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<title>Manualidades con glitter para niños pequeños: ideas divertidas, seguras y fáciles</title>
<link>https://www.childcareed.com/a/c-mo-pueden-las-manualidades-con-purpurina-para-beb-s-ser-divertidas-seguras-y-f-ciles-para-programas-de-cuidado-infantil.html</link>
<description><![CDATA[
Este artículo ofrece ideas prácticas y seguras para manualidades con purpurina en guarderías, recomendando materiales más seguros (purpurina biodegradable, piezas grandes), contención (bandejas, frascos sensoriales sellados), supervisión y comprobaciones de políticas para reducir riesgos y facilitar la limpieza. Además describe actividades sencillas que fomentan motricidad fina, lenguaje, autorregulación y creatividad, y advierte errores comunes (piezas pequeñas, mala contención, falta de supervisión) con soluciones y recursos.
]]></description>
<category>#purpurina</category>
<category>#seguridad</category>
<category>#niños</category>
<category>#manualidades</category>
<category>#sensorial.</category>
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<pubDate>Tue, 30 Jun 2026 15:37:46 GMT</pubDate>
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<item>
<title>Toddler Glitter Crafts: Fun, Safe, and Easy Ideas</title>
<link>https://www.childcareed.com/a/how-can-toddler-glitter-crafts-be-fun-safe-and-easy-for-child-care-programs.html</link>
<description><![CDATA[
This guide explains how to make glitter crafts for toddlers safe and developmentally useful by choosing large or biodegradable glitter and sealed or contained options (sensory bottles, sealed collages, painted rocks), enforcing close supervision, using trays and cleanup plans, and checking center policies and allergies.  
It offers simple, repeatable activity ideas and a quick checklist to boost fine motor skills, vocabulary, self-regulation, and creativity while avoiding common mistakes like tiny pieces, poor containment, and inadequate supervision.
]]></description>
<category>#glitter</category>
<category>#safety</category>
<category>#toddlers</category>
<category>#crafts</category>
<category>#sensory.</category>
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<pubDate>Tue, 30 Jun 2026 15:37:46 GMT</pubDate>
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<item>
<title>Manualidades y actividades de verano para aulas preescolares</title>
<link>https://www.childcareed.com/a/c-mo-pueden-los-salones-preescolares-usar-manualidades-y-actividades-de-verano-simples-para-ense-ar-y-mantener-a-los-ni-os-seguros.html</link>
<description><![CDATA[
El artículo ofrece ideas prácticas para manualidades, juegos sensoriales y actividades al aire libre para aulas preescolares en verano, enfatizando proyectos de bajo esfuerzo, estaciones rotativas y días temáticos con objetivos de aprendizaje concretos. Incluye pautas de seguridad y supervisión —suministros lavables, opción sensorial sin comida, adulto por cada 6–8 niños, control de alergias y permisos—, recomendaciones para programar actividades en sombra y rotaciones cortas (10–20 min) y planes alternativos por clima, además de recordar revisar los requisitos estatales.
]]></description>
<category>#verano</category>
<category>#sensorial</category>
<category>#exterior</category>
<category>#creativo.</category>
<category>#preescolares.</category>
<category>#manualidades.</category>
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<pubDate>Tue, 30 Jun 2026 15:37:36 GMT</pubDate>
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</item>
<item>
<title>Summer Crafts and Activities for Preschool Classrooms</title>
<link>https://www.childcareed.com/a/how-can-preschool-classrooms-use-simple-summer-crafts-and-activities-to-teach-and-keep-kids-safe.html</link>
<description><![CDATA[
This article offers practical, low‑prep summer ideas for preschool classrooms—open-ended process art, simple sensory activities (shallow water trays, ice painting, sensory bottles), short shaded outdoor games, and themed-day station plans—using inexpensive, washable materials, limited choices, and display for child pride.  
It emphasizes safety and inclusion (water and heat supervision, allergy‑friendly non-food options, one staff per 6–8 at crafts, zone assignments), and gives quick routines (10–20 minute stations, 60‑second staff huddles) plus next steps and resources for printable activity packs.
