ResearchBased Recommendations for Parents, Schools, Communities, and PolicyMakers

1
EARLY CHILDHOOD
A Good Beginning for a Better Tomorrow

• Research-Based Recommendations for Parents,
  Schools, Communities, and Policy-Makers
• Created by Suburban Ramsey Family Collaborative
  Partners and the University of Minnesotas
  Children, Youth and Family Consortium

2
Feedback Request

• The Suburban Ramsey Family Collaborative (SRFC)
  would like feedback on how this document was
  used, its usefulness, and what can be improved.
  Please take a moment to answer the following
  questions and email or fax comments to us.
• 1) In what context was the document used? (Mark
  all that apply)
• Home School/Early Childhood Program Day Care
  Center
• Community Organization Meeting Government
  Meeting
• 2) How useful did you find the document?
• Not at all useful Somewhat useful
  Useful Very Useful
• 3) Approximately how many people heard or
  received all or parts of the document?
• 0 1-5 6-20 21-49
  50-100 more than 100
• 4) What improvements would you suggest to make
  the document more useful?
• Thank you for helping us gather this important
  information!
• SRFC Fax [phone]
  Email marysue.hansen_at_fvcc.roseville.k12.mn.us
• CYEC Fax [phone]
  Email cyfc_at_umn.edu

3
Forward

• This document was created for parents, community
  members, school/agency personnel and policy
  makers who are working actively to shape public
  policy that supports the healthy growth and
  development of young children throughout their
  early childhood years.
• Changes are needed across the board to foster
  strong emotional and mental health, behavioral
  and cognitive development in all children and to
  identify youngsters with serious emotional
  disorders.
• It is this groups recommendation that more
  emphasis be placed on studying children, youth
  and families of various cultural backgrounds and
  economic status as it relates to early childhood
  development. Our findings in this document are
  inconclusive as it relates to these issues.

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Table of Contents

• Family, Home Neighborhood Strengths Pages
  41-59
• POSITIVE PARENTING (Strength Factor)..42
• Positive Parenting Resource Information...43-44
• POSITIVE PARENT-CHILD RELATIONSHIP (Strength
  Factor) ...45
• Importance of Attachment Attachment Resource
  Information.46-47
• COMPATIBLE TEMPERAMENT (Strength
  Factor)...48
• PRESENCE OF A SUPPORTIVE CARING ADULT (Strength
  Factor) ....49
• Caring Adult Resource Information..50-52
• SAFE AND STABLE HOME AND NEIGHBORHOOD (Strength
  Factor) ......53
• SOCIAL SUPPORT (Strength Factor) Social Support
  Resource Information.... 54-55
• Family, Home and Neighborhood Recommendations for
  Parents, Schools, Communities and Policymakers
  ...56-59
• Child Strengths Pages 60-70
• COMPETENCY (Strength Factor) ...61
• SELF-ESTEEM (Strength Factor) ...62
• COGNITIVE DEVELOPMENT (Strength Factor)...63
• Child Strengths Recommendations for Parents,
  Schools Communities..64-66
• References.67-70

• New Beginnings Pages 1-16
• A Feedback Request Form (PLEASE complete this
  form - THANK YOU!)..2
• Strong Rationale for focusing on the Early
  Childhood Years ..5-10
• Strengths Challenges....11-15
• A Dynamic System....16
• Broad Environmental Strengths Pages 17-40
• OPPORTUNITIES (Strength Factor)....18
• Resources to Increase Opportunities...19-20
• ACCESS TO PRENATAL CARE (Strength
  Factor)...21
• Prenatal Care Resources... 22-23
• Postpartum Depression Are You at Risk?....24
• HIGH QUALITY CHILD CARE AND EARLY CHILDHOOD
  PROGRAMS (Strength Factor)
  .. 25
• Elements to High Quality Child Care...26
• Resource Information Return on Investment of
  Early Childhood Programs...27-35
• High Quality Child Care Recommendations for
  Parents .36
• Neurons to Neighborhoods, Research-Based
  Recommendations for Early Childhood.37-40

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A Charge for Society

• Blend the skepticism of a scientist
• The passion of an advocate
• The pragmatism of a policy maker
• The creativity of a practitioner, and
• The devotion of a parent
• AND
• Use existing knowledge to ensure a decent quality
  of life for all our children and a productive
  future for our nation
• (National Research Council and Institute of
  Medicine, 2000)

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The foundation for lifelong health and competence
is established in the early childhood period.
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Early Childhood- Prenatal to Age 5

• The experiences of young children are influenced
  by
• the child, parents or primary caregiver, and the
  community.
• Child
• HEALTHY
• CHILD
• DEVELOPMENT
• Parent(s) Community

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Early Childhood DevelopmentA Good Beginning

• The formation of a secure attachment with a
  parent or a primary caregiver helps children
• Learn how to communicate through facial cues,
  body language, crying and vocalizations to get
  their needs met
• Learn how to manage their
  emotions and behavior
• Form and maintain effective
  peer relationships
• Learn how to solve problems
• Effectively prepare for learning

9
Early Childhood Development A Better Tomorrow

• Young children who develop in an environment that
  supports and nourishes healthy development and
  growth, benefit
• emotionally,
• socially,
• cognitively (via brain development)
• physically.
• These children are better prepared
• to face tomorrows opportunities!

