Winter 2016

• Book and a Bite Grant Opportunity
• School Readiness: Why Everyone Is Talking About It and Why It Matters
• Developmental Screenings
• From the Director
• Community Spotlight: Natrona County’s Ready League
• Featured Research: Oral Health
• Another Year of Fun With WY Quality Counts!
• Upcoming Events

There is a lot of momentum and discussion surrounding school readiness. It’s not that those first years of life leading up to school entry are less important. To the contrary: school readiness is a rallying point around which early childhood stakeholders can gather to discuss anything and everything that happens in the first five years, knowing full well that what happens during this crucial window of growth and development directly impacts a child’s readiness for success in school. The focus is a logical one that speaks to supporters and skeptics alike. With research clearly tying school readiness to success in the K-12 system, graduation rates, and overall health and well-being, it just makes sense to use school readiness as a unifying and leveraging argument in support of early childhood.

And yet, there’s often a crucial piece missing for achieving school readiness: a shared understanding of why it’s important and what it looks like. Wyoming Kids First gets to work with communities across the state to identify their shared school readiness definition and framework and then share it broadly within their communities. Check out some of the frameworks that have been developed here.

While school readiness certainly looks a little different in each community, there are some basic information and suggestions relevant to parents, care givers, early care and education professionals, and stakeholders at large. First of all, as one kindergarten teacher from Sheridan County School District #1 (SCSD #1) emphasizes, today’s kindergarten is truly yesterday’s first grade. That kindergarten is the same as it was even a decade ago is a widespread misconception that impacts the preparation young children today receive for entering school.

One such message emphasized by kindergarten teachers across the nation is that school readiness is a concept that captures much more than a child’s cognitive skills. In fact, most kindergarten teachers report a lack of social-emotional skills and behaviors as the biggest challenge. A SCSD #1 kindergarten teacher explained that parents tend to focus on “academics”—their ABC’s and 123’s—and neglect the more basic social-emotional and fine motor skills. Another SCSD #1 teacher explained it this way: “Academics are the gravy on top of the social/emotional/behavioral mashed potatoes. If a child has self-regulation and is ready to be at school, he or she will learn. When behavioral/immaturity/social-emotional struggles are present, they impede learning.”

Children who enter school with experience participating in a structured program or who have at least practiced for it generally do better simply because they are familiar with structure, routines, and transitions. For many children, it’s a huge challenge to suddenly be faced with having to wear shoes all day or eat in a given timeframe. These challenges can easily be overcome with a little practice, which is why Albany County put together a document with advice for parents on how to practice for some of the new routines and activities experienced kindergarten.

Finally, kindergarten teachers encourage parents and care givers to engage with their children through reading, talking, playing, and even daily activities. Children are constantly learning, which means parents and care givers have an opportunity through the environment they create for children to learn the positive and necessary skills, attitudes, and behaviors that will ensure their success in school and in life. It’s more important for children to enter school with certain traits that promote learning—executive functioning skills –than already have learned certain basic academic concepts.

Wyoming Kids First would be happy to facilitate a dialogue about school readiness in your community. Contact us at info@wyokidsfirst.org to learn more about our process.

–Information compiled by Sue Sharp, CDS of Wyoming ED

Ninety percent of a child’s brain develops early in life. Studies show this is our window of opportunity to make all the difference in the life of a young child. Ideally, your child needs at least one developmental screening before the age of two, and certainly one before the age of five is essential

Child development centers offer free screenings for children from birth through age five. They are quick check-ups to make sure your child is on track. Most children are, but if they’re not, your local center will help develop a plan to get your child where he or she needs to be

Many parents wait until their children enter school to have them screened. That may be too late. By then, a lot of learning may have already been missed

So, find the number of the nearest center and make an appointment for your child today. The screening is a painless procedure that could improve your child’s life forever. All developmental services are free, so the only thing you cannot afford to do is wait

What Can I expect when my child is screened?
A team of friendly, highly qualified staff trained in eligibility testing for very young children will meet with you and your child

How do parents know to have their child screened for delays and disabilities?
The State of Wyoming and the Federal Government provide a limited amount of funding for an annual “Child Find” public education campaign; however advertising isn’t as effective as word of mouth. Grandparents, Pediatricians, and local school districts can ask for or have information on screenings. In 2014 the fourteen regional preschools screened over 9,392 children in WY

About the Staff Who Screen and Teach Your Children:
All staff in Early Intervention Education Programs (EIEP) must meet Department of Education Certification. Physical Therapists and Occupational Therapists are licensed. School districts require professionals just like ours to work with children after they enter kindergarten. Our intent is to prepare children for kindergarten using the best staff and educational tools. Some no longer need services by then, others need less help.

Go to CDS’s website here and click on the blue button to find one of the 46 developmental preschools nearest you.

From the moment a baby is born, bacteria is introduced into a baby’s mouth through breathing and eating. Thus, taking care of young children’s teeth and oral health should start at birth and become part of their healthy habits and healthy choices. Below are some tips for how parents and care givers can help keep children healthy.

• Do daily oral care for your infant starting at birth using a terry cloth finger wipe or clean, damp wash cloth.
• Brush at the gumline and floss daily when teeth first appear.
• A sip of water after eating or drinking can help to rinse the food and bacteria off of the teeth.
• Your child should see the dentist by age one. This is a time for you to meet the dentist and hygienist and for them to explain how you can best to care for your child’s teeth.
• When your child first wants to brush, model for him/her and let him/her brush with a “smear” of toothpaste 4399181_mltwice a day. You should continue brushing all gum line areas at least once per day.
• Healthy food habits are essential for a healthy mouth. Whole unprocessed foods and healthy snacks are best when hungry. Finish each meal or snack with a drink of water.
• Drink water throughout the day to hydrate the body and rinse acidity off of teeth.
• Sweet foods and drinks (except plain water) are naturally acidic and feed the bacteria. This acidity actually causes cavities. Sucking and sipping on sweets and drinks throughout the day increases the risk for cavities.
• Sugar-free drinks, flavored waters, and 100% natural juice have the same acidity as sugar or corn syrup sweetened drinks. Candies, breath mints, cough drops (even sugar-free) are all very acidic and harmful if used frequently.