]]></description>
<category>#summer</category>
<category>#sensory</category>
<category>#crafts</category>
<category>#creative.</category>
<category>#preschoolers.</category>
<category>#outdoor</category>
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<pubDate>Tue, 30 Jun 2026 15:37:36 GMT</pubDate>
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</item>
<item>
<title>Actividades preescolares de verano para arte, ciencia y juego sensorial</title>
<link>https://www.childcareed.com/a/c-mo-podemos-usar-arte-ciencia-y-juego-sensorial-para-un-verano-preescolar-seguro-y-divertido.html</link>
<description><![CDATA[
Guía práctica para líderes de cuidado infantil con ideas sencillas y de bajo esfuerzo para actividades veraniegas de arte, ciencia y juego sensorial (estaciones rotativas, bloques semanales o invitaciones de 10–20 minutos), que incluyen ejemplos concretos como pintura con hielo, pintura esponjosa, experimentos simples y estaciones de agua para fomentar motricidad, curiosidad y autorregulación.  
Incluye pautas de seguridad y supervisión (vigilante del agua, agua superficial, RCP y primeros auxilios actualizados, materiales seguros, grupos pequeños), recomendaciones de planificación diaria y cómo evitar errores comunes, además de recordar verificar requisitos estatales de licencia.
]]></description>
<category>#verano</category>
<category>#preescolar</category>
<category>#sensorial</category>
<category>#arte</category>
<category>#ciencia</category>
<category>#confianza</category>
<category>#arte,</category>
<category>#sensorial.</category>
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<pubDate>Tue, 30 Jun 2026 15:37:32 GMT</pubDate>
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</item>
<item>
<title>Summer Preschool Activities for Art, Science, and Sensory Play</title>
<link>https://www.childcareed.com/a/how-can-we-use-art-science-and-sensory-play-for-safe-summer-preschool-fun.html</link>
<description><![CDATA[
This short guide helps child care leaders plan hands-on, low‑prep summer activities that blend art, science, and sensory play—offering concrete station ideas (ice painting, puffy paint, water-pistol painting, color-changing flowers, ice exploration, shallow water and sand bins, sensory bottles) plus setup tips for materials, stations, and short rotations.  
It emphasizes safety and supervision (water-watchers, shallow water, one adult per 4–6 children at messy stations, CPR/first-aid, heat/weather checks), notes common mistakes to avoid, and points to ChildCareEd and other resources for step‑by‑step guides.
]]></description>
<category>#summer</category>
<category>#preschool</category>
<category>#sensory</category>
<category>#art</category>
<category>#science</category>
<category>#confidence</category>
<category>#art,</category>
<category>#science,</category>
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<pubDate>Tue, 30 Jun 2026 15:37:32 GMT</pubDate>
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</item>
<item>
<title>Actividades divertidas con crayones para niños pequeños y preescolares</title>
<link>https://www.childcareed.com/a/c-mo-pueden-los-crayones-desarrollar-habilidades-y-diversi-n-para-ni-os-peque-os-y-preescolares.html</link>
<description><![CDATA[
El artículo ofrece actividades sencillas con crayones para niños pequeños y preescolares (p. ej. arte de raspar, mezcla de colores, dibujo vertical, clasificación de trozos, proyectos sensoriales) diseñadas para fortalecer la motricidad fina, el lenguaje, la cognición y las habilidades socioemocionales, con recomendaciones prácticas de tiempo (12–20 min) y adaptaciones.  
Además explica cómo organizar un centro de crayones seguro e inclusivo (contenedores etiquetados, herramientas adaptadas, normas de seguridad), errores comunes y soluciones, y formas sencillas de medir el progreso y comunicar resultados a las familias.
]]></description>
<category>#crayones</category>
<category>#preescolares</category>
<category>#motricidadfina</category>
<category>#creatividad</category>
<category>#juego.</category>
<category>#motricidadfina:</category>
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<pubDate>Tue, 30 Jun 2026 15:37:19 GMT</pubDate>
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</item>
<item>
<title>Fun Crayon Activities for Toddlers and Preschoolers</title>
<link>https://www.childcareed.com/a/how-can-crayons-build-skills-and-fun-for-toddlers-and-preschoolers.html</link>
<description><![CDATA[
Crayon activities are low-cost, safe, and developmentally powerful invitations that build fine-motor control, language, early science thinking, and social-emotional confidence through short, playful, process-focused tasks such as scratch art, crayon-resist painting, color-mixing, sorting, vertical drawing, and melted-crayon explorations. Set up organized, inclusive centers with labeled tubs, simple adaptations (chunky crayons, grips, vertical surfaces), clear routines and safety rules, age-appropriate separation for small pieces, and a brief weekly checklist to avoid over-directing or overly hard tasks and to track one small skill change per child.