10
All Children Need...

• Physical protection and safety
• Ongoing stable relationships with caring parents
  and adults
  
  
  
• Experiences tailored to childs
  needs and unique capacities
• Developmentally appropriate experiences
• Limit-setting, structure and developmentally
  appropriate expectations
• Stable, supportive community environments
• (Adapted from Brazelton, T.B. Greenspan, S.,
  2000)

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Strengths and Challenges

• Every infant, child, adolescent, and adult
  experiences internal and external factors that
  are strengths (protective factors) or challenges
  (risk factors) to healthy development.
• To achieve and maintain healthy development, you
  maximize the strengths and minimize the
  challenges in every persons development.

Strengths in a childs life is like wrapping
the child in many layers of warm clothing on a
cold winter day!
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What are Strengths?

• Regular events, circumstances, experiences and
  factors that
• Nourish early social, emotional, cognitive,
  cultural, character and physical development
• Examples
• Prenatal health care
• Presence of a Caring,
  Consistent and Supportive
  Adult
• Stable and safe home
  
  and neighborhood

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What are Challenges?

• Events, circumstances, experiences, and factors
  that
• Consistently predict poor developmental outcomes
  and high-risk behavior, and
• Limit the likelihood of successful development.
• Examples
• Social isolation
• Unpredictable home environment
• Unengaged parenting
• Discrimination and inequality
• Child Maltreatment

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The Dual Strategy for the Community and Family
Tipping the Balance Toward Promise
Challenges (Risk Factors)
Strengths (Protective Factors)
Prepared by Martha Farrell Erickson, Ph.D.
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Levels of Strengths and Challenges
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A Dynamic System

• The influence of strengths and challenges occurs
  in all directions and across all levels.
• Broad Environmental Strengths/Challenge
  s
• Family, Home, and
• Neighborhood Strengths/
  Challenges
  
  
• Child Strengths/
• 
  Challenges

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BroadEnvironmental Strengths
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Opportunities

• Parents need opportunities for
  education, employment,
  personal growth and achievement to
  develop their abilities and competencies.
• Parents need to have their needs met in order
  for them to meet their childrens needs.
• Parents who feel competent promote competent
  development in their children.
• (Adapted from Harvey, 1999 Roberts,Bornstein,
  Slater, Barrett, 2000)

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Resources to Increase Opportunities

• Education
• English Language Learners, Adult Basic Education,
  General Equivalent Degree (contact your local
  School District)
• Mounds View Area Schools 651-639-6212
• North St. Paul/Maplewood/Oakdale
  Schools651-748-7622
• Roseville Area Schools651-635-1600
• St. Paul Area Schools651-767-8100
• White Bear Lake Area Schools 651-407-7501
• Employment
• Work Resource Hubs
• East Suburban Hub 651-779-5666
• West Suburban Hub 651-604-3801
• Workforce Solutions 651-770-4499
• Minnesota Family Investment Plan (MFIP)
  651-266-4444
• Minnesota Rehabilitation Services 651-296-5616
• LifeTrack Resources 651-227-8471
• Chicanos Latinos Unidos En Servicios (CLUES)
  651-379-4200
• Lao Family 651-221-0069
• Hmong American Partnership 651-495-9160

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Resources to Increase Opportunities

• Parent Resources
• Early Childhood Family Education
  (contact your local School District)
• Mounds View Area Schools-
  651-639-6028
• North St. Paul/Maplewood/Oakdale Schools
  651-748-7280
• Roseville Area Schools 651-487-4378
• St. Paul Area Schools 651-793-5410
• White Bear Lake Area Schools
  651-653-3100
• Ramsey Action Programs/Head Start
  651-603-5977
• Meld Meld Young Moms 612-332-7563
• Northwest Youth Family Services
  651-486-3808
• White Bear Lake Community Counseling
  Center651-429-8544
• Early Childhood Information Referral
  651-604-3700
• Church/Synagogue/Mosque
• St.Paul Area Council of Churches
  651-646-8805

• Citizen Advisory Councils
• Interagency Early Intervention Committee
  651-604-3700
• Ramsey County Childrens Mental Health
  Collaborative 651-292-1984
• St. Paul-Ramsey County Childrens Initiative
  Family Centers 651-917-4888
• PTA/PTO (contact your local School District)
• Early Childhood/School Readiness Advisory
  Council (contact your local School District)
• Head Start Policy Council (contact your Centers
  Director)
• St. Paul Chamber of Commerce
  651-223-5000
• Suburban Ramsey Family Collaborative
  651-604-3517
• Other
• Crisis Nursery 651-641-1300
• The Mens Center (personal growth and support
  groups) 612-822-5892
• Resource Center for Fathers and Families
  763-783-4936

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Access to Prenatal Care

• Mothers who have their social, physical,
  nutritional, and mental health
  needs met during
  pregnancy are more likely to deliver
  healthy
  babies.
• Children born to mothers who receive
  prenatal care and are cared
  for by the
  people around them, are likely to have a
  good birthweight and be
  full-term.
• Mothers prenatal care builds the foundation for
  childrens successful development and the
  parent-infant relationship.
• (Adapted from Dragonas Christedoulou, 1998
  Higgins Wood, 1999)

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Prenatal Care Resources

• Primary Care Physician Local Hospital Services
• Ramsey County Public Health, Nursing
  651-266-2400
• Family Center Community Doula Program,
  651-793-3803
• Early Head Start Enrollment 651-603-5977
• Baby Showers, Parent Infant Classes, Prenatal
  Classes (Call your local Hospital)
• Women Infant Children (WIC) 651-266-1300
• Mothers and Children (MAC Program) 651-484-8241
• Early Childhood Special Education (ECSE)
  651-604-3700
• International Childbirth Education Association
  952-854-8660

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Postpartum Depression (PPD) Are You at Risk?

