Child CareConnectionA Guide for Child Care Professionals

United Way of Weld County

sci•ence/siens/Noun

1. The intellectual and practical activity encompassing

the systematic study of thestructure and behavior of the

physical and natural worldthrough observation and experimentation.

So many early childhood providersstruggle with bringing science into theircurriculum. Perhaps it is the images ofhigh school science classes that foreverput us off from even trying to includethese experiences in our early child-hood environments. Perhaps it is a fearof inadequacy in being able to teach asubject area in which we struggle our-selves. Regardless the reason, we doneed to offer some form of sciencelearning for the children in our care.

Perhaps it would help if we first take astep back and consider science from achild’s perspective. Science is learninganything about the natural world aroundus. From a child’s perspective, thephysical world is a magical place andscience is like opening up the magi-cians treasure chest!

Why do some things float and otherssink when I put them in the water table?Why do a column of ants follow eachother in a straight line? Why do thingsalways fall down when I let them go?Why can I pick up and hold the toy duck

while the water flows out through myfingers? What makes the biscuits puffup when we cook them? Why are theresometimes holes in the bread? Whatchanges the round and gooey cookiedough into a flat and hard cookie? Allof these questions are answered by sci-ence, and while you do not have tohave the exact answers to the ques-tions, just by noticing them and talkingabout them is teaching children to beobservant and learn to ask the ques-tions.

Teaching science in early childhood isall about observation and discovery. Itis taking time to notice the geese flyingoverhead. It is watching a bug crawlalong in the grass or an ice cube melt-ing on the sidewalk. It is looking at thedifferences in the rocks that we find onour walks. It is talking about thechange in the weather, the appearanceof buds on the trees, the sprouting of aseedling.

Sometimes NOT knowing the answersto the questions provides an opportunityto show the children how to find theanswers through observation, compari-son, hypothesis, experimentation andconclusion. Remember all those horri-ble definitions we had to learn? Earlychildhood is not about the definition butabout discovery! Children don’t carewhat hypothesis means, but they willgive you many suggestions of how theholes got in the bread. As you discussthe idea with them, some ideas they willdismiss as far-fetched and unlikely,while others are highly practical, and loand behold, you are teaching science!

...continued on page 4

Incorporating Scienceinto the Early LearningClassroom or Home

By Debbie Becker, United Way of Weld County’s

Child Care Services Coordinator

“Our task is to helpchildren

climb their own

mountains,as high aspossible”

Education and Training Opportunities

United Way of Weld County 970-353-4300

www.unitedway-weld.org 800-559-5590

Information and Referral 211 (land line only)

