step into early learning 2012

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Step into Early Lear ning 3

Step into Early Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Brain development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Learning language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Following a routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Raising a reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Choosing child care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Early intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Investing in early childhood development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Preschool: educational building block . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Learning to be a parent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Early childhood community resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

on the coverPhoto by Joe Harpring. From top left, Trent Liggett, Eduardo Aranda-Michel, Varshika Loganath and Keaton Russell. At right, Chiyori Fukushima and her brother, Taku Fukushima. Step Into Early Learning is coordinated locally by the Council for Youth Development.

contents

What is Step into Early Learning? Coordinated by the Council for Youth Development, the Step campaign is designed to enhance awareness and strengthen community support for Bartholomew County’s early child-hood system . During April, the Month of the Young Child, attention is being focused on those critical years in a child’s development from birth to age five . This publication offers information, tips, and personal stories to support the goal of every child having a quality start to life .

4 Step into Early Lear ning

YOU can help ensure that every child has a quality start to life!

5 CRUCIAL Numbers to Remember

about Early Learning

For More Information

Visit www.bcsc.k12.in.us

(Click on the Departments & Council for Youth Development links)

OR

Contact Jacque Douglas, Director of the CYD: [email protected]

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1. The early years matter because, in the first few years of life, 700 new neural connections are formed every second. These are the connections that build the foundation for all later learning, behavior and health development.

2. Early childhood matters because experiences early in life can have a lasting impact on later success in school and life. Differences in the size of children’s vocabulary first appear at 18 months of age, based on whether they were born into a family with high education and income or low education and income. By the age of 3, children with college-educated parents have vocabularies 2 to 3 times larger than those parents who didn’t finish high school.

3. Significant adversity impairs development in the first three years of life. Risk factors such as poverty, caregiver mental illness, child maltreatment, single parent, and low maternal education have a cumulative impact: children exposed to 6 or 7 of these risks face a 90-100% likelihood of having one or more delays in their cognitive, language, or emotional development.

4. 30% of Bartholomew County entering kindergartners do NOT have academic skills needed for kindergarten success.

5. All of society benefits from investments in early childhood programs. A long-term study found a range of returns between $4 and $9 for every dollar invested in early learning programs for low-income children.

What These 5 Numbers Tell Us

Source: Center on the Developing Child, Harvard University. www.developingchild.harvard.edu.

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he early years of a child’s life are critical to his/her development– and set him/her up for success in school, work, and life. nsuring that every child has a quality start to life not only benefits the child and his/her family, but the community as well.

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Facebook.com/StepIntoEarlyLearning

What These 5 Numbers Tell UsThe early years matter because, in the first few years of life, 700

new neural connections are formed every second. Interactions between children and adults build those connections, which are the foundation for brain development, and in turn, all future learn-ing. Children need to be stimulated in a nurturing, nonthreaten-ing, and loving environment in order to thrive.

Differences in children’s vocabulary appear as early as 18 months of age. Children must be talked and read to from birth. Children also need many and varied experiences with adults talk-ing with them about what they are seeing, hearing, and doing.

Children need an enriched environment free from stress for maximum cognitive, physical, emotional and social development. Children with multiple risk factors, such as poverty, parental sub-stance abuse, maltreatment, or low maternal education, face a 90 to100 percent likelihood of experiencing developmental delays.

Thirty percent of Bartholomew County entering kindergartners do not have the academic skills needed for kindergarten success. Children are better prepared for kindergarten if they have routines at home, have early childhood screenings to catch any develop-mental delays (free screenings are available throughout the year), and enroll in a pre-kindergarten program. (Financial assistance is available for those who qualify.)

All of society benefits from investing time, talent, and treasures into early childhood programs. A rigorous, long-term study found a range of returns between $4 and $9 for every dollar invested in early learning programs; savings in long-term crime, education and welfare; and increased tax revenues due to higher earnings.







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1.Early Childhood Development Coalition. (2008) “Children’s Learning Begins at Birth. Retrieved from http://earlychildhoodswi.org/PDFfolder/Health%20and%20Nutrition.pdf. 2. Supporting Early Child Care & Education in Bartholomew County. (March 24, 2010)“A case to support child care and education for children 0-36 months old. 3. Heckman, J. & Cunha, F. (2006) “Investing in Our Young People,” University of Chicago, University College Dublin, the American Bar Association. 4. Reynolds, Temple, Robertson & Mann (2002). “Age 21 Cost-Benefit Analysis of the Title 1 Chicago Child Parent Centers.” Institute for Research on Poverty.

Parents, family members, child care providers and educators, community members, business leaders, and policymakers have a responsibility in ensuring that all children are given the oppor tunity

to develop to their full potential.

Did You Know? 90% of a child’s brain will be

developed by age 5.1

1 in 3 children have scored below the desired readiness level on the kindergarten screening in our county.2

By the age of 5, it is possible to predict if a student will graduate from high school and college.3

Sadly, our nation spends less than 10% of public investment in children at this crucial time in their lives.3

Studies prove that investments in early childhood development will result in fewer dropouts, and more jobs, which saves $$$!4

Ways for Caregivers to Now...




















































Brain development in the early years

By Christy Prulhiere

What choices do you make when you are trying to do what is best for your child’s nutritional needs?

Do you pay attention to the nutritional facts of the food? Do you ensure that you are meeting the proper bal-ance in diet, limiting the exposure to excessive preserva-tives, colorings, sugars, salt, etc?

Informed, caring parents make the best decisions for the physical health of their babies . Do we treat the devel-opmental needs of the brain with the same degree of con-cern that we do the rest of the body?

The brain is the only organ that is incomplete at birth, even though a baby is born with more brain cells than you and I, as adults, have right now . What makes this organ incomplete is that a large portion of its cells remain dis-connected from each other .

After birth, it is a parent’s job to provide children with a wide array of experiences that will assist in forming new connections in the child’s brain . Just as we are careful in the dietary needs of the child’s body, we must also be care-ful of what people, surroundings, language and situations we expose our child’s mind to .

