When Oregon established the first Early Learning Hubs in 2013, 16 geographic regions across the state were defined as the Hub service areas. However, these service areas did not appropriately consider the sovereignty of tribal nations and included tribal lands in the geographic regions. The goal of the hub system was to coordinate all of the sectors that touch early childhood education – health care, early childhood educators, human and social services, K-12 school districts, and the private sector. Hubs serve families in their community by offering a common place to focus their efforts, resources, and strategies with a shared purpose: Preparing all of Oregon’s children for kindergarten.

Now, 8 years after the 16 hubs were established, Oregon is creating the first Tribal Early Learning Hub, coordinating all of those sectors with respect to a shared history, culture, and values of the nine sovereign tribal nations in the state.

“I just keep singing the same song and banging the same drum,” said Valerie Switzler, chair of the Early Learning Division’s (ELD) Tribal Advisory Committee, longtime educator, and member of the Warm Springs Tribe. “I love working with our little ones and helping them learn our native languages and culture. I’ve taught in one way or another for almost my entire adult life.”   Switzler is working alongside fellow tribally appointed members to the TAC to establish Oregon’s first Tribal Early Learning Hub. The 25-member Committee is getting ready for a year of designing the new hub.

They meet monthly to listen and learn about best practices and center tribal considerations, while developing a plan for decision making, building, and implementing the hub.

“I’m so excited by this work,” she said. “The new hub will help us build community that will honor our histories, languages, and cultures. It will help us bring our tribal families back to the center of early learning and care.”

The Oregon Legislature passed House Bill 2055, adding the Tribal Early Learning Hub to ensure coordination of tribal participation within the current statewide early learning hub system. Tribal consultation will be critical for centering tribal sovereignty to ensure alignment at the state, regional and community levels.

“We are taking a thoughtful, collaborative approach to building the new hub,” said Valeria Atanacio, Tribal Affairs Manager for the ELD and Grand Ronde Tribal member. “We plan to do a lot of listening throughout the process. We will be building this hub at the speed of trust.”

“This project is close to my heart, it’s one of the strongest passions in my career,” Atanacio said. “We are enabling tribal communities to do what they know best, caring for their members. It’s time to deliver on our promise for all of Oregon’s children.”

Photos Clockwise: Oregon Rep. Mark Meek today;
Meek on the Head Start float for the Roseville, Calif parade;
Meek at 4 years old with his brother and cousin.

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October is National Head Start Awareness Month

Oregon Rep. Mark Meek has happy memories of being in a local parade when he was a four-year-old Head Start student in Roseville, Calif.

While the legislator, who represents parts of Clackamas County, doesn’t remember the reason for the parade, the stability of school was significant for him. Meek’s father had returned home from serving in the military and was working as a truck driver. His family of five, which included a younger and older brother, was facing challenges. “We all got to sit on the float and wave for the parade goers,” he said. “It was an amazing experience… I remember a lot of the parents volunteering to decorate the float (pulled by my uncle’s truck) and how excited we all were to be part of this community event.”

“My mom and dad started dealing with the effects of PTSD,” he said. “There were times when my dad wouldn’t be home.”

Launched in 1965, the Head Start model was designed to support families facing difficult circumstances and reduce obstacles to learning in the early years. Today, Head Start continues to provide health, nutrition, and school readiness to families. Knowing he had a meal to depend on at school was reassuring for Meek.

“There were times during the month we didn’t have milk or cereal,” he said. “Over the weekends were really tough.”

Meek’s parents later divorced. This event sparked a series of moves and further threatened Meek’s stability as a young child. Meek said he lived in three states, 12 different cities and attended 18 different schools “that I can remember” between kindergarten and fifth grade.

Researchers suggest the social-emotional development cultivated by Head Start may have long-term impacts and health benefits for children, ranging from decreased child mortality to adult health behaviors.

“If I hadn’t had that background and early exposure, I would have struggled much more,” said Meek. “This experience was life changing,” said Meek. “Over the years, as I reflect on the wonderful learning experiences I had, Head Start was the foundation for all my other learning opportunities.”[fruitful_sep]

Oregon partners with federal Head Start to offer services to families in all 36 Oregon counties. Oregon Pre-kindergarten (OPK), a program modeled after Head Start, allows the state to expand high-quality early learning opportunities for Oregon’s lowest income and highest need preschool children.