• Untreated maternal depression in a mother
  presents risk factors to the fetus. The following
  factors can make you more likely to develop PPD
• A family or personal history of depression,
  anxiety, PPHD or manic depression
• Physical complications during pregnancy or
  childbirth, including a cesarean section or an
  extremely difficult labor
• A history of severe PHM, which means
  vulnerability to hormonal fluctuations.
• A history of thyroid imbalance.
• Unrealistic postpartum expectations and a
  tendency toward perfectionism.
• Added stress, such as a death in the family, a
  job change, financial strains or a move.
• Lack of support from your spouse, family or
  friends.
• A baby who is sick or colicky or who has other
  problems that can place a stress on parenting.
• (For example Diana Dell, Duke Medical
  University, personal correspondence, 2001).

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High Quality Child Care Early Childhood
Programs

• Children who attend high quality child care
  programs either child care, early childhood
  programs, or relative/kin-care, benefit
  socially and cognitively.
• The experiences children have in quality programs
  support success in later social, emotional, and
  cognitive development.
• (For example Peisner-Feinberg, Burchinal,
  Clifford, Culkin, Howes, Kagan, Yazeijian, 2001)

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Elements to Quality Child Care

• A stable and continuous relationship with a
  caring adult
• A safe environment with adequate food, shelter,
  and health care
• Low ratios between care-givers and young children
• Developmentally appropriate instruction to
  promote literacy, communication skills, number
  concepts, problem-solving
  skills, and critical
  thinking.
• Well-trained professionals
• (Minnesota Early Care and Education Finance
  Commission Final Report, November, 2000)

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The time is long overdue to recognize the
significance of those who care for children
when their parents are not available and
the importance of stability and quality in these
relationships. -Neurons to Neighborhoods-
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C o m m u n I t y R e s o u r c e

• Early Childhood Family Education (ECFE)
• Classes for parents and their children ages birth
  to kindergarten. Special family events, home
  visits and toy lending libraries are typically
  available. Call for a schedule of classes and
  programs.
• Mounds View Schools - 651-639-6028
• N.St.Paul/Mplwd/Oakdale Schools - 651-748-7280
• Roseville Schools - 651-487-4378
• White Bear Lake Schools - 651-653-3100

• Early Childhood Special Education (ECSE)
• Education Services and family support for
  children with special needs (ages birth - 6 years
  old), and their parents.
• Mounds View Schools - 651-639-6036
• N.St.Paul/Mplwd/Oakdale Schools - 651-748-7210
• Roseville Schools - 651-487-4383
• White Bear Lake Schools - 651-653-3100

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C o m m u n I t y R e s o u r c e

• Resources for Child Caring
• Phone [phone]
• Fax [phone]TDD [phone]
• Counseling about child care options Referral to
  licensed family child care homes, centers, and
  in-home care agencies Computerized search
  matches by neighborhood, school district, and
  other parent needs includes all licensed care
  options in Ramsey county and metro area in-home
  care agencies Written materials available to
  help parents evaluate and select child care
  (child care for special needs children)

Early Childhood Information Referral Phone
[phone]
An information, support and referral service for
families who have concerns about the development
and behavior of their child, birth to 5
years old. Help set up services at home or in
the community such as developmental screening,
special education, physical therapy, speech
therapy, occupational therapy, service
coordination, respite care, family support and
education and social and nursing services.
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C o m m u n I t y R e s o u r c e

• Head Start
• Phone [phone]
• Fax [phone]
• Free family-centered educational preschool
  program for children between the
  ages of 3 and 5 from families with limited
  incomes services available for children with
  special needs.
• Full day program available to families eligible
  for day care assistance.
• Call Enrollment Line _at_(651) 603-5977
• Early Head Start
• Phone [phone]
• Free family-centered, home based program for low
  income, pregnant women and families with children
  ages 0-3.
• Includes home visits and transportation to group
  activities.

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C o m m u n I t y R e s o u r c e

• Crisis Nurseries
• Childcare for people who have nowhere else to
  turn serves children 0 12 years.
• 651-641-1300
• Drop-in center available for needs such as
  doctors appt.
• Overnight care (up to 72 hours)
• Befriender Mentoring Program available for young
  moms
• Reach-A-Goal program available with planned
  weekly or overnite day care
• Hmong Outreach Program with overnight or weekend
  care
• Free 24-hour crisis helpline offering voluntary
  and confidential assistance.
• A crisis may be many things sudden illness,
  family conflict, housing problems, unemployment,
  family violence. Even positive things such as a
  new job or a new baby can cause tension. Every
  person's ability to deal with stress and change
  varies, as does the circumstances of daily life.
  Stress also affects children. The parent-child
  relationship may become tense and unpredictable.
  A Crisis Nursery can help relieve this stress for
  both children and adults.Child may be placed
  for up to 72 hours in Volunteer Shelter homes
  and/or up to 5 days in child care.
• Parent must call for phone screening and to
  ensure eligibility and available space.

