This Week @ the Capitol - April 9, 2010
From Ready 4 K
This week at the Capitol, legislators returned to work after a week-long break, and spent a lot of time moving smaller bills through the process. The passage of federal health care reform will have huge implications for the budget in Minnesota, and it is still not clear how much money the state will receive. While we expect the Senate to release their human services budget in the next week or so, which will include child care, the final result hinges on how fast details emerge about the federal health care changes. Check out MinnesotaBudgetBites.org for a good summary of what health care reform means for Minnesota. The education budget is anticipated to be released following the passage of the HHS budget.
The House Housing and Public Health Committee released their budget this week, and included no cuts to family home visiting. This bill will be rolled into the Omnibus HHS bill.
We also learned that the Economic Development provisions of the omnibus budget bill that passed the Legislature last week included roughly $200,000 in taconite proceeds to be used to build an Early Childhood Community Center in Nashwauk, MN. This was a project that had sought bonding dollars this year and would have been eligible for funding through the early childhood facilities grant program that the Governor line-item veteod.
We are beginning to plan for the conference committee process, talking to likely members and preparing our tracking documents. Check out the initial draft of our 2010 Conference Committee Tracker, which will replace the bill tracker once we see the E-12 Education and HHS budgets from the Senate.
Next week is Week of the Young Child and is an opportunity to honor young children and thank teachers and all those who make a difference in young children’s lives. We are working with the Legislative Early Childhood Caucus to plan some activities—possibly voting on some key legislation or reading a proclamation during session—to raise awareness of the week (Thursday is a likely day for these activities), and we will keep you informed of any advocacy that is needed.
If you’d like to plan some activities in your community, the National Association for the Education of Young Children has a great handbook outlining a variety of ideas for ways that early childhood programs and other organizations can plan events that:
- • Promote early literacy and learning in your community
- • Thank teachers in your community
- • Influence public policy in your community, in your state, and nationally.
To view the handbook or other resources, visit http://www.naeyc.org/woyc.
Follow Ready 4 K for breaking early childhood news at the Capitol!
CEED Summer 2010 Online Professional Development Opportunities
Five courses begin on one of two dates: June 7 and June 14.
Please register no later than one week before the session begins. There are no required prerequisites to participate in these courses. Continuing education certificates for 24 or 36 clock hours, approved and issued by the College of Education and Human Development at the University of Minnesota, can be earned by successfully completing course requirements. Courses are also approved for members of the International Childbirth Education Association (ICEA) (maximum: 24 clock hours per course but fee for 36 clock hour courses remains $340).
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June 7 to August 9, 2010
Introduction to Infant Mental Health
(24 clock hours), $225 plus required textbook
Instructor: Marit Appeldoorn, MSW, LICSW, St. David’s Child Development and Family Services
Parent-Infant Pathways:
An Educator’s Guide to Providing Information and Support to New Parents
(36 clock hours), $340 plus required materials
Instructor: Jolene Pearson, B.E.S., M.S., IMH-E® (IV), Minneapolis Public Schools, Early Childhood Special Education, Interagency Facilitator
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June 14 to August 16, 2010
Premature Babies and Their Parents:
Information and Insights for Early Intervention Personnel
(36 clock hours), $340 plus required materials
Instructor: Jolene Pearson, M.S., IMH-E® (IV), Minneapolis Public Schools, Early Childhood Special Education
Prenatal Developmental Intervention:
For Professionals Working with Families During Pregnancy
(24 clock hours), $225 plus required materials
Instructor: Joann O’Leary, Ph.D., MPH, MS
Bridging Education and Mental Health
(24 clock hours), $225 plus required materials
Instructor: Leah Hjelseth, MA, Doctoral candidate, Educational Psychology
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More Information
CEED online courses
Center for Early Education and Development (CEED)
College of Education and Human Development
University of Minnesota
1954 Buford Avenue, Suite 425
St. Paul, MN, 55108
Phone: 612-625-3058
WOODCUT ARTIST AND CHILDREN’S BOOK AUTHOR BETSY BOWEN TO EXHIBIT April 12-28
at the Mesabi Range Community & Technical College Library Art Gallery
Special Events, Thursday, April 15
Artist Reception and Book Signing: 3:00 to 6:00 p.m.
Roundtable Discussions:
“Art and the Entrepreneur” 11:15 a.m. — 12:15 p.m.
“Children’s Literature” 1:30 p.m. — 2:30 p.m.
Woodcut Demonstrations: 3:30 and 5:30 p.m
Print to pass on the event flyer!
Teaching Children Responsibility and Independence
In ECFE classes, we have been talking about this topic. Most parents feel it’s important to teach children to be independent and responsible. Parents want this for their children for two reasons. One reason is that responsibility and independence are important for success in school. The second reason is that these qualities are helpful at home in the running of a household and they also promote self-esteem.
What does responsibility mean for a preschooler? Establishing routines and having chores is one way parents can help their children learn to be responsible. Some chores for young children include: picking up and putting toys away, setting or clearing dishes, making the bed, dusting and feeding pets. Another aspect of responsibility is learning to be independent and taking care of themselves. For a preschooler, that means self-help skills like: choosing an outfit and dressing with buttons and zippers, using the bathroom by themselves (including washing hands and flushing), personal care such as brushing teeth and hair, avoiding toileting accidents (once potty-trained) because of busyness. Responsibility also involves parents modeling appropriate behavior. How responsible are you? Do you pay your bills on time, obey speed limits, or do your chores in a timely manner? Children learn more from what parents do that what they say. Parents’ attitudes toward responsibility are transmitted to children.
Parents must remember that each child is different. Some will learn these responsibility skills more easily than others. Developing skills takes time and patience, both for parents and their children. Children who learn responsibility benefit by developing a sense of belonging to family, a sense of being needed, and a positive self-concept, as well as by learning independence as they prepare for adulthood.