Thriving Kids Podcast Focuses on How Parenthood Reshapes Fathers’ Brains

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October 14, 2026

Thriving Kids Podcast Focuses on How Parenthood Reshapes Fathers’ Brains

Much of what we know about how parenthood changes a person comes from research on mothers, so the Thriving Kids podcast has released a new episode on how fathers are affected by becoming a parent.

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In the episode, Dave Anderson, PhD, senior psychologist and vice president of public engagement and education for the Child Mind Institute, discusses the topic with Darby Saxbe, PhD, professor of psychology at the University of Southern California and author of “Dad Brain: The New Science of Fatherhood and How It Shapes Men’s Lives.”

Saxbe’s lab studies how the transition to parenthood reshapes a person’s brain and biology, and she has spent years looking at the parent most research overlooks.

The Thriving Kids episode includes a discussion on what her lab found when they scanned new fathers’ brains, including a loss of gray matter that resembles the pruning that happens in childhood and appears to make the social parts of the brain more efficient.

The fathers who changed the most reported feeling more bonded to their babies and doing more of the caregiving. They also reported more symptoms of depression, anxiety, and problems with sleeping, all of which are aspects of new fatherhood that rarely get named.

The discussion also focuses on testosterone, which dips in new fathers across species, and why messaging that higher testosterone levels are always better misses what research actually shows. Saxbe talks about the personal habits that tend to shift when men become fathers, from wearing seat belts and sunscreen to regular checks as well as evidence that parenthood may serve as protective function in the brain as you age.

Anderson and Saxbe also talk about play, the value of following a child’s lead into interests you do not share, and what boys are absorbing about masculinity from the loudest voices online.

Other expert-based strategies from the Child Mind Institute for helping fathers to build stronger connections with their children include:

  • Set aside 10 minutes a day of undivided attention doing something your child picks each day, whether it’s a card game, puzzle, LEGOs, or making art. This strengthens the relationship with the child and is short enough to protect on a busy weeknight.
  • Follow their lead. Play along without directing the play or steering it toward what you would rather be doing. Let the child choose the game, the characters, and the rules, and join the world they are building. Playing this way is good for children, and it has been found to lower parenting stress.
  • Be specific with your praise, which tells children exactly what to do again. Look for chances to praise creativity, kindness, humor, and effort, not only wins and grades.
  • Model what you want them to pick up. Children watch how you treat your partner much more closely than they listen to what you say about relationships. Show interest in your partner’s ideas, be encouraging when things are hard, and let children see you work through a disagreement without contempt. Watch your own language too, including gendered lines or comments about women’s bodies.
  • Talk about what they are seeing online. Boys are getting a steady stream of content about bodies, status, and what a man is supposed to be. Start with curiosity instead of a lecture. Then, look at it together, talk through what is realistic and what is harmful, and help them find men in their lives they can actually talk to.

OCDEL Makes Recruitment and Retention Award Announcement, Asks Providers to Update Staff Registry

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OCDEL Makes Recruitment and Retention Award Announcement, Asks Providers to Update Staff Registry

Pennsylvania’s Office of Child Development and Early Learning (OCDEL) announced this week that it will continue to implement the Child Care Staff Recruitment and Retention (CCSRR) program and will issue up to $30 million to qualified early childhood education providers to support staff retention and recruitment efforts.

As of October 13, eligible providers should submit a CCSRR application to their regional ELRC. The expiration date is September 17, 2027. More information can be found on OCDEL’s website.

OCDEL also recently requested that qualified providers planning to apply for the 2026-27 Child Care Staff Recruitment and Retention Award update their staff registry information as soon as possible.

The award is set to be released in mid-October and, as part of the application process, providers must submit an updated staff registry report to their local ELRC.

The recruitment program is a funding opportunity for certified child care programs that maintains a Child Care Works (CCW) Certified Provider Agreement. The intent of the program is to support existing child care staff and recruitment within the field. It was first included in the 2025-26 Pennsylvania state budget.

Providers are not required to change their employees’ start dates or position titles and can start updating their staff registry information on The Pennsylvania Key.

Any questions about the process can be emailed to registry@pakeys.org. 

Turning Ordinary Moments into Meaningful Connections: UnConference Wrap-Up

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October 13, 2026

Turning Ordinary Moments into Meaningful Connections: UnConference Wrap-Up

A child’s day is filled with seemingly ordinary moments – but those moments are more meaningful than we realize. The simple and ordinary moments that take place during daily routines form the very foundation of learning and connection during a crucial time for brain development. 

On October 12, early care and education professionals attended UnConference: Ordinary Moments, Meaningful Connections to deepen their understanding on how to cultivate environments where every child—and every adult—feels seen, heard, and valued.