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Elements to Quality Early Childhood Programs

• Programs THAT WORK give children...
• A long-term experience
• a nurturing relationship with families in
  addition to family of origin
• opportunities for positive relationships with
  peers
• the ability to identify and understand emotions
• continuity of service and support in times of
  crisis

1) Reynolds, j.J., Temple, ja, robertson, dl, et
al. 2001 - long-term effects of an early
childhood intervention on educational achievement
and juvenile arrest A 15-year follow up of low
income children in public schools. 2) Knitzer and
Cole, 1989, Mitchell, Tovar, and Knitzer, 1989,
Whittaker et aL, 1988). 3. The future of
children, long term outcomes of early childhood
programs, Winter, 1995.)
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Early Childhood Programs Matter

• Children experiencing abuse in the home benefit
  from programs that are
• intensive (can stay involved with child for as
  long as 2 years)
• serve BOTH the child and the family
  (two-generation approach)
• are comprehensive and easy to access
• high quality

NOTE These services are costly but worth the
results
1) Reynolds, j.J., Temple, ja, robertson, dl, et
al. 2001 - long-term effects of an early
childhood intervention on educational achievement
and juvenile arrest A 15-year follow up of low
income children in public schools. 2) Knitzer and
Cole, 1989, Mitchell, Tovar, and Knitzer, 1989,
Whittaker et aL, 1988). 3. The future of
children, long term outcomes of early childhood
programs, Winter, 1995.)
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Preschool Programs Yield Results!

• Children who have lived in poverty and
  experienced preschool programs were tracked until
  age 27 to study impact. The following highlights
  3 major differences recognized with these
  individuals as compared to the general
  population
• 50 less involvement in crime
• Significant increase in income earnings as adults
• Significant increase in marriage commitments

A return of 7.16 for every dollar invested
Schweinhart, l.J., H.V.Barnes, and D.P.Weikart
with W.S. Barnett and A.S. Epstein, 1993,
significant benefits The high/scope perry
preschool study through age 27.
35
More proof that Quality Early Childhood Programs
Work!

• In 1999, N. Carolina conducted the Abecedarian
  Study to determine if children enrolled in
  quality early childhood programs faired any
  better than their peers who received no early
  childhood program experience. At age 21, all of
  the children studied displayed the following
  attributes
• Higher IQs
• Higher reading and math scores
• More likely to attend a four-year college
• More likely to have delayed parenthood
• More likely to be gainfully employed

Campbell, F., C. Ramey, J. Sparling, M.
Burchinal, E. Pungello, N. Peart, and S.
Miller-Johnson, 1999, Early learning later
success The abecedarian Study. Executive
report (online www.Fpg.Unc.Edu/-abc/). Chapel
hill Frank Porter Graham Child Development
Center, University of North Carolina
36
Broad Environmental Strengths High Quality
Child care Recommendations for Parents

• Interview several providers to determine best
  match. Ask about child/teacher(adult)
  ratio and group size, whether or not the center
  keeps a journal of your childs activities and if
  they are receptive to providing routine updates
  about your childs development. Once in awhile,
  drop in unannounced to observe your child in
  his/her surroundings.
• Develop an on-going relationship and open
  communication about the care of your child
• Ask questions of your provider
• Be involved with your childs program, and
• Follow through with ideas and team planning for
  your child.
• Call legislators, voice your concerns and needs
  for high quality child care.

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Broad Environmental Strengths Neurons to
NeighborhoodsRecommendations for Early Childhood

• Research Findings
• Striking disparities in what children know and
  what they can do are evident well before they
  enter kindergarten. These disparities are
  strongly associated with social and economic
  circumstances.
• Early experiences matter and early interventions
  can shift the odds towards more favorable
  outcomes, but the focus on birth to age 3 begins
  too late and ends too soon.
• Early relationships are critical.
• Even very young children are capable of
  experiencing deep anguish and grief in response
  to trauma, loss and personal rejection.
• How young children feel is as important as how
  they think, particularly with regard to school
  readiness.
• Policies and practices regarding children's
  emotional growth are seriously inadequate. The
  nation has sought quick fixes to children's
  emotional and mental health needs.
• The needs of young children are not being met as
  society changes and parents are working harder
  and for longer hours.
• The time is long overdue to recognize the
  significance of those who care for children when
  their parents are not available and the
  importance of stability and quality in these
  relationships.
• Early childhood policies and practices are highly
  fragmented, with complex and confusing points of
  entry, creating particular problems for
  under-served groups and those with special needs.
• Poverty may be more damaging during the early
  childhood period than at later ages, especially
  in its impact on a child's school performance and
  academic achievement.

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Broad Environmental Strengths Neurons to
NeighborhoodsRecommendations for Parents
Schools

• Parents
• All children need at least one loving and
  consistent relationship with a parent or
  caregiver. Without such relationship, children
  typically suffer severe and long-lasting
  developmental difficulties.
• Schools
• Early childhood programs must balance their focus
  on literacy and numeracy skills with comparable
  attention to the emotional, regulatory, and
  social development of all children, including
  those with special needs.
• Incentives should be offered to qualified mental
  health professionals to work in early childhood
  settings.

