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On November 7, 2019, the National Center on Afterschool and Summer Enrichment (NCASE) hosted the second part of the webinar series "Supporting Positive Social-Emotional Climates in Out-of-School Time." This interactive session included promising practices from a recently concluded 10 state Professional Learning Group. Topics included: state systems, partnerships and funding; building staff capacity for improvement of social emotional climates; and mental health consultation.
This professional development module covers the prevalence of adverse childhood experiences (ACEs) and the utility of trauma-informed and healing-centered engagement as strategies to positively impact the development of school-age children in Out-of-School Time environments. Developed by the National Center on Afterschool and Summer Enrichment (NCASE) in collaboration with the National Center on Early Childhood Development, Teaching, and Learning (NCECDTL) the learning module provides context around ACEs and toxic stress, exploring types of ACEs as well as the crucial research study on ACEs and its implications.
Please note: login is required for module access. If you do not have an ECLKC account, you can register for one.
This webinar examines promising practices and research to support quality in Family Child Care (FCC). Dr. Juliet Bromer of Erikson Institute is featured as a special guest, presenting research on a conceptual quality model and strategies most likely to support providers in increasing quality. Information gathered directly from FCC providers on effective strategies they use to support mixed-age groups and on supports they need was shared. Early Childhood Quality Assurance Center provided research on the decreasing numbers of FCC providers and participants discussed strategies that could re-build these numbers. To access this webinar recording, or the slides from it, select Webinar #1 on Family Child Care under the section on ITSACC Virtual Events.
Family child care (FCC) plays an important role in meeting the needs of families with school-age children. This tool offers a framework for assessing local, regional, and state policies and practices to ensure they support access to high-quality FCC options. It includes sections on: (1) assessing current systems and data; (2) policy strategies to support access to high-quality FCC; (3) initiatives to support the supply and quality of FCC; and (4) outreach; and (5) action planning.
This issue brief focuses on the importance of taking a comprehensive approach to wellness that includes attention to social emotional health as well as healthy eating and physical activity. It then illustrates with examples how Out-of-School Time (OST) programs are well situated to be an integral component of initiatives that address the whole child and foster healthy habits that help children develop into healthy, happy, and capable adults.
This issue brief outlines why collaboration between the Child Care and Development Fund (CCDF) and Temporary Assistance for Needy Families (TANF) is important for a two-generation approach to break the cycle of poverty so parents can focus on their own education, training, and work. It provides beginning steps for collaboration, numerous state examples, and fiscal considerations.
This issue brief includes links to resources to help states create a plan for equal access. It includes links to key program regulations and guidance from Child Care and Development Fund (CCDF) on topics like market rate surveys and family co-payments, FAQ and a webinar on the new rule, and recent data like characteristics of families served. While the primary audience is CCDF state system planners, it provides resources that can be helpful for school-age stakeholders involved in planning for equal access.
This guide is designed to supplement National AfterSchool Association (NAA) Core Knowledge and Competencies for Afterschool and Youth Development. It includes eight field-tested, research- and evidence-based practices and who, why, and how to implement these practices. These practices include competencies such as getting in touch with your own social-emotional competencies, building in coaching and reflection for continuous improvement, and providing opportunities for voice, choice, and leadership.
This website is designed to help navigate the complex field of Social and Emotional Learning to help schools and afterschool programs decide which skills to focus on and how to measure development of those skills. It includes a summary of SEL frameworks, its features, and the ages and settings in which framework is used. It also has a tab to compare two frameworks.
This issue brief about trauma-informed care brings a strengths-based perspective that emphasizes resilience. There is a review of the signs of trauma, how it impacts trauma and how to practice trauma-informed care using the Four Rs: realizing the widespread nature of childhood trauma, recognizing the symptoms, responding by adjusting policies and practices, and resisting re-traumatization. This resource supports resiliency.