News Archives

News

September 4, 2025

SNAP Recipients Must Take Action to Ensure They Don’t Lose Benefits in December

Recipients that fail to take action to secure their SNAP benefits could lose them in December following federal changes to the benefits that have recently taken effect.

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As of Sept. 1, most adults on SNAP are required to work at least 20 hours per week or qualify for an exemption. People who do not properly document that they meet these conditions can only receive three months of benefits over a three-year period, meaning they would run out in December.

SNAP recipients must take the following actions:

Complete the Pennsylvania Department of Human Services’ (DHS) screening form checklist that was mailed to recipients by the DHS. The checklist can also be found online.
If health limits their work, have a doctor or therapist sign a medical exemption form.
Return the screening form and proof to the County Assistance Office, which is operated at the state level by the DHS.

Details about who needs to take action and when can be found on the DHS’ website.

For Providers

To ensure that people in your network are aware of these updates, share this flyer from the Housing Stabilization Center that summarizes key action items and includes quick reference phone numbers.

News

September 3, 2025

Deadline to Apply for APOST’s Lights On Afterschool Mini-Grant is Sept. 23

Those interested in applying for Allegheny Partners for Out of School Time’s (APOST) Lights on Afterschool 2025 mini-grants must do so by Tuesday, Sept. 23.

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Celebrating its 25th year, Lights on Afterschool is a nationwide event celebrating afterschool programs and their important role in the lives of children, families, and communities. The program is meant to draw attention to the many ways afterschool programs support students by offering them opportunities to learn new things – such as science, community service, robotics, poetry, Tae Kwon Do, and other new skills.

APOST celebrates Lights on Afterschool by awarding mini-grant funds to local out-of-school time programs to showcase their work and share the importance of their mission.

The deadline to apply for APOST’s mini-grants is 5 p.m. on Sept. 23. To be eligible, organizations must be located within Allegheny County and qualify as a 501(c)3 nonprofit.

A maximum of one award will be given per event or project.

Mini-grant requirements include:

Events or projects must take place within the week of Monday, Oct. 20 to Friday, Oct. 24.
Events or projects must be submitted to the Lights on Afterschool Directory by Monday, Oct. 13.
At least one photo of the event or project must be sent to APOST to be shared publicly.

Providers chosen for the grant will receive $500 to implement a Lights On Afterschool-inspired event or project. APOST staff may attend the event or participate in a project where possible, and chosen events or projects will have a chance to be spotlighted in the News You Can Use newsletter or on the APOST website.

For more information, visit APOST’s Lights On Afterschool web page.

News

September 2, 2025

Back-to-School Resources for Children Who Are Struggling

Starting back at school in the fall presents a number of challenges for young children – but especially those who are already struggling.

The Child Mind Institute has provided a series of resources for children who might need a little extra help to achieve success.

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Children might experience anxiety as they start a new school year – especially if they are attending for the first time.

But some students might need a little extra assistance as they navigate the challenges of school. Some students with selective mutism might speak comfortably at home but find it harder to interact at school.

Other students with attention deficit hyperactivity disorder (ADHD) might need tools and strategies to stay organized, while others with sensory processing challenges may need help to stay comfortable and focused.

Most children would benefit from a consistent schedule and homework routine, the Child Mind Institute noted.

Here are some resources for back-to-school success for children who might be struggling:

News

The Common Causes for ECE Burnout and Tips on How to Manage It

A recent article by Zero to Three addresses the common causes for early childhood educator burnout and provides tips on how to manage or prevent it.

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The article by Zero to Three – a national nonprofit focused on the healthy development of infants and toddlers – notes that burnout in early childhood education goes beyond fatigue. It is “described as a state of mental, physical, and emotional exhaustion” that can be a response to intense or prolonged stress.

According to the Zero to Three article, burnout may be disguised as cynicism, detachment, or feelings of helplessness or ineffectiveness. Physical symptoms can manifest as headaches, stomachaches, changes in appetite, and continuing to feel drained after adequate rest.

Common Causes

The three most common causes of early childhood educator burnout are:

Emotional labor – the effort required to manage emotions, especially when meeting workplace demands; for example, this may look like patience with young children even when their behavior is challenging.
High workloads – due to early childhood staff shortages, educators often find themselves juggling more demands, often leaving little time for breaks or relaxation; as a result, this can lead to impaired work-life balance that can result in everything from headaches to sleep issues.
Lack of resources – limited access to specialized materials can make it challenging to support children with developmental delays, disorders, or disabilities; also, teachers may experience feelings of guilt or inadequacy if they sense they’re being forced to cut corners or compromise their quality of service.