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Broad Environmental Strengths Neurons to
NeighborhoodsRecommendations for Policy Makers

• Policy Makers
• All infants require early screening and treatment
  of hearing, visual or motor impairments that can
  interfere with the brain's needs for
  environmental inputs.
• Prenatal and early postnatal neurotoxic
  exposures, specific infections, substance abuse,
  and family violence can harm development, and the
  nation should mount an attack on these comparable
  to other public health campaigns.
• Changes are needed across the board to foster
  strong mental health in all children and
  distinguish youngsters with serious emotional
  disorders from those who are simply immature or
  experiencing short-term developmental delays.
• Government and the private sector should pursue
  policies that give parents more time with their
  children, greater financial security and other
  supportive resources.
• Federal policy makers should expand coverage of
  the Family and Medical Leave Act to all working
  parents.
• Policy makers also should explore ways to support
  low-income parents who take family leave, since
  even a temporary loss of earnings could be a
  hardship.
• States should extend the amount of time that
  welfare recipients with infants are exempted from
  work requirements of welfare reform.

40
Broad Environmental Strengths Neurons to
NeighborhoodsRecommendations for Policy Makers

• Policy Makers
• The major funding sources for child care and
  early education should set aside money to support
  efforts to increase the qualifications, pay, and
  benefits of child-care professionals.
• State and local decision makers should take bold
  actions to reduce the long-standing fragmentation
  of early childhood programs and practices. Two
  first steps are
• Require that all children referred to protective
  services agencies for evaluation of suspected
  abuse or neglect be automatically referred for a
  developmental-behavioral screening under Part C
  of the Individuals With Disabilities Act
• Establish explicit and effective linkages among
  agencies that implement work requirements of
  welfare reform and those that provide early
  intervention programs and child and adult mental
  health services.
• Reconcile traditional program formats and
  strategies with the economic and social realities
  of current family life and growing cultural
  diversity.
• The burden of poor quality and limited choice in
  child care rests most heavily on low-income
  working families above the poverty line.
• School readiness initiatives should be evaluated
  not only for their effectiveness in improving
  performance, but also for reducing the
  significant disparities for children from
  differing backgrounds.

41
Family, Home, and, Neighborhood Strengths
42
Positive Parenting

• Parents who are emotionally responsive,
  attentive to childrens needs, who
  set limits
  and have predictable
  environments and
  routines
  increase their childrens competency for later
  positive development.
• With this style, parents help children learn to
  balance freedom and limits.
• (For example Egeland, Carlson, Sroufe, 1993
  Werner, 1992)

43
Positive Parenting RPM3

• Respond ? Prevent ? Monitor ? Mentor ? Model
• Respond to your child in an appropriate matter
• Prevent risky behavior or problems before they
  arise
• Monitor your child's contact with his or her
  surrounding world
• Mentor your child to support and encourage
  desired behaviors and
• Model your own behavior to provide a consistent
  and positive example for children.

44
Positive Parenting Resources

• Early Childhood Family Education (Please see
  s listed under Parent Resources)
• Parent Connections Program through Head Start
  651-603-5854
• School Readiness (Please see School District s
  listed under Parent Resources)
• Meld 612-332-7563
• U of M Extension, Positive Discipline Handbook
  (2.00 each) 612-625-8173
• National Institute of Child Health and Human
  Development Adventures in Parenting Handbook
  (free) 1-800-370-2943
• Systematic Training for Effective Parenting
  (STEP) - (Please contact the WBL Community
  Counseling Center for training on this curriculum
  651-429-8544)
• INFO U Parenting Information http//www.extension.
  umn.edu/titles.html?areaid2categoryID16

45
Positive Parent-ChildRelationship

• A secure attachment relationship allows
• children to feel secure in their environment
• and to explore it with confidence and enthusiasm
• while promoting positive relationships with
  others.
• Early positive relationships contribute to a
  childs future success socially, developmentally
  and academically.
• (Adapted from Egeland Kreutzer, 1991 Masten,
  Best, Garmezy, 1990)

Attachment is a close two-way relationship
between a child and a parent or primary caregiver
that develops during the first two years of life.
46
Secure Attachment Relationship Defined

• Children who become securely
  attached have caregivers who
• Are sensitive to their needs
• Provide consistent care
• Are tuned in to the cues and signals of their
  child
• Comfort their child when he/she cries
• Play with their child when they want to play
• Gives their baby quiet space when he/she lets
  them know quiet time is needed
• (Martha Farrell Erickson)

47
Attachment Resources

• From Neurons to Neighborhoods The Science of
  Early Childhood Development (2000)
  http//www.nap.edu/books/0309069882/html/
• Zero to Three is the nation's leading resource on
  the first three years of life. We are a national
  non-profit charitable organization whose aim is
  to strengthen and support families, practitioners
  and communities to promote the healthy
  development of babies and toddlers
  
  http//www.zerotothree.org
• Parent Advocacy Coalition for Educational Rights
  (PACER) The mission of PACER is to expand
  opportunities and enhance the quality of life of
  children and young adults with disabilities and
  their families, based on the concept of parents
  helping parents.
  
  http//www.pacer.org/
• The Minnesota Interagency Early Childhood
  Network, a network made up of representatives of
  early childhood, family and health-related
  programs from four Minnesota state agencies,
  developed a common set of outcomes and indicators
  bridging individual state agencies and programs
  to measure the well-being of children and
  families in Minnesota. The indicators they
  identified are both observable and measurable,
  and describe the specific statistic (percentage)
  necessary to calculate in order to summarize the
  level of outcome achievement. http//www.factsinac
  tion.org/mcount/mcnov002.htm

• Early Childhood Family Education Baby Classes
  (please see information listed under Parent
  Resources)
• Hospital Visits
• Public Health/ECFE Home Visits 266-2400
• Attachment Clinic Wilder Programs 651-642-2084
• Family Center Community Doula Program
  651-793-3803
• Early Head Start 651-603-5977
• Early Childhood Family Education (Please see
  s listed under Parent Resources)
• Early Childhood Information Referral
  651-604-3700

