Category: News

Celebrating the legacy and impact of Head Start in Oregon 

Today, Governor Kotek issued a statewide proclamation officially designating October as Head Start Awareness Month. The Department of Early Learning and Care (DELC) and the Oregon Head Start Association (OHSA) join communities across Oregon and the nation in honoring the enduring legacy and vital work of Head Start in the lives of young children, families, and early learning professionals.

2026 Head Start Awareness Month Proclamation

“Head Start is more than a preschool program—it is a comprehensive support system for children and families,” said DELC Director Alyssa Chatterjee. “From early learning services to dental and vision screenings, to the wraparound resources that help families meet daily needs, Head Start ensures children enter school healthy, supported, and ready to succeed. Its impact reaches far beyond the classroom, strengthening families and opening doors for every child, regardless of zip code or circumstance.”

Since its launch in 1965, Head Start has nurtured hundreds of thousands of children in Oregon, strengthened family stability, and consistently demonstrated positive impact through comprehensive, community-centered, and family-driven services.

“During Head Start Awareness Month, we have an opportunity in Oregon to recognize the lasting impact of quality early education and family support,” said OHSA Executive Director Nancy Perin. “Head Start programs across our state work alongside families and communities to ensure children learn, grow, and succeed. We are grateful to the educators, staff, families, and community partners commitment to children and their futures.”

The Oregon Prenatal to Kindergarten (OPK) program, established in 1987 and modeled after Head Start, is administered by DELC and available across all 36 Oregon counties. OPK has expanded to support children from prenatal to age five, exceeding the federal investment in Head Start to help tens of thousands more children and their families statewide.

Throughout October, DELC and OHSA will celebrate Head Start Awareness Month by raising awareness of the essential role Head Start plays in Oregon. To find a head start center visit: Head Start Center Locator | ECLKC (hhs.gov). To learn more about Oregon Prenatal to Kindergarten/Head Start visit: https://www.oregon.gov/delc/programs/Pages/head-start-opk.aspx.

About the Oregon Department of Early Learning and Care

The Department of Early Learning and Care’s mission is to foster coordinated, culturally appropriate, and family-centered services that recognize and respect the strengths and needs of all children, families, and early learning and care professionals. More information about DELC is available at Oregon.gov/DELC. You can also connect with DELC on Facebook or sign up for news alerts and updates.

Media Contact: delc.media@delc.oregon.gov



Versión en Español

1 de octubre

Celebrando el legado e impacto de Head Start en Oregón
La gobernadora Kotek proclama octubre el Mes de Concientización sobre Head Start

SALEM, ORE. – Hoy, la gobernadora Kotek emitió una proclamación estatal designando oficialmente octubre como el Mes de Concientización sobre Head Start. La Gobernadora y el Departamento de Aprendizaje y Cuidado Temprano (DELC, por sus siglas en inglés) se unen a comunidades alrededor de Oregón y del país para honrar el legado y el trabajo vital de Head Start en la vida de niños pequeños, familias, y profesionales del aprendizaje temprano.

“Head Start es más que un programa preescolar: es un sistema integral de apoyo para niños y familias”, dijo la directora de DELC, Alyssa Chatterjee. “Desde servicios de aprendizaje temprano hasta exámenes dentales y de visión, pasando por los recursos integrales que ayudan a las familias a cubrir sus necesidades diarias, Head Start asegura que los niños entren a la escuela sanos, apoyados, y listos para tener éxito. Su impacto va mucho más allá del aula, fortaleciendo a las familias y abriendo puertas para cada niño, sin importar el código postal o las circunstancias.”

Desde su inicio en 1965, Head Start ha apoyado el crecimiento de cientos de miles de niños en Oregón, fortalecido la estabilidad familiar, y demostrado consistentemente un impacto positivo a través de servicios integrales, centrados en la comunidad y orientados a la familia.

“Durante el Mes de Concientización de Head Start, tenemos la oportunidad en Oregón de reconocer el impacto duradero de la educación temprana de calidad y el apoyo familiar”, dijo Nancy Perin, directora ejecutiva de OHSA. “Los programas Head Start en todo nuestro estado trabajan junto a familias y comunidades para asegurar que los niños aprendan, crezcan y tengan éxito. Estamos agradecidos con el compromiso de los educadores, el personal, las familias y los socios comunitarios con los niños y su futuro.”

El programa de Prenatal a Kínder de Oregón (OPK), establecido en 1987 y basado en Head Start, es administrado por DELC y está disponible en los 36 condados de Oregón. OPK se ha expandido para apoyar a niños desde etapa prenatal hasta los cinco años, superando la inversión federal en Head Start para ayudar a decenas de miles de niños más y sus familias en todo el estado.

Durante octubre, DELC celebrará el Mes de Concientización sobre Head Start dando mayor visibilidad al papel esencial que desempeña Head Start en Oregón. Para ubicar un programa de Head Start visite: Head Start Center Locator | ECLKC (hhs.gov). Para saber más sobre Oregon Prenatal a Kínder/Head Start visite: https://www.oregon.gov/delc/programs/Pages/head-start-opk.aspx.

Acerca del Departamento de Aprendizaje y Cuidado Temprano de Oregón

La misión del Departamento de Aprendizaje y Cuidado Temprano es fomentar servicios coordinados, culturalmente apropiados, y centrados en la familia que reconozcan y respeten las fortalezas y necesidades de todos los niños, las familias, y los profesionales del aprendizaje y cuidado temprano. Para obtener más información sobre la agencia, visite Oregon.gov/DELC. También puede conectarse con la agencia en Facebook o inscribirse para recibir noticias y actualizaciones.

Contacto para medios: delc.media@delc.oregon.gov  

Tribal in-person gathering advances collaborative, sovereignty centered early learning efforts across the state 

SALEM, ORE. – The Department of Early Learning and Care (DELC) hosted members of the Oregon Tribal Early Learning Alliance (OTELA) for the committee’s first in-person gathering earlier in the summer. The gathering marks a step toward strengthened collaboration and a shared vision for Tribal early learning systems that honor sovereignty and meet the needs of children, families, and communities across Oregon.   

“What felt especially meaningful was seeing the intention behind how people were brought together. We know from our own work that gathering people in the right way matters,” said Amber Faist, member of the Coquille Indian Tribe and the Chief Programs Director of Northwest Native Chamber, DELC’s Technical Assistance Provider for the Child Care Infrastructure Fund. “Making space for people to share what they know, learn from one another, and build relationships across experiences is often where the most important work begins.” 

The OTELA committee is responsible for advising DELC on the development and implementation of the Tribal Early Learning Plan and Fund, as well as providing input on the delivery of culturally and linguistically responsive early learning services. Research shows that high-quality early learning programs boost children’s language and literacy skills before they start school. The years from birth to kindergarten are a critical window of development prompting a need to start supporting children, parents, and caregivers before K-12 education. 

“I am hopeful that OTELA will continue to create meaningful opportunities for Tribes to learn from one another and advocate collectively for Tribal early learning. From the Cow Creek Tribe’s perspective, I hope this work strengthens our ability to provide culturally responsive, family-centered programming that reflects our traditions and supports the long-term success of our children,” said Jesse Jackson the Education Programs Officer, Cow Creek Band of Umpqua Tribe of Indians. 

“It was an honor to join OTELA in person to see the impact of each member’s contribution in creating strong foundations for the longevity of the work ahead,” said Carey McCann, DELC Director of Policy and Strategy, “I am inspired by the thoughtfulness and care shaping the vision and mission. Together, this work centers the health and well-being of Tribal nations for current and future generations of families and young children.” 

The Office of Tribal Affairs at DELC will continue to provide support to implement the plan and fund. To read more about this work please visit Oregon Tribal Early Learning Alliance (OTELA) page of the DELC website.  

About the Oregon Department of Early Learning and Care 

The Department of Early Learning and Care’s mission is to foster coordinated, culturally appropriate, and family-centered services that recognize and respect the strengths and needs of all children, families, and early learning and care professionals. More information about DELC is available at Oregon.gov/DELC. You can also connect with DELC on Facebook or sign up for news alerts and updates. 