[fruitful_sep]

Photos Clockwise: Oregon Rep. Mark Meek today; Meek on the Head Start float for the Roseville, Calif parade; Meek at 4 years old with his brother and cousin

Dear ELD partner,

I wanted to reach out to let you know that my time at the Early Learning Division (ELD) will be coming to a close at the end of April. I have accepted a position with the Biden-Harris Administration to work on early childhood policy. As announced earlier this week, Alyssa Chatterjee will serve as the Acting Director of ELD beginning May 1, 2021.

When I arrived in 2017, I could not have imagined how far we could go to elevate early childhood in Oregon. I am particularly proud of our work to develop the Raise Up Oregon plan, which brought different sectors and communities together to address equity and to focus on the critical first 2,000 days of a child’s life. Another high point is the passage of the Student Success Act, which doubled our state’s investments in early learning and serves as a powerful acknowledgement that learning begins at birth.

While the pandemic brought unprecedented challenges for children, families, and child care providers, particularly in BIPOC communities due to historical and persistent racism, we’ve also witnessed incredible resilience in our communities. The resilience, passion, and hope within Oregon communities signals positive changes ahead. I hope that one of the lessons we’ve all learned is that child care and birth to five educators are essential and must be respected and compensated for the important work they do. It’s the key to lifting families into opportunity and supporting healthy child development.

While I may not be here to celebrate new milestones with you, there are many exciting opportunities ahead. Thanks to new state investments, federal stimulus dollars, and our Preschool Development Grant, there are resources in the next several years to enhance our regional early learning systems in ways that will better support families, early learning partners, and providers. And, just this week, an important bill passed out of committee that brings us one step closer to transitioning ELD to a new Department of Early Learning and Care that will allow Oregon to dream even bigger about what is possible for children and families.

During this chapter in our state’s early learning journey, it has been an honor to serve. Thank you for your partnership and for all you do for our state’s young children and families. I will miss you and this work so much, and will carry all that I’ve learned here into my new role.

 

With gratitude,

Miriam Calderon

Oregon Early Learning System Director

The Early Learning Division values and supports access to safe, affordable summer learning activities for Oregon’s children, youth, and families. Through a partnership with the Oregon Alliance of YMCAs, the state will distribute $10 million in funds to 165 grantees who provide youth overnight and day camp during the COVID-19 crisis.

These funds will be critical to helping camp providers in nearly every county implement COVID-19 safety and health practices. Oregon’s investment also addresses barriers many children and families face to accessing and participating in camp programs. Organizations who care for underserved groups[1] were prioritized in the distribution of funds. In 2019, these grantees provided nearly $3.7 million in financial assistance through full or partial scholarships for low-income youth and their families. This funding will allow camps to continue and expand financial assistance opportunities.

Awards are currently being announced. Children and families throughout the state will soon experience the academic, social, and community-based benefits of 2021 summer camp programs.

[1] Underserved youth (including youth in poverty), BIPOC youth, migrant youth, refugee and/or immigrant youth, English language learners, youth experiencing homelessness, youth in foster care, LGBTQ youth, youth involved in the criminal justice system, and youth with disabilities (including physical, developmental, and/or intellectual disabilities; or special health care needs).

Just as store shelves were emptied of toilet paper and hand sanitizer at the beginning of March, Early Learning Division (ELD) staff went to work to respond to the needs of child care providers – many of whom wouldn’t be able to operate without access to cleaning supplies and other essentials.

“Due to the COVID-19 crisis, there were supply chain issues, where basic necessities such as paper towels or diapers were difficult to find in stores,” said Denise Swanson, ELD’s emergency supplies project manager. “This problem was even more magnified for providers based in rural areas of Oregon.”

Emergency Child Care rules, which are still currently in effect, require child care providers to follow more stringent guidelines for cleaning and sanitizing. However, without access to bleach or disinfectant, providers couldn’t remain open to serve essential families. Within weeks, the ELD developed an online ordering process in partnership with Oregon’s Department of Administrative Services to help providers who chose to stay open during the pandemic.