48
Compatible Temperament

• Adults must modify their behavior around their
  childrens behavior so he/she will have positive
  early experiences.
• Children who are perceived as having easy
  temperaments tend to enjoy more positive
  interactions with parents, caregivers, and the
  community. (They may elicit positive responses
  from caregivers and their reaction to stressful
  situations may not be as negative or strong.)
• NOTE Its important to understand that
  incompatible temperament is not a result of
  parenting, but an internal state of your child.
  Thus, it requires parents to access supports in
  order to lessen parent stress.
• (For example Grizenko Pawliuk, 1994 Werner,
  1993)

49
Presence of Other Supportive CaringAdults

• Supportive, caring adults help
  children know they are
  special by providing emotional
  and physical support, modeling skills and
  behaviors, helping children build self-esteem,
  being a source of information, and providing
  guidance.
• (For example Brooks, 1994 Masten, 1994)

50
Caring Adult Resources

• Mentor/Support Programs
• (White Bear) Lake Area Friendship
  Connection
• African American Adoption Agency
• PATH Therapeutic Foster Care
• Ramsey County Foster Care
• Big Brother/Big Sister
• Respite Care/Befriender Programs
  
• Crisis Nursery
• Kinship (LSS) Grandparent parenting grandchildren
• Shelters Family Service Center, Hill Home
• ECFE together time, play groups, make and take
• Community Education
• Rainbow Families (GLBT families)

51
C o m m u n I t y R e s o u r c e

• Childrens Mental Health Crisis Unit
• Phone [phone]
• The crisis line provides 24 hour on-the-phone
  assistance, assessment, and referral
  coordination of services and a limited amount of
  crisis outreach to children and their families in
  Ramsey County who are in a self-defined crisis.
• The program has close links to several agencies
  that assist with crisis issues
  and/or make a coordinated crisis plan to provide
  de-escalation and stabilization for the
  family. Limited follow-up is also available.
  Their primary callers are parents and schools.
• This service is a confidential service.

52
C o m m u n I t y R e s o u r c e

• See the Child Who Sees Abuse
• If you know of a child who has witnessed abuse.
  Heres how to help
• Listen to them Tell me what youve seen.
• Respect them Your feelings about this are OK.
• Reassure them Its not your fault.
• You can get more information or help by calling
  the agencies listed below
• Casa de Esperanza - 651-646-5553
• Family Service, Inc. - 651-222-0311
• Family Violence Center Harriet Tubman
• 651-770-8544
• St. Paul Intervention Project - 651-645-2824
• Wilder Foundation Childrens Domestic Abuse
  Program - 651-287-2400
• Women of Nations - 651-222-5826
• Womens Advocates - 651-227-8284
• Wilder Foundation Hmong Women Childrens
  Program - 651-287-2400
• The Mens Line - [phone]

53
Safe and StableHome Neighborhoods

• Children who live in predictable
  environments are better able
  to establish behavioral and emotional
  patterns that allow them to function effectively
  in their world.
• Parents who provide attention, care, and routines
  in the home help children create and maintain a
  sense of security.
• Safe neighborhoods allow parents and children to
  connect to and benefit from their community.
• (For example Bradley Cadwell, 1982 Bradley,
  Corwyn, Burchinal, McAdoo, Coll, 2001)

54
Social Support

• Parents who experience positive
  social relationships, formal and
  informal, receive the emotional
  support they need to more aptly
  respond to and support the needs of
  their child(ren).
• Parents with social support are able to help
  children develop problem-solving skills and the
  ability to learn. This support improves overall
  motivation and can enhance day-to-day life
  experiences.
• (For example Crnic, Greenberg, Ragozin,
  Robinson, Basham, 1983 Masten, 1994)

55
Resources to Increase Social Support

• Formal Support
• Family Support Program 612-871-0662
• Sexual Offense Services (SOS)
  651-643-3006
• Early Childhood Family Education(See information
  listed under Parent Resources)
• Parents Without Partners 952-953-7100
• Parent Connections Program through Head Start
  651-603-5854
• Mental Health/Crisis Services
• Northwest Youth Family Services
  651-486-3808
• White Bear Lake Community Counseling
  651-429-8544
• Ramsey County Childrens Mental Health
  Collaborative 651-292-1984
• Family Service, Inc. 651-222-0311
• Children with Attention Deficit Disorders
  (CHADD) 952-922-5761
• Down Syndrome Association 651-603-0720
• Parent Advocacy Coalition for Educational Rights
  (PACER) 952-838-9000

• Informal Support
• Neighborhood Block Clubs/Crime Watch
• Churches/Synagogues/Mosques
• Mothers of Multiples 952-890-4546
• Community Centers and Playgrounds
• Fairview Community Center 651-604-3500
• Gladstone Community Education Center
  651-748-7280
• Mounds View Community Center
  763-783-7491
• New Brighton Family Service Center
  651-638-2130
• Ralph Reeder Community Education Center
  651-639-6020
• Shoreview Community Center 651-490-4700
• St. Paul-Ramsey County Childrens Initiative
  Family Centers 651-917-4888
• Phone Services
• Parent Warmline Crisis Connection
  612-813-6336
• Ramsey County Childrens Mental Health Crisis
  Line 651-290-899

56
Family, Home and Neighborhood Strengths
Recommendations for Parents

• Nurture healthy relationships with others in your
  community.
• Become involved in local organizations
• Access neighborhood and community resources
• Seek help if youre experiencing family violence,
  chemical dependency or stress or depression
• Provide positive and consistent
  discipline.
• Use words to resolve conflict
  instead of physical punishment.