Self-Care Tips

Zero to Three provides tips on how educators can cope with stress and frustration to avoid burnout, arguing that self-care is “nonnegotiable.”

Three areas to focus on include:

Mindfulness – the intentional practice of being fully present in any given moment and approaching it with openness and acceptance. In the early childhood education sphere, the advantages of mindfulness include: reduced anxiety, higher empathy and compassion, and improved well-being.
Seeking peer support – consider forming a peer support group or establishing individual mentorships to help with stress management in child care settings.
Setting boundaries – establishing healthy boundaries help to prevention overextension or over-commitment, reduce emotional exhaustion and stress, reinforce self-worth and self-respect by promoting the prioritization of well-being, and protecting enthusiasm for serving young children and their families.

To learn more, read Zero to Three’s recent article.

News

September 1, 2025

Podcast Provides Tips for Building Up Children’s Self Esteem

A recent Thriving Kids podcast covers the topic of how to build up children’s self esteem and includes tips on instilling confidence.

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In the latest Thriving Kids episode, psychologist Jennifer Louie, PhD, joined Dave Anderson, the Child Mind Institute’s senior psychologist and vice president of public engagement and education, to discuss how caregivers can support children in developing confidence.

The discussion covered such topics as when children are self-critical, why praising effort matters more than praising talent, and how to help children feel capable even when they fail.

Among the methods discussed on everyday ways to help nurture a child’s self esteem at home include:

Show your child love every day – not just with words, but with your presence.
Share your family’s values – kindness, respect, and courage – not as rules but as guiding principles for a strong character.
Expose your child to a variety of activities – such as playing music, being active, or making art.
Encourage your child to seek meaningful, but attainable, goals – and avoid challenges that are too easy and can lead to boredom as well as those too difficult that can make them discouraged.
Focus on the effort and the journey, rather than praising a child’s natural abilities; instead, recognize the hard work, which highlights the value of dedication and improvement.

Other tips for caregivers include modeling confidence in yourself even when you’re not feeling it, not getting upset about mistakes, praising perseverance, helping children find their passion, celebrating effort, expecting them to pitch in, and showing love, no matter what.

The episode is available on the Child Mind Institute’s website.

News

August Recalls on Children’s Products

Below is a list of August recalls from the following federal agencies: the Consumer Product Safety Commission, the Food and Drug Administration, and the National Highway Traffic Safety Administration.

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Petmate recalled its Pet Zone Pet Toys due to a risk of serious injury or death from ingestion. The toys violate the mandatory standard for consumer products containing button cell or coin batteries as required by law because the LED-illuminated plastic sphere can break upon impact, making the button cell batteries easily accessible to children.
TEMI Go recalled its basketball toys due to choking risks. The toy contains small balls and is intended for children under age 3, which violates the small ball ban.
Monica Vinader recalled its select 14k yellow gold mini-heart chain bracelets, necklaces, and stud earrings due to high levels of cadmium, which can be toxic if ingested by young children.
AliExpress recalled its LeymanKids Children’s Pajama Sets due to risk of burn injuries. The pajama sets violate the mandatory flammability standards for young children’s sleepwear.
Sefralls recalled its Minoxidil Hair Generation Serum due to risk of serious injury or death from child poisoning. The serum contains minoxidil, which is not in child-resistant packaging as required by law.
La Ligne recalled its Enfant Bonne Nuit Pajamas due to the risk of burn hazard. The pajama sets violate mandatory standards for children’s sleepwear flammability.
Firefly Fuel recalled its Firefly Safe & Green 32 oz. fuel bottles due to the risk of poisoning to young children. The bottles contain hydrocarbons, which are not in child-resistant packaging as required by law.
Children’s toys sold by STWUQIKONG were recalled because they pose a choking hazard for children. The toys contain small balls and are intended for children under age 3, which violates the small ball ban.
CT Energy recalled its lithium coin battery chargers because they pose a risk to children if they swallow them. The battery charger violates the mandatory standard for consumer products containing button cell or coin batteries because the charger has lithium coin batteries that can be easily accessed by children.
MTC recalled its Party Favors Lite-Up Torches and Laser Pointers because they pose a risk to children if they swallow them. The torches and laser pointers contain button cell batteries in violation of the mandatory standard for toys because the batteries can be easily accessed by children.
Lulive recalled its dressers due to the risk of serious injury or death to children if the dressers tip over and entrap them. The dressers are unstable if they are not anchored to the wall, posing tip-over and entrapment hazards for children.