DELC Media Contact: delc.media@delc.oregon.gov 

Q&A: RFP: S-58800-00017447


RFA – PSP – Waitlist for 25-27 Eastern Oregon Early Learning Hub

Question: When the Operations Manual references the requirement of approximately 6 hours of programming per day, does that mean a provider must offer one continuous 6-hour preschool session, or would it also meet the requirement if a provider offered two separate 3-hour sessions (AM and PM) that together total 6 hours of programming each day?

We’re trying to ensure we design our program schedule in full compliance with Preschool Promise requirements and would appreciate any clarification you can provide.

Answer: The requirement refers to a 6-hour program day for each class of enrolled children, not a total of 6 hours of programming offered across the day.

For example, if a grantee is awarded 10 slots, those 10 enrolled children must each receive one continuous 6-hour preschool session. Offering two separate 3-hour sessions (AM and PM) that together total 6 hours would not meet the requirement for those 10 slots, because no individual group of children is receiving the required 6 hours of continuous programming.

Question: Number of Preschool Promise Slots and Classroom Staffing

We have two preschool classrooms and are interested in offering Preschool Promise slots. I am currently a Level 10, and my other lead teacher is a Level 4. She has a bachelor’s degree in Art and has many years of experience teaching in private schools before joining our program. She is an amazing teacher and has been an excellent addition to our team.

Amber has also completed Pyramid Model training and has been working with coaches to continue developing her skills and knowledge.

With our current staffing structure and qualifications, would we be able to offer Preschool Promise slots in both classrooms?

Answer: Please refer to Section 2.4.5, Staff Educational Requirements, in the Preschool Promise (PSP) Request for Proposal (RFP) to determine whether your current staff qualifications meet the requirements for PSP.

Please also note that Preschool Promise requires a 1:9 staff-to-child ratio in all PSP classrooms. Grantees may request a waiver to operate at a 1:10 ratio, subject to approval.

Question: Transportation

We are looking into adding transportation for our preschool students. Would Preschool Promise students be allowed to ride the same bus as other students in our program, or would they be required to have a separate bus specifically for Preschool Promise transportation?

Answer: There are no restrictions preventing Preschool Promise (PSP) children from being transported with non-PSP children. Programs requesting the PSP Transportation Enhancement must ensure they have the infrastructure, staffing, and operational capacity to meet all applicable state requirements for transporting preschool-aged children.

This includes compliance with Oregon Child Care Licensing Division (CCLD) requirements for licensed early learning programs or Oregon Department of Education (ODE)/Oregon Department of Transportation (ODOT) transportation regulations for school districts, as applicable. Programs must also comply with all transportation insurance requirements outlined in Exhibit B of the Preschool Promise (PSP) Grant Agreement.

Question: Sharing a Floater

If we have classrooms that are not participating in Preschool Promise, would we be allowed to share a floater between the Preschool Promise classrooms and the other classrooms to provide staff with breaks and additional support?

Answer: Yes. Preschool Promise (PSP) grantees may share a floater between PSP and non-PSP classrooms to provide staff breaks and additional classroom support, provided all PSP staffing requirements and ratios are maintained.

Question: Assistant Teacher Qualifications

Due to the difficulty of finding individuals who meet the requirements to be an assistant teacher at Level 5, is there any flexibility or waiver process available for an assistant teacher who does not currently meet all of the Level 5 requirements?

For example, is there a way to have an assistant teacher hired at a lower level while they work toward meeting the qualifications, or is there another pathway available for programs experiencing staffing shortages?

Answer: Preschool Promise (PSP) grantees may submit a waiver request for staff qualification requirements. However, submission of a waiver does not guarantee approval.

Please refer to page 19 of the Preschool Promise Grant Agreement (Attachment A) for additional information about the waiver process and its requirements.

Question: I am reaching out regarding REDACTED previous Preschool Promise contract and our interest in applying for future Preschool Promise funding.

As you may know, REDACTED was previously contracted through REDACTED. During that contract period, our program received two licensing findings, which ultimately resulted in our Preschool Promise eligibility being discontinued.

At the time we were notified of that decision, I was actively pursuing the findings review process with the Department of Early Learning and Care. I have since received the final determination, which changed the finding from Valid to Unable to Substantiate following the review process. I have attached both the original notice and the findings review letter for your reference.

After receiving this determination, I sought guidance from both our local CCR&R and the Early Learning Hub. Based on those conversations, I was encouraged to move forward with applying for Preschool Promise funding.

Before completing the application, I wanted to reach out for your guidance. Given that the finding was revised through the official review process, I am wondering how you would recommend we address this section of the application and whether any additional documentation should be included beyond the attached findings review.

Losing our Preschool Promise slots had a significant impact on the children and families we serve in REDACTED County. We remain deeply committed to providing high-quality early learning opportunities and have continued to strengthen our program through policy improvements, staff development, and ongoing quality initiatives. We are hopeful that our current standing and the revised findings determination can be considered as part of our application.

I appreciate your time and guidance and look forward to your recommendations on how best to proceed.

Answer: Applicants are not eligible to apply for this RFA if, within the last 24 months, they have had more than two serious valid findings issued by the Child Care Licensing Division (CCLD).

As part of the RFA application review process, DELC will also review any civil penalties and founded Child Protective Services (CPS) allegations. Based on the nature of these findings, an applicant may be determined ineligible for funding.

Question: Thank you so much for today’s Zoom meeting and for all the information you shared. I really appreciate the opportunity to learn more about Preschool Promise.

I have a question about future Preschool Promise slot opportunities. I understand that the current application is intended for providers who are not yet participating in Preschool Promise, and I completely understand that.

I am currently a Preschool Promise provider with four funded slots. I originally received those four slots when I was a Registered Family Child Care provider. Since then, I have become a Certified Family Child Care provider and have now been certified for the past five years.

I was wondering whether I might be eligible to request additional Preschool Promise slots in the future, since certified providers may be eligible to serve up to six slots. I had previously submitted a request to be considered for additional slots, but I wasn’t sure if it was received, so I wanted to kindly follow up.

I would also like to express my interest in any future transportation funding opportunities that may become available. I would be very grateful to be considered if those opportunities arise.

Thank you so much for your time, your guidance, and everything you do to support providers and families. I truly appreciate your consideration.

Answer: Thank you for your interest in receiving additional slots. We encourage you to share your interest with your local Early Learning Hub.

DELC bases slot reallocations on the information received from your local Early Learning Hub, including zip code, provider type, and language of instruction. Please note that DELC considers both existing and new grantees when making slot allocation decisions.

Question: Given a change in finding to “unable to substantiate.”, the director reached out to ask if there is any possibility of Preschool Promise reversing the determination or adjusting it in any way? I directed the director of REDACTED to reach out to Jordyn as the single point of contact. I’m not sure who else to direct them to since this is not exactly about the RFA but the answer will affect whether REDACTED submits an application. Is there someone else at DELC I should direct them to?

Answer: Applicants are not eligible to apply for this RFA if, within the last 24 months, they have had more than two serious valid findings issued by the Child Care Licensing Division (CCLD).

As part of the RFA application review process, DELC will also review any civil penalties and founded Child Protective Services (CPS) allegations. Based on the nature of these findings, an applicant may be determined ineligible for funding.

Q & A: RFP: S-58800-00017446


RFA – PSP – Waitlist for 25-27 Northwest Early Learning Hub

Question: When the Operations Manual references the requirement of approximately 6 hours of programming per day, does that mean a provider must offer one continuous 6-hour preschool session, or would it also meet the requirement if a provider offered two separate 3-hour sessions (AM and PM) that together total 6 hours of programming each day?

We’re trying to ensure we design our program schedule in full compliance with Preschool Promise requirements and would appreciate any clarification you can provide.

Answer: The requirement refers to a 6-hour program day for each class of enrolled children, not a total of 6 hours of programming offered across the day.

For example, if a grantee is awarded 10 slots, those 10 enrolled children must each receive one continuous 6-hour preschool session. Offering two separate 3-hour sessions (AM and PM) that together total 6 hours would not meet the requirement for those 10 slots, because no individual group of children is receiving the required 6 hours of continuous programming.

Question: Number of Preschool Promise Slots and Classroom Staffing

We have two preschool classrooms and are interested in offering Preschool Promise slots. I am currently a Level 10, and my other lead teacher is a Level 4. She has a bachelor’s degree in Art and has many years of experience teaching in private schools before joining our program. She is an amazing teacher and has been an excellent addition to our team.