The UnConference highlighted how connection, inclusion, opportunities for growth, and meaningful learning occur within everyday moments between adults and children.

Noticing the Extraordinary

The UnConference kicked off with a keynote address from Dr. Junlei Li, Saul Zaentz Senior Lecturer in Early Childhood Education at the Harvard Graduate School of Education and creator of the Simple Interactions approach.

Dr. Li is a valued friend and partner of Trying Together whose work has profoundly influenced how we think about relationships, human connection, and the everyday moments that shape children’s lives.

Everyday Interactions Matter, the early childhood arm of Simple Interactions in Pittsburgh, was developed in partnership with Trying Together and the Fred Rogers Institute and is rooted in the work of Fred Rogers and Dr. Li.

“When we constructed Simple Interactions, we tried not to assume there’s a value in certain interactions,” Li said. “The tool was designed not to presuppose what we should see in a moment, but let the moment teach us what it means to be a teacher or caregiver.”

In his keynote speech, Dr. Li focused on the practice of noticing.

“The more you pause, the more you have the opportunity to allow something extraordinary to come out,” Dr. Li said. “That’s where you find the things you want to notice.”

Li said that 90% of early childhood education research comes from industrialized and wealthy western countries, and that the vast majority of U.S. children live in multicultural environments, so educators can’t presume to understand them based solely on research.

“Young children all around the world have developmental needs – such as being loved or being held,” he said. “Researchers have a phrase about how care is different around the world: Universality without uniformity. Not everyone has to do it the same way across every home, school, or community.”

Li’s message set the tone for workshops that followed that focused on connection, inclusion, and creating meaningful moments between children and educators or caregivers.

Cultivating Connected, Inclusive, and Meaningful Interactions

Following the keynote, participants broke into smaller workshops to delve deeper into topics relevant to their own work. Workshops included:

    • Building Rapport & Play Skills with Early Learners with Autism with Katie Hirsh, Better View Consulting
    • Seen, Heard, and Valued: Building Educator Resilience to Create More Connected Classrooms with Alichia Parker, A PAR EDU
    • Reducing Hidden Effort: Building Classrooms Where Diverse Learners Can Thrive with Dana Pettygrove, System 1-2-3
    • Read-Alouds as a Bridge to Inclusion and Belonging: A Disability Case Example with Jennifer Briggs and Caitlin Spear, University of Pittsburgh School of Education Office of Child Development
    • Creating Classrooms Where Everyone Belongs: Fostering Connection, Inclusion, and Student Growth with Khari Hicks, Hosanna House
    • Building Relationships Through Fred Rogers’ Six Fundamentals of Learning and Growing with Annie White, Fred Rogers Institute

About Simple Interactions

Dr. Junlei Li said Simple Interactions was started nearly a decade-and-a-half ago to capture and reflect back to children’s helpers the extraordinary work they do each day, and to advocate for respect and recognition for early education professionals. 

“The Simple Interactions approach is a way of seeing, recognizing, and thinking about human relationships from the lens of everyday, ordinary interactions that adults and caregivers have with children,” Li said.

He noted that the approach offers a framework and visual language to help educators reflect and recognize the most essential elements of their daily work, and that it creates opportunities to include administrators and policymakers in understanding what’s most important in this work.

The four tenets of Simple Interactions are connection, reciprocity, inclusion, and opportunity to grow, which are described on the tool’s website.

The approach benefits children because it takes big developmental milestones and breaks them down into the small moments where everyday developmental needs are met with care and support from adults, Li added.

Li said the tool’s aim is to notice what is happening inside the small moments and what educators are already doing well. Then, it engages educators to reflect and learn together in a community of peers to develop a shared practice as professionals. Last, it pushes the systems that provide support to educators and families to recognize that these small moments are what really matters in the work of care and education. 

“There isn’t one single way of using it, and our colleagues all around the country and world have been using it in their own way,” Li said.

In terms of results, Li said the most important one for front-line educators is encouragement by offering an affirmation of what they do and what they believe. A secondary result is reminding leaders who are distanced from the frontline that relationships are at the core of education and care work and that administrative systems and policies ought to strengthen – not diminish – such relationships.

Li said the Simple Interactions tool is continuously updated and translated with the help of colleagues and volunteers. The most up-to-date tool and its translations are accessible for free on the Simple Interactions website.

OCDEL Asks Families, Providers to Share Meaningful Family Engagement Stories by October 23

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OCDEL Asks Families, Providers to Share Meaningful Family Engagement Stories by October 23

Pennsylvania’s Office of Child Development and Early Learning (OCDEL) is asking for families and early childhood educators to share a short story or video about meaningful family engagement by Friday, October 23 for the chance to have it featured by OCDEL during National Family Engagement Month.

