, September 4. Other details include:
Attendees can receive 1.5 hours of PQAS or Act 48 credits. There is no cost to attend or for PQAS hours, but Act 48 hours will incur a separate fee.
The third training applies information presented in the second session. Looking at a case study, the group will analyze trauma and relationship information that may indicate early traumatic experiences impacting the child’s current psychological functioning.
It will then assess behaviors presented to identify classroom strengths that support children whose needs are met and understand how to identify children whose history and behaviors may indicate a need to refer for services.
The class will run from 1 p.m. to 2:30 p.m. on Thursday, September 18. Other details include:
Attendees can receive 1.5 hours of PQAS or Act 48 credits. There is no cost to attend or for PQAS hours, but Act 48 hours will incur a separate fee.
All can attend but prior completion of “Becoming Trauma Informed” is required to receive PQAS or Act 48 credits.
OCDEL Announces New Director of Bureau of Early Intervention Services and Family Supports
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May 20, 2025
OCDEL Announces New Director of Bureau of Early Intervention Services and Family Supports
Pennsylvania’s Office of Child Development and Early Learning (OCDEL) announced that Kimberly Rode will be OCDEL’s director of the Bureau of Early Intervention Services and Family Supports.
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Rode served as ARIN Intermediate Unit 28’s director of special education for the past six years and was a school psychologist for 18 years. She graduated with a bachelor’s degree in human development and family studies from Penn State University before earning a master’s degree in educational psychology and certifications in school psychology and supervisor of pupil personnel from Indiana University of Pennsylvania (IUP).
In 2024, Rode completed her Doctor of Education degree in administration and leadership studies from IUP by writing her dissertation, “Standards in Equity: The Impact of Implementing Common Core State Standards on High School Graduation Rates in the United States.”
Rode relies on data to guide areas designated for improvement and to provide evidence of the impact of her and her colleagues’ work, OCDEL said. Her work involves supporting children, families, and providers “by addressing complex issues from a place of creativity, innovation, and adaptability.”
The Bureau of Early Intervention Services and Family Supports is responsible for managing the allocation of state and federal funding to 48 county/joinders early intervention programs. It also provides guidance to local programs regarding compliance with Act 212, IDEA, and Pennsylvania regulations, verifying compliance with state and federal early intervention requirements, providing families with required supports and protections, and collecting, managing, and reporting data regarding child count, compliance, and other information.
Community Playthings: Dramatic Play Aids Children’s Social and Emotional Development
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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.
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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.
Pennsylvania to Celebrate May 23 as “143 Day” with Acts of Kindness
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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.”
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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.
The Carnegie Library of Pittsburgh has opened registration for its citywide summer reading challenge that includes events and prizes.
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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.
Child Mind Institute Provides Resources on Oppositional Defiant Disorder
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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.
Early Childhood Educators Share the Day-to-Day Realities of Working in Child Care Programs
News
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
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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.
OCDEL Provides Update on Certification Regulation Rewrite Project
News
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.
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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.”