The Republic phoToThe hanging fish tank at kidscommons mesmerizes visitors.


Brain cells are called neurons . To get an idea of what those tiny neurons look like, just look at your hand . Each neuron has a cell body, your palm; dendrites, your fingers (there are hundreds of them); and an axon, your arm .

At birth, the brain has trillions of brain cells . Information cannot travel throughout the brain until the brain cells are connected, providing a “road” for the infor-mation to travel . These connections, synapses, are created as a child is introduced to new experiences .

His first bath, the first time she looks at you, hearing a new word or song, every experience creates a new synapse or connection .

As we repeat these experiences, the axon gets a layer of a fatty substance on it called myelin . The thicker the myelin, the faster information can travel throughout the brain, enabling your child to understand information or react to the world . The myelin also gets grooves and ridges in it that become our memories and our habits .

Unfortunately, these grooves and ridges store both the good and the bad influences in a child’s life so we must be very careful what a child sees and hears on a regular basis . Once something is “layered” in our child’s brain, according to Dr . Becky Bailey, it takes 21 days of constant interven-tion to change that memory or habit .

So you can see that carefully supervising who and what a child comes into contact with can definitely make the job of a parent easier in the long run . It is no wonder that parenting is so difficult and tiring as we struggle to provide our children with the new experiences needed to create synapses and then repeat those experiences to create a nice thick layer of myelin .

The most rapid brain development takes place in a child’s first two years of life . According to Dr . Charles Nelson of the University of Minnesota, after the age of 3, a child’s brain begins pruning and getting rid of the den-drites that have not been connected and the synapses that are not being used .

This doesn’t mean the child is done learning or that it is too late to learn, it just means that learning may be more difficult as the child becomes older . As a child’s brain tries to use a dendrite that has been “pruned,” her brain will need to either grow a new dendrite or find a new path for the information to travel, much like we do when we are forced to take an alternate route due to road construction .

So help your child’s brain development by spending time with him by talking, laughing, playing and provid-ing new experiences . Read a new book each week, but don’t forget to read the old favorites . Take a walk in a new

neighborhood and continue to visit your favorite places .

Monitor what your child watches on television, the

people your child comes in contact with and the pictures

and images your child sees on a regular basis because all

of these will provide food for your child’s brain to grow a

healthy mind .

Christy Prulhiere manages the Ready To Lead in Literacy initiative at WFYI, providing training and resources to parents and early care and education professionals throughout central Indiana . She is a member of the Indiana Association for Child

Care Resource and Referral board of directors and the Child Care Answers advisory board . She has a degree in child development and family studies from Indiana State University . She lives in Camby with her hus-band and two children .

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Angie Russell, Sally Brand, Nelda Burnett and Kelly Backmeyer are Family School Partners . Their work in the field of early childhood totals well over 50 years . Their Family School Partners program is designed to serve at-risk preschool children and their parents through early education in the home, ensuring that each child enters school developmentally prepared for success . The mission of the organization is to help parents be their child’s first and most important teacher, to connect them to community resources and to provide a link between home and school . The pro-gram is located in the BCSC Administration Building and can be reached at (812) 376-4387 for more infor-mation .

By Sally Brand and Nelda Burnett Family School Partners

An old song from the musical “South Pacific” encour-ages us to make “happy talk” and “talk about things you’d like to do .” This could be a model as we think about talk-ing with young children .

Children learn as we make happy talk with them and tell them about the world in which they live .

Even before a baby is born, he continually hears the sounds of his mother’s voice . Babies can recognize their mother’s voice just days after birth . With the child’s first cry, he enters into the world of language . From then on, he absorbs sounds, tones and words which later lead to the way he speaks .

Researchers have learned that long before a baby speaks his first word, he’s learned rules of language and how adults communicate .

One of the first things infants hear is phonemes or sounds . When a child hears a sound over and over, neu-rons from his ear stimulate the formation of pathways in the auditory part of his brain . Circuits in the brain that represent the sounds that form words are developed by the age of 1 .

Also by age 1, babies’ babbling has acquired the sound of the language they hear .

Research has also shown that the more words a child hears by age 2, the larger her vocabulary will be . A study at the University of Chicago demonstrated that infants whose mothers spoke to them a lot knew 131 more words at 20 months than did babies of less-involved mothers; at 24 months, the gap widened to 295 words .

Children whose parents spoke to them extensively when they were babies have significantly higher IQs and richer vocabularies than other children .

What can parents do to ensure that their children will develop language skills?

•Begintalkingandsingingtoyourchildfrombirth.

•Respondtoyourchildwhenshecoos, babbles or speaks; listen to her .

•Exposeyourchildtomanydifferent sounds such as music or sounds of nature .

•Speakinrealsentences;limitbabytalk.

•Expandyourchild’svocabulary by using new words; point to objects and name them .

•Readtoyourchildeveryday.

•Spendtimejusttalkingtoyourchildaboutthingsthat interest both of you; talk about new experiences or places .

•Mostofall,enjoyyourchildasyoushare“happytalk.”

Happy talkpromotes language development


Irma Hernandez, Graciela Spencer, Karen Moore and Mary Ellen Nelson are Family School Partners . They visit parents of preschool children, ages 2 to 5 years, in the families’ homes every two weeks . During each scheduled visit, partners model teaching and appropriate parenting behaviors with the child . They also engage the parents in teaching, utilizing well-developed curriculums and supplying necessary tools such as books, games or puzzles to assist in creat-ing a stimulating and safe learning environment in the home . More information on the Family School Partners programs may be obtained by calling (812) 376-4387 .

By Mary Ellen Nelson and Karen Moore Family School Partners

Have you ever noticed how children like to do the same things the same way over and over? Has your child asked you to read the same book again and again? Is your child more content when he has meals at the same time each day? This is routine, and children love routines .