Amber has also completed Pyramid Model training and has been working with coaches to continue developing her skills and knowledge.

With our current staffing structure and qualifications, would we be able to offer Preschool Promise slots in both classrooms?

Answer: Please refer to Section 2.4.5, Staff Educational Requirements, in the Preschool Promise (PSP) Request for Proposal (RFP) to determine whether your current staff qualifications meet the requirements for PSP.

Please also note that Preschool Promise requires a 1:9 staff-to-child ratio in all PSP classrooms. Grantees may request a waiver to operate at a 1:10 ratio, subject to approval.

Question: Transportation

We are looking into adding transportation for our preschool students. Would Preschool Promise students be allowed to ride the same bus as other students in our program, or would they be required to have a separate bus specifically for Preschool Promise transportation?

Answer: There are no restrictions preventing Preschool Promise (PSP) children from being transported with non-PSP children. Programs requesting the PSP Transportation Enhancement must ensure they have the infrastructure, staffing, and operational capacity to meet all applicable state requirements for transporting preschool-aged children.

This includes compliance with Oregon Child Care Licensing Division (CCLD) requirements for licensed early learning programs or Oregon Department of Education (ODE)/Oregon Department of Transportation (ODOT) transportation regulations for school districts, as applicable. Programs must also comply with all transportation insurance requirements outlined in Exhibit B of the Preschool Promise (PSP) Grant Agreement.

Question: Sharing a Floater

If we have classrooms that are not participating in Preschool Promise, would we be allowed to share a floater between the Preschool Promise classrooms and the other classrooms to provide staff with breaks and additional support?

Answer: Yes. Preschool Promise (PSP) grantees may share a floater between PSP and non-PSP classrooms to provide staff breaks and additional classroom support, provided all PSP staffing requirements and ratios are maintained.

Question: Assistant Teacher Qualifications

Due to the difficulty of finding individuals who meet the requirements to be an assistant teacher at Level 5, is there any flexibility or waiver process available for an assistant teacher who does not currently meet all of the Level 5 requirements?

For example, is there a way to have an assistant teacher hired at a lower level while they work toward meeting the qualifications, or is there another pathway available for programs experiencing staffing shortages?

Answer: Preschool Promise (PSP) grantees may submit a waiver request for staff qualification requirements. However, submission of a waiver does not guarantee approval.

Please refer to page 19 of the Preschool Promise Grant Agreement (Attachment A) for additional information about the waiver process and its requirements.

Question: I am reaching out regarding REDACTED previous Preschool Promise contract and our interest in applying for future Preschool Promise funding.

As you may know, REDACTED was previously contracted through REDACTED. During that contract period, our program received two licensing findings, which ultimately resulted in our Preschool Promise eligibility being discontinued.

At the time we were notified of that decision, I was actively pursuing the findings review process with the Department of Early Learning and Care. I have since received the final determination, which changed the finding from Valid to Unable to Substantiate following the review process. I have attached both the original notice and the findings review letter for your reference.

After receiving this determination, I sought guidance from both our local CCR&R and the Early Learning Hub. Based on those conversations, I was encouraged to move forward with applying for Preschool Promise funding.

Before completing the application, I wanted to reach out for your guidance. Given that the finding was revised through the official review process, I am wondering how you would recommend we address this section of the application and whether any additional documentation should be included beyond the attached findings review.

Losing our Preschool Promise slots had a significant impact on the children and families we serve in REDACTED County. We remain deeply committed to providing high-quality early learning opportunities and have continued to strengthen our program through policy improvements, staff development, and ongoing quality initiatives. We are hopeful that our current standing and the revised findings determination can be considered as part of our application.

I appreciate your time and guidance and look forward to your recommendations on how best to proceed.

Answer: Applicants are not eligible to apply for this RFA if, within the last 24 months, they have had more than two serious valid findings issued by the Child Care Licensing Division (CCLD).

As part of the RFA application review process, DELC will also review any civil penalties and founded Child Protective Services (CPS) allegations. Based on the nature of these findings, an applicant may be determined ineligible for funding.

Question: Thank you so much for today’s Zoom meeting and for all the information you shared. I really appreciate the opportunity to learn more about Preschool Promise.

I have a question about future Preschool Promise slot opportunities. I understand that the current application is intended for providers who are not yet participating in Preschool Promise, and I completely understand that.

I am currently a Preschool Promise provider with four funded slots. I originally received those four slots when I was a Registered Family Child Care provider. Since then, I have become a Certified Family Child Care provider and have now been certified for the past five years.

I was wondering whether I might be eligible to request additional Preschool Promise slots in the future, since certified providers may be eligible to serve up to six slots. I had previously submitted a request to be considered for additional slots, but I wasn’t sure if it was received, so I wanted to kindly follow up.

I would also like to express my interest in any future transportation funding opportunities that may become available. I would be very grateful to be considered if those opportunities arise.

Thank you so much for your time, your guidance, and everything you do to support providers and families. I truly appreciate your consideration.

Answer: Thank you for your interest in receiving additional slots. We encourage you to share your interest with your local Early Learning Hub.

DELC bases slot reallocations on the information received from your local Early Learning Hub, including zip code, provider type, and language of instruction. Please note that DELC considers both existing and new grantees when making slot allocation decisions.

Question: Given a change in finding to “unable to substantiate.”, the director reached out to ask if there is any possibility of Preschool Promise reversing the determination or adjusting it in any way? I directed the director of REDACTED to reach out to Jordyn as the single point of contact. I’m not sure who else to direct them to since this is not exactly about the RFA but the answer will affect whether REDACTED submits an application. Is there someone else at DELC I should direct them to?

Answer: Applicants are not eligible to apply for this RFA if, within the last 24 months, they have had more than two serious valid findings issued by the Child Care Licensing Division (CCLD).

As part of the RFA application review process, DELC will also review any civil penalties and founded Child Protective Services (CPS) allegations. Based on the nature of these findings, an applicant may be determined ineligible for funding.

Innovative family supports launch to improve early literacy  

New grants expand early literacy outreach for families with children ages birth through five  

SALEM, ORE. – The Department of Early Learning and Care (DELC) is ramping up Oregon’s efforts to boost early reading skills through a statewide network of over 100 partner organizations, driving a major push to improve literacy outcomes for the state’s youngest learners. This work is driven by the Early Literacy Success Initiative (HB 3198), championed by Governor Tina Kotek, which directed DELC to develop Oregon’s first Birth Through Five Literacy Plan and Fund. 

“We are thrilled to see grant recipients turning these funds into real momentum for families,” said Alyssa Chatterjee, DELC Director. “Local communities are driving powerful early literacy work, and the early years remain our greatest opportunity to shape a child’s long-term success.” 

Through the Birth Through Five Literacy Fund, DELC awarded grants to Tribes, early learning programs and regional Early Learning Hubs across Oregon. Funded projects range from sharing literacy resources during home visits with new parents and caregivers, to mobile book programs, to lending libraries designed for young children and their families. These strategies reflect decades of research showing that literacy begins at birth, as children build listening, speaking, and early writing skills long before they enter kindergarten. 

“Literacy begins long before a child enters a classroom. These investments are helping rural Oregon families access books, build positive reading habits, and strengthen the relationships that support early relational health from birth,” said Marissa Loiland, Director of Early Learning Initiatives, Blue Mountain Early Learning Hub, InterMountain Education Service District. “We are proud of the innovative partnerships taking root across Eastern Oregon and hope the work happening here can help lead the way for early literacy efforts across the state.” 

This summer, Blue Mountain Early Learning Hub launched an impactful partnership with Reach Out and Read to expand and sustain pediatric early literacy services from the current four clinics in Morrow, Umatilla and Union counties to 22 clinics. Pediatric clinicians are now distributing books and encouraging shared reading during more than 5,000 well child visits, giving families simple, proven tools to nurture early literacy and healthy development. Seven more clinics will come on board in late fall after model training, doubling the number of well-child visits integrating Reach Out and Read. 

