News

July 13, 2026

NAEYC Asks for Educators to Take Survey on Regulatory Systems and Requirements

The National Association for the Education of Young Children (NAEYC) is asking for early childhood educators currently working in programs across a variety of settings to take a survey.

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The workforce survey is intended for teachers, assistant teachers, coaches, specialists, program directors, and administrators in early learning programs. 

It is primarily focused on experience with implementing licensing, quality and other regulatory requirements, and systems that support children’s health, safety, and learning.

Responses to the survey will help NAEYC to understand how current policies are working in practice, where providers face challenges, and what is needed to support safe, high-quality early learning environments.

Those interested in participating should fill out the survey no later than Monday, July 27. It should take about 10 to 15 minutes to complete.

To be entered for a chance to win a $100 gift card, enter your email address at the end of the survey.

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PA Promise for Children Recommends July Books for Preschoolers

PA Promise for Children has released its list of July books for preschoolers, providing eight titles across four categories.

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The list of books is included in PA Promise for Children’s latest Kindergarten Here I Come newsletter. The four categories for the selections include Language and Literacy Skills, Science Thinking and Technology, Mathematical Thinking and Expression, and Health, Wellness, and Physical Development.

This month’s selections include:

Language and Literacy Skills

  • Sorting Through Spring (Lizann Flatt)
  • Stick and Stone (Beth Ferry)

Health, Wellness, and Physical Development

  • Fireflies! (Julie Brinckloe)
  • Summer Days and Nights (Wong Herbert Yee)

Science Thinking and Technology

  • Mud Puddle (Robert Munsch)
  • When Day Became Night (Jules Miller)

Mathematical Thinking and Expression

  • Two Speckled Eggs (Jennifer K. Mann)
  • Mouse Shapes (Ellen Stoll Walsh)

To view the entire list, visit PA Promise for Children’s website.

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Registration Open for 2026 Meaningful Play Conference

Registration is open for the Meaningful Play conference that will be held at Carnegie Mellon University on October 13 to 15.

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The conference – which will be hosted by the university’s Center for Transformational Play in partnership with Michigan State University – will focus on the power of games and play.

The conference will bring together academics, game designers, innovators, game researchers, game developers, government organization or NGO interested in games, students, and educators to explore how games and play can change people’s lives. 

The event is intended for those who make or study games. Games and prototypes will be exhibited during the event.

Those interested in attending can register online.

News

July 12, 2026

Investments in Early Care and Education Included in the 2026-27 State Budget

Pennsylvania lawmakers passed a $50.8 billion budget on Sunday, July 12 that includes modest investments that build on last year’s historic funding for child care and a small increase for Pre-K Counts and Head Start.

State Budget Delivers Modest Gains for the Early Learning Workforce but Leaves Out Critical Supports for Pennsylvania’s Youngest Children

Early Learning PA (ELPA), of which Trying Together is a principal partner, released a statement following the budget’s passage that expressed appreciation for some small steps forward in addressing early education workforce shortages in the 2026–27 state budget. It also emphasized that the state must do far more to support programs such as infant and toddler Early Intervention to ensure that every Pennsylvania child from birth to age 5 has access to affordable, high-quality early care and education by 2030. Read the full statement from Early Learning PA.

Cara Ciminillo, executive director for Trying Together, shared her perspective: “Pennsylvania’s youngest children need a comprehensive system of care, which includes various options to meet families needs. Lasting progress requires investing in and strengthening every part of the system from home visiting and Early Intervention to child care and pre-k. We can not expect one program to absorb cuts while another receives modest gains. Families do not experience these programs in silos and a comprehensive approach is necessary to realize the full potential of early learning experiences.”

Recruitment and Retention

In the joint statement, Start Strong PA noted the incremental progress this budget makes to support the child care workforce by building on the $25 million recurring Child Care Recruitment and Retention Program funding with an additional $5 million investment. These funds will support programs in recruiting high-quality applicants and retaining experienced educators.