According to OCDEL, family engagement refers to an ongoing partnership between families and professionals in which families’ strengths, knowledge, experience, and voices are valued to support their children and families and to strengthen programs, communities, and the broader early childhood system.

To celebrate National Family Engagement Month in November, families and early childhood educators are invited to share stories about meaningful family engagement. These can be submitted by a family, professional or provider, or jointly by a family and a provider.

What Stories Should Focus On

Stories should highlight:

  • Partnerships in the home as families and professionals work together to support children and family goals
  • Partnerships in early childhood programs and services, where families and professionals partner in planning, learning, and decision-making
  • Partnerships in communities and systems, where family voices and leadership help to shape programs, services, policies, and practices
  • Family voice and leadership, family-professional partnerships, systems change and impact, or innovation and success
  • Initiatives such as workshops, trainings, parent cafes, advisory groups, peer support opportunities, and other activities that help families to build leadership skills, connect with other families, and contribute to positive change in their communities and systems

Selected stories may be featured throughout November to celebrate families and professionals working together, elevate varied family experiences, and inspire meaningful family engagement and leadership in Pennsylvania. 

Submissions can be:

  • A written story or article of up to 300 words
  • A three- to five-minute video sharing an experience and the impact of the partnership

Professionals and providers should obtain consent before sharing stories on behalf of families. If any photos or videos submitted include images or identifiable information of a child or family, make sure you have permission to share those materials.

Questions should be directed to Sadia Batool, OCDEL’s family engagement and leadership coordinator, at c-sabatool@pa.gov.

Resources Examine How to Find the Right Stimulant Medication for Children with ADHD

News

October 12, 2026

Resources Examine How to Find the Right Stimulant Medication for Children with ADHD

Finding the right stimulant medications for a child with ADHD can be challenging for caregivers, so the Child Mind Institute has provided resources to help them understand the difference between the various choices.

There are two types of stimulant medications for ADHD – methylphenidate and amphetamine –  and dozens of formulations that deliver them in different ways. The result is a large number of choices and, to add to the confusion, children are unpredictable in how they respond to medication. 

The Child Mind Institute writes that doctors prescribing ADHD medication for a child often need to try several before they find the best fit, which is why it is important for caregivers to understand the alternatives and how they work.

The institute’s resources include articles on methylphenidate (Ritalin and Concerta, for example) and amphetamine (Adderall and Vyvanse) and the pros and cons of each. There is also information on what to do for children who cannot tolerate stimulants and on non-stimulant medications that don’t have the same side effects.

There is also a piece on how to find the right dosage for a child and behavioral supports that can help children with ADHD, regardless of whether they are taking medication.

The resources include:

Child Mind Institute Resources Address Promoting Good Sleep Habits for Children

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Child Mind Institute Resources Address Promoting Good Sleep Habits for Children

There are many health-related habits that are debated upon regarding children’s well-being – but it is agreed upon across the board that a good night’s sleep is very important.

The Child Mind Institute has put together a series of resources on the importance of promoting good sleep habits for children and includes a discussion on how caregivers are increasingly turning to melatonin to help children who have trouble falling asleep.

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In the resources, the institute discusses how frustrated parents are using melatonin with more frequency to help children fall asleep. The sleep aid is available in drug stores without a prescription, is marketed as “natural,” and appears to offer a low-risk solution. It can be especially helpful for children with autism or ADHD and has few side effects.

However, experts caution that there is little data on long-term use and, as a supplement, it is not tightly regulated. Also, studies have shown that many of the pills and gummies contain substantially more (or less) melatonin than what it says on the bottle.

The Child Mind Institute’s resources discuss how sleep aids would not likely be helpful if sleep trouble is a symptom of anxiety or depression, which would need to be addressed separately. There is also an article about the importance of establishing consistent evening routines to help children learn to calm down before bedtime.

The Child Mind Institute’s resources include:

More than 40,000 Speak Up for Head Start!

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October 9, 2026

More than 40,000 Speak Up for Head Start!

In early August, early childhood education advocates sounded the alarm that Head Start was facing its greatest threat in decades. 

The federal government proposed significant changes to Head Start that would affect class sizes, staffing standards, support for children with disabilities, and more. These changes would impact approximately 700,000 children and families who benefit from this program and make access to Head Start more challenging. 

In a little over two months since these proposed changes were announced, an incredible 40,087 public comments were posted in response. This sends a message loud and clear: our communities depend on Head Start. Backed by more than 60 years of proven success, Head Start provides quality, comprehensive care and education that has lasting impact for children, families, and communities. 

Thank you to every educator, parent, and concerned community member who took the time to share their story and speak up on behalf of Head Start. Your voice matters!