Child Care ServicesSheila Watson, Director 970-304-6181

sheila@unitedway-weld.org

Debbie Becker, Coordinator 970-304-6191

debbie@unitedway-weld.org

Vanessa Blair 970-304-6188

vblair@unitedway-weld.org

Caroline Gelatt 970-304-6184

cgelatt@unitedway-weld.org

Fax 970-353-4738

CDI Head Start www.weldcohs.orgDr. Janet Flaugher, Director 970-515-6664 x 102

jflaugher@weldcohs.org

Qualistar Colorado 303-339-6800

www.qualistar.org

Clayton Early Learning 303-355-6523

Foundation

Aims Community College 970-330-8008

www.aims.edu

www.aimsced.com

Early Childhood InstructorsJudy Gump 970-339-6298

PreLicensing Training:KidCare Nutrition Sponsor 970-351-8779

Wildwood Food Program 800-359-9453

Medication Administration Training:Susan McColl 970-667-2401

Ann Burkett 970-484-0486

First Aide/CPR /Universal Precautions Training:HeartSmart 800-894-3439

Life Rescue 303-932-6268

American Red Cross 970-352-7212

Mandated Child Abuse Reporter Training:Judy Bush 970-352-1551 x 6399

USDA Food ProgramsKidCare Nutrition Sponsor 970-351-8779

Wildwood Food Program 800-223-0557

Child Care LicensingOn-Call Licensing Agent 303-914-6304

Georganne Buccine 970-356-2961

Bettina Stutzman 970-686-9506

Marlene McKenzie 970-206-4495

Caring for Our ChildrenStandard of the Month

PPllaayyiinngg OOuuttddoooorrssChildren should play outdoors daily when

weather and environmental conditions do notpose a significant health or safety risk. Outdoorplay for infants may include riding in a carriage orstroller; however, infants should be offeredopportunities for gross motor play outdoors, aswell. Weather that poses a significant health riskshould include wind chill factor at or below minus15 degrees F and heat index at or above 90degrees F, as identified by the National WeatherService.

Children should be protected from the sun byusing shade, sun-protective clothing, and sun-screen with UVB-ray and UVA-ray protection ofSPF 15 or higher, with permission from parents/ guardians. Before prolongedphysical activity in warm weather, children should be well hydrated and shouldbe encouraged to drink water during the activity. On hot days, infants receivinghuman milk in a bottle can be given additional milk but should not be givenwater, especially in the first six months of life. Infants receiving formula andwater can be given additional formula in a bottle. In warm weather, children'sclothing should be light-colored, lightweight, and limited to one layer ofabsorbent material to facilitate the evaporation of sweat. Children should wearsun-protective clothing, such as hats, when playing outdoors between thehours of 10 AM and 2 PM.

In cold weather, children's clothing should be layered and dry. Caregivers/teachers should check children's extremities for maintenance of normal colorand warmth at least every fifteen minutes when children are outdoors in cold

weather. When precipita-tion is present (such asrain or snow), childrenshould be properlyclothed (boots, gloves,hats, etc.) to participatein outdoor play.

Caregivers/teachersshould also be aware ofenvironmental hazardssuch as contaminatedwater, loud noises, and

lead in soil when selecting an area to play outdoors. Children should beobserved closely when playing in dirt/soil, so that no soil is ingested. Playareas should be secure and away from heavy traffic areas.

Visit the "Standard of the Month" web page to learnmore about the standard and read what others are

saying about this standard!

Community SupportInformation & Referral Line 211

Bright Beginnings/Warm Welcome 970-353-4300

Child Advocacy Resource & Education

(c.a.r.e.) 800-894-3439

970-356-6751

Child Abuse ReportingDepartment of Human Services 970-352-1551 x 6211

Law Enforcement 970-350-7000

Concerns about Developmental IssuesFamily CONNECTS 970-330-3842

Envision 970-339-5360

Poison Control Center 800-332-3073

United Way of Weld County 970-353-4300

www.unitedway-weld.org

Department of Human Services(Assignments as of 7/26/2010)

Child Care Unit 970-352-1551

Technicians Ext Alpha Special CaseloadAssignment

Tammy Segura 6385 A-D Spanish Speaking A-D

Sapopa Gonzales 6315 E-Kn

Sylvia Flores 6325 Ko-Pe Spanish Speaking E-Z

Susan Shilliday 6316 Pf-R Child Welfare A-Z

Judy Gallegos 6386 S-Sik CO Works A-Z

Rita Ruyle 6317 Sil-Z

Judy Bush 6399 Child Care Clerk

Lead Worker

Norma Fritchell 6377 A-Z Child Care &

LEAP Confidential

Supervisor:

Shari Armstrong 6302 Child Care & LEAP

Child Care Professional OrganizationsCAEYCColorado Association for the Education of Young Children

