July 11, 2023 The Impact of Adverse Childhood Experiences and Prevention Tactics Adverse childhood experiences (ACEs) can have a lasting impact on a child’s life. Fortunately, agencies like the Centers for Disease Control and Prevention (CDC) provide strategies and resources to help define ACEs and to help caregivers and child care providers prevent traumatic experiences as much as possible before they happen, identify children whom have experienced ACEs, and respond to these experiences using trauma-informed approaches. What are Adverse Childhood Experiences (ACEs)? ACEs are traumatic events or circumstances that occur during childhood. These experiences can range from physical, emotional, or sexual abuse, neglect, household substance abuse, domestic violence, and parental separation or divorce, among others. Through research conducted by the CDC and Kaiser Permanente, it has been revealed that traumatic experiences have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. ACEs can vary depending on the child and environment in which the child grows and learns. Some experiences can be witnessed directly, such as experiencing violence, abuse, or neglect or witnessing violence in the home or community. These experiences can also include aspects of the child’s environment that take away from a child’s sense of safety, stability, and bonding. ACEs and associated social determinants of health, such as living in under-resourced or racially segregated neighborhoods, can cause toxic stress (extended or prolonged stress). Toxic stress from ACEs can negatively affect children’s brain development, immune systems, and stress-response systems. Recognizing and addressing ACEs is important for promoting individual and societal well-being. Creating safe and nurturing environments for children, ensuring access to quality healthcare and mental health services, and implementing trauma-informed approaches in various settings are vital steps in preventing and addressing ACEs. Risk Protective Factors Risk factors are defined as things that increase the likelihood of experiencing ACEs. Protective factors are defined as things that protect people and decrease the possibility of experiencing ACEs. Individual, family, and community factors can affect the likelihood of these experiences, but they may or may not be direct causes of ACEs. Because ACEs include many different types of experiences and traumatic events, there are many risk and protective factors that apply to the range of different ACEs. Learn more about Individual, Family, Community Risk and Protective Factors from the CDC. Prevention Strategies for Children CDC has developed a resource to help states and communities take advantage of the best available evidence to prevent ACEs. It features six strategies from the CDC Technical Packages to Prevent Violence. Strengthen Economic Supports to Families: Community organizations such as faith-based and youth-serving organizations can promote policies that support families facing financial problems or help parents balance work and family responsibilities, which reduce stress and allow parents to meet children’s basic needs. Promote Social Norms That Protect Against Violence and Adversity: Encourage community organizations such as youth-serving and faith-based organizations, coaches, and caregivers to promote non-violent attitudes, beliefs, and behaviors. Ensure a Strong Start for Children: Involved parents, strong preschool programs, and good quality childcare get children started on the right foot and help them succeed later in life. Youth-serving and faith-based organizations can contribute to this as well. Teach Healthy Relationship Skills: Children and caregivers can both learn how to create healthy relationships and manage their emotions. Connect Children to Caring Adults and Activities: Community organizations connect young people with positive role models and provide activities for young people to learn leadership and other new skills. Communities can help young people grow and succeed at school and in life, such as getting children involved in after-school activities. Intervene to Lessen Immediate and Long-Term Harms: When ACEs occur, community organizations, can offer services and support to reduce harms and help break the cycle of adversity, including providing therapy to reduce symptoms of depression, fear or anxiety, and behavior problems. By recognizing and addressing ACEs, parents and child care providers can create a bright future for children and promote resilience, healing, and well-being. Visit the CDC website for more information about childhood trauma prevention and ACEs Resources.
April 20, 2023 Strategies to Foster Risk Taking During Outdoor Play Outdoor play is part of developmentally appropriate practice, and the American Academy of Pediatrics recommends children spend 60 minutes daily working their large muscles. To support children in their outdoor play, early childhood educators can reframe their views of risk taking by acknowledging the developmental benefits of taking risks and working to remove barriers and boundaries that limit open, free play. The National Association for the Education of Young Child (NAEYC) has provided the following five strategies to help early childhood educators foster risk taking in play: Examine Existing Beliefs Educators’ personal experiences and perceptions inform their actions and reactions to a child engaged in risky play. Educators can reflect on their own beliefs by asking certain questions to gauge how they champion or avoid risking taking. Taking time to self reflect in this way can help educators to determine how to foster risk and gauge the limitations they may place on risk taking and play. Those introspective questions can include: Am I a risk taker? What worries me about taking risks? What excites me about taking risks? What childhood memories do I have of taking a risk? Get to Know the Child and Environment Teachers and children are familiar with their programs’ outdoor play spaces. Thanks to this familiarity, educators can evaluate the terrain and the safety of each structure and piece of equipment, including asking essential questions like: How might each child navigate the space? What hurdles may they face? What kind of support may I need to offer? When should I offer it? Become an Observer Outdoor spaces are designed to foster running, jumping, swinging, climbing, and moving over uneven terrain. As children move, early childhood educators should pay attention to their fine and large motor abilities, taking note when a child hesitates or pauses while engaged in a task or with others. Through observation, teachers will develop an understanding of a child’s ability to appraise and respond to risk. Model and Encourage Children grow in their ability to appraise risk by observing others’ play and movement. Educators can support risk taking by engaging in it themselves and expressing their thoughts verbally. This models the internal dialogue that occurs when assessing risks and challenges. Such modeling can help children learn self-regulation as they examine their thoughts and feelings and determine their next steps. When to Intervene While acknowledging that risk taking is developmentally appropriate and a healthy part of early childhood, educators often find themselves in a paradox: they want to foster risky play and urge children to step out of their comfort zones, but they also must ensure safety. Educators should insert themselves in a risky play scenario if: the level of risk could lead to serious injury; a child demonstrates emotional distress or fear; or the structure or environment is hazardous (ice on play surfaces, broken glass, construction). Learn More To learn more about developmentally appropriate practices for early childhood development and education, be sure to visit the Trying Together Developmentally Appropriate Parenting Series.