Photo by Reach Out and Read
Photo by Reach Out and Read

“Our partnership with Reach Out and Read has been a cornerstone of a place-based expansion spanning three counties, bringing together organizations committed to improving early literacy outcomes for children and families,” said Tiffany Copeland, Early Learning Services Coordinator, InterMountain Education Service District, Blue Mountain Early Learning Hub. “As a truly collaborative effort, this work is part of a broader strategy to connect families with literacy experiences and resources in a variety of trusted community settings.”

One of the clinics, Yellowhawk Tribal Health Center is using the same model to support caregivers in fostering early literacy and healthy relationships with infants and young children. The Blue Mountain Early Learning Hub and tribal partners of the Confederated Tribes of the Umatilla Indian Reservation are also working together to include the Tribe’s written stories to the Reach Out and Read campaign at the health center. 

To read the Birth Through Five Literacy Plan or for more information about the Birth Through Five literacy grants, visit the Birth to Five webpage on the DELC website. 

About the Oregon Department of Early Learning and Care 
The Department of Early Learning and Care’s mission is to foster coordinated, culturally appropriate, and family-centered services that recognize and respect the strengths and needs of all children, families, and early learning and care professionals. More information about DELC is available at Oregon.gov/DELC. You can also connect with DELC on Facebook or sign up for news alerts and updates. 

Media Contact: Delia Hernández, delc.media@delc.oregon.gov  


Versión en español 

12 de agosto de 2026 

Se implementan proyectos innovadores de apoyo a las familias para mejorar la lectura temprana 

Las nuevas subvenciones amplían los programas de lectura temprana dirigidos a familias con niños desde el nacimiento hasta los cinco años 

SALEM, ORE. – El Departamento de Aprendizaje y Cuidado Temprano de Oregón (DELC, por sus siglas en inglés) está ampliando sus esfuerzos para apoyar la lectura temprana usando una red de más de 100 organizaciones en todo el estado. Este trabajo ayuda a fortalecer la lectura desde los primeros años. Forma parte de la Iniciativa para el Éxito en la Lectura Temprana (HB 3198), impulsada por la gobernadora Tina Kotek. Esta iniciativa encargó a DELC crear el primer Plan y Fondo de Lectura desde el Nacimiento hasta los Cinco Años en Oregón. 

“Estamos encantados de ver cómo los beneficiarios de las subvenciones están convirtiendo estos fondos en un verdadero impulso para las familias”, dijó Alyssa Chatterjee, directora de DELC. “Las comunidades locales están fomentando una labor muy eficaz en la lectura temprana, y los primeros años siguen siendo nuestra mayor oportunidad para forjar el éxito a largo plazo de un niño”. 

A través del Fondo de Lectura desde el Nacimiento hasta los Cinco Años, DELC ha dado subvenciones a Tribus, programas de aprendizaje temprano y centros regionales de aprendizaje en Oregón. Estos proyectos incluyen compartir materiales de lectura con nuevos padres y cuidadores durante visitas a domicilio, programas donde las familias reciben libros para llevar a casa y pequeñas bibliotecas de préstamo para niños pequeños. Todas estas actividades se basan en muchos años de investigación que muestran que la lectura empieza desde el nacimiento. Los niños comienzan a desarrollar habilidades para escuchar, hablar y escribir mucho antes de entrar al kínder. 

“La lectura comienza mucho antes de que un niño entre en el aula. Estas inversiones están ayudando a las familias de las zonas rurales de Oregón a acceder a libros, a desarrollar hábitos de lectura positivos y a fortalecer las relaciones que favorecen el bienestar relacional desde el nacimiento”, dijó Marissa Loiland, directora de Iniciativas de Aprendizaje Temprano del Blue Mountain Early Learning Hub, del Distrito de Servicios Educativos InterMountain. “Estamos orgullosos de las innovadoras colaboraciones que están echando raíces en todo el este de Oregón y esperamos que el trabajo que se está llevando a cabo aquí pueda servir como ejemplo para las iniciativas de lectura temprana en todo el estado”. 

Este verano, el Blue Mountain Early Learning Hub inició una colaboración importante con Reach Out and Read para ampliar los servicios de lectura temprana en clínicas pediátricas. Pasaron de solo cuatro clínicas en los condados de Morrow, Umatilla y Union a un total de 22 clínicas. En estas visitas, los profesionales de pediatría entregan libros y animan a las familias a leer con sus hijos durante más de 5,000 consultas. Esto les da herramientas simples y comprobadas para apoyar la lectura temprana y un desarrollo saludable. A finales de otoño, siete clínicas más se unirán después de recibir capacitación en el modelo, lo que duplicará la cantidad de visitas que incluyen Reach Out and Read. 

Photo by Reach Out and Read
Foto de Reach Out and Read

“Nuestra colaboración con Reach Out and Read ha sido fundamental para la expansión local que abarca tres condados y que ha unido a organizaciones comprometidas con mejorar los resultados en materia de la lectura temprana para los niños y las familias”, afirmó Tiffany Copeland, coordinadora de Servicios de Aprendizaje Temprano del Distrito de Servicios Educativos InterMountain, Centro de Aprendizaje Temprano de Blue Mountain. “Como iniciativa verdaderamente colaborativa, este trabajo forma parte de una estrategia más amplia destinada a poner en contacto a las familias con experiencias y recursos de lectura en diversos entornos comunitarios de confianza”. 

Una de las clínicas, el Centro de Salud Tribal Yellowhawk, está utilizando el mismo modelo para ayudar a los cuidadores a fomentar la lectura temprana y las relaciones saludables con los bebés y los niños pequeños. El Centro de Aprendizaje Temprano Blue Mountain y los socios Tribales de las Tribus Confederadas de la Reserva Indígena de Umatilla también están colaborando para incluir los cuentos escritos por la Tribu en la campaña “Reach Out and Read” del centro de salud. 

Para consultar el Plan de Lectura desde el Nacimiento hasta los Cinco Años u obtener más información sobre las subvenciones de Lectura desde el Nacimiento hasta los Cinco Años, visita la página en el sitio web del DELC. 

Sobre el Departamento de Aprendizaje y Cuidado Temprano de Oregón 
La misión del Departamento de Aprendizaje y Cuidado Temprano es fomentar servicios coordinados, culturalmente apropiados y centrados en la familia que reconozcan y respeten las fortalezas y necesidades de todos los niños, las familias y los profesionales del aprendizaje y cuidado temprano. Para obtener más información sobre el DELC, visite Oregon.gov/DELC. También puede conectarse con el DELC en Facebook o suscribirse para recibir noticias y actualizaciones.

Contacto para medios: Delia Hernández, delc.media@delc.oregon.gov  

Hillsboro Preschool Promise graduates transition to kindergarten   

SALEM, ORE. – For early learning educators like Glenda Gonzalez, preschool graduations are a time to celebrate children’s earliest achievements. Drawing books, photo frames, and parting gifts were on display during the recent graduation she organized at Little Thinkers ABC, a preschool and childcare facility she owns in Hillsboro.

“Each of our graduates is unique. Every smile, every question, every drawing, every story shared, and every achievement has left a special mark on our school. We are proud to have been a part of this chapter in their lives,” Glenda expressed with joy and emotion during her speech.

Several parents proudly took photos of their children, including Lily Hernández, whose daughter Valeria received her diploma and a bag full of school supplies to help her transition to kindergarten.

“I feel so proud to see her happy and smiling. She’s been a student here since she was about five months. When she first arrived, she hadn’t started eating yet—and now she’s graduating,” said Lily who works as a medical interpreter. “I have another daughter who is 7 years old and also started here when she was around 3 or 4 months. She graduated two years ago.”  

Lily Hernández and her family at the preschool graduation
Lily Hernández and her family at the preschool graduation 

The structured learning approach at Little Thinkers ABC is what Lily says she likes best about the preschool. Glenda’s curriculum is aligned with the Department of Early Learning and Care’s Preschool Promise Program. Among the priorities of the program are to offer a space where children can learn and feel proud of their culture, language, and identity, as well as seeing parents as partners in learning. 

“Our parents have been their children’s first teachers. They have provided love, patience, support, and encouragement. This achievement belongs to them as well, because behind every child who learns, discovers, and grows, there is a family that believes in them,” said Glenda.

Serving families is at the heart of the mission of Preschool Promise. What began in 2016 as a small pilot with about 1,300 slots has grown into a statewide program. By the 2024–2025 school year, more than 5,000 children were served by the program. It supports families by providing free, high-quality preschool for their 3- and 4-year-old children.