“I was so scared to not have enough disinfectant for my program,” said Deyanira De La Cruz, owner Yani’s Child Care in Hood River. “I went to Portland to get my groceries and stopped at a pharmacy. They had a small batch of hand sanitizer but I could only buy one. I was desperate.”

De La Cruz runs an in-home child care facility, which means she doesn’t have the ability to make bulk purchases. As a state agency, ELD was able to purchase in demand items, including disinfecting wipes and hand sanitizer, and take orders from providers across Oregon. A state warehouse in Wilsonville became the supply hub, with the Oregon National Guard assisting in the packaging and processing of orders. De La Cruz not only received much-needed cleaning supplies, but also ordered gloves, diapers, paper towels, and food items.

“I felt the same emotions as when you buy new clothes or shoes,” said De La Cruz of the ability to order supplies through the state. “It was a relief for me and in that moment. We weren’t ready for this.”

In all, ELD fulfilled around 4,500 orders for 850 different child care providers – the majority of which were home-based.

“Only a couple of other states were doing anything to support providers with supplies,” said Swanson. “With many providers worried about the stability of their business during the pandemic, this was an immediate way to help them continue to safely care for children.”

The ELD has gathered sources for providers to access supplies and resources moving forward during the pandemic. Providers are able to purchase supplies with state funds awarded as part of the Emergency Child Care Grant program.

 

No matter what scenario your family is living with, the COVID-19 outbreak has presented challenges and added stressors for parents and caretakers.

According to Oregon State University Assistant Professor of Practice & Parenting Education Specialist Shauna Tominey, stress comes out in different ways for children and adults. Children can pick up on the feelings of fear and anxiety their parents or guardian are experiencing.

“At this time, we might be short on sleep and out of our normal routines,” said Tominey. “With all of that, we’re more likely to be in ‘fight, flight, or freeze’ mode and that can lead us to say things we don’t mean or act in ways we don’t feel good about. That’s true for children and adults.”

Some signs of stress in young children include tantrums, difficulty sleeping, regression (e.g., bathroom accidents), asking for help with something they usually do on their own, or having a heightened response to a situation that should be “no big deal” on another day.

Tominey said while it’s natural to feel some stress, a higher level of stress can have a negative effect on a parent’s ability to respond to their child. Her advice – prioritize self-care strategies such as taking a walk outside, reading a book, staying socially connected to friends and family through video chats and calls, or establish a routine to get more sleep.

To help children manage their feelings at this time, she said it’s important to let them know all emotions are OK.

“So often we jump to helping children change their feelings, especially unpleasant feelings, by saying things like, ‘Don’t cry. Calm down. Let’s do something to feel happy,’” Tominey said. “Instead of trying to change your child’s feelings, help them learn healthy ways to express those feelings first. For instance you might say, ‘Sometimes when I’m disappointed, I like to talk about my feelings or listen to music quietly. Do you think you would like to do that right now?’”

If parents do have a moment of reacting in a way they don’t feel good about, use it as a teaching opportunity for your children, said Tominey.

“Let your child know that you don’t feel good about what you said or did,” she said. “For instance, ‘I’m really sorry that I yelled earlier. I shouldn’t have done that,’ or share how you were feeling: ‘I felt really frustrated when I asked you to clean up your room.’”

Cassandra Ferder, parent engagement coordinator at the Early Learning Division, said another concern for parents is managing screen time. She recommends finding a balance between staying connected to others virtually and with your children through activities.

“Parents can think about things they did for fun when they were a child,” Ferder said. “A few ideas – work on a puzzle together, consider going on a family bike ride, playing outdoor yard games, or gardening.”

For kids of all ages, doing everyday activities together offer ways to build stronger parent-child connections, she said.

“Baking and cooking are a great way to connect with your child,” said Ferder. “Stirring something in a bowl, following directions – participating in the cooking is something many young children don’t often get to do because of time constraints.”