Routines are the way children learn what will or will not happen next . They help children feel safe and secure by letting them know what to expect . Children learn the pattern of activities when schedules are consistent .

Fewer unknowns give them a sense of security . Trust is built between children and adults when routines are es-tablished . Youngsters begin to know that parents or other adults will provide for them at certain times and in certain ways .

Inconsistencies or changes in schedules may lead to anxiety or acting-out behaviors . For example, if a child is accustomed to having a snack at preschool each morning but is not given a snack on Saturday morning, he may be hungry and out of sorts by lunchtime . Routines help calm children and parents .

A routine will help your child learn how to act and how to follow rules . A consistent, though somewhat flexible, schedule will help a child develop self-control, indepen-dence, responsibility and decision-making skills .

Three areas where routines can be very beneficial are: morning, mealtimes and naps/bedtime . Morning routines are important because it can be a very hectic time of day . Getting children up and ready for school or other activities and getting family members to work is often stressful .

A good start can affect the tone for the rest of the day for everyone . Issues that often arise in the morning are getting up too late, not having time to eat breakfast, arguments over clothing or having trouble finding items needed for work or school .

Ways to avoid these morning hassles include getting ev-eryone up an hour before departure time to avoid rushing around . Allowing time for breakfast ensures everyone eats that important morning meal and also lessens stress for all . The night before it is helpful to select clothes and lay out all supplies needed for the following day . Developing

a routine and planning ahead help eliminate a harried morning .

Mealtime routines are very important to children and can ease life for parents . Having regular times for meals and snacks helps children to know what to expect and keeps blood sugar levels more constant . Sitting down to-gether at meals helps with manners, communication and bonding .

Bedtime and naptime can be a time of conflict between parent and child, but establishing positive routines early in the child’s life will reduce the difficulties of putting chil-dren to bed . Some routines that help are putting children to bed at consistent times, giving children transition time from play to bedtime (reading is a terrific activity), antici-pating needs before they arise (drinks, blankets, etc .) and doing the same things each night before putting the child to bed .

Routines help children know what to expect, learn how to act and feel safe and secure .

Routines are important for children

Step into Early Lear ning 11mcT phoTo


By Jacquelyn Douglas

Your child’s future as a reader begins long before she passes through the doors of school . What you do from the day of your child’s birth until entering kindergarten greatly influences her later reading success . In fact, the early childhood years are considered the most important for literacy development . You can take steps that will prepare your child to become a lifelong reader .

Read aloud to your child.Reading aloud to a child is an inexpensive gift that has

lifelong value . Numerous research studies have identified reading aloud to children as a critically important activ-ity for building the understandings and skills essential for reading success . A child whose day includes listening to rhythmic sounds and lively stories is more likely to grow up loving books . And a child who loves books will want to learn to read them .

Reading aloud, along with singing songs and reciting nursery rhymes, should begin as soon as your baby is born and continue throughout childhood . It should be a part of your daily routine — a time for you to bond with your child . Cuddle together, laugh, be silly, relax and enjoy! Read with expression and enthusiasm . Read children’s fa-vorites as often as they want to hear them . Make the time

reading together special — a shared, enjoyable activity .

Set a good example – be a reading role model.

Children form lifelong habits by what they observe be-ginning in their earliest years . They mimic the adults and older children in their lives . When they see the members of their family reading, whether for a specific purpose or for pleasure, they will see it as a normal part of everyday life . They learn the value and importance of reading .

Let them see you read the newspaper, cereal boxes, e-mails, recipes, maps, instructions, menus, road signs, weather reports, movie time listings and other everyday information . Comment on what you are reading so that they see that reading has many purposes . Let them see you reading books for pleasure . Share books that you enjoyed in your childhood .

Surround your children with reading materials.

Create a home library filled with a variety of reading materials — paperbacks, hardback books, newspapers, magazines for adults, children’s magazines, atlases, song books, fiction, non-fiction — all within easy reach of the whole family . Stock up on books on your children’s favor-ite subject or by their favorite authors . It doesn’t matter

Raise your child to be a reader

The Republic phoToYoung readers are engrossed in their books during a group reading session at North Vernon early learning center.


if reading materials are owned or borrowed, new or used — what’s important is that they are in your home and a natural part of everyday life . Give children a shelf of their own . Let them choose books they want to read and add to their collection .

Plan family activities that promote reading.

A book-buying trip to a yard sale or bookstore can be a fun Saturday family activity . Give your children books or magazine subscriptions as gifts and enjoy their monthly arrival in the mail . Assist children with preserving their original stories, poems and drawings by creating home-made books . They can use blank books or bind loose pages with staples or ribbons woven through margin holes . Homemade books join other treasured books on their spe-cial shelf .

Take your children to the library regularly.

Even a child with a well-stocked bookshelf needs a frequent, fresh supply of books . Get a library card for ev-eryone in the family and use them often . The library also offers reading programs and special events for children of

Jacquelyn Douglas is direc-tor of the Council for Youth Development for Bartholomew County . In addition, she serves as director of special programs for the Bartholomew Consolidated School Corp . She previously served as an elemen-

tary and middle school principal for 17 years following 15 years as an elementary teacher . She holds bachelor of arts and master of science degrees from Ball State University (with endorsements in reading and kinder-garten) and administrative certification from Butler University . She delights in sharing her love of read-ing with her five grandchildren — Abby, Charlotte, Jackson, Libby and Ella .

all ages that may appeal to your children and further in-crease their interest in reading .

Your choices early in your child’s life will have lifelong effects . Be certain that you do your part in raising a life-long reader .


By Rose Ellen Adams

When you think about the choices we have in life, it is interesting to think about the time and resources we invest in those choices .

I friend of mine recently bought a new car, and she and I discussed the process she had gone through to get the new car .

It seems that she took forever trying to find just the right style of vehicle with the best options . Would the car seat five or seven, be a minivan or SUV, be silver or black, be new or used, have a DVD player, have an extended warranty or if used, have a used car certification, etc .? The list could go on and on .