“Child care is an economic development strategy, workforce participation strategy, and education success strategy,” the statement read. “These investments will encourage teachers to remain in the field, allowing more parents to work, prepare more Pennsylvania children for school and build a stronger and more prosperous commonwealth.”

Start Strong PA also noted that while this increase is a step in the right direction, there is much more that can be done to help families find and afford child care. It called on Pennsylvania to continue to build a robust early learning sector while working to improve system quality and stability.

“We are encouraged that the enacted 2026-2027 will increase the Child Care Staff Recruitment and Retention program by $5 million, bringing the total to $30 million,” said Emily Neff, director of public policy for Trying Together. “It’s clear that the bonuses had a meaningful impact on early childhood educators, bringing some to tears when they received them.”

“A modest growth to the program is the next right step. However, we must think bigger and bolder to truly transform the early care and education system. We look forward to continuing to work with the governor, lieutenant governor, and the bipartisan group of ECE champions in the General Assembly to strengthen state investments and policy for early care and education.”

Budget Gives a Slight Boost to Pre-K Counts and Head Start

Additionally, Pre-K for PA responded to the passage of the 2026-27 budget, in particular the $3.75 million in new state funding for Pre-K Counts and $1.043 million for the Head Start Supplemental Assistance Program. They noted that this investment will help to stabilize early learning providers by increasing per-child rates – an important investment to help programs facing rising costs and persistent staffing shortages due to low wages.

While Pre-K for PA acknowledged that these funding increases are a meaningful step forward, they fall short of the level needed to fully address the challenges facing Pennsylvania’s early learning systems.

To meet the growing needs of children and families, they urged policymakers to invest additional funding to strengthen and expand these programs.

“We remain committed to working with policymakers to build on this progress through sustained investments that strengthen the early childhood workforce, address the ongoing teacher recruitment and retention crisis and ensure high-quality early learning programs remain strong, stable and accessible to families across the commonwealth,” Pre-K for PA said in the statement.

Early Intervention Funding Cut Creates Uncertainty for Families and Providers

Early Learning PA expressed concern over the $5.2 million cut to infant and toddler Early Intervention in the Department of Human Services budget. It noted that while policymakers have indicated they intend to use remaining funds from the current fiscal year to prevent service reductions, the 2.6% decrease creates confusion and uncertainty for families and providers alike.

“Early Intervention is a critical, federally required component of the early care and education continuum,” Early Learning PA’s statement read. “Children from birth through age 5 with developmental delays, regardless of family income, must be identified, referred to and provided the services they need to help them and their families reach their fullest potential.”

Early Learning PA referenced OCDEL’s Early Intervention Rate Methodology Study, which found that infant and toddler rates were underfunded by more than $71 million – nearly 40% – in fiscal year 2022-23. It noted that this deficit has continued to grow in the years since and is now upwards of $116 million. The ongoing rate deficit leads to workforce shortages, which severely constrains providers and ultimately affects families seeking services. 

“Early Intervention programs continue to see significant annual increases in the number of children needing these critical services,” the statement concluded. “Moving forward, we will focus our efforts on ensuring families can continue to access the supports their children need.”

2026-27 PA State Budget Includes:

  • $5 million in additional funding for the Child Care Staff Recruitment and Retention Program.
  • $3.75 million in additional funding for the Pre-K Counts program.
  • $1.043 million in additional funding for the Head Start Supplemental Assistance Program.
  • $1.129 million for the Child Care Assistance line item.
  • Level funding for the Child Care Services line item.
  • A $5.2 million reduction in funding for the infant and toddler Early Intervention program in the Department of Human Services budget. The department is using prior-year funds to keep the program whole and maintain the rate increase provided in fiscal year 2025-26.
  • $41.221 million in additional funding for preschool Early Intervention in the Department of Education budget.
  • Level funding for evidence-based home visiting in the Community-Based Family Center line item, with a small reduction in the Nurse-Family Partnership line item due to a change in federal matching rates.

News

July 10, 2026

Family Swim to Return to Pittsburgh Pools Starting on July 13

Family Swim will return to neighborhood pools citywide as part of the city’s summer aquatics program starting on Monday, July 13.

