News Archives

News

August 6, 2025

Confluence Podcast Episode Focuses on How to Prevent Challenging Behaviors

Challenging behaviors in early learning classrooms can disrupt routines, affect classroom safety, and frustrate even the most experienced educators.

Learn More

A new episode of the Confluence Podcast focuses on how to prevent such behaviors before they even start. In the episode, Preventing Child Behaviors That Challenge Us and Resources Available to Providers, hosts Ruby Martin and Chris Loos discuss the real-world prevention strategies to help reduce challenging behaviors in early learning programs. Listeners will hear about proven ways to foster positive behavior before issues escalate.

Staci Kenney, division chief of the Bureau of Early Intervention and Family Supports, is a guest on the podcast. She provides insight into when and how to request early intervention support, helping providers know which signs to watch for and how to connect families with the right services at the right time.

The episode provides practical tools and resources to help educators – whether they are seasoned child care providers, supporting children with specific needs, or new to early education – create safer, more supportive learning environments.

The podcast is available on The Pennsylvania Key website.

News

Pennsylvania Selected to Participate in Action Research Partnership Initiative

The Pennsylvania Office of Child Development and Early Learning (OCDEL) announced that Pennsylvania has been chosen as one of three states to participate in the National ECE Workforce Center’s Action Research Partnership, a yearlong initiative to drive meaningful systems change for the early childhood education workforce.

Learn More

Through this initiative, OCDEL will reimagine Pennsylvania’s ECE Career Pathway in collaboration with providers and in direct response to feedback from the field.

The initiative is a direct response to what has been heard from early childhood education professionals across the state. Providers, educators, and community stakeholders have voiced the importance of honoring experience, reducing barriers to advancement, and recognizing the full scope of skills and roles within the field.

The goal is to create a more comprehensive, flexible, and supportive system that recognizes the true value and complexity of the early childhood education profession. The effort builds on work already underway, including human-centered design workshops, extensive community engagement, and insights from OCDEL’s recent workforce study.

As part of the Action Research Partnership, OCDEL will receive targeted support, collaborate with national peers, and work closely with a dedicated change team of state leaders, educators, and partners across sectors. The aim is to build a system that centers the voices of early educators, supporting recruitment, retention, and long-term growth in early childhood education across the state.

News

Harvard University Report Examines Relationship Between Place, Race, and Early Childhood Development

Harvard University’s Center on the Developing Child has released a new resource that examines the relationship between place, race, and early childhood development.

Learn More

The report, released in late June, noted that over the past 20 years the American public’s understanding of early childhood development has evolved and that, today, people have a general understanding of the negative impacts of significant adversity. As a result, they tend to appreciate the power of supportive relationships in building and protecting the developing brain.

But, the report notes, there is still work to do when it comes to the impacts of our broader environments on children’s development, especially considering that these environments are shaped by racism.

According to the Center on the Developing Child’s research, the American public does not readily connect the concepts of place, race, and early childhood development. The center identified a strategy for talking about the connections between these three things and provided a set of recommendations for advancing the strategy in early childhood educational settings.

The report includes:

The main ideas that the new framing strategy is designed to communicate – for example, racism affects how we design place and creates unequal impacts on children
The primary ways of thinking Americans rely upon when thinking about child development, place, and racism – for example, the idea that families alone influence children’s development
Four types of frames that can be used to advance greater understanding of the connection between place, racism, and development – values, narratives, explanatory examples, and metonyms

More information on the Center on the Developing Child’s research can be found in an accompanying toolkit.

News

August 5, 2025

Kidsburgh: Children Shouldn’t Use “Energy” Drinks for Boost During Exercise

Last year, Kidsburgh wrote about a pediatric nutritionist who investigated a mystery regarding why high school football players practicing for the coming season were battling dehydration and muscle cramps worse than ever.

While the weather was hot and the teens were sweating, the culprit turned out to be “energy” drinks that are high in caffeine.

Learn More

The pediatric nutritionist, Laura Cordero, learned from coaches and players that the players had been drinking popular energy drinks – such as Red Bull, Rock Star, Monster, Bang, and Reign – for energy boosts.

The drinks, Kidsburgh wrote, are canned in brightly-colored packaging and feature co-branded flavors that are popular among youth, such as Swedish Fish or Sour Patch Kids.

Many of the canned drinks contain 200 mg of caffeine – which is the equivalent of two cups of coffee or six cans of caffeinated soda, while Bang contains 300 mg, the same as three cups of coffee. The Cleveland Clinic recommends that children under age 12 avoid caffeine entirely.

The Kidsburgh article noted that teens might stop at drive-thrus to get large iced coffees before or after school and, as a result, might consume 400 mg of caffeine per day without realizing it.

One of the problems, the article notes, is that social media influences post about using these highly-caffeinated drinks while working out, giving young people the idea that energy drinks are merely an intense type of sports drink.

Instead, they are the opposite. Caffeine is a diuretic, so caffeine- heavy energy drinks dehydrate those who drink them and can cause other health issues, such as increased heart rate, cramps or tremors, irritability, and anxiety.