My friend just happens to be a very organized person . She does her research and takes time to make decisions, especially those with a five-year plus commitment .

Today, when over 65 percent of children under 5 at-tend a child care while parents are working, the need to research and seek the available care setting is crucial but sometimes difficult .

Every night when watching TV and most every day when driving to and from work, we see advertisements for cars . Each company is fighting for our business with strik-ing advertisements proclaiming reliability, a sleek look, efficiency, safety ratings and comfort options, like heated leather seats, satellite radio and stow and go seating .

Slogans are out there grabbing our attention . Ford Motor Co . asks us, “Have you driven a Ford lately?” and Chevrolet boasts its trucks are built “Like a Rock .”

It is really sad that most of American would probably feel more comfortable or prepared in making a decision about buying a car than in selecting child care for our chil-dren . Most would undoubtedly agree selecting a child care is more important than any car, house, big screen TV or living room sofa purchase .

So…where do you start when making a decision as im-portant as the one for child care and early education?

If you are not familiar with your local child care re-source and referral (CCR&R) agency, that should be your first contact . In Indiana there are 11 agencies throughout the state that provide CCR&R services . These agencies

provide individualized referrals for child care, preschools and school-age programs .

Families can specify certain attributes they feel are important in a caregiver or care setting and the referral specialists from the CCR&R agency will search for provid-ers that most closely match the family’s preferences and needs, providing a free child care referral listing .

In addition to the referrals, the referral specialists provide families with educational materials to help them in making an informed decision on what will be the best child care and early education environment for their child . This information includes health and safety checklists, state regulations comparisons, licensing contact informa-tion, charts on child to staff ratios, and other indicators of quality child care and education . The referral specialist also provides information to every family on the state-wide quality rating system, a voluntary system that rates provid-ers at 4 levels, including:

Level 1 – Health and safety needs of children are met .

Level 2 – Environment supports children’s learning .

Level 3 – Planned curriculum guides child development and school readiness .

Level 4 – National Accreditation is achieved (this is

Choosing quality child care

The Republic phoTochildren sing in their classroom at head start in hope.


Rose Ellen Adams is the Executive Director of Childhood Connections . She is a licensed social worker who graduated from the IU School of Social Work in 1997 . Childhood Connections is the local child care resource and referral

agency, which serves 10 counties in southern Indiana, including Bartholomew County . In addition, the agency serves pregnant and parenting teens through the Route 21 program, which focuses on assisting youth in obtaining a high school and/or post second-ary degree and a high level of personal wellbeing . The organization is dedicated to improving the ac-cessibility and quality of early care and education and positive youth development . Rose Ellen has two sons, ages 8 and 13 .

the highest level of Paths to QUALITY) .

The CCR&R follows up with each family after provid-ing referrals to ensure that a safe, nurturing environment was found, to answer additional questions or to offer ad-ditional referrals if necessary .

Childhood Connections is the local child care resource and referral agency for Bartholomew County and nine other counties in southern Indiana . Call (866)693-0672 to speak with a referral specialist or visit our website, www .childhoodconnections .org . When using the web, click on the blue Free Child Care Search button to search options in your area .

Key points in selecting a quality child care:

l Expect excellence: Look for sites that are licensed, accredited and/or on Paths to QUALITY . If thinking about the car buying experience is helpful, think of the certifica-tions and awards car dealers/makers offer . With licensing, accreditation and Paths to QUALITY, providers have more checks and balances in place to help ensure quality . They are inspected regularly and meet higher standards the further they move up toward the accreditation level or the higher the level in Paths to QUALITY .

l Check references: We can’t always take the salesper-son’s word when buying a car – it is the same for people caring for our children . We need to seek out families who have utilized the child care in the past and see what their experience was like .

l Visit and interview several sites: The cheapest and closest may not be the best .

l Stay involved: Keep your relationship with your child’s caregiver “oiled” regularly . A safe and loving child care environment will help your child be in the driver’s seat of life with a foundation that is, as Chevy would say, “Like a Rock .”

Deciding who will care for your child can be difficult or overwhelming, but support and information are a call or click away . Childhood Connections can help you sort out all of the laws, best practices, strange terms or circum-stances to find a place that is going to help partner with you to find an early education experience that will be fan-tastic for both you and your child .

We’ll make the choice on what car to have many times throughout our life but kids have a short window to have the experiences they need to develop in a healthy way . An amazing 85% of a child’s brain is developed by age 5 . The

choices we make today, last a lifetime .

Other helpful phone numbers and websites to assist you in your child care search include:

l www .earlychildhoodmeetingplace .org – learning opportunities and event information for families and pro-fessionals interested in the development and wellbeing of young children .

l www .childcareaware .org or (800)424-2246 – website and phone number for the National Association of Child Care Resource and Referral Agencies (NACCRRA) which connects you with valuable information on what to look for in a quality environment, information on why quality child care is so important and links to various agencies that support children .

l www .childhoodconnections .org/families/paths_to_quality – check out this page to csee if a child care provid-er is participating in the state-wide quality rating system, Paths to QUALITY

l www .carefinderindiana .org – compliance informa-tion on regulated child care programs throughout Indiana can be found on this site .

l www .healthychildcare .org – a website operated by the American Academy of Pediatrics with information on various child care initiatives and health and wellness infor-mation for children of all ages .


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Betsy Voss Lease has been con-tributing to the development of services for infants and toddlers and their families since 1972 . Betsy, now retired, worked at state and local levels . Programs she designed and developed have received state and national

recognition for their excellence . She is the recipient of numerous awards but states that one of her proud-est moments was being chosen as Woman of the Year in 1999, as she was nominated by the many families she has touched over the years .

By Betsy Voss Lease

“I could not have gone on with my life,” are the words of John Steffey, father of 3-pound, 11-ounce baby boy Jimmy, when he is sharing his experiences about the im-pact of early intervention for his family .

John and his wife, Margaret, were so frightened of how to cope with this child who fit in the palm of their hands .