Setting routines and manageable daily goals (e.g., reading a book, exercising together) will help children adjust to new patterns at home.

“Think creatively about what you have at home and focus on connection,” said Tominey. “You can help your children feel loved just being who they are.”

Additional Resources

Oregon Parenting Education Collaborative

Five Ways to Talk with Your Kids So They Feel Loved

8 Indoor Activities to Release Kids’ Energy

Vroom Tips for Families at Home

This article was originally published by My Oregon News on April 20, 2020.

By Melanie Mesaros

Early learning experts tackle questions from families of school-aged children and younger on managing stress during COVID-19 outbreak

OREGON – Families may be juggling a number of different scenarios during the COVID-19 outbreak. We compiled some information for parents and caregivers that covers how to help manage stress and navigate tough questions during the pandemic.

For Children Under 5

Responses provided by Dr. Shauna Tominey, Oregon State University Assistant Professor of Practice & Parenting Education Specialist

Do young children pick up on a parent’s anxiety or stress?

We are in a situation that is likely to come with heightened stress for all of us. That stress is going to come out in lots of different ways for children and adults alike. Children are likely carrying heightened stress and they pick up on our stress as well.

Some signs of stress in young children might include tantrums, difficulty sleeping, regression (e.g., bathroom accidents), asking for help with something they usually do on their own or having a heightened response to a situation that might seem like “no big deal” on another day. In contrast, some children might become more withdrawn. For others, we might not notice a difference in their behavior at all, but that doesn’t mean they are not feeling or picking up on what is happening around them.

To help manage stress as a parent, prioritize self-care strategies such as prioritizing time connecting with your child, taking a walk outside, reading a book, staying socially connected to friends and family through video chats and calls, and establishing healthy routines around eating nutritiously and getting regular sleep.

How can I help my young child manage their stress during this time?

It’s important to let your child know that all emotions are OK. So often we jump to helping children change their feelings, especially unpleasant feelings, by saying things like, “Don’t cry. Calm down. Let’s do something to feel happy.” Instead of trying to change your child’s feelings, help them learn healthy ways to express those feelings first. For instance you might say, “Sometimes when I’m disappointed, I like to talk about my feelings or listen to music quietly. Do you think you would like to do that right now?” As children learn different ways to express their feelings, they will be able to better ask for help and to manage them with support.

How do I explain to my preschooler why people are wearing masks or why we can’t play with our friends?

Be honest and use language children will understand. Let them know what is happening and why in a way that you feel comfortable. As a parent, it’s important to think how much to share with our children and help them understand why routines have changed in a way that don’t leave children feeling helpless and afraid. Let children know that we are being helpers – a disease called the coronavirus (or COVID-19) can make people sick. Most children do not get very sick, but we can still pass the coronavirus to others – even if we don’t get sick. We are staying home to help keep everyone we care about in our family and community healthy. Everyone is doing their best to be a helper for one another.

Very young children may not understand why they can’t go to school or child care or see friends and family members. They may also feel unsettled by changes in family routines or nervous about seeing people wearing masks. Even if children are unable to understand your words, you may still find it helpful to explain out loud to children what is happening and why. Talking with children builds their vocabulary and their understanding. Children look to parents and caregivers to figure out how to respond in new situations. Your calming and reassuring words can help your child feel safe.

For School-Aged Children

Responses provided by Dr. Grace Bullock, a Mental Health Strategist and Policy Analyst for the Oregon Department of Education

How do I help my child stay focused on distance learning or develop a new routine at home?

Similar to adults, children are feeling considerable stress and disruption as they learn to adjust to COVID-19. Prior to focusing on learning, it is important to attend to their emotional and social needs. This means first taking time to reassure them that they are safe, and that you are doing everything possible to keep everyone in the family healthy. Predictable schedules are a great way of building a sense of security, but too many changes to a child’s daily routine can add to their stress.

Try making small changes to their daily life including adding short school lessons two or three times per day. Consider shorter learning sessions for younger children (10-15 min) and longer sessions of up to 30 minutes for older children. Some children may adapt to distance learning readily, while others may need more of your time, support and encouragement. If possible, work with your child to establish their schedule so that they will feel empowered, and have a sense of ownership and understanding of what is expected of them and when. Most importantly, make sure that children have time for creativity, rest and play, and support them in maintaining their social connections with friends as much as possible.