To learn more about the progress since expanding Preschool Promise across the state, read the report: Preschool Promise—Five Years of Serving Oregon’s Youngest Learners. 

About the Oregon Department of Early Learning and Care 
The Department of Early Learning and Care’s mission is to foster coordinated, culturally appropriate, and family-centered services that recognize and respect the strengths and needs of all children, families, and early learning and care professionals. More information about DELC is available a  Oregon.gov/DELC. You can also connect with DELC on Facebook or sign up for news alerts and updates. 

Media Contact: Delia Hernández, delc.media@delc.oregon.gov


Versión en Español 

15 de julio de 2026  

Graduados del programa Preschool Promise hacen la transición al jardín infantil 

SALEM, ORE. – Para educadores de aprendizaje infantil como Glenda González, las ceremonias de graduación preescolar son una oportunidad para celebrar los primeros logros de los niños. Durante la reciente graduación que organizó en Little Thinkers ABC—un centro de aprendizaje y cuidado infantil del que es propietaria en Hillsboro—ella compartió dibujos de los niños, marcos de fotos, y regalos de despedida. 

“Cada uno de nuestros graduados es único. Cada sonrisa, cada pregunta, cada dibujo, cada historia compartida, y logro alcanzado ha dejado una huella especial en nuestra escuela. Nos sentimos orgullosos de haber sido parte de esta etapa en sus vidas”, Glenda expresó durante su discurso con alegría y emoción. 

Varios padres y madres orgullosamente sacaron fotos de sus hijos, entre ellos Lily Hernández, cuya hija Valeria recibió su diploma y un bolso con útiles escolares para ayudarla en su paso al jardín infantil.

“Me siento orgullosa de verla sonriendo y feliz. Ella está aquí desde los cinco meses.  Era una beba que todavía no empezaba a comer solita cuando llegó”, nos cuenta Lily. “Tengo otra niña que tiene 7 años que también comenzó aquí cuando tenía 3 o 4 meses. Ella se graduó aquí hace dos años”.  

Lily Hernández con su familia en la graduación preescolar de su hija Valeria
Lily Hernández con su familia en la graduación preescolar de su hija Valeria

El enfoque de aprendizaje estructurado de Little Thinkers ABC es, según Lily, lo que más le gusta de este centro de educación infantil. El currículo que utiliza Glenda se alinea al programa Preschool Promise del Departamento de Aprendizaje y Cuidado Temprano. Entre las prioridades del programa se encuentran ofrecer un espacio en el que los niños puedan aprender y sentirse orgullosos de su cultura, su lenguaje, y su identidad, así como considerar a los padres como socios en el proceso de aprendizaje.

“Mientras nuestros graduados se preparan para dar el siguiente paso hacia el kindergarten y nuevas experiencias, queremos que recuerden que siempre serán parte de nuestra familia. Los llevaremos en nuestros corazones y celebramos cada uno de sus futuros éxitos,” dice Glenda.

El apoyo a las familias es el objetivo de la misión de Preschool Promise. Lo que empezó en 2016 como un pequeño programa de prueba con unas 1,300 plazas ahora se ha convertido en un programa para todo el estado. Para el curso escolar 2024-2025, el programa atendió a más de 5,000 niños. Preschool Promise ayuda a las familias ofreciendo educación preescolar gratuita y de alta calidad para niños de 3 y 4 años.

Para obtener más información sobre los avances logrados desde la ampliación del programa Preschool Promise a todo el estado, lean el informe (en inglés). 

Acerca del Departamento de Aprendizaje y Cuidado Temprano de Oregón
La misión del Departamento de Aprendizaje y Cuidado Temprano es fomentar servicios coordinados, culturalmente apropiados, y centrados en la familia que reconozcan y respeten las fortalezas y necesidades de todos los niños, las familias, y los profesionales del aprendizaje y cuidado temprano. Para obtener más información sobre la agencia, visite Oregon.gov/DELC. También puede conectarse con la agencia en Facebook o inscribirse para recibir noticias y actualizaciones. 

Contacto para medios: Delia Hernández, delc.media@delc.oregon.gov

Oregon Department of Early Learning and Care marks three-year anniversary with a ‘Focus on 3’  

SALEM, ORE. – Three years after becoming a stand-alone state agency, the Oregon Department of Early Learning and Care (DELC) is celebrating a major milestone and spotlighting the many ways Oregon is supporting young children, including 3-year-olds.

“Turning three is a big moment for any child – and for our agency, it marks a turning point,” said Alyssa Chatterje, DELC Director. “We’re proud to be one of the few states prioritizing preschool access for 3‑year‑olds. At the same time, we know many families struggle to find high quality, affordable child care. Ensuring every family has access to safe, enriching, and stable care is the goal that keeps us moving.”

Oregon is ranked 14th in the nation for early learning access for 3-year-olds according to the National Institute for Early Education Research’s 2025 State of Preschool Yearbook. Unlike many states that focus primarily on serving 4-year-olds, Oregon is providing high-quality early learning opportunities to 3-year-olds and is one of the few states with adequate funding per child to meet state standards and support quality. 

The first three years of life are the most important for human development with the first 1,000 days being particularly transformative for learning and rapid brain growth. Yet at the same time, care for infants and toddlers remains among the most expensive and hardest to find, with the majority of Oregon counties qualifying as severe child care deserts. Families unable to secure care face difficult decisions about leaving the workforce, which carries major economic consequences across the state.  

To meet these urgent needs, DELC has expanded programs designed for Oregon’s youngest learners. Among them: 

  • Oregon Prenatal to Kindergarten (OPK) – A state-funded initiative modeled after Head Start that blends federal, state, local, and private dollars. This braided funding approach allows programs to offer high-quality, culturally responsive early childhood education. It also offers health care, nutrition, and comprehensive family support services for pregnant people and children through age five. 
  • Baby Promise  – A nationally recognized Oregon initiative providing full-time, high-quality care for infants and toddlers up to 3-years-old. The program centers the critical early years, fostering secure attachments and supporting social-emotional development. 
  • Healthy Families Oregon – A free, voluntary home visiting program that offers support and empowers parents to build nurturing parent-child relationships, learn about child development, and access community resources.   

“As we reflect on three years of progress, we remain deeply committed to strengthening Oregon’s early learning system and supporting the families we serve,” said Chatterjee. “The partnerships and collaboration across our communities make this work possible – and we’re excited for what the next chapter will bring.” 

To mark the anniversary, DELC is releasing a “Focus on 3!” downloadable coloring page and inviting families to tag DELC on social media with completed works of art. 

Families can find information about child care by calling 2-1-1. Families can learn more about DELC’s programs by visiting Oregon.gov/DELC. 

About the Oregon Department of Early Learning and Care
The Department of Early Learning and Care’s mission is to foster coordinated, culturally appropriate, and family-centered services that recognize and respect the strengths and needs of all children, families, and early learning and care professionals. More information about DELC is available at Oregon.gov/DELC. You can also connect with DELC on Facebook or sign up for news alerts and updates. 

Media Contact: Delia Hernández, delc.media@delc.oregon.gov  

Versión en español 

6 de julio de 2026   

El Departamento de Aprendizaje y Cuidado Temprano cumple tercer aniversario destacando acceso al aprendizaje para niños de 3 años 

SALEM, ORE. – Tres años después de convertirse en una agencia estatal independiente, el Departamento de Aprendizaje y Cuidado Temprano (DELC, por sus siglas en inglés) celebra un aniversario importante. También destaca las varias maneras en que Oregón apoya a los niños pequeños, incluso a los de 3 años. 

“Cumplir tres años es un gran momento para cualquier niño – y para nuestra agencia, marca un punto de inflexión,” dice Alyssa Chatterje, directora de DELC. “Estamos orgullosos de ser uno de pocos estados que dan prioridad al acceso a la educación prescolar a niños de 3 años. A la vez, sabemos que a muchas familias se les dificulta encontrar cuidado de alta calidad y a un costo económico. El asegurar que toda familia tenga acceso a programas de aprendizaje y cuidado temprano para sus hijos que sean seguros, enriquecedores, y estables es un de las metas que nos hace avanzar”.  