The Steffeys share how they are so grateful that Jimmy’s services were started immediately . They will tell you how a therapist came to their home to help them learn how to help Jimmy . Coming to their home helped a lot, as Jimmy and Margaret felt comfortable there .

The therapist brought in other specialists, too, and they taught John and Margaret what to do for Jimmy . The ther-apies were integrated into the family’s everyday routine .

When it was time for Jimmy to go to school, John and Margaret were assisted with the transition . They will tell you how hard it was to leave their “first” team and move into the school system . But they were experts about Jimmy and his needs .

They were advocates for themselves and for Jimmy for as long as he needed them to be .

Pages and pages and records upon records are part of Jimmy’s portfolio, telling a story of hard work, increasing successes and much satisfaction .

Today, Jimmy is a grown man with a full-time job, a quality life . The Steffeys are a strong family, overcoming adversity, facing life .

This story is repeated over and over again, all similar, but each story is one of an individual, unique child, diag-nosed with a developmental delay or a disability, and his family .

In Indiana, early intervention services are called First Steps . It is a program for all families; it is the program that begins right after birth .

The driving force of the service delivery system is “the sooner, the better .” It does not take an expert to under-stand that early diagnosis and immediate treatment are a saving of dollars, time and anxiety . Having a system that responds early is the best way to enable a human being to become a contributing citizen with a full and productive life .

As a working team of parents and professionals, First Steps is designed to lessen the effects of the disability or

developmental delay . Established in 1986, early interven-tion is a program providing education and support to the families of children who have been diagnosed as:

l Having a mental or physical condition that has a high probability of resulting in a developmental delay, or

l Having an existing delay .

Services are designed to identify and meet a child’s needs in physical, cognitive, communication, social or emotional, and adaptive developmental areas .

The local First Steps program for infants and toddlers with disabilities, ages birth through 3 years, and their fami-lies serves the following counties: Bartholomew, Brown, Dearborn, Decatur, Franklin, Jackson, Jefferson, Jennings, Lawrence, Monroe, Ohio, Ripley and Switzerland .

More than 600 families in these counties benefit from this family-centered, individualized program . The services that are available at little or no cost to families include: special instruction, speech and language pathology, audiol-ogy, vision services, psychological services, occupational therapy, physical therapy, health services, nursing services, nutrition services, social work services, family education, assistive technology services, transportation, diagnostic services and service coordination .

Although referrals to First Steps —South East come through doctors, therapists, etc ., if you are suspicious that your child may have a developmental delay, you can refer your own family . Call toll free (866) 644-2454 . If you wish to find out more about the First Steps system, try the Web site at state .in .us/fssa/first steps/index .html .

Early intervention yields positive results


By Linda Hallum

Why should the citizens in a community known for its buildings, sculptures and landscaping want their city to be-come known for its commitment to quality early childhood education and care? The obvious answer is that children are our future, but what exactly does that mean?

Research studies consistently demonstrate that local communities benefit from investment in high quality, early childhood development . A 2003 study by the National Institute for Early Education Research compared costs and benefits of providing high quality preschool experiences . This study and others showed returns ranging from $4 to $9 on every dollar spent . The average was $7 .

The net benefits as shown in these studies affect chil-dren, families, schools and society at large (including taxpayers) .

School districts save when children enter kindergarten ready to learn . Education expenses are lower because few-

er children fail grades and fewer require remedial attention or expensive special education . Children are reading to learn by third grade and succeed in school, which results in more graduating from high school .

Literate children are much less likely to enter the crim-inal justice system —another savings for a community . They have markedly lower crime and delinquency rates .

When youths graduate from high school, they will earn higher wages and pay more taxes making them positive contributors to the local economy . They are also less likely to need public assistance, and this in turn reduces public welfare expenditures .

If a community desires young people to become eco-nomic, civic and cultural contributors as adults, invest-ments must be made from the time children are born . Parents and community members must ensure that they have the support, opportunities and resources to succeed .

Children enter the world learning . From birth until

Benefits of investment in early childhood development

The Republic phoToA would-be man in the Yellow hat from the “curious George” books soaks in the afternoon sunshine during bartholomew Reads.


age 5, they need support for their physical, mental, social and emotional growth, which range from development of language and motor skills to ability to adapt and develop healthy relationships .

The core of the conscience and the development of trust and relationships with others form in these early years . Active learning and stimulation prepare a child well for getting the most out of school and build the foundation for learning and thinking .

Providing a healthy beginning through good nutrition, physical activity, immunizations and adequate health care contributes to children’s well-being .

The importance of our youngest and most vulnerable citizens must not be overlooked . The investment in early childhood development has been called a “silent” issue . Young children are powerless to make the changes needed .

Dr . T . Brazelton notes, “We are the richest, most pow-erful nation, and yet, we are the least child- and family-oriented culture in the civilized world .”

At the Ready by 21 Symposium in Columbus on Feb . 27, these words were echoed and substantiated by a na-

Linda Hallum is a retired pre-kindergarten coordinator, who also taught kindergarten in BCSC for 17 years . She holds B .A . and M .S . degrees from Purdue University . She current-ly serves on the Family School Partners Advisory Council .

tional research forum .

If a community desires greater student academic achievement in schools, a more skilled work force, reduced poverty, lower crime rates, reduced welfare roles and increased citizen engagement, it will invest the time and money now in early childhood development for a substan-tial payoff in the future .

It may be obvious that “a better start leads to a better finish .”

In Bartholomew County let’s make that starting point begin in the delivery room .

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Preschool:By Barb Newton

As a 3-year-old, I had the opportunity to attend “Musical Preschool .” Mrs . Hoagie was a retired kindergar-ten teacher who gave all of her students time to play, sing, imagine, learn finger plays and listen to stories .

In the 1960s, preschool was in its infancy . Children were checked by a nurse before they entered the class-room, and parents often stayed with their children . Only a very few children in the community had the opportunity to attend

Times have changed . Preschools are available to all children in our community . Today preschool is considered a necessary building block in the tower of a child’s educa-tion .