What should I do about managing screen time when school is now online?

How you manage screen time will likely depend on the agreements and understandings that you have with your child prior to the COVID-19 outbreak. Similar to helping children adjust to developing a new routine, it is important to not attempt to institute too many changes to their typical habits too rapidly. Work with your child around developing a schedule that includes time for studies, and times for play, and monitor their screen activities, giving them ample encouragement for staying on task. You may also consider adjusting parental controls on their devices to allow you to better manage what games and on screen activities they have access to.

Do you have any tips for how to balance working from home while helping my children with their school work and assignments?

First and foremost it is important to be aware of your level of stress and take care of your physical and mental health. Although it may seem more important to care for your child or family during this challenging time, you will be less able to do so if you allow your health to decline.

Children learn by example. The more that they see you taking care of yourself, the better equipped they will be to care for themselves. Consider meeting with your child and family members and creatively developing a daily schedule that includes time for work, play, and some adult alone time if possible. Work with your children to create a clear understanding of the times of day that you need to devote to work, and how best to communicate with you during those periods. Most importantly, do your best to flexibly adapt to the unexpected in what will likely be a bumpy transition as we all learn how to work, play, and co-exist in a very different way.

How can I talk to my high school senior about the disappointment of the school year ending and missing out on experiences such as prom and graduation?

High school seniors and their families are experiencing a great deal of sadness, loss, and disappointment as they face the loss of many end-of-year senior traditions and rites of passage like prom, senior trips and graduation ceremonies.  Some students may also be feeling fear and anxiety about classes and assignments, college admission requirements, paying tuition, and what their first year of college or work life might look like.

It is important to remember that each student will react differently.Make time and space to listen to seniors’ feelings and to validate their experience. Focus on their successes, and assure them that this situation will end, and that they will be able to return to their lives. Encourage teens to stay connected with their friends by phone and electronically, and give them time and space to grieve, and to participate in activities that they enjoy.

 

This month, we share advice and insights from Lindsay Pearson, an Early Learning Division Preschool Program Specialist, on how parents and preschool aged children can start a successful school year.   

What does learning look like in preschool?

In preschool, children learn best through play. Preschool teachers know that play dough and clay, building tall towers and pretending to be the bus driver are all activities that prepare young learners for what comes next. Play dough gets tiny fingers ready for the precise movements needed to write their names. Tall towers require problem solving, estimation, balance and shapes, which set the stage for deeper math skills later. Pretending to be the bus driver allows the child to develop self-regulation skills as they pretend amongst their friends. Exposure to learning numbers and letters is important, as is the vocabulary that children learn through read aloud at circle time. Children need the opportunities in preschool to learn directly from their teacher, but also have time to learn through play with their peers, small group activities, and exposure to new experiences they might not have at home.

We want children to work on their approaches to learning skills in preschool as well. Some of the skill building happens when sitting next to friends without touching or talking to them, listening to stories, participating in a large or small group, allowing your voice to be heard, dancing in front of a crowd, having a job or leadership role, following a routine and safety rules, using the bathroom, wiping noses, and putting on coats and shoes. These are all things we want children to master before kindergarten and preschool is a great place to start.

What are some things a parent can do to get their preschooler ready to go to school?

Talking to your child about how excited you are for preschool will get them excited, too! Preschool may not be your child’s first time in a school, center, or home-based environment, but it is often different from their experience as an infant or toddler. Talk to your child about how to get help from a teacher. Practice asking for help and identify who the people are they can go to when they need something. You can always ask your child’s teacher for a daily schedule in advance of the first day. Go through this daily routine with your child so they know what is coming next. For instance, you could say, “After lunch time, I will be back to get you.” Time is an abstract concept for 3- and 4-year-olds, so getting your preschooler used to a familiar sequence of events will help them understand the rhythm of their school day.  

Preschool may also be an adjustment for parents. Is it natural to feel some anxiety or be emotional about it? What are some tips for parents?