www.naeyc.org

Laura Presley-Reynolds 888-892-4453

Weld District CAEYCWeld District Association for the

Education of Young Children

Becky Ward-Smith 970-339-6307

ACCPAssociation of Child Care Providers

www.weldaccp.org

Margie Mellon 970-587-4757

WCFCCAWeld County Family Child Care Association

Chris Richards 970-370-0372

CAFCCColorado Association of Family Child Care

Tricia Kelly-Lynch 303-914-8687

Weld Chapter ECEACWeld Chapter Early Childhood Education

Association of Colorado

Barb Schuttenberg 970-352-2222

Provider’s Corner...thoughts, ideas and response

Dear Debbie,“How do other providers handle mater-

nity leave? I put it in my contract thatthey have to pay 52 weeks out of theyear, they signed it, yet they still refuseto pay for maternity leave. 6 weeks Ican understand and offered to split withthem, but 3 months is 1/4 of the year.Does the Family Leave Act apply to us?So far I have 2 moms refusing to pay.The first one in January I let go. Now Ihave another one doing the same thingfor June. I would just like some input.Am I expecting too much? They getpaid, I feel like I should get paid. They have 2 salaries. I have one.Thank you for whatever advice you giveme, even if I am in the wrong. I just need some input.”

A frustrated provider

Dear Frustrated Provider,

“Thank you for your question. I knowthat this is a touchy subject, but remem-ber, it is your business, and you areable to do whatever you want to do, aslong as it is in your policies and you arefollowing it. Since you have included itthere, you are well within your rights toexpect to be paid or the family will bedropped. They can then come back ifyou have an opening when they areready; however, you are also free to filltheir spot if you are able to do so.

I have known some programs that willrequire 1/2 tuition to reserve the spot,since they are not actually teaching thechild for those weeks. Some providerswill require full payment whether theyare there or not, others will save thespot without payment because theyknow they will then be getting 2 childrenat the end of the maternity leave, andstill others will dis-enroll and re-enroll ifthey have room. Ultimately it is yourcall, but I hope that this helps you tomake your decision.”

Debbie

THANK YOU FOR ASKING THIS QUESTION!!!

Note: Read on for Georganne’s view froma licensing perspective.

Debbie's answer is correct. Whateveryour policies state is what you must fol-low. If your Policies do not addressMaternity Leave, maybe they should.... May I suggest under your Dis-enroll/Termination section?

Also, you wrote in your email that yourcontract states parents "must pay for 52weeks". Does this mean if I, as a par-ent, enroll my child and decide to dis-enroll, I am obligated to pay you for therest of the year??

Ladies, this is why we, Licensing, arestressing the importance of your NewPolicies/Handbook/ Contract!Everything you expect as a businessowner must be laid out and explainedfully to your prospective "Customers"-i.e. - parents. When done correctly,these types of situations/misunderstand-ings/miscommunications will occur lessfrequently- and therefore, so should thepotential for complaints being filed.

Hope this helps. Good Luck.

Georganne Buccine - HamiltonChild Care Licensing Inspector- Weld County

Child Care Innovations Licensing at Red Rocks Community College3620 West 10th Street, PMB - 306

Greeley, CO 80634Office: 970-356-2961 Fax: 303-914-6240

...continued from cover article

Providing science materials becomes easier asyou take advantage of the things you see in every-day life. A tub filled with leaves, twigs, rocks, seedpods and shells is a collage box for an art activity.On the other hand, if you separate those sameitems into individual boxes or baskets and include amagnifying glass, a growing plant and a book or twoabout leaves, plants and rocks, it becomes a sci-ence activity center.

There are many resources available for you to getmore ideas that you can easily incorporate into yourschedule for scientific learning, a few have beenlisted below. Take a leap into science and watchthe children in your care blossom with inquisitiveobservation and experimentation, and maybe evensee some of your own fear of science melt awaywith the ice cube on the sidewalk.

Environments, Inc. (800) 842-4453 | www.environments.com Customer Service environments@eichild.com

Look to Environments, Inc. for hands-on, play-based math and sci-ence equipment and materials that naturally invite and challengeyoung children to explore, discover, and learn about their world.Developmentally appropriate, open-ended products includeNIFTYsystemTM, Curiosity Cabinet, Light Cabinet, InvestigationsLab, FlowScapeTM and more.

Gryphon House, Inc. (800) 638-0928 www.ghbooks.com Clare Swanes clare@ghbooks.com

Gryphon House is a publisher and distributor of early childhoodresource books for teachers, directors, trainers, and others in theearly childhood field. From curriculum and training resources to prac-tical books for directors, Gryphon House is committed to helpingearly childhood professionals be the best that they can be.