57
Seven Elements Common to Successful Parent
Involvement Programs
Family, Home and Neighborhood Strengths
Recommendations for Schools

• Written policies. The programs had written
  policies that showed parent involvement was
  viewed as an important component.
• Administrative support. Administrative support
  was provided in at-least three ways funds were
  made available in the district office budget
  materials, space and equipment were available
  people were designated to carry out programs.
• Training. Promising programs made ongoing
  training available for staff as well as parents.
• Partnership approach. There was joint planning,
  goal setting, and so on. Both parents and staff
  developed a sense of ownership.
• Two-way communication. Communication between home
  and school occurred on a regular basis. Parents
  felt comfortable coming to school, sharing ideas,
  and voicing concerns.
• Networking. Promising programs networked with
  other programs to share information and
  resources.
• Evaluation. Regular evaluation activities were
  included at key stages as well as at the
  conclusion of a phase or cycle.

The Southwest Educational Development Laboratory
(Williams and Chavkin, 1989)
58
Family, Home and Neighborhood Strengths
Recommendations for Communities

• Create family-friendly/child-centered shared
  community space by
• Keeping facilities open on weekends and during
  the evening with organized activities designed
  for children, parents, and child/parent
  activities,
• Erecting play spaces with age-appropriate
  equipment to encourage active involvement of
  families with younger children, and
• Creating safe places for children and youth so
  that they can identify safe adults and safe
  places besides their parents when they need help.
• In all city planning projects, ask yourself So
  what about the children? (use Childrens Defense
  Fund quote Every decision affects kids... to
  create safe neighborhoods and provide
  transportation and low cost accessible
  transportation...
• Including and partnering with early childhood
  program professionals

59
Family, Home and Neighborhood Strengths
Recommendations for Policymakers

• The benefits of parent involvement for students
  are
• More positive attitudes toward school
• Higher achievement in reading
• Higher quality and more grade appropriate
  homework
• Completion of more homework on weekends and
• Observing more similarities between family and
  school.
• (Epstein, 1991)

• Fund School Readiness Programs and ECFE programs.
  Research shows that Early Childhood Intervention
  yields the following results
• Higher rate of high school completion
• More years of completed education
• Lower rate of juvenile arrests
• Lower rate of school dropouts,
• Lowest rate of special education services
• Support meaningful parent involvement Research
  shows that everyone benefits when parents are
  involved in their childs education.
• Support a holistic approach to child development
  by providing comprehensive family support
  services via community partnerships (Lisbeth
  Schorr).
• Train staff to recognize the signs of children
  who have witnessed and experienced violence.

60
Child Strengths
61
Competency

• Children who experience success early in their
  development increase their competence and learn
  they can meet their needs in a positive way.
• Children who have increased competence, as a
  result of early success, are able to adapt and
  cope in a variety of situations. (For example
  Brooks, 1994)

62
Self-Esteem

• Children who feel they are
  loveable and capable are able to adjust
  to new situations and experiences.
  
• Children with intact self-esteem are more likely
  to engage in challenging activities thereby
  developing enhanced skills, confidence and
  abilities.
• (For example Grizenko Pawliuk, 1994 Pianta,
  Egeland, Sroufe, 1990)

63
Cognitive Development

• Promoting cognitive development
  in young children increases their
  verbal skills, making it
  easier to
  communicate with
  important people in their
  environment
• (For example Kendel, Mednick, Kirkegaard-Sorensen
  , Hutchings, Knop, Rosenberg, Schulsinger,
  1988 Masten, Best, Garmezy, 1990)

64
Child Strengths Recommendations for Parents

• Nurture connections by inviting caring adults to
  major events in your childs life. Remember to
  thank supporting adults by showing them how their
  presence makes a difference in your childs life.
• Limit, as much as possible, your childs exposure
  to media violence.
• Every day, let your child know you love him/her
  just for who he/she is! Focus on the specific
  skills they are learning such as their ability to
  think through a situation, make a choice and take
  action. This is just as important as stressing
  your approval of their actions.

65
Child Strengths Recommendations for Schools

• Develop curriculum that provides activities for
  all learning styles.
• Teach students how to recognize different forms
  of violence and how to respond effectively.
• Support curriculum that teaches kids impulse
  control.

66
Child Strengths Recommendations for Communities

• Affirm and acknowledge children and their parents
  by being friendly and supportive.
• It takes a village - Get involved and speak up
  for children!
• Medical Community
• Team with local social service agencies to
  provide community resource information on-site at
  clinics and hospitals about early childhood
  resources and supportive services.
• Social Service Agencies
• Provide ongoing, culturally competent support
  groups and trainings in different languages for
  parents.
• Team with the medical community to provide
  community resource information on-site at clinics
  and hospitals about early childhood resources and
  supportive services.