Preschools today help to develop a child in a variety of ways . The supportive learning environment helps a child develop socially, emotionally, physically and cognitively .

All of these domains are reached through play . Play at preschool is purposefully planned to help each child devel-op . When children are allowed to create in a planned and

structured environment, they are able to grow and learn to the best of their abilities .

Preschool teachers provide unstructured time for plenty of creative play and social interaction as well as structured activities such as circle time, small group time and indi-vidual learning activities .

It is through these structured activities that routines are developed that provide the preschool child with stabil-ity and familiarity .

A preschool is a safe, warm, healthy, clean and stimulating environment that helps to promote the de-velopment of critical thinking skills, foster awareness of diversity and multiculturalism, and provide the support to strengthen, expand and deepen a child’s learning .

The preschool provides children with learning centers that encourage them to explore the creative arts, math-ematics, literacy (reading), science, social studies, health, safety and physical education .

Children have time to do active as well as quiet ac-tivities . They are provided materials that deepen an

a building block in a child’s education

The Republic phoToA young musician gets some help with his violin at First presbyterian preschool.


awareness and knowledge of the world around them and

beyond . They are given easy access to materials to create,

and they are given an ample supply of activities to en-

hance their learning .

Each child is given time for individual, parallel, and

small and large group play . Teachers enhance language

and communication skills through interaction with the

child during these activities .

Children enjoy an environment where literacy is em-

phasized, with a variety of sources of print, audio and

non-print media . Preschool provides an abundantly rich

environment that children need to develop to their full

potential .

The daily routines of preschool encourage the develop-

ment of self-confidence by offering many opportunities for

making choices, problem-solving and generating ideas .

Activities are included to meet the individual needs

and provide opportunities for success for each child . There

are opportunities for them to express their ideas, language

and communication with others .

Being able to express themselves is essential for future

success in school . Children are stimulated with questions

and discussions . They are able to develop critical thinking

skills and problem-solving techniques .

Preschools have changed over the years . There is no

longer a nurse to check everyone in to the classroom .

As I look at the children around me, I believe that Mrs .

Hoagie had the right idea . Preschools are an important

building block in a child’s education . Make the foundation

of your child’s educational career one that starts with pre-

school . Your children will thank you .

Barbara Newton is originally from Bucks County, Pa . She holds a B .A . and M .S . in educa-tion from Purdue University . She has taught public school in Warsaw, Plainfield and Bartholomew County schools . She has been the director of

First Presbyterian Preschool in Columbus for the past 18 years . She and her husband, Rich, have young adults – Meredith, working for Uncommon Schools in New York City, and Jordan and Cole at Purdue .

The Republic phoToA student at learning Tree preschool waves as he races around the parking lot of First united methodist church. each young rider was given a medal after completing the miniature race.


Observations and revelations of a ‘parent-in-training’By Benjamin S. Gilmore, M.D.

What follows are a series of non-expert observations that I have gathered in over a decade of being both a fa-ther and a pediatrician . By no means do I consider myself an expert at either discipline, and I am still trying to find ways to improve my abilities at both .

But as I try to learn from the parents whom I encounter in my practice who seem to be doing a great job of rais-ing healthy, well-adjusted children (yes, I learn a lot from many of you), certain concepts continually shine through .

I have been jotting these ideas down, trying to apply them in my family life, and I hope that other parents may benefit from them also . Very likely, many of you who are parents have been embracing and practicing these ideas already, and with far more effectiveness than myself .

But I hope that those who are in search of parental direction might get some help from some of these ideas . As a pediatrician, I try my best to be able to provide advice on child-raising, diet/nutritional, developmental and be-havioral issues, but I would readily admit that there is no perfect, one-size-fits-all approach . Certain ideas, however, seem to ring true in almost all instances .

So, on with “Dr . Dad’s” Top 10 List of Parenting Pearls:

1. A parent is a “life coach.”It is such a beautiful notion that a parent can be their

child’s “best friend” by always assisting them and provid-ing for their fun and pleasure . This is good, but if we re-

member back to some of our best teachers in school, they weren’t typically the easiest and most permissive .

Our best teachers usually were the ones who provided us true direction and challenges, striving to get us to give our top effort .

Being a parent is more than just being our children’s best friend . We must be sure to provide guidance and instruction from the earliest age . This won’t always bring the most immediate smiles but will pay off by developing a more confident and capable child, one who will under-stand in the long run the true value of the love and devo-tion their parent poured into their upbringing .

2. The best way is not always the easiest way.

A great parent has come to understand that the best accomplishments in life very rarely come easily . Parenting will be the same . Parenting a child is a wonderful experi-ence, but not easy, for anyone . We all will have our own challenges, some similar, some different, but all challeng-ing . Being mentally prepared to put in the hard work to provide the best for our children, and knowing that all parents are in a similar “boat,” will help make the road smoother .

By the same nature, we need to understand that the same notion will apply to our children . Life won’t always be easy, no matter how much we try to make it easier for them . Help them to understand that accomplishments

‘Dr. Dad’


The Republic phoTosharing quality time at the playground in Donner park.


most often require hard work (through instruction and ex-ample), and this will likewise help make the road smoother for our children .

3. Provide structure.The natural tendency for toddlers and preschoolers is

to explore and expand their world, limitless in their desire to experience whatever they can . This is an incredible time in their lives, until they begin unknowingly explor-ing dangerous situations — roads, bodies of water, toxic chemicals, etc .

Just as a parent needs to draw a non-negotiable line for safety purposes, we also need to be prepared to provide limits for behaviors and routines . A child who is provided consistent limitations for both safety and behavioral purposes becomes much more stable, understanding that there is a structure of expectations, instead of al-ways guessing where the limits of behavior, or safety, lie . Consistency between each parent and caregivers is also crucial to a child’s sense of stability .