Many parents and caregivers experience a range of emotions when taking their children to school for the first time. Maybe preschool is your child’s first full-day experience or maybe they have been in care since they were young. Either way, it’s perfectly normal to feel worried or sad. Others may feel relieved or excited at the possibility of having time to themselves again, reveling in a kid-free grocery store visit.

Some parents may even feel guilt or shame about having to take their children to daycare or preschool.  What parents and caregivers should remember is that all of these emotions are normal. We all experience this transition to school differently and same is true for our children.

I always remind parents that children get sad about who/what/where they are leaving, not about where they are going. They will have a great time at school. Be strong at drop-offs and excited at pick-up times. They look to you to gauge how they should feel, and the more positive you are, the better they will be, even when you have to peel them off your body the first few days. You can always cry in the car when they have no idea. Create a good relationship with your child’s teacher. This, above all else, will help you and your child transition to preschool.

Any other things to be mindful of during this transition?

If your child has a special need or has been impacted by trauma, choose a preschool that will be supportive of them in an inclusive manner. Work with your special education provider to make the best choice. Head Start has a lot of resources. Many local early intervention and special education services are either in their own classrooms with peers or can be served in a community based preschool. Remember that you are the first teacher of your child and you each have the right to ask for what you know your children need.

Additional resources:

• How Play Can Help Children and Families Thrive
• How does your child feel? Tips for Families
• What does your child like? Tips for Families
• What’s coming next? Tips for Families

Redmond Graduates Celebrate Milestone in Early Learning

Late night studying is part of the daily routine for Maria Martinez of Bend. But she’s not your typical college student. The mother of three, who immigrated from Mexico after middle school, also works a full-time job as a child care provider.

This summer, Martinez and about a dozen other graduates celebrated earning a certificate in early learning through a program at Central Oregon Community College in Redmond. Speaking through an interpreter, she talks about some of the challenges and highlights of this milestone.

“The homework was difficult with the children,” Martinez said. “I had to do it at night when all the kids went to sleep.”

Martinez doesn’t drive so attending class required finding rides to Redmond or asking her husband to work around his full-time schedule to get her there. She continues to work toward her goal of earning a GED and eventually an associate degree. These type of challenges are not uncommon for those pursuing a career in early learning. Amy Howell, program director and professor of early childhood education at COCC said that’s why they built a program with students like Martinez in mind.

“For many of our students, the balance between family, community, and work-related commitments pose challenges, more than barriers,” Howell said. “Rather than ask students to move these or eliminate the commitments and challenges, we’re trying to build success around them—to meet our students where they need us the most.”

The college offers classes in Spanish and on weekends to make earning credits possible for those working full-time.

Martinez, who works at a local family child care provider, discovered as part of her curriculum when toddlers play with blocks or fill containers, there is meaning behind it.

“She appreciates the variety of working with babies and preschoolers,” said Martinez through an interpreter. “The certificate has helped her recognize how they ‘learn through play.’”

Due to a number of factors, more and more children are being cared for outside of their families, and communities are struggling to keep up with demand. According to a 2019 Oregon State University study, 36 counties in Oregon are considered “child care deserts” for infants and toddlers. In Deschutes County, where Martinez is based, only 20 percent of children under five have access to regulated care.

Oregon’s Early Learning System Director Miriam Calderon said if more support isn’t given to people pursuing educational paths like Martinez, the supply of quality care will never keep pace with the need.

“When I travel around the state, the problem I hear in every community is finding qualified professionals to serve more children,” Calderon said. “More than a quarter of the early childhood workforce leaves the field annually, in part because of low wages. We have an imperative to grow and retain a quality workforce in the field.”

Howell believes teaching and learning are both rooted in relationships and honoring that foundation has made their program a success.

“Each of our students has a story to share,” she said. “In each story, you’ll hear about challenges related to resources—whether it’s financial, social, emotional or physical. You’ll hear about support systems, or lack thereof. You’ll hear about pride and the joy that comes from hard work and perseverance. Mostly, I hope, you’ll hear about their commitment to continuing their work so that they can be the best educator to children in their care.”