News

August 29, 2025

OCDEL Announces Update on Children Being Picked Up and Dropped Off at School

The Office of Child Development and Early Learning (OCDEL) has released an announcement to update certified child care providers on rules regarding care and supervision when children are picked up and dropped off at school.

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Under state law, children on facility premises are to be supervised by a staff person at all times. Supervision during pick-up and drop-off times for children must be clearly defined to ensure the safety and accountability of children and child care providers.

OCDEL’s announcement includes updates on transfers from child care to school and school to child care:

Child care to school: Unless otherwise stated in a written agreement signed by a caregiver, care and supervision are the responsibility of the child care facility until the child gets on a school bus or enters the school building. The transfer of child care processes or policy must be documented in the child care agreement or handbook.
School to child care: Supervision by the child care facility begins when the child exits the school bus, once the child enters the child care bus or van, or when a staff member arrives to walk the child to the child care facility.

To avoid gaps in supervision, all transportation arrangements that allow for unsupervised travel must be clearly stated, approved, and signed off by the caregiver.

If, for example, a child is permitted to walk independently to school or the bus stop, this must be clearly stated in the child care agreement or handbook. Transfer of care processes or policy must be accompanied by a signed receipt from the caregiver documenting that they have received and read the handbook.

For more information, read OCDEL’s announcement.

News

Trying Together Releases Fall 2025 Professional Development Catalog

Trying Together has released its 2025 fall catalog to help educators find professional growth opportunities that align with their career goals. The catalog provides course details and credentials.

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In the past year, Trying Together awarded nearly 4,500 PQAS credits to support continuous improvement in early learning programs. It aims to increase the number by regularly updating its Professional Development Catalog to make it easier for educators to continue to learn.

All courses listed in the catalog are led by a certified PQAS instructor and are Act 48 approved.

The courses are broken down into nine sections:

Assessments and Supportive Services (Early Intervention)
Child Development
Classroom Environment
Curriculum Development
Family and Community Engagement
Guidance and Behavior Management
Health and Safety
Justice, Equity, Diversity, and Inclusion (JEDI)
Professionalism and Program Organization

For more information on how Trying Together can assist educators in their learning goals, email learning@tryingtogether.org or call 412-421-3889.

News

August 28, 2025

Upcoming Remake Learning Assembly to Host Students for First Time

An upcoming Remake Learning Assembly event will for the first time include students attending alongside educators and community members.

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Remake Learning is a free peer network for educators and innovators in the greater Pittsburgh region that helps people connect, exchange knowledge, collaborate on ideas, improve their practice, and find funding to spark engaging, relevant, and equitable opportunities to enrich the city’s learning ecosystem.

The Remake Learning Network Assembly has hosted events for nearly two decades, but on Friday, Sept. 26 will host an event during which students will be invited to join educators and community members.

The event, which will run from 10 a.m. to 2 p.m. at the Children’s Museum of Pittsburgh, will include hands-on exhibits and live demonstrations on learner-centered ideas being utilized in the region.

Attendees will be able to explore innovations from classrooms, out-of-school time programs, libraries, museums, and more. Midway through the event, there will be a network update and celebration.

The event is free. Those interested in attending can get tickets online.

News

August 27, 2025

Trying Together Asks Caregivers and Educators to Write Letters Advocating for the Importance of Play

In recognition of the upcoming National Day of Play championed by the USA Affiliate (IPA USA) of the International Play Association on Sept. 20, Trying Together is asking caregivers and educators to take part in a letter-writing campaign to advocate for the importance of play for children in early childhood settings.

Be an Advocate for Playful Learning

Play-based learning and adequate recess time have been shown to support children’s health and holistic well being, aid in the development of executive function skills, improve behaviors, and increase academic knowledge acquisition.

The National Association for the Education of Young Children (NAEYC) and the World Health Organization recommend one to three hours of vigorous activity for children each day and play-based learning as the primary instructional model for all of early childhood, birth to age 9, yet no state in the United States requires recess and most children in U.S. schools receive 40 minutes or less of recess per day.

How Can You Help?

Trying Together’s Advocacy Team recommends sending a letter to school principals, school board members, or other district leaders and mobilizing other members of the community to do the same.

The Advocacy Team has put together a toolkit of sample letters to get started. Writers should be sure to include their own story and discuss why play matters to them.

Letters can be sent by mail or email.

Sample letters include ones for caregivers or teachers to administrators, ECE providers to school districts, formal memos to districts or birth to age 5 programs, and students. Another resource is a list of recommendations on physical activity by age.

“Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning. Play is really the work of childhood“

-Mr. Rogers