Oregón ocupa el puesto 14 en el país en acceso a educación infantil para niños de 3 años, según el Anuario sobre el estado de la educación preescolar de 2025 del Instituto Nacional de Investigación sobre Educación Infantil. A diferencia de muchos estados que se enfocan solo en los niños de 4 años, Oregón ofrece educación infantil de alta calidad también para los de 3 años. Además, es uno de los pocos estados que cuenta con suficiente financiamiento por niño para cumplir con los estándares estatales y asegurar la calidad del programa. 

Los primeros tres años de vida son muy importantes para el desarrollo de una persona. En especial, los primeros 1,000 días son clave para el aprendizaje y el rápido crecimiento del cerebro. Pero, al mismo tiempo, cuidar a los bebés y niños pequeños sigue siendo muy caro y difícil de encontrar. En la mayoría de los condados de Oregón hay una gran falta de servicios de cuidado infantil. Cuando las familias no pueden conseguir estos servicios, deben tomar decisiones difíciles, como dejar el trabajo, lo que causa grandes impactos en la economía del estado. 

Para dar respuesta a estas necesidades urgentes, DELC ha ampliado los programas para los alumnos más pequeños de Oregón. Entre ellos: 

  • Programa Prenatal hasta el Jardín de Infancia de Oregón (OPK, por sus siglas en inglés): una iniciativa financiada por el estado inspirada Head Start que combina fondos federales, estatales, locales y privados. Este enfoque de financiación combinada permite que los programas ofrezcan educación infantil de alta calidad que respete las diferencias culturales. También brinda servicios de salud, nutrición y apoyo integral para las familias, incluyendo a mujeres embarazadas y a niños desde que nacen hasta los cinco años. 
  • Baby Promise: un programa de Oregón reconocido a nivel nacional que proporciona cuidado a tiempo completo y de alta calidad a bebés y niños pequeños de hasta tres años. El programa se enfoca en los primeros años de vida, que son esenciales, fortaleciendo vínculos afectivos seguros y apoyando el desarrollo social y emocional de los niños. 
  • Familias Saludables de Oregón: un programa gratuito y voluntario de visitas a domicilio que brinda apoyo y ayuda a los padres a desarrollar relaciones afectivas con sus hijos, aprender sobre el desarrollo infantil y conectarse con recursos disponibles en la comunidad. 

“Al reflejar en estos tres años de progreso, nos mantenemos profundamente comprometidos a fortalecer el sistema de educación infantil temprana de Oregón y seguir apoyando a las familias”, dice Chatterjee. “Las alianzas y la colaboración entre nuestras comunidades hacen posible esta labor, y estamos emocionados por ver lo que se lograra en el próximo capítulo”.  

Para conmemorar el aniversario, DELC está compartiendo una página para colorear descargable e invita a familias etiquetar a la agencia cuando los compartan en los medios sociales. 

Las familias pueden encontrar información sobre recursos de cuidado infantil llamando al 2-1-1. Además, pueden obtener más información sobre los programas de DELC en la página de internet Oregon.gov/DELC. 

Acerca del Departamento de Aprendizaje y Cuidado Temprano de Oregón 
La misión del Departamento de Aprendizaje y Cuidado Temprano es fomentar servicios coordinados, culturalmente apropiados, y centrados en la familia que reconozcan y respeten las fortalezas y necesidades de todos los niños, las familias, y los profesionales del aprendizaje y cuidado temprano. Para obtener más información sobre la agencia en la página web Oregon.gov/DELC. También puede conectarse con la agencia en Facebook o inscribirse para recibir noticias y actualizaciones. 

Contacto para medios: Delia Hernández, delc.media@delc.oregon.gov  

New services available statewide for early learning providers to ensure children stay in care 

SALEM, ORE. – Today the Oregon Department of Early Learning and Care (DELC) announces that Every Child Belongs (ECB) services are available statewide to licensed child learning and care providers. Every Child Belongs, which was created in 2021 through House Bill 2166, supports early childhood educators in building nurturing and responsive environments to ensure children can stay in care. These supportive services align with a new state law created by Senate Bill 236 that takes effect July 1, 2026, which prohibits suspensions and expulsions in early learning settings.  

“These laws are an opportunity to build an early learning culture where every child thrives, every family belongs, and every provider has the support they need,” said Alyssa Chatterjee, DELC Director. “We know that early interventions have the greatest impact, yet providers often tell us they struggle to access the resources they need when children in their care are facing challenges. With Every Child Belongs expanding its support statewide, early childhood educators have more help than ever to create safe, caring environments where young children can learn, grow, and succeed.”  

Every Child Belongs services launched in 2025 as a pilot in three regions: Washington County, Marion, Polk, and Yamhill Counties, and Central Oregon (Deschutes, Crook and Jefferson Counties), providing strength-based strategies to early learning professionals. DELC worked with system partners to improve with each phase. The final three regions came online in March to complete full statewide coverage in all 15 regions. 

“Every Child Belongs is already making a positive difference in Central Oregon,” said Karen Prow, Child Care Resources Director, NeighborImpact. “Early educators across our region are working hard to support children with increasingly complex social and emotional needs, and this program gives providers the training, tools, and confidence to respond effectively. When we invest in growing the skillset of educators, that knowledge stays with them for life—and benefits every child who walks through their door.” 

DELC encourages providers to reach out and fill out a form when:  

  • A child’s behavior is potentially harmful to themself or others 
  • They are unsure how to meet a child’s needs 
  • They want support for their early learning environment  
  • They would like help before things escalate 
  • They are overwhelmed and that is making it difficult to care for children  
  • Their program or early learning community has experienced a traumatic event and need support to process it 

A trained early learning specialist in their region will work alongside them to understand what’s happening and identify supports that fit the situation. One tool now available statewide is the Infant and Early Childhood Mental Health Consultation (IECMHC). These consultants use their mental health training, reflective skills, and knowledge of effective strategies to help caregivers better understand and respond to young children’s emotional and relational needs. 

“A program in our region was struggling to figure out how to meet the needs of a particular child. After working with the consultant, they developed practical, manageable strategies they could implement right away,” said Shannon Malusevic, Child Care Resource and Referrals Coordinator of Washington County. “The provider reported what they described as a ‘complete 180.’ The provider felt less stressed and overwhelmed and had more capacity to focus on supporting all the children in their care.” 

The Every Child Belongs support system is available at no cost. For more information about the initiative, or to submit a support request, visit EveryChildBelongs.org or read more at the DELC website. 

About the Oregon Department of Early Learning and Care 

The Department of Early Learning and Care’s mission is to foster coordinated, culturally appropriate, and family-centered services that recognize and respect the strengths and needs of all children, families, and early learning and care professionals. More information about DELC is available a  Oregon.gov/DELC. You can also connect with DELC on Facebook or sign up for news alerts and updates. 

DELC Media Contact: Delia Hernández, delc.media@delc.oregon.gov  


Versión en Español 

1 de julio de 2026 

Nuevos servicios disponibles para educadores infantiles con el fin de que niños permanezcan en su entorno de cuidado 

Iniciativa amplia servicios para proveedores de cuidado infantil al entrar en efecto la ley que prohíbe expulsiones y suspensiones el 1 de julio  

SALEM, ORE. – Hoy el Departamento de Aprendizaje y Cuidado Temprano de Oregón (DELC, por sus siglas en inglés) anuncia que los servicios de Every Child Belongs (Todos los Niños Pertenecen) están disponibles en todo el estado para proveedores de aprendizaje y cuidado temprano con licencia. Every Child Belongs, que fue creado en 2021 mediante el Proyecto de Ley 2166 de la Cámara, ayuda a los educadores infantiles a crear entornos acogedores y receptivos para garantizar que los niños permanezcan en su centro de cuidado. Estos servicios de apoyo se alinean con una nueva ley estatal creada por el Proyecto de Ley 236 del Senado que entra en efecto el 1 de julio, y que tiene el objetivo de prohibir suspensiones y expulsiones en entornos de cuidado y aprendizaje temprano. 