67
Suggested Handouts Websites

• Ramsey County Resource Directory for Families
  with Young Children - Call Suburban Ramsey Family
  Collaborative order line at 651-604-3584
• Early Childhood Information Referral (ECIR)
  Brochure - 651-604-3700
• Early Childhood Screening Brochures
  (http//www.health.state.mn.us/divs/fh/mcshn/pdfdo
  cs/nbsbrochure2.pdf)
• (http//www.dhs.state.mn.us/HlthCare/ctc/CTChecku
  ps.htm)
• NAEYC brochure entitled What are the benefits of
  high quality early childhood programs?" Obtain
  copies for .50 cents each (NAEYC order 540) at
  www.naeyc.org or 1-800-424-2460
• From Neurons to Neighborhoods The Science of
  Early Childhood Development (2000)
  http//www.nap.edu/books/0309069882/html
• Zero to Three is the nation's leading resource on
  the first three years of life. We are a national
  non-profit charitable organization whose aim is
  to strengthen and support families, practitioners
  and communities to promote the healthy
  development of babies and toddlers http//www.zero
  tothree.org
• Parent Advocacy Coalition for Educational Rights
  (PACER) The mission of PACER is to expand
  opportunities and enhance the quality of life of
  children and young adults with disabilities and
  their families, based on the concept of parents
  helping parents. http//www.pacer.org/
• The Minnesota Interagency Early Childhood
  Network, a network made up of representatives of
  early childhood, family and health-related
  programs from four Minnesota state agencies,
  developed a common set of outcomes and indicators
  bridging individual state agencies and programs
  to measure the well-being of children and
  families in Minnesota. The indicators they
  identified are both observable and measurable,
  and describe the specific statistic (percentage)
  necessary to calculate in order to summarize the
  level of outcome achievement. http//www.factsinac
  tion.org/mcount/mcnov002.htm

68
References

• Bradley, R. H. Cadwell, B.M. (1982). The
  consistency of the home environment and its
  relation to child development. International
  Journal of Behavioral Development, 5(4), 445-464.
• Bradley, R. H., Corwyn, R.F., Burchinal, M.,
  McAdoo, H.P., Coll, C.G. (2001). The home
  environments of children in the United States
  Part II Relations with behavioral development
  through age thirteen. Child Development, 72(6),
  1868-1886.
• Brazelton, T.B. Greenspan, S. (2000). Our
  window to the future. Newsweek, 34-36.
• Brooks, R.B. (1994). Children at risk
  Fostering resilience and hope. American Journal
  of Orthopsychiatry, 64, 545-553.
• Crinic, K.A., Greenberg, M.T., Ragozin, A.S.,
  Robinson, N.M., Bashan, R.B. (1983). Effects of
  stress and social support on mothers and
  premature and full-term infants. Child
  Development, 54, 209-217.
• Dragonas, T. Christodoulou, G.N. (1998).
  Prenatal care. Clinical Psychology Review, 18(2),
  127-142.
• Egeland, B., Carlson, E., Sroufe, L.A.
  (1993). Resilience as process. Development and
  Psychopathology, 5, 517-528.

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References

• Egeland, B. Kreutzer, T. (1991). A
  longitudinal study of the affects of maternal
  stress and protective factors on the development
  of high risk children. In A. Greene, E.M.
  Cummings, K. Karraker (Eds.), Life-span
  developmental psychology Perspectives on stress
  and coping (pp. 61-84). Hillsdale, NJ Erlbaum.
• Grizenko, N. Pawlink, N. (1994). Risk and
  protective factors for disruptive behavior
  disorders in children. American Journal of
  Orthopsychiatry, 64, 534-544.
• Higgins, P.G. Woods, P.J. (1999). Reasons,
  health behaviors, and outcomes of no prenatal
  care Research that changed practice. Health Care
  for Women International, 20(2), 127-136.
• Kendel, E., Mednick, S.A., Kirkegaard-Sorensen,
  L., Hutchings, B., Knop, J., Rosenberg, R.,
  Schulsinger, F. (1988). IQ as a protective factor
  for subjects at high risk for antisocial
  behavior. Journal of Consulting and Clinical
  Psychology, 56, 224-226.
• Masten, A.S. (2001). Ordinary magic Resilience
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• Masten, A.S. (1994). Resilience in individuals
  development Successful adaptation despite risk
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References

• Minnesota Early Care and Education Finance
  Commission (November, 2000). The action plan for
  early care and education in Minnesota.
• National Research Council and Institute of
  Medicine (2000). From neurons to neighborhoods
  The science of early childhood development.
  Committee on Integrating the science of early
  childhood development. J.P. Shonkoff D.A.
  Phillips (Eds.). Washington D.C. National
  Academy Press.
• Peisner-Feinberg, E.S., Burchinal, M.R.,
  Clifford, R.M., Culkin, M.L., Howes, C., Kagan,
  S.L. Yazejian, N. (2000). The relation of
  preschool child care quality to childrens
  cognitive and social developmental trajectories
  through second grade. Child Development, 72(5),
  1534-1555.
• Pianta, R. Egeland, B., Sroufe, L.A. (1990).
  Maternal stress and childrens development
  Predication of school outcomes and identification
  of protective factors. In J.E. Rolf, A. Masten,
  D. Cicchetti, K. Nuechterielin, S. Weintraub
  (Eds.), Risk and protective factors in the
  development of psychopathology (pp. 215-235).
  Cambridge Cambridge University Press.
• Roberts, E. Bornstein, M.H., Slater, A.M.,
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  and parental education. Infant and Child
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• Werner, E.E. (1992). The children of Kauai
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  adulthood. Journal of Adolescent Health, 13(4),
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• Werner, E.E. (1993). Risk, resilience, and
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