High/Scope Foundation (734) 485-2000www.highscope.org Kacey Beach info@highscope.org

High/Scope materials and trainingprograms are created by educa-tors, for educators. We offer sup-port materials including over 300books, assessment tools, DVDs,CDs, and classroom resources. AtHigh/Scope, it's not about makinga profit. It's about making a differ-ence for children, supportingevery teacher, and using researchto strengthen education.

Lakeshore Learning Materials (800) 421-5354 | www.lakeshorelearning.com lakeshore@lakeshorelearning.com

Lakeshore Learning Materials features grade and age-appropriatematerials in all curriculum areas for infants, pre-school, special edu-cation, kindergarten, and the primary grades, with emphasis onhands-on learning, early literacy, and immediate intervention materi-als.

Learning Resources (800) 222-3909 | www.learningresources.com Customer Service info@learningresources.com

Learning Resources is a leading manufacturer of innovative, hands-on educational materials and toys for classrooms and homes. Formore than 20 years, early childhood educators have trusted thecompany as a source for quality, award-winning educational prod-ucts in language, math, science, and early childhood. For more infor-mation about Learning Resources, visit www.LearningResources.com.

Teaching Strategies (800) 637-3652 | www.teachingstrategies.com Dan LaFountain danl@teachingstrategies.com

Mathematics: The Creative Curriculum Approach — This book sup-plements the The Creative Curriculum for Preschool with detailedinformation on content (numbers, geometry, data analysis, measure-ment, and patterns), process skills (reasoning, problem solving, com-munication, connections, representations), math interest areas, plan-ning your math program, and structured math activities.

Nasco Early Learning | Catalog | (800) 558-9595

Teacher’s College Press | (800) 575-6566

Creative Teaching Press | (800) 287-8879

Directory of Math and Science Curriculum This directory represents a first step toward math and science curriculum providers.

Many of the problems that occur in any organization are thedirect result of people failing to communicate clearly. Faulty com-munication causes the most problems. It leads to confusion andcan cause a good plan to fail. Remember the children’s game of“Gossip”? The first child whispers something to the child sittingnext to him/her, who then repeats what was said to the next child,and so on around the circle until itgets back to the child that startedthe game. While the end result isusually very comical, it serves tomake a point of how often we arenot understood, and how thingschange from the original telling asthe story gets retold. Stated anotherway, good communication can solvea problem. Consider the incidentwith Apollo 13, the 1970 NASAmoon walk mission that aborted dueto a mid-flight explosion. Clear andstrong communication was vital tothe success of bringing the crewhome alive.

As a child care provider with a full schedule and many top priori-ty commitments, we sometimes forget to take time to ensure weare communicating clearly to the children, parents, co-workersand colleagues. Communication is a two-pronged skill, express-ing our needs in words and listening to the needs of others. All

too often we forget to check with others about what their under-standing is. Occasionally this leads to a hilarious result and we allhave a laugh. Sometimes, however, the consequences of poorcommunication can be serious, expensive or both. The ability tocommunicate clearly and concisely is arguably the most impor-tant leadership and management skill one can possess.

Here are four tips to use that can help you communicate clearly:

1. Present your message clearly and in detail; radiate integrity and authenticity.

2. Listen, really listen, then ask any clarifying questions only when the person sending the message is finished.

3. Choose an appropriate method to deliver the message.

4. Ask for feedback. Check to make sure the other person/people heard what you wanted them to hear.

So remember, when speaking or writing messages to children, parents, staff and colleagues, take the time and thespace to make sure the message is well received.

~Adapted from the Community Resource Center e-newsletter

"No one would talk much in society if they knew how often they misunderstood others."