4. Kids are human, too.Which would a “normal” person like me prefer: a “su-

per-size” serving of perfectly fried, perfectly crispy and salt-ed french fries, or a sensibly sized serving of steamed mixed

vegetables? What if we were given this choice every meal?

Fudge brownie sundae or an apple? Don’t know about you,

but if I didn’t know that the fries and the sundae would be

unhealthy compared to the steamed veggies and the apple,

I’d be having them every single meal, and more .

Fortunately, at some point in time I became educated

that I can’t remain healthy if I do eat fries and sundaes all

the time . Occasional treats, of course, but I also under-

stand the importance of healthier — though often less ap-

pealing — alternatives as regular parts of my diet .

By the same human nature, children will naturally

choose whichever option is provided to them that tastes

better, is more exciting or is more entertaining . Children

are not born with the education that parents have gath-

ered in our lifetimes and therefore cannot be expected

to make the healthiest choices that we parents can .

Understanding this notion should allow the intelligent

parent to provide their child with healthy options, and not

just what the child would always prefer .

5. More play, less electronics.I would be the first to admit to making use of the won-

derful technologic innovations of our generation, and we

definitely should allow our children the ability to become

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The Republic phoToWith a good grip on his father, a participant at the annual WalkAmerica fundraiser gets a ride.


proficient with these technologies . But unfortunately the time that many children spend enjoying the many avenues of electronic fun is having a very harmful effect on their overall health .

Every hour spent in front of a screen (TV, computer, video game and cell phone) is one less hour of physical activity — something that the children of our generation need so much . As discussed in numbers 3 and 4 above, set limits on screen time and get those kids outside .

6. Foster creative play.4 p .m . soccer practice, 5 p .m . piano lessons, 6 pm . Girl

Scouts and 7:30 p .m . karate . Whew! It’s wonderful that we can find so many activities to occupy the moments of our children’s lives . But a crucial skill we sometimes ne-glect in our children is allowing them the ability to create their own play . Excellent parents make sure to allow their children time for free play, which is a healthy avenue to develop creative skills .

7. Live the Golden Rule.Faithfully treating those around you with the same

kindness and compassion that you would hope to receive will not only enrich your relationships with friends and strangers but provide a remarkable example for your chil-dren to model . As they emulate our behaviors, they will experience the wonderful return of kindness from others also, boosting their overall emotional well-being as well as strengthening their self-esteem .

8. Teach tolerance and respect.This should seem obvious, but with the increasingly

global nature of our societies, never before has the need for tolerance and respect of other’s cultures been more important . A child who learns and observes these traits from their parents will more comfortably and confidently interact with their increasingly diverse peers .

9. Prioritize a healthy parental relationship.

As a parent, it is natural that your child forms the fo-cal point of your energies and attention, more than your

job, and unfortunately common, more than your relation-ship with your spouse . Sadly, a neglected relationship between parents can ultimately have profound negative consequences on the child, as we are all too aware of the tremendously difficult impact of divorce on a child .

Even when a strained parental relationship does not lead to divorce, it still takes a toll on the well-being of a child . It is increasingly evident to me that a very common trait I see in some of the most successful parents is an ef-fort to keep the parental relationship priority number one . Those couples who seem to keep a focus on their relation-ship develop children who learn the value of successful relationships, and these children also thrive in the stability of their parents’ close bond .

10. All things in moderation.In all aspects of a child’s life, as well as the parents’

lives, this forms an extremely effective basis for stability and content . Dietary approaches, discipline, exposure to entertainment, sports and our own adult behaviors as well, will be easier to balance in healthy fashion by following this rule .

Benjamin S . Gilmore, M .D ., is a practicing general pediatri-cian and father of two wonder-ful children who do their best to educate him about the wild and wooly world of childhood . He joined Columbus Pediatrics in July 2006, after previously

practicing pediatrics for nine years at Northpoint Pediatrics in Fishers . He received his undergradu-ate degree from DePauw University and his M .D . from Indiana University in 1993 . Dr . Gilmore com-pleted his pediatric internship and residency at Riley Hospital for Children in 1996 and spent an additional year there as pediatric chief resident .












Did you know?90 percent of a child’s brain is developed by age 5.

700 new neural connections are made in a baby’s brain every second.

Children’s vocabulary at age 3 correlates highly with their performance on standardized tests in Grade 3.

A child who is behind in first grade has a 1 in 8 chance of ever catching up without intense intervention

30 percent of Bartholomew County entering kindergartners do not demonstrate the academic skills needed for

kindergarten success

Despite the fact that 90 percent of brain development occurs prior to age 5, less than 5 percent of public investments in learning and development are made during these early

years.

Differences in babies’ vocabulary development can be seen as early as 18 months.

Rigorous longitudinal studies have shown a $4 to $9 return on $1 investments in quality early childhood programs.


The Arc of Bartholomew County

(812) 372-0610

Provides resources and referrals for people with intellectual and

developmental disabilities, their families, and the community .

Autism Support Group

(812) 373-2190

Autism support group for parents and professionals

Bartholomew County Public Library

Children’s Department: (812) 379-1288

Story hour, summer reading club for children, winter reading club

for families, bookmobile, children’s programs, circulation of books,

DVDs, and other materials

Busy Bees Academy

Bartholomew Consolidated School Corporation

(812) 376-4569

Pre-school program for children 4 years old by August 1st .

Scholarships available for families qualifying for free/reduced lunch

Caring Parents Program

Family Service, Inc .