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Family Swim will take place from 5 p.m. to 7 p.m. on Monday through Friday and during all weekend pool hours.

This provides children under the age of 15 with the opportunity to enjoy the pool alongside a parent, guardian, or other adult age 21 or older during a dedicated Family Swim session.

Similar to Adult Lap Swim, which offers designated time for adults only to swim for fitness and exercise, Family Swim provides a dedicated opportunity for families to enjoy the pool together.

City Pool schedules are available online, but operating schedules – including weekend hours – may vary by location. Poolgoers should check with their local pool for days of operation and complete daily schedules.

News

July 8, 2026

Child Mind Institute Resources Focus on Children’s Summer Anxieties

For many children, summer is a relaxing time during which they can take a break from homework or getting up early in the morning – but the season can also bring its own stressors.

The Child Mind Institute has released some resources on some of the things that stress children during the summer, whether it’s summer camp, unpredictable schedules, or travel.

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Changes in routine can cause worry about the unknown, especially for children who struggle with mental health challenges such as ADHD or anxiety.

The Child Mind Institute’s resources include a discussion on how to support children who might be feeling anxious about summer activities. They feature some suggestions for children who are nervous about camp, whether it’s apprehension about meeting new people or fear of being separated from their caregivers for longer than they’re used to.

The resources also include a piece in which experts weigh in on how to make travel easier for children with mental health challenges and how to support children who are easily upset by sensor surprises, such as hot sand or loud firecrackers.

Lastly, the resources include an article on how to manage boredom and use it to help children develop independence.

The Child Mind Institute’s resources include:

News

July 7, 2026

Resources Provide Tips on Monitoring Children’s Summer Screen Time

While some might consider summer fun to be swimming, barbecuing, or taking part in an adventure outdoors, many children would prefer the extra time to play their favorite video game or spend time on TikTok.

In a new set of resources, the Child Mind Institute notes that loosening the rules for screen time might seem fair when school’s out – however, a lack of rules will not work.

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The institute’s strategies for summer screen time rules include information on how to offer children more freedom to play games or connect with friends online without encroaching on what they need to do to stay healthy during the summer months.

The beginning of the season is a good opportunity to assess a child’s tech use, identify the risks you want to avoid, and make a practical plan.

The resources also include an article on screens and neurodivergent children, including those with autism, ADHD, or a learning disorder. It focuses on how these children might be able to get an additional benefit from online engagement, but also be more vulnerable to addictive or unsafe behaviors.

One article addresses the issue of when children are ready for social media use, while another discusses how to create a structure for the summer that makes children feel comfortable. There are also pieces on how to get children to spend more time outdoors and how building chores into their lives helps to teach them responsibility and feel the value of contributing to the family.

The Child Mind Institute’s resources include:

News

Thriving Kids Podcast Episode Tackles Effects of Smartphones and Social Media on Children

Although smartphones and social media are often cited as significant factors that contribute to the youth mental health crisis, a new episode of the Thriving Kids podcast discusses how research on the matter isn’t as cut and dry.

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In the podcast episode, Dave Anderson, PhD, the Child Mind Institute’s senior psychologist and vice president of public engagement and education, discusses this topic with Candice Odgers, PhD, a professor of psychology at the University of California who is one of the leading researchers studying technology and adolescent mental health.

For more than 20 years, Odgers has tracked young people’s daily lives, often through their own phones, to understand what shapes their well-being. In the podcast episode, she explains that data shows social media to be one of the weakest predictors of children’s mental health, how correlation can get mistaken for causation, and what evidence shows about phone bans in schools.

She also emphasizes that family relationships, quality friendships, sleep, and the well-being of adults in their lives are what really matters when it comes to supporting children’s mental health.