What Caregivers Can Do

Cordero made several recommendations regarding what caregivers can do to combat the popularity of “energy” drinks.

She encouraged high consumption of water, and suggested flavoring it with fruit to replace the intense flavors of canned rinks.

Other recommendations include:

Milk – even chocolate milk – is a better post-exercise hydrator and daily fuel because it provides protein and carbohydrates.
If a child or teen is taking ADHD medication, caregivers should talk to pediatricians or pharmacists to discuss potential interactions with caffeine.
Caregivers can teach their children to tally their daily caffeine consumption and learn the difference between “energy” and sports drinks.

To read the entire article on “energy” drinks, check out Kidsburgh’s article.

News

APOST Announces Professional Development Courses for Fall

Allegheny Partners for Out-of-School Time (APOST) has released its list of professional development course offerings for the fall.

Learn More

All of APOST’s fall workshops take approximately two-and-a-half to three hours and locations vary. Registration is required for all courses and closes three days prior to an event or when a session is full.

In the event of low registration, Weikart Workshops may be cancelled. Advance notice will be provided.

For workshops that take place at CoLab18, APOST will provide parking validation for attendees who park in the Nova Place garage.

SEL Series

Participants are encouraged to complete a full set of SEL (Social & Emotional Learning) Youth Work Methods Workshops, a new series this season from The Forum for Youth Investment.

It is recommended to register for and take all three workshops in a single season because they build off one another. All three workshops are offered this fall.

More information about the SEL series is available online.

Fall Lineup

The complete lineup of courses that APOST will offer this fall includes:

Ask-Listen-Encourage (Thursday, Aug. 21 from 10 a.m. to 12:30 p.m. at AIU)
Foundations & Self Awareness of Social Development (SEL Series) (Friday, Aug. 22 from 10 a.m. to 1 p.m. at AIU)
Reframing Conflict (Thursday, Sept. 18 from 10 a.m. to 12:30 p.m. at Homewood CEC)
Foundations & Self Awareness of Social Development (SEL Series) (Friday, Sept. 19 from 10 a.m. to 1 p.m. at CoLab18)
Reframing Conflict (Thursday, Oct. 16 from 10 a.m. to 12:30 p.m. at CoLab18)
Fostering Teamwork (SEL Series) (Friday, Oct. 17 from 10 a.m. to 1 p.m. at CoLab18)
Planning & Reflection (Thursday, Nov. 6 from 10 a.m. to 12:30 p.m. at CoLab18)
Structure & Clear Limits (Friday, Nov. 7 from 10 a.m. to 12:30 p.m. at CoLab18)
Youth Voice (Thursday, Nov. 20 from 10 a.m. to 12:30 p.m. at CoLab18)
Promoting Responsibility & Leadership (SEL Series) (Friday, Nov. 21 from 10 a.m. to 1 p.m. at CoLab18)

News

August 4, 2025

Reading Ready for Pittsburgh Offering Free Books for Teachers in August

Reading Ready for Pittsburgh is offering Fill a Bag Month for teachers to freshen up their classroom libraries with a bag or box of free books.

Learn More

Any teacher or professional who works with children is eligible for free books during August’s Fill a Bag Month at Reading Ready for Pittsburgh’s B is for Books.

Eligible participants will be able to come to the B is for Books store, located at 222 E. 8th Avenue in Homestead, this month to pick out the books. Or, the book store can pick out a selection for teachers or professionals who need a little assistance.

Those who are interested in participating should fill out this form.

News

Child Mind Institute Shares Resources on Nonverbal or Minimally Verbal Children

The Child Mind Institute has released a series of resources on the complexities of diagnosis regarding nonverbal and minimally verbal children.

Learn More

Caregivers are likely concerned when a child doesn’t speak or uses fewer words than is typical for their age and might wonder if a child will start speaking on their own – or if they require support.

Delayed speech, the Child Mind Institute writes, can be a sign of autism, spectrum disorder, intellectual developmental disorder, or speech sound disorder. Visiting a diagnostician might be in order to determine what’s going on.

The Child Mind Institute’s resources discuss the complexities of diagnosis, such as how to assess nonverbal or minimally verbal children.

It can be challenging – but not impossible – for a clinician to assess them accurately if the child can’t speak to respond to questions. Among the resources are tips on what to look for in a diagnosis as well as what an evaluation for autism should include.

There is also advice on why certain symptoms can lead to misdiagnosis and how to work with a clinician to get the correct one.

Below are the Child Mind Institute’s resources on the subject:

News

July 31, 2025

OCDEL Announces It Will Offer Keystone STARS Award for 2025-26

Pennsylvania’s Office of Child Development and Early Learning (OCDEL) has announced that it will offer the Keystone STARS Quality Improvement (CQI) Award again during the 2025-26 school year.

Learn More

The Keystone STARS CQI Award is paid directly through ELRCs to eligible child care programs that have a state Department of Human Services regular Certificate of Compliance and are designated as a Keystone STAR 2, 3, or 4.