“Estas leyes nos dan la oportunidad para crear una cultura de aprendizaje temprano en la que todos los niños prosperan, todas las familias se sienten que pertenecen, y todos los proveedores cuentan con el apoyo que necesitan”, dice Alyssa Chatterjee, la directora de DELC. “Sabemos que las intervenciones tempranas tienen el mayor impacto, aun así, proveedores nos cuentan que a menudo se les hace difícil obtener los recursos que necesitan cuando los niños bajo su cuidado enfrentan dificultades. Con la expansión del apoyo por todo el estado, la iniciativa Every Child Belongs, les brindamos a educadores de aprendizaje temprano más ayuda que nunca para que puedan seguir creando espacios seguros y acogedores en lo que los niños puedan aprender, crecer, prosperar”.  

Los servicios de Every Child Belongs comenzaron a ofrecerse en 2025 mediante un proyecto piloto en tres regiones que incluyen el Condado de Washington, los Condados de Marion, Polk, and Yamhill y el Centro de Oregon (Condados Deschutes, Crook, y Jefferson), otorgando estrategias especializadas a educadores de cuidado de niños. DELC trabajó con socios de la red de educación temprana para mejorar los servicios que se implementaban por fases. Las últimas tres regiones de un total de 15 recibieron acceso a los servicios en marzo.   

“Every Child Belongs ya está haciendo una diferencia positiva en el Centro de Oregon”, dice Karen Prow, directora de recursos de cuidado infantil de NeighborImpact. “Educadores infantiles a lo largo de nuestra región están trabajando duro para apoyar a niños con necesidades sociales y emocionales cada vez más complejas, y este programa brinda el entrenamiento, herramientas, y confianza para responder de una manera efectiva. Cuando invertimos en ampliar las competencias de los educadores, ese conocimiento los acompaña toda la vida y beneficia a todos los niños que entran a sus salones”. 

DELC anima a proveedores a comunicarse con la agencia o llenar un formulario cuando:   

  • El comportamiento de un niño puede ser peligroso para el mismo o los demás 
  • No saben muy bien como satisfacer las necesidades de un niño 
  • Quieren apoyo para su programa de aprendizaje temprano  
  • Les gustaría recibir apoyo antes de que una situación se dificulte aún mas 
  • Se sienten agobiados y eso les dificulta el cuidado de niños  
  • Su programa o comunidad de educación infantil ha vivido un evento traumático y necesitan apoyo para procesarlo 

Un especialista en aprendizaje temprano de su región trabajará con los proveedores para comprender lo que está sucediendo e identificar los apoyos que mejor se adapten a la situación. Una herramienta que ya está disponible en todo el estado es el Servicio de Consulta sobre Salud Mental Infantil y en la Primera Infancia (IECMHC, por sus siglas en inglés). Estos consultores utilizan su formación en salud mental, sus habilidades de reflexión, y su conocimiento de estrategias efectivas para ayudar a los educadores a mejor comprender y responder a las necesidades emocionales y relacionales de los niños pequeños. 

“A un programa de educación infantil en nuestra región se le estaba haciendo difícil encontrar maneras de satisfacer las necesidades de un niño en particular. Después de trabajar con el consultor, ellos desarrollaron estrategias prácticas que pudieron implementar de inmediato”, dice Shannon Malusevic, Coordinadora de Recursos y Orientación del Cuidado Infantil del Condado de Washington. “El proveedor describió que la situación dio un cambio radical y se sintieron menos estresados y agobiados, por lo que ahora tienen más capacidad para enfocarse en apoyar a todos los niños bajo su cuidado”. 

El sistema de apoyo de Every Child Belongs está disponible gratuitamente. Para más información sobre la iniciativa, o para llenar un formulario, visite la página de internet Every Child Belongs o el sitio web de DELC. 

Sobre el Departamento de Aprendizaje y Cuidado Temprano de Oregón 

La misión del Departamento de Aprendizaje y Cuidado Temprano es fomentar servicios coordinados, culturalmente apropiados y centrados en la familia que reconozcan y respeten las fortalezas y necesidades de todos los niños, las familias y los profesionales del aprendizaje y cuidado temprano. Para obtener más información sobre la agencia, visite Oregon.gov/DELC. También puede conectarse con la agencia en Facebook o suscribirse para recibir noticias y actualizaciones. 

Contacto para medios:  Delia Hernández, delc.media@delc.oregon.gov  

State leaders celebrate preschool graduation in Gresham

SALEM, ORE. – Rep. Ricki Ruiz and leadership from the Department of Early Learning and Care (DELC) gathered at a preschool graduation at Mount Hood Community College’s Early Childhood Center in Gresham. The city of Gresham has one of the highest shares of children under the age of five in Oregon, and among the top in the nation, according to a recent analysis. This means the need for high-quality early learning and care is high. This means the need for high-quality preschool is high.  

“Here in Gresham, we have a strong early learning and care network, but like many places in our state and country, families are struggling to pay for child care,” said Rep. Ricki Ruiz (D-Gresham). “I’m a strong proponent of early education because data shows that this is not the first time these children are going to be wearing a cap and gown. A large number will graduate from high school and go on to college because of the high-quality early learning education they are receiving.”  

Children who receive an early education are 25% more likely to graduate from high school and four times more likely to complete a bachelor’s degree.  

“At DELC we know expanding access to early learning is important—as well as working together to meet the specific needs of families and communities like Gresham,” said Carey McCann, early childhood policy and strategy director at DELC. “We are proud that the children graduating were served by Oregon Prenatal to Kindergarten (OPK).” 

The children graduating from the Early Childhood Center will be attending kindergarten next year. They are part of more than 10,000 children and families served by the OPK program at over 300 sites in every county in Oregon. OPK was established in 1987 and serves families with children from the prenatal stage through age five by providing high-quality, culturally responsive early childhood education, health care, nutrition, and comprehensive family support services. 

“At Mount Hood Community College, we see every day how access to high-quality early learning changes lives—not only for children, but for entire families. Our preschool helps children prepare for kindergarten while giving parents the support they need to pursue their own educational goals,” said Dr. Lisa Skari, President of Mount Hood Community College. “Because many of our students are parents themselves, state investments in programs like OPK have a ripple effect, strengthening families, supporting student success, and creating opportunities that benefit our community for generations to come.” 

Mount Hood Community College is also an Office of Head Start Federal Grant Recipient. Head Start provides essential early learning and family support services to help children enter kindergarten ready to succeed. Through strong coordination across state early childhood systems, Head Start ensures children receive comprehensive support and that families are connected to needed resources. Its collaboration with public schools helps align early learning standards, support smooth transitions into kindergarten, and promote continuity of care that benefits children, families, and the broader community. 

To learn more about Oregon Prenatal to Kindergarten (OPK), visit the DELC website.To find a Head Start Center visit: Head Start Center Locator | HeadStart.gov. 

About the Oregon Department of Early Learning and Care 

The Department of Early Learning and Care’s mission is to foster coordinated, culturally appropriate, and family-centered services that recognize and respect the strengths and needs of all children, families, and early learning and care professionals. More information about DELC is available at Oregon.gov/DELC. You can also connect with DELC on Facebook or sign up for news alerts and updates. 

Versión en Español 

16 de junio de 2026   

Contacto para medios:  

delc.media@delc.oregon.gov  

Líderes estatales celebran una graduación prescolar en Gresham 

Los graduados son parte del Programa Prenatal hasta el Jardín de Infancia de Oregón 

SALEM, ORE. – El Rep. Ricki Ruiz y líderes del Departamento de Aprendizaje y Cuidado Temprano (DELC, por sus siglas en inglés) se reunieron en una graduación prescolar en el Centro de Cuidado Infantil del Colegio Comunitario de Mount Hood en Gresham. La ciudad de Gresham tiene una de las proporciones más altas de niños menores de cinco años en Oregón, y entre las más altas en el país, de acuerdo a un análisis reciente. Esto significa que existe una gran necesidad por educación temprana y cuidado de calidad. 

“Aquí en Gresham, tenemos una gran red de aprendizaje y cuidado temprano, pero como en varios lugares de nuestro estado y país, las familias luchan por pagar el cuidado de sus hijos”, dice el representante legislativo Ricki Ruiz (Demócrata-Gresham). “Soy un firme defensor de la educación infantil, ya que los datos muestran que esta no será la primera vez que estos niños se pondrán vestimentas de graduación. Muchos de ellos se graduarán de la preparatoria y seguirán sus estudios universitarios gracias a la educación infantil de alta calidad que están recibiendo”.