April 7, 2020 Attending to Risks for Abuse and Neglect During COVID-19 Pandemic Families caring for young children during this time with little outside social support or respite can be at risk for an increase in harsh disciplinary practices, abuse, or neglect. If you are an early learning professional, join Zero to Three on April 29 for their webinar, “Attending to Risks of Abuse and Neglect During COVID-19 Pandemic Response: Early Childhood Educators.” About Recent protocols around social distancing and sheltering in place have created substantial changes in family lifestyles and professional practice. For some families, staying home together has had positive impacts on their quality of time together, strengthening relationships. For many families, this social isolation is also coupled with anxiety around health concerns and financial security. Objectives During this webinar, early childhood educators will learn the following: how to assess and address risks and signs of abuse and neglect in an early childhood education setting while simultaneously adjusting protocols specific to COVID-19 in these settings; how to maintain relationships through virtual contacts when programs are closed and assess risk through virtual interactions; the importance of reflective practice for early childhood educators who are often facing many of their own individual and family challenges during this time; and about resources specific to early childhood education. Register To register, visit the event webpage.
July 8, 2019 Safe Travels: Keeping Children Safe from the Heat Traveling with children in the car isn’t always easy, especially if there has been a change in a parent’s routine or schedule. When caregivers feel tired or distracted, they may put their child or other children at risk due to unsafe vehicle behaviors. Overview Even if the outside temperature feels cool, leaving a child in the car, intentionally or unintentionally, is dangerous. While outside temperatures may be in the mid-60s, the temperature inside a vehicle can quickly rise above 110°F, rising almost 20°F within the first 10 minutes. However, the risk of leaving a young child in the car is completely preventable. Preventative Measures Read these tips from Where’s Baby? Look Before You Lock! to learn how to keep your child safe: Never leave a child alone in a motor vehicle. Leaving a child alone in a car can lead to serious injury or death from heatstroke. It takes only minutes for a vehicle to heat up and become deadly. Young children are particularly at risk, as their bodies heat up three to five times faster than an adult’s. Make a habit of checking your back seat. Place your purse, cell phone, briefcase, backpack or other items you typically carry in the backseat when you enter the vehicle. Put the diaper bag in the front seat with you as a reminder that your child is still in the vehicle. Open the back door to check the back seat when you exit your vehicle. If you see a child unattended in a vehicle, call 911. Immediately call 911 if you see a child unattended in a vehicle. Provide the 911 operator with as much information as you can–type and color of vehicle, location in the parking lot, etc. Stay with the vehicle–don’t go into a store or office and assume the police are on their way. Check to see if the vehicle doors are unlocked. After parking your car, lock it. Children who get inside an unlocked vehicle can become trapped. A vehicle may be a tempting hiding spot for playing children. Lock your vehicle to prevent children from getting inside. *Information provided by PA Promise for Children
March 8, 2019 PA’s Program Reach and Risk Assessment Report Released About Children in 40 Pennsylvania counties (60 percent) are at moderate-high or high-risk of low academic performance. This is according to the recent release of the Pennsylvania Office of Child Development and Early Learning Program Reach and Risk Assessment State of Fiscal Year 2016-2017. As a result, OCDEL annually creates its Program Reach and Risk Assessment Report. This report offers information on the level of risk for school failure for children (based on 16 risk factors). It also offers information on the availability, or reach, of most OCDEL programs to children in each county and school district in Pennsylvania. Consequently, the Reach and Risk Report includes data for all children under age five. It also provides a breakdown of program reach by infants/toddlers (birth – two years) and preschool (ages three and four). Report Breakdown Highlights within the report include: One-third (34 percent) of children under age five participate in state and/or federally-funded quality early care and education programs in Pennsylvania. Of all state-funded programs, the most children are reached through the Keystone STARS program. This program provides services to an estimated 14 percent of children from birth to age five. Approximately one-fourth (24 percent) of Pennsylvania’s infants and toddlers (birth to age two) participate in publicly-funded quality early care and education programs. Almost half (49 percent) of Pennsylvania’s preschoolers are served in state and/or federally funded quality early care and education programs. Full Report To read the full report and access county and school-based specific information, visit the PA Key website.