- Johann Wolfgang Von Goethe

MIND IN THE MAKING

The Seven Essential Life Skills Every

Child Needs

Ellen Galinsky has captured relevant early childhoodresearch and spelled out for parents and teachers the practi-cal applications for raising well-rounded children who will

reach their full potential in Mind in the Making: The SevenEssential Life Skills Every Child Needs. She groups thisresearch into seven "essential life skills":

1. Focus and self control2. Perspective taking3. Communicating4. Making connections5. Critical thinking6. Taking on challenges7. Self-directed, engaged learning

For each of these skills, Galinsky shows parents what thestudies have proven, and she provides numerous concretethings that parents can do, starting today,to strengthen theseskills in their children.

Mind in the Making is a truly groundbreaking book, onethat teaches parents how to give children the most importanttools they will need.

“Intentional, effective teaching requires that teachers and familychild care professionals understand how children think and learn,and how to best support their healthy development at variousages in all areas – physical, social, emotional and cognitive”(Bredekamp, p 97). DEVELOPMENT is defined as age-relatedchange resulting from an interaction between biological maturationand physical and/or social experience. LEARNING is defined as achange in knowledge or skill that results from experience orinstruction. Development and learning are not the same but theycertainly do affect each other. Learning can take place as a resultof development. For example, a child must have balance and theability to walk before he can learn to climb a ladder or maneuver abalance beam. Likewise, learning can drive development; childrencan learn to read after they have developed the ability to focustheir eyes on letters and words.

During the early childhood years (birth to age 8), children growand change more rapidly than at any other period of their lives. Sodevelopment and learning are closely related during this time,making developmental accomplishment and learning during theseyears critically important foundations for what follows.Understanding development and learning helps us:

• Set goals that are achievable for most children and challenge children to go on learning

• Accurately interpret children’s behavior • Plan curriculum and adapt teaching to accommodate

where individual children are in the sequence• Predict and choose topics and experiences that will be

interesting and meaningful to children• Use information about typical and atypical development

to recognize potential delays.

Play is a critical component in development and learning foryoung children. It contributes to language development when chil-dren interact with each other. Children practice self regulation andproblem-solving when they learn how to take turns or share mate-rials. They grow in ability to attend or focus when they carry out aplay scenario over a period of time. Children practice creativity inplay when they substitute play objects such as a bowl for a hat.They also practice social and emotional skills during play withpeers. Play helps prepare children for school by promoting sym-bolic representation, a reading readiness skill. For example chil-dren learn to use objects to represent ideas in their play: a fire-fighter’s hat becomes a football helmet, a wagon becomes ababy carriage or a toy banana becomes a telephone. This symbol-ic representation helps children with the eventual skill of letterrecognition and word decoding. Children are intrinsically motivatedto play – it is very enjoyable to them.

The following chart details 12 Principles of Development andLearning. Each principle is defined by implications for practice orwhat we should do and an example to illustrate the principle inpractice.

To be an excellent teacher means….Teaching to Enhance Development and Learning by Kathy Hamblin

5th in the series from Weld District of CAEYC

Principle Implications for Practice ExamplePrinciple 1:

Domains of children’s development – phys-ical, social, emotional, and cognitive – are

closely related. Development in onedomain influences and is influenced by

development in other domains.

Curriculum should be comprehensive,addressing development and learning of

the whole child.

During a project on caring for pets, 4 year-olds learn scienceconcepts about the physical needs of animals, use language

and early literacy skills to tell and write stories about theirpets, express their emotions about pets and use their bodies

to act out pet behaviors.

Principle 2:

Many aspects of children’s learning anddevelopment follow well-documented

sequences, with later abilities, skills, andknowledge building on those already

acquired.

Teachers need to know the predictable (but not rigid) sequences ofdevelopment and learning so they canassess children accurately and plan for

children’s continued progress.

Ms. Rodriguez notices that several children in her care playwell individually and occasionally engage in play with one

other child. Ms. Rodriguez plans opportunities for children toplay together indoors and outdoors.

Principle 3:

Development and learning proceed at varying rates from child to

child, as well as at uneven rates across different areas of a child’s

individual functioning.

Teachers need to get to know each childwell, regularly observing and assessingeach child’s abilities, skills knowledge,

and dispositions.