]]></description>
<category>#crayons</category>
<category>#preschoolers</category>
<category>#finemotor</category>
<category>#creativity</category>
<category>#play.</category>
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<pubDate>Tue, 30 Jun 2026 15:37:19 GMT</pubDate>
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</item>
<item>
<title>Actividades con crayones que apoyan el desarrollo de los niños pequeños</title>
<link>https://www.childcareed.com/a/c-mo-apoyan-las-actividades-con-crayones-el-desarrollo-de-los-ni-os-peque-os.html</link>
<description><![CDATA[
Las actividades con crayones ofrecen aprendizajes lúdicos y accesibles que fortalecen la motricidad fina, la creatividad, el conocimiento del color, la independencia y la conexión con la lectoescritura en niños pequeños.  
El texto propone actividades sencillas (scratch art, mezcla de colores, clasificación), consejos para organizar centros seguros y rutinas cortas, adaptaciones, herramientas para medir progreso y pautas de seguridad, además de recursos adicionales en ChildCareEd.
]]></description>
<category>#preschool</category>
<category>#finemotor,</category>
<category>#creativity,</category>
<category>#creativity.</category>
<category>#play</category>
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<pubDate>Tue, 30 Jun 2026 15:37:09 GMT</pubDate>
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</item>
<item>
<title>Crayon Activities That Support Toddler Development</title>
<link>https://www.childcareed.com/a/how-can-crayon-activities-support-toddler-development.html</link>
<description><![CDATA[
Crayon activities offer simple, low-cost, playful opportunities that build toddlers'' fine motor control, creativity, color knowledge, cause-and-effect thinking, early literacy links, and everyday independence.  
The article provides classroom-ready guidance—specific activity ideas (scratch art, color-mix charts, sorting, open drawing), setup and safety tips (three labeled tubs, short predictable routines, non-toxic materials), quick progress-tracking and adaptations for diverse learners, and common mistakes to avoid.
]]></description>
<category>#preschool</category>
<category>#finemotor</category>
<category>#creativity,</category>
<category>#creativity.</category>
<category>#play</category>
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<pubDate>Tue, 30 Jun 2026 15:37:09 GMT</pubDate>
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</item>
<item>
<title>Manualidades fáciles con glitter para niños pequeños y preescolares</title>
<link>https://www.childcareed.com/a/c-mo-puedo-hacer-manualidades-f-ciles-con-purpurina-para-ni-os-peque-os-y-preescolares.html</link>
<description><![CDATA[
Esta guía breve ofrece manualidades sencillas con purpurina para niños pequeños y preescolares —como botellas sensoriales, collages y slime supervisado— destacando beneficios para la motricidad fina, la regulación sensorial, el lenguaje y la creatividad.  
También da pautas prácticas para seguridad y reducción de desorden (bandejas, materiales sellados, purpurina biodegradable), además de consejos para planear actividades por objetivos, agrupar por estaciones, documentar el aprendizaje y comunicar con las familias.
]]></description>
<category>#finemotor,</category>
<category>#finemotor.</category>
<category>#toddlers</category>
<category>#preschoolers</category>
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<pubDate>Tue, 30 Jun 2026 15:37:08 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Easy Glitter Crafts for Toddlers and Preschoolers</title>
<link>https://www.childcareed.com/a/how-can-i-do-easy-glitter-crafts-for-toddlers-and-preschoolers.html</link>
<description><![CDATA[
This short guide offers safe, low-prep glitter craft ideas for toddlers and preschoolers—like sensory bottles, glitter paint collages, mess‑free ornaments, small‑group slime, and nature collages—while highlighting developmental benefits (fine motor, sensory regulation, language, creativity) and practical safety measures.  
It also provides classroom-ready planning and management advice—set clear learning goals, use trays and sealed or biodegradable glitter, run small groups, document outcomes, communicate with families, and offer alternatives to reduce mess, allergy, and environmental concerns.
]]></description>
<category>#finemotor</category>
<category>#toddlers</category>
<category>#preschoolers</category>
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<pubDate>Tue, 30 Jun 2026 15:37:08 GMT</pubDate>
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</item>
<item>
<title>Rutina de cierre de daycare: seguridad, limpieza y revisión del aula</title>
<link>https://www.childcareed.com/a/c-mo-cerrar-una-guarder-a-de-forma-segura-con-limpieza-y-chequeos-de-aula.html</link>
<description><![CDATA[
Una rutina corta y numerada para el cierre de la guardería —con listas visibles, reparto de responsabilidades y una hoja de firma— asegura seguridad, limpieza y orden al apagar equipos, asegurar objetos sensibles, recoger y clasificar juguetes y completar registros del día.  