The intent of the award is to improve, support, and recognize the quality of Pennsylvania’s early learning and school-age programs.

A child care provider application for this award is not required. Instead, providers who are eligible for the award will receive an eligibility and acceptance letter from their ELRC. The letter will include the maximum award amount that a child care provider is eligible to receive as well as contact information for their ELRC.

After spending the award on eligible expenses, the provider will be responsible for submitting a final expense report electronically to their ELRC.

To be eligible, a provider must possess a current, regular Pennsylvania Department of Human Services certificate of compliance. Providers with provisional certificates, those in a “refuse to renew” status,” or those whose certificates have been revoked are ineligible.

For more information on the award, visit The Pennsylvania Key website.

News

Applications Open for Trying Together’s 2026 ECE Advocacy Fellowship

Trying Together’s 2026 Early Childhood Education (ECE) Advocacy Fellowship aims to elevate the voices of early care and education professionals, parents, researchers, and other key contributors to the early learning ecosystem that are catalysts for meaningful change.

Trying Together envisions a future in which caregivers feel valued and empowered to promote diversity, equity, racial justice, and a sense of belonging. We recognize the critical role of early childhood in shaping lifelong success and are committed to advocating for inclusive, high-quality learning experiences while addressing systemic inequities.

The 2026 Early Childhood Education Advocacy Fellowship invites passionate individuals from across the field to apply and become strong advocates for investing in young children.

Applications are open online and will be accepted until Wednesday, October 1 at 11:59 p.m. Apply now.

About the Fellowship

The 2026 Early Childhood Education Advocacy Fellowship is a 12-month program designed to empower participants through the following core components:

Strengthening Advocacy Skills: Build the ability to advocate effectively for policies that support early care and education. Fellows will explore policy systems, practice storytelling, and engage in hands-on activities to grow their advocacy confidence.
Cultivating Change-Makers: Grow as leaders and advocates within the early childhood field. Through reflection and peer collaboration, fellows will identify their leadership styles and explore their role in driving systemic change.
Enhancing Leadership: Develop essential leadership skills to create lasting, positive impact. Sessions will focus on communication, decision-making, and community engagement.
Mastering Communication: Learn strategies to craft compelling, equity-centered messages that resonate with diverse audiences and drive policy influence.
Applying and Showcasing Learning: Complete a final project that reflects your advocacy journey and outlines your future impact. Projects will be shared in a public, interactive setting with organizational leaders and community partners.

Fellows and their employer will receive a stipend for their dedicated time. The program is offered at no cost to fellows or their places of employment. Dinner is provided during each session, and travel stipends are available on a case-by-case basis.

Intended Audience

Trying Together’s 2026 Early Childhood Education Advocacy Fellowship is designed for professionals actively engaged in the early care and education field, including but not limited to:

Parents
Relative care providers
Family child care home
Group child care home
Child care program administrators and educators – such as Head Start teachers, infant/toddler educators, pre-k educators, etc.
PK-4 teachers and principals
Home visitors
School-age child care providers
Trainers
Professors in higher education
Child care resource and referral professionals
Researchers

Session Details

The Early Childhood Advocacy Fellowship is an immersive, yearlong program from January to December, featuring monthly in-person meetings supported by small group and individual work between sessions. Each session is led by the Trying Together Policy team, with support from influential voices in early childhood, public policy professionals, and community leaders.

These sessions draw on insights from regional, state, and national experts. They focus on the latest research, policy updates, and strategic approaches to advancing early childhood, while helping fellows strengthen their advocacy skills, expand their networks, and position themselves within the early learning system. Beyond learning, the fellowship offers valuable opportunities for networking, professional growth, and community building.

Fellows also have the chance to travel to Harrisburg to visit the Pennsylvania Capitol Building and meet with legislators. The program culminates in a final project that showcases each fellow’s advocacy journey and vision for future impact.

Application Details

Applications for this fellowship are now closed. Our selection committee aims to create a well-balanced cohort, considering factors such as geography, diversity, experience, and interests. Notifications to all participants will be sent during the first week of December.

More Information

For more information about the 2026 ECE Advocacy Fellowship at Trying Together, contact Hailee B. Roye by email at hailee@tryingtogether.org or by calling 412-692-0573.

News

July 30, 2025

PA Residents Can Download Free ConnectEBT Mobile App

Pennsylvania residents who use electronic benefit transfer (EBT) cards can download a free, secure ConnectEBT mobile app.

Learn More

Pennsylvania’s Department of Human Services recommends that EBT card holders should always lock their card when it’s not in use.

To do so, card holders should select Lock/Unlock Card, and then select their lock preference:

Lock My Card Everywhere will prevent all types of purchases, including online and at stores.
Lock My Card Outside of PA will prevent all purchases at stores outside of Pennsylvania, but will still allow online purchases.

Once a selection has been made, click “OK.” Then, card holders can relock their card or use the Auto Re-Lock feature to make protecting their benefits on-the-go easier.

To learn about the latest EBT scams and to obtain more information about using the cards, visit the ConnectEBT website.