Josh and Aaron are both 3 years old; while Josh is veryverbal, Aaron is still talking in one-word utterances.

Aaron has excellent fine motor skills that Josh lacks. Their teacher pairs them to play with a pegboard

where they each practice using and improvingtheir language and motor skills.

Principle 4:

Development and learning result from a dynamic and continuous interaction

of biological maturation and experience.

Teachers recognize that although thereare inborn individual differences and limits on children’s learning based on

maturating, experience plays a large rolein children’s development. Teachers

know the benefits of early intervention for preventing late problems.

Kindergarten teachers explain to parents that the ‘gift of time’– holding children out of school until the are older –

is a good idea for some children, but most children will benefit from the experience of attending school

rather than simply waiting to mature.

Principle 5:

Early experiences have both cumulativeand delayed effects on individual children’sdevelopment. Optimal periods exist for cer-

tain types of development and learning.

Teachers need to know research on theshort- and long-term effects of early

experience.

In her family child care home, Mrs. Pickett rarely uses TV orvideos because they can harm children’s long-term attention

spans and don’t build language the way real conversationdoes.

Principle 6:

Development proceeds toward greatercomplexity, self-regulation, and symbolic

or representational capacities.

Teachers add greater complexity to learning experiences over time.

Teachers engage children in conversations about thinking

and problem solving.

Recognizing that young children often ‘think out loud’ pre-school teachers don’t expect or want silent classrooms. Theyorganize play and projects where children can talk about their

ideas with each other.

Principle 7:

Children develop best when they havesecure, consistent relationships with

responsive adults and opportunities forpositive relationship with peers.

Teachers develop a warm, positive trust-ing relationship with each child. Teachersprotect the physical health and safety of

each child.

At the beginning of the school year, Ms. Vargas conducts ahome visit or meets with parents to get to know each childand family. She takes time to talk with each child each day.

12 Principles of Development and Learning to Guide Practice

...continued on next page

Source: based on Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8, revised edi-tion, edited by C. Copple and S. Bredekamp. 2009. Washington DC: National Association for the Education of Young Children.

Bibliography Bredekamp, S. (2011). Effective Practices in Early Childhood Education. Boston, MA: Pearson Publishing.

12 Principles of Development and Learning to Guide Practice...cont.

Principle Implications for Practice ExamplePrinciple 8:

Development and learning occur in and are influenced by social and

cultural contexts.

Teachers recognize that children’s competence acquired in their home culture may not be apparent in the school culture. Teachers know that what is meaningful to children varies

depending on their culture and language.

Ms. Kamp is concerned about Marta’s language develop-ment. Marta speaks Spanish but Ms. Kamp does not so sheworks with another teacher, Ms. Gonzales to obtain an accu-rate assessment of Marta’s vocabulary and grammar in herhome language. It turns out that Marta’s language develop-

ment is within the normal range.

Principle 9:

Always mentally active in seeking to understand the world aroundthem, children learn in a variety of ways; a wide range of teaching strategies and

interactions are effective in supporting allof these kinds of learning.

Teachers use a variety of teaching strategies, both teacher-guided and child-guided, to meet the needs of

individual children, some of whom needmore support than others in exploration

and play. Teachers use a variety oflearning contexts, large groups, small

group and independent. Theyindividualize teaching from

child to child and day to day.

Having observed that certain children seldom participate inthe art area, the teacher decides to introduce new materials:markers, watercolors, pens and pencils of different sizes andcolors. These materials are introduced and demonstrated tothe children at group time and then made available in the artcenter. The teacher makes a point of being available to assist

children in the use of the new materials.

Principle 10:

Play is an important vehicle for developing self-regulation as well

as promoting language, cognition and social competence.

Teachers purposefully plan time andmaterials for children’s educationally valu-

able play. Teachers observe children atplay and interact constructively with them.

Ms. Phillips sets up a grocery store in her preschool wherechildren engage in counting money, reading labels, makinglists, using vocabulary as they play together. She plays the

part of a customer to get the play going and model shopping behavior.