Limpiar antes de sanitizar, desinfectar solo cuando sea necesario, hacer un barrido final del aula y baños, reponer suministros, y entrenar al personal con roles rotativos y revisiones semanales evita errores comunes y mantiene el centro listo para inspecciones.
]]></description>
<category>#lista</category>
<category>#aula</category>
<category>#limpieza.</category>
<category>#seguridad</category>
<category>#cierre</category>
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<pubDate>Tue, 30 Jun 2026 15:36:41 GMT</pubDate>
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</item>
<item>
<title>Daycare Closing Routine: Safety, Cleaning, and Classroom Checks</title>
<link>https://www.childcareed.com/a/how-can-we-close-a-daycare-safely-with-cleaning-and-classroom-checks.html</link>
<description><![CDATA[
A short, numbered end-of-day routine—using visible checklists and shared roles—ensures safe, calm closings by guiding staff through tidying, securing items, powering down, recording notes, and a final walk-through.  
Follow cleaning steps (clean first, sanitize mouthed toys daily, disinfect after spills/illness), lock and label supplies, perform classroom and building checks, and train/rotate staff with brief practice and weekly reviews to prevent missed sweeps and other common mistakes.
]]></description>
<category>#checklist</category>
<category>#classroom</category>
<category>#cleaning</category>
<category>#safety</category>
<category>#closing</category>
<category>#safety,</category>
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<pubDate>Tue, 30 Jun 2026 15:36:41 GMT</pubDate>
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</item>
<item>
<title>6 Ways to Improve Active Supervision in Preschool</title>
<link>https://www.childcareed.com/a/how-can-we-use-6-simple-ways-to-improve-active-supervision-in-preschool.html</link>
<description><![CDATA[
Active supervision in preschool—watching, listening, moving, and engaging with children—keeps them safe, supports learning, and builds family trust by preventing hazards and creating teachable moments. This guide gives six practical steps (position for sightlines, scan and count, listen, engage and redirect, use zones/roles, and practice/plan), plus room-layout tips, staff roles, short drills, checklists and posters to make supervision a consistent, trainable routine and avoid common mistakes.
]]></description>
<category>#supervision</category>
<category>#preschool</category>
<category>#children</category>
<category>#staff</category>
<category>#safety.</category>
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<pubDate>Tue, 30 Jun 2026 15:36:11 GMT</pubDate>
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</item>
<item>
<title>6 maneras de mejorar la supervisión activa en preescolar</title>
<link>https://www.childcareed.com/a/c-mo-podemos-usar-6-maneras-sencillas-para-mejorar-la-supervisi-n-activa-en-el-preschool.html</link>
<description><![CDATA[
La supervisión activa es un conjunto de hábitos sencillos y en equipo (posición, escaneo y conteo, escucha, participación, zonas/roles y práctica) que mantiene a los niños seguros y fomenta oportunidades de aprendizaje en el preescolar, apoyada por carteles, listas de verificación y recursos imprimibles. Implemente estas seis prácticas a diario, organice el aula y los roles del personal, haga entrenamientos y simulacros cortos, evite distracciones con políticas claras y verifique siempre los requisitos estatales.
]]></description>
<category>#supervision</category>
<category>#preschool</category>
<category>#children</category>
<category>#staff</category>
<category>#safety</category>
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<pubDate>Tue, 30 Jun 2026 15:36:11 GMT</pubDate>
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<item>
<title>Cómo la supervisión activa ayuda a prevenir accidentes en cuidado infantil</title>
<link>https://www.childcareed.com/a/c-mo-ayuda-la-supervisi-n-activa-a-prevenir-accidentes-en-guarder-as.html</link>
<description><![CDATA[
La supervisión activa—posicionarse, escanear y contar, escuchar, anticipar, involucrar y organizar el espacio—ayuda al personal a prevenir accidentes, crear momentos de aprendizaje y dar confianza a las familias mediante rutinas diarias sencillas (revisiones rápidas, cuentas, mapas y carteles).  
Los líderes la refuerzan con planificación de personal y ratios, zonificación, formación breve y coaching, uso de herramientas y simulacros, y corrigen errores comunes (zonas excesivas, distracciones, puntos ciegos) para convertirla en un hábito que mejora la seguridad y el aprendizaje.