Some tips provided during the podcast for supporting a child’s mental health without making the phone the entire conversation include:

  • Look at the whole picture, not just the screen: When something feels off, resist the urge to blame the phone first. Make sure a child is getting the basics that protect mental health – real-world social connection, enough sleep, and activities that help to build identity and self-confidence.
  • Keep the line of communication open: Think of your role as scaffolding – give children age-appropriate independence while keeping a line of open communication so they feel that they can come to you. Children are more likely to tell a caregiver when something goes wrong online if they respond to problems calmly and without judgment, and not immediately resorting to taking a device away.
  • Pay closer attention to children who are already struggling: Children going through a difficult time or under stress are more vulnerable to the downsides of social meda. Keep an eye on how a child seems after they have been on their phone. If they are withdrawn, upset, or showing signs of anxiety or depression, it’s worth a closer look and, if necessary, a conversation with a mental health professional.
  • Model the balance you want to see – especially with sleep: Children notice how the adults around them use their phones. Set an example with phone-free dinners and family time, and protect sleep with a no-phones in the bedroom policy after a set time. Sleep deprivation is among the most common contributors to low mood in teens.

For more information, listen to the Thriving Kids podcast.

News

July 6, 2026

A+ Schools Asks Programs Serving Children to Take Transportation Survey

A+ Schools is asking Pittsburgh nonprofits that serve children or youth to take a survey regarding the costs involved for the transportation of children to their programs.

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A+ Schools notes that transportation is often cited as a barrier for why children don’t take advantage of programs that support their academic or social-emotional growth. However, many programs in the Pittsburgh region provide free transportation, whether it’s in the form of Pittsburgh Regional Transit bus passes or vans or shuttles.

A+ Schools created a survey to help better understand the transportation costs for youth-serving nonprofits in Pittsburgh. The goal is to increase funding for youth Pittsburgh Regional Transit access that would help them get to school, sports, tutoring, mentoring, and other out-of-school time activities.

The survey only takes about two minutes to complete. A+ Schools will not share any participating organization’s name or information that it provides without permission.

Questions in the survey include:

  • The monthly cost for transportation for students in the program
  • How much of that cost is related to buying Pittsburgh Regional Transit bus passes
  • How much a program would anticipate saving if students had a monthly bus pass that would allow them unlimited rides

News

Fred Rogers Productions Names Trying Together Early Childhood Intervention Coordinator to Advisory Board

Fred Rogers Productions has named an early childhood intervention coordinator for Trying Together to its recently launched Education Impact Advisory Program.

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In April, the nonprofit children’s media company named after the iconic TV personality Mister Rogers kicked off the new initiative, which is composed of education professionals who provide insights into early childhood learning contexts, offer feedback on the media company’s content and resources, and co-create new educational engagement activities that are aligned with the company’s mission.

Kelly Palko, an early childhood intervention coordinator for Trying Together, was recently added to the 15-member cohort.

“Being a part of the Fred Rogers Productions Education Impact Advisory is both an honor and an incredible opportunity to continue the legacy of a person who believed deeply in the power of meaningful connections,” Palko said. “As an educator and a parent, I am inspired by Mister Rogers’ commitment to helping children feel seen, valued, and understood – and I am grateful to play even a small role in carrying those values forward.”

Advisors in the program will serve through July 2027. The cohort will interact with the teams behind the company’s award-winning series, such as “Daniel Tiger’s Neighborhood,” “Donkey Hodie,” and “Alma’s Way” to ensure the company’s content meaningfully connects with and supports children, caregivers, and educators.

Advisory members include professional teachers and principals, curriculum experts, early childhood education specialists, librarians, and child care providers.

The advisory board will:

  • Take a deep dive into the company’s series and educational frameworks
  • Share real-time insight from their own professional experiences
  • Co-create new activities and resources inspired by the company’s content
  • Serve as ambassadors for Fred Rogers Productions’ content in their respective communities

Other advisory board members from the Pittsburgh region include Grace Evans, SOY Pittsburgh coordinator at the Latino Community Center; Tiffany Harkleroad, youth services manager at the Butler Area Public Library; and Caitlin Lucas, kindergarten teacher at Keystone Oaks School District.

Photo by Jorge Santiago, courtesy of Fred Rogers Productions.