Principle 11:

Development and learning advance whenchildren are challenged to achieve at a level just beyond their current mastery,

and also when they have many opportunities to practice newly

acquired skills.

Teachers provide children with a high pro-portion of experience at which they can besuccessful as well as providing them with

some experiences that are at the ‘justachievable’ level of challenge to stretch

their learning and development.

Mr. Durkin provides ample opportunity for writing in his classroom. He observes that many children write

their own names but nothing more. He suggests that friends write each other’s names and provides

name cards as models. The children findthis challenge great fun.

Principle 12:

Children’s experiences shape their motivation and approaches to learning,

such as persistence, initiative, and flexibility; in turn, these dispositions and behaviors affect their learning

and development.

Teachers draw on and cultivate children’sinterests to get their attention and keep

them engaged in learning. Teachersencourage positive approaches to leaning

such as curiosity and creativity.

Ms. Elias offers options for children to engage with stories.Children act out the stories make up movements and

songs, or illustrate their own stories – experiences that motivate them to take initiative and persist at

challenging tasks.

Professional DevelopmentTrainings

Presented by: United Way of Weld County, Department of HumanServices and Weld District CAEYC

Serving 55 counties, Colorado’s 30 EarlyChildhood Councils provide the foundationnecessary for agencies and service providersto work together to build an infrastructure todeliver services and supports to our youngestchildren and their families. As a result, effi-ciencies are realized throughout the system,resources are coordinated and leveraged,decisions are strategic and long-term, andservices are aligned minimizing duplication.With sustainability of high quality services asa goal, chances for successful outcomes forchildren have increased.

The State’s strategic investment in theCouncils is premised on the notion that infus-ing local communities with seed money forthe creation and maintenance of a coordinat-ed system of services — across all fourdomains of early learning, health, mentalhealth and family support — will ultimately

save money, reduce duplication, and lever-age additional investments into the system.Examples of the benefits of the state’s invest-ment in the Early Childhood Councils include:

�� Every dollar that the state invests in theCouncils currently generates $.56 in localand private investments �� At least 11 local government sourcesand 24 private foundations provide up to1/3of the Council budgets. �� The Colorado Trust is investing $5 mil-lion over 5 years to integrate health into localearly childhood systems. �� Collaboration of 1014 Council membersrepresenting 597 organizations �� More than 1/3 of the council partnersshare early childhood data across agencies �� 86% of Councils report developing orimproving programs as a result of their part-nerships.

�� In 2010 Councils reported 139 cross –system alignments leading to: improvedprocesses for client referrals across agen-cies; coordinated training and professionaldevelopment opportunities; and, alignedapplication and eligibility standards - givingfamilies access to a more seamless systemof services. �� Councils are the forum for communitiesto decide how to best utilized limitedresources, leading to the highest possiblereturn on investments. �� The alignment of public and private poli-cies with best practices for children and fami-lies. �� Development of a state level forum toshare successful policies and practicesacross Councils.

For more information, please contact Debbie Becker,Child Care Services Coordinator at 970-304-6191

or debbie@unitedway-weld.org.

Benefits of Colorado’sEarly Childhood

Councils

(child’ ker pro vid’er) nA person who supplies for, and makes themselves

available for, the care of children

Other definitions may include, but are not limited to: A person whochanges diapers, washes bottles and wipes noses. Will sing, danceand entertain, even when no talent is possessed. Is willing to refer-

ee games, activities and frequent disagreements. Is a wonderfulstoryteller, party planner, and game player. Is not afraid to pick up afrog, worm or an occasional spider. Can tie a hat, shoe or boot with

her eyes closed. Is a nurse, comforter, and hugger. A friend and playmate. Always a protector, rarely a crab.