(812) 372-3745 or (812) 314-2325

Volunteer-staff home visitor program provides parent education,

information and support to parents of infants ages 1-12 months

Child Care Voucher Program

ACT Services

(317) 535-3326 or (866) 494-5330

Subsidies for child care, preschool, and after school care to low-

income working parents or those enrolled full time in educational

or training programs

Childhood Connections

Child Care Resource & Referral

(812) 375-2208

Education and individualized referrals for all parents seeking child

care

Columbus Parks & Recreation DepartmentActivity Line: (812) 376-2682Activity line available daily 24 hours and provides recorded information about Parks & Recreation programming including schedule changes

Community Center of Hope(812) 546-4499Hosts programs and activities for families and children . Dedicated to improving lives of children and families through education, recreation, exercise, and character-building programs

Early Childhood Special Education ServicesBartholomew Consolidated School Corporation(812) 376-4460Academic instruction and related services as mandated by Article 7 to children (ages 3-5) identified in need of special services

Family School Partners(812) 376-4387In-home visitation program for families with children ages 0-5 which assists parents in their role as their child’s first and most important teacher . Services available to Spanish speaking families .

First Steps Early InterventionAging & Community Services(812) 314-2982 or (866) 644-2454Early-intervention home-based services for children up to age 3 with suspected developmental delay, diagnosis of condition leading to developmental delay or at risk for delay

Head Start/Early Head StartHuman Services, Inc .(812) 379-2448 or (800) 878-9608Education and assistance to low-income children and their parents . Serves pregnant women and children ages 0-5 .

Healthy Families ProgramFamily Service, Inc .(812) 372-3745

Early ChildhoodCommunity Resources

Bartholomew County


Home-visiting program to assist parents of newborns and children 0-5 years in providing for health, safety, and successful emotional and intellectual development of child

Immunization Program/ClinicBartholomew County Health Department(812) 379-1555Immunizations against vaccine-preventable disease for infants, children and adults

La Leche League Information(812) 447-0066International non-profit, non-sectarian organization dedicated to providing education, information, support and encouragement to women who want to breast-feed .

Mothers of Preschools (MOPS) Support Group(812) 372-4859Group support and encouragement to mothers of young children ages 0-5 who stay home or work part-time

Pregnancy Care Center(812) 378-4730Offer multiple services for assistance with pregnancy related needs, such as baby clothing, maternity clothing, formula, counseling, medical assistance referral, and information

Route 21 – A success track for pregnant and parenting youthChildhood Connections(812) 375-2208Offers case management services to pregnant or parenting young women or men up to age 21

Title 1 Pre-KindergartenBartholomew Consolidated School Corporation(812) 376-4217Pre-kindergarten program to help academically at-risk children develop age appropriate skills in the areas of language development and social/personal growth . Must be 4 years old by August 1st

Volunteers in Medicine ClinicHealthy Communities Initiative(812) 376-9750Free primary health care to Bartholomew County residents uninsured and at or below 60 percent median income . Pediatric services available each week

WIC (Women, Infants, Children) ProgramBartholomew County Health Department(812) 379-1557Supplemental/nutritional food to lower-income women, infants, children under age 5

The Republic phoToDuring the annual Touch A Truck event, organized by Family school partners, hundreds of children get up close and personal with delivery trucks, farm equipment, a helicopter, construction equipment, a police car and even a Zamboni.


Published February, April, June, August, October & December by

ABC-Stewart SchoolThe ArkAton’s Self StorageBar-Cons Credit UnionBartholomew County Library –

Children’s DeptCentra Credit Union – 46 WCircle K – State Rd 11Circle K – Jonathan Moore PikeCitgoColumbus Family DentalColumbus PediatricsColumbus Regional HospitalCummins Child Development CenterDairy Queen – 3rd StDr. Brad Coers / Coers Family Eye

CareDr. Daniel Martin OrthodonticsDoctors Park Family MedicineFairlawn Presbyterian Preschool

FairOaks MallFamily ServiceFirst Christian Church PreschoolFirst Presbyterian PreschoolHipsterImagination StationJay C – Jonathan Moore PikeJody’s GymnasticsKids N CompanyKidscommonsKoopman Family MedicineKumon Learning CenterKroger Learning Tree PreschoolLittle Lambs Child Care MinistryLove ChapelMarathon Station – 25th StMarshMcCabe OrthodonticsMcDonald’s – National Rd

McDonald’s – 3rd StMcDonald’s – Jonathan Moore PikeMcDonald’s – US 31, EdinburghMusic & MoreNorthside Family MedicineNorthstar Montessori SchoolParks & Recreation DepartmentPremier AgPromptMedThe RepublicSandcrest Family MedicineSandy Hook Church PreschoolSonya’s Dance ZoneSylvan Learning CenterTipton Lakes Athletic ClubVan Arsdall Family OptometryViewpoint BooksVillage PantryVisitors Center

For more information, contact at (812) 379-5652.

COLUMBUS PARENT MAGAZINE IS IN TOWN. PICK UP YOUR COPY AT THESE LOCAL BUSINESSES!


Children’s emotional, social, and cognitive development starts from the moment they enter the world. All children are born learning.

Studies prove that loving, nurturing relationships and everyday experiences matter most. Both of these affect the structural and functional development of a child’s brain, including intelligence and personality.

Every person who touches the life of a child—directly or indirectly—can enhance that child’s early learning. It’s an investment that pays off because quality early learning helps a child succeed in school, work, and life.

Council for Youth Development1200 Central Avenue, Columbus IN(812) 314.3858Jacquelyn Douglas, Director

Working to ensure the children and youth in Bartholomew County have the opportunities, supports, and resouces to be Ready by 21™—ready for learning, work, and life.

COUNCIL FOR YOUTH DEVELOPMENTStresses The Importance of Children’s Early Years

Show your child the world, even if it’s soft and squishy.

QUALITY EARLY LEARNING

REDUCESCRIME RATES

TEENAGE PREGNANCY

WELFARE DEPENDENCY

JOB TRAINING COSTS

SPECIAL EDUCATION COSTS

GRADE REPETITION

QUALITY EARLY LEARNING

INCREASESSUCCESS IN SCHOOL

GRADUATION RATES

WORKFORCE READINESS

JOB PRODUCTIVITY

COMMUNITY ENGAGEMENT

–Excerpts from “Why Does Early Learning Matter Most?” @www.BornLearning.org

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step into early learning 2012

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