Los niños que reciben una educación infantil temprana tienen un 25 % más de probabilidades de graduarse de la preparatoria y cuatro veces más de obtener una licenciatura. 

“En DELC nosotros sabemos que es importante ampliar el acceso a la educación infantil, así como colaborar para satisfacer las necesidades específicas de familias y comunidades como la de Gresham”, dice Carey McCann, directora de políticas y estrategias para el aprendizaje y cuidado infantil. “Nos sentimos orgullosos que los niños que se graduaron obtuvieron los servicios del Programa Prenatal hasta el Jardín de Infancia de Oregón (OPK, por sus siglas en inglés).”

Los niños graduándose del Centro de Cuidado Infantil asistirán al jardín de infancia (kínder) el próximo año. Ellos forman parte de los más de 10,000 niños y familias que reciben asistencia del programa OPK en más de 300 centros en todos los condados de Oregón. OPK se creó en 1987 y sirve a familias con niños desde la etapa prenatal hasta los cinco años, ofreciendo educación infantil de alta calidad y adaptada a las diferencias culturales, atención de salud, nutrición, y servicios de apoyo a las familias. 

“En el Colegio Comunitario Mount Hood vemos cada día cómo el acceso a una educación infantil de alta calidad cambia vidas, no solo las de los niños, sino las de familias enteras. Nuestro centro de cuidado ayuda a los niños a prepararse para el jardín de infancia, al tiempo que ofrece a los padres el apoyo que necesitan para alcanzar sus propias metas educativos”, afirma la Dra. Lisa Skari, presidenta del Colegio Comunitario Mount Hood. “Dado que muchos de nuestros estudiantes son padres, las inversiones estatales en programas como OPK tienen un efecto dominó: fortalecen a las familias, favorecen el éxito de los estudiantes, y crean oportunidades que benefician a nuestra comunidad para las generaciones venideras”.

El Colegio Comunitario Mount Hood también recibe fondos federales de la Oficina de Head Start. Head Start ofrece servicios de aprendizaje temprano y apoyo a las familias que ayudan a los niños a ingresar al jardín de infancia preparados para tener éxito. Gracias a una sólida coordinación entre los sistemas estatales de educación infantil, Head Start garantiza que los niños reciban un apoyo integral y que las familias tengan acceso a los recursos necesarios. Su colaboración con las escuelas públicas contribuye a facilitar una transición fluida al jardín de infancia y promueve continuar la atención, lo que beneficia a los niños, a las familias y a la comunidad en general.  

Para conocer más sobre el Programa Prenatal hasta el Jardín de Infancia de Oregón, visite el sitio de web de DELC. Para encontrar un centro de Head Start, visite el sitio web Head Start Center Locator | HeadStart.gov. 

Acerca del Departamento de Aprendizaje y Cuidado Temprano de Oregón 

La misión del Departamento de Aprendizaje y Cuidado Temprano es fomentar servicios coordinados, culturalmente apropiados, y centrados en la familia que reconozcan y respeten las fortalezas y necesidades de todos los niños, las familias, y los profesionales del aprendizaje y cuidado temprano. Para obtener más información sobre DELC, visite Oregon.gov/DELC. También puede conectarse con DELC en Facebook o inscribirse para recibir noticias y actualizaciones. 

Communities across Oregon recognize essential contributions of child care providers  

Governor Kotek proclaims May 8 as Child Care Provider Appreciation Day   

SALEM, ORE. – Governor Tina Kotek and the Department of Early Learning and Care (DELC) recognize today as Child Care Provider Appreciation Day. The Governor signed a proclamation to officially honor child care providers across the state for their contributions to families and the state’s economy.  

Child Care Provider Appreciation Day

“Early childhood professionals are essential to our children and our economy and they deserve our thanks,” Governor Tina Kotek said. “Our collective future is shaped by the work of these providers, and I will continue to support them however I can.”   

In February, the Governor launched the Early Childhood Care and Learning System Roundtable to develop a phased blueprint for an Oregon where every family can access and afford high-quality child care and preschool. 

“Child care providers are the caregivers, role models, and early educators who help shape the earliest chapters of child’s life,” said DELC Director Alyssa Chatterjee. “Their work sustains families and strengthens every other sector of Oregon’s economy – yet their contributions are too often overlooked and undervalued.  When we invest in child care providers, we honor their expertise, support the families who rely on them, and strengthen the foundation of our state’s future.” 

Oregon is part of nationwide celebrations normally scheduled on the Friday before Mother’s Day to honor educators and early care professionals. 

Locally, Quality Care Connections of Lane County organized a video campaign to help child care providers and educators feel seen, valued, and appreciated. Director Chatterjee joined the campaign to show appreciation for child care providers across the state. See the video below.

Visit the Quality Care Connections website or Facebook and Instagram accounts to watch more videos.  

About the Oregon Department of Early Learning and Care 

The Department of Early Learning and Care’s mission is to foster coordinated, culturally appropriate, and family-centered services that recognize and respect the strengths and needs of all children, families, and early learning and care professionals. More information about DELC is available at Oregon.gov/DELC. You can also connect with DELC on Facebook or sign up for news alerts and updates. 

DELC Media Contact:  Delia Hernández, delc.media@delc.oregon.gov 

Versión en Español 

8 de mayo de 2026   

Comunidades en Oregón reconocen la contribución de los proveedores de cuidado infantil 

La Gobernadora Kotek declara el 8 de mayo el Día de Agradecimiento a los Proveedores de Cuidado Infantil 

SALEM, ORE. – La gobernadora Tina Kotek y el Departamento de Aprendizaje y Cuidado Temprano (DELC, por sus siglas en inglés) celebran hoy el Día de Agradecimiento a los Proveedores de Cuidado Infantil. La gobernadora ha firmado una proclamación para reconocer oficialmente a los cuidadores de niños pequeños por su contribución a las familias y a la economía del estado. 

Child Care Provider Appreciation DayDownload

“Los profesionales de cuidado infantil son fundamentales para nuestros niños y nuestra economía, y merecen todo nuestro agradecimiento”, dice la gobernadora Tina Kotek. “Nuestro futuro depende del trabajo de estos profesionales, y seguiré apoyándolos en todo lo que pueda”. 

En febrero, la gobernadora puso en marcha la Mesa Redonda del Sistema de Atención y Aprendizaje en la Primera Infancia con el fin de crear un plan para un Oregón en el que todas las familias puedan tener acceso a servicios de guardería y educación preescolar de alta calidad y poder pagarlos. 

“Los proveedores de cuidado infantil son los cuidadores, los modelos a seguir, y los educadores de la primera infancia que ayudan a moldear los primeros capítulos de la vida de un niño”, dice Alyssa Chatterjee, directora de DELC. “Su trabajo sustenta a las familias y fortalece los demás sectores de la economía de Oregón; sin embargo, sus contribuciones se pasan por alto y se no se valoron lo suficiente con demasiada frecuencia. Cuando invertimos en los proveedores de cuidado infantil, honramos su experiencia, apoyamos a las familias que dependen de ellos, y fortalecemos el futuro de nuestro estado”. 

Oregón forma parte de las celebraciones a nivel nacional que se llevan a cabo el viernes antes del Día de la Madre para reconocer a los educadores y a los profesionales de cuidado infantil.  

A nivel local, Quality Care Connections del condado de Lane organizó una campaña de vídeo para ayudar a los cuidadores y educadores a sentirse reconocidos, valorados, y apreciados. La directora Chatterjee se unió a la campaña para mostrar su agradecimiento a los proveedores de cuidado del estado. Vea el video (en inglés) a continuación.  

Visita la página web de Quality Care Connections o cuentas de Facebook e Instagram para ver más vídeos. 

Acerca del Departamento de Aprendizaje y Cuidado Temprano de Oregón  

La misión del Departamento de Aprendizaje y Cuidado Temprano es fomentar servicios coordinados, culturalmente apropiados, y centrados en la familia que reconozcan y respeten las fortalezas y necesidades de todos los niños, las familias, y los profesionales del aprendizaje y cuidado temprano. Para obtener más información sobre DELC, visite Oregon.gov/DELC. También puede conectarse con DELC en Facebook o inscribirse para recibir noticias y actualizaciones.  

Contacto para medios:  Delia Hernández, delc.media@delc.oregon.gov