Weld County and

United Way Child Care

Income Eligibility GuidelinesEffective May 1, 2011

Family SizeGross IncomeMaximum at170% FPG

UW IncomeMaximum at215% FPG

2 $2,084 $2,636

3 $2,625 $3,320

4 $3,168 $4,004

5 $3,707 $4,689

6 $4,249 $5,373

7 $4,790 $6,058

8 $5,331 $6,742

9 $5,872 $7,428

CCCAP Federal Poverty Guideline Income Eligibility Limit is set at 170%United Way Child Care Income Eligibility Limit is set at 215% of FPG

Sandwich on a stick

Ingredients: • bread • cheese • lunch meat • grape tomatoes • lettuce • pickles • olive

Instructions: 1. Cut up cubes of bread, cheese, and lunchmeat (we ordered 1/2-inch-thick slices of hamand turkey at the deli counter).

2. Slide the cubes onto a skewer with otherfoods your child likes, such as a grape tomato,a piece of lettuce, a pickle, or an olive.

3. Set out a side of mayo or mustard for dip-ping.

To make the entire “sandwich” edible:Cut out a hole in each item with a plasticstraw and use a pretzel stick instead of askewer to build each sandwich.

“Ladybugs”

Ingredients • Red grapes • Strawberries • Mini chocolate chips • Honeydew melon or lettuce leaves

Instructions 1. For each one, push half of a red grapeonto a trimmed wooden skewer for thehead.

2. Next, push on a hulled strawberry bodyand score the back to create wings.

3. For spots, gently press mini chocolatechips, tips down, into the strawberry.

4. Arrange the ladybug skewers on a hon-eydew melon half or lettuce leaf.

“Campfire” Builders

Ingredients• Green grapes • Red grapes • Cheddar cheese slice • Mini-pretzel sticks • Carrot pieces (thinly sliced)

Instructions

1. To make your own edible campfire,arrange several grape halves in a circle.

2. Tear or snip a slice of Cheddar intoflame shapes, then stand them, along witha few thinly sliced carrot pieces, inside thegrape circle.

3. Surround the flames with broken minipretzel-stick logs.

“Hard-Boiled Egg Mice”

Ingredients

• 1 Egg • 1 Black olive • 1 Radish • 2 Fresh chives • 1 Tiny Swiss cheese wedge

Instructions

1. Place the egg in a small saucepan andcover with cold water. Bring to a boil overhigh heat. Boil for 1 minute, then turn offthe heat. Cover the saucepan and let theegg sit in the hot water for 12 minutes.

2. Once the time is up, run the egg undercold water to cool. Then ask your child toroll the egg on all sides to crack the shell.Peel under running water.

3. Slice the egg in half lengthwise. Placethe halves yolk side down on a plate.(Alternatively, you can slice off a bit of the bottom of a peeled, hard-boiled egg so it can sit flat on a plate.) Slice tiny black olive"eyes" and radish "ears." Then make smallslits in the egg halves for the eyes andears and push in the olives and radishes.Add chive tails.

4. Serve the pair of egg mice with a wedgeof Swiss cheese for a playful lunch. Makes2 mice.

Kids in the KitchenCooking is a skill that encourages children’s learning in science, math and reading. Here are some fun cookingopportunities to do with the children in your program.

United Way of Weld County

Child Care Services Program

PO Box 1944

Greeley, CO 80632

Your May Child Care Connection

A Guide for Child Care Professionals: Brought to you by: United Way of Weld County’s Child Care

Services. Information provided by: Weld County Department of Human Services, Weld District of the

Colorado Association for the Education of Young Children, Weld Chapter of the Early Childhood

Education Association of Colorado.

We have a new way of updating our database! If you have an email address you might have already orwill soon be getting a link from Vanessa to update your information via survey monkey. It is quick andeasy, plus you can stop and come back to it later if you get called away! If you have any questionsplease feel free to call Vanessa Blair at 970-304-6188.

We will no longer be requesting a current copy of your license unless you are part of a specific projector reimbursement program that requires it. If you are in one of these programs we will be requesting acopy from you as needed. Otherwise, it will be one less thing you have to worry about! Thank you foryour cooperation!

If you are looking for additional training hours this summer, please check out the training calendar onthe Qualistar Colorado website. Visit www.qualistar.org for some on-line training opportunities that areavailable.

Afew more things...