Trying Together submitted a public comment in strong opposition to the proposed changes, encouraging the Department of Health and Human Services to withdraw the proposal in its entirety and preserve the Head Start Program Performance Standards.

Our Response

We invite you to read our full comments. Here are some highlights that demonstrate why we are opposed to the proposed changes: 

  • The proposed changes diminish the quality and safety of the programs and wither the trust and security of families.
  • Making such sweeping changes to the Head Start program without adequately consulting with Head Start families, program leaders, local governments, or experts, demonstrates an alarming lack of concern for people who will be most impacted by the Proposed Rule.
  • Larger class sizes would: 
    • Result in fewer adult-child interactions and less individualized attention.
    • Increase safety risks
    • Worsen working conditions for early educators.
  • Children with disabilities would have fewer federal protections.
  • Some families would experience new barriers to access.
  • Fewer consistent comprehensive health requirements means delays in health and developmental screenings, health disparities, and inconsistent information and support for families.
  • The health of pregnant women would be undermined and existing inequities exacerbated
  • Early Head Start home visiting services would be reduced in quality and scope.
  • Dual language learners would lose multilingual support with English-only requirements.
  • There would be less consistency from community to community. 

Before any action is taken, all substantive comments must be reviewed. Check back for more information.  

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

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October 7, 2026

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

Pennsylvania’s Office of Child Development and Early Learning’s (OCDEL) Bureau of Early Intervention Services and Family Supports has announced a request for applications to award funds to qualified applicants for the implementation or continuation of Family Support Programs.

The programs consist of community-based, high-quality evidence-based home visiting (EBHV) services as well as three categories of enhancements to these services:

  • Evidence-informed programs
  • EBHV model enhancements
  • Program enhancements 

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

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

Applicants must apply to implement at least one EBHV model, and may apply to implement one or more enhancements. For more information, visit the eMarketplace website.

Map Your Early Care and Education Career with New Interactive Tool

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Map Your Early Care and Education Career with New Interactive Tool

Early care and education professionals can now map out their own unique career trajectory through a new interactive tool from Trying Together designed to simplify career pathways in early childhood education.

Developed through the Institute for Early Childhood Career Pathways, the Southwest Pennsylvania Child Care Career Map enables users to learn more about jobs in the field and determine their next career steps. Each career description included on the map details salary, skills and requirements, and training programs to help professionals reach their career goal. 

The map is useful for professionals at all stages of their career – from students and new-to-the-field educators to directors and career advisors.

Early learning programs can benefit from using the career map with staff. Helping staff map out their career not only benefits the educator, but can also strengthen a program as a whole. 

When programs support the career goals of their staff, they can:

  • Improve staff retention
  • Increase employee engagement
  • Strengthen succession planning
  • Determine who is interested in moving into leadership roles and how can they can get there
  • Encourage continuing education
  • Create transparent career pathways
  • Foster a culture of professional growth

To begin mapping your career, visit Trying Together’s interactive tool. For questions on how to use the map, email institute@tryingtogether.org. 

About the Institute for Early Childhood Career Pathways

The Institute for Early Childhood Career Pathways connects early educators to professional learning partners; certification, credentialing, degree, mentoring, and workforce development programs; and a variety of other advancement opportunities as they work their way through Pennsylvania’s Early Childhood Education (ECE) Career Pathway.

Through the institute’s offerings, Trying Together is dedicated to supporting new and current early care and education professionals in Southwestern Pennsylvania by centralizing workforce recruitment, placement, retention, and ongoing professional development.

APOST Accepting Applications for 2026-27 Managers Cohort Through October 20

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APOST Accepting Applications for 2026-27 Managers Cohort Through October 20

Those interested in taking part in Allegheny Partners for Out-of-School Time’s (APOST) 2026-27 managers cohort must submit an application by 5 p.m. on Tuesday, October 20.

APOST offers the cohort to out-of-school time program managers who are looking to gain knowledge and skills that will allow them to expand their impact within their organization and advance professionally within the field. 

Over the course of six months, cohort members participate in monthly workshops focused on various topics relating to out-of-school time program leadership. 

The program culminates with participants sharing an impact project, which is a presentation on their reflections, takeaways and action steps from their time in the program, and how they intend to bring it back to their organizations.

Participants will:

  • Develop leadership skills that focus on growth within the field
  • Strengthen professional networks through mentorship and peer collaboration
  • Gain access to resources, tools, and templates from subject area experts and collaboration among cohort members

The program runs from the late fall through the spring and is intended for individuals who identify as newer managers within out-of-school time programs. Cohort learning consists of several sessions, including a closing celebration, covering a variety of topics.

Applications are available on APOST’s website.