]]></description>
<category>#children</category>
<category>#active</category>
<category>#supervision</category>
<category>#staff</category>
<category>#safe</category>
<category>#safety.</category>
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<pubDate>Tue, 30 Jun 2026 15:35:51 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Active Supervision Helps Prevent Child Care Accidents</title>
<link>https://www.childcareed.com/a/how-does-active-supervision-prevent-child-care-accidents.html</link>
<description><![CDATA[
Active supervision—positioning to see and reach children, scanning and counting, listening, anticipating, engaging, and arranging the space—prevents accidents, creates teachable moments, and builds family trust by spotting hazards early and guiding safe play.  
Leaders make it routine by posting ratios and zone maps, holding short huddles and coachings, using posters and checklists, and fixing common mistakes (blind spots, distractions, skipped counts, overstretched staff) so the six actions become habitual and compliant with state rules.
]]></description>
<category>#children</category>
<category>#active</category>
<category>#supervision</category>
<category>#staff</category>
<category>#safe</category>
<category>#safety.</category>
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<pubDate>Tue, 30 Jun 2026 15:35:51 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Filosofía de disciplina en la primera infancia: orientación, respeto y apoyo</title>
<link>https://www.childcareed.com/a/cu-l-es-una-filosof-a-de-disciplina-en-la-primera-infancia-basada-en-orientaci-n-respeto-y-apoyo.html</link>
<description><![CDATA[
El artículo presenta una filosofía de disciplina para la primera infancia basada en orientación respetuosa y apoyo: poner límites amables y firmes, enseñar habilidades como resolución de problemas y autocontrol, usar rutinas predecibles, guiones cortos y consecuencias lógicas, y aplicar prácticas sensibles al trauma y coaching emocional. Ofrece pasos prácticos y herramientas que el personal y las familias pueden usar de inmediato —reglas con imágenes, redirección con opciones, comunicación breve en crisis, colaboración familia-escuela y registro del progreso— y recuerda verificar los requisitos estatales y recursos de ChildCareEd.
]]></description>
<category>#guidance</category>
<category>#respect</category>
<category>#support</category>
<category>#children</category>
<category>#classroom</category>
<category>#classroom.</category>
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<pubDate>Tue, 30 Jun 2026 15:35:37 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Early Childhood Discipline Philosophy: Guidance, Respect, and Support</title>
<link>https://www.childcareed.com/a/what-is-an-early-childhood-discipline-philosophy-based-on-guidance-respect-and-support.html</link>
<description><![CDATA[
The article outlines an early-childhood discipline philosophy of guidance, respect, and support—be kind and firm, teach skills instead of punishing, use predictable routines and short rules, offer brief scripts and logical consequences, and repair relationships after mistakes. It emphasizes trauma‑informed emotion coaching, consistent staff–family collaboration, tracking small steps over 2–4 weeks, and points to practical resources (ChildCareEd, Pyramid Model, PBIS) for ready-made scripts and implementation.
]]></description>
<category>#guidance</category>
<category>#respect</category>
<category>#support</category>
<category>#children</category>
<category>#classroom</category>
<category>#classroom.</category>
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<pubDate>Tue, 30 Jun 2026 15:35:37 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Cómo decir “no” apoya el desarrollo emocional de los niños</title>
<link>https://www.childcareed.com/a/c-mo-ayuda-decir-no-al-desarrollo-emocional-de-los-ni-os.html</link>
<description><![CDATA[
Decir "no" de forma calmada y consistente, acompañándolo de reconocimiento emocional y una alternativa concreta, enseña límites claros, reduce la angustia y ayuda a los niños a practicar la autorregulación. Use guiones cortos (nombre el sentimiento + límite + opción), rutinas previsibles y time-in, coordínese con las familias y evite sermones o gritos; con práctica constante se ven mejoras en días y cambios sólidos en semanas.
]]></description>
<category>#niños,</category>
<category>#emociones</category>
<category>#autorregulación.</category>
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<pubDate>Tue, 30 Jun 2026 14:42:35 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Saying No Supports Children’s Emotional Development</title>
<link>https://www.childcareed.com/a/how-does-saying-no-help-children-s-emotional-development.html</link>
<description><![CDATA[
A calm, consistent "no" paired with naming feelings, a clear boundary, and an offered replacement helps children learn safety, self-control, and emotion regulation. Use short, respectful scripts, co-regulation (get down to the child''s level), predictable routines, Time‑In, and family collaboration while avoiding shaming, long lectures, and inconsistency to make "no" a teaching tool.
]]></description>
<category>#children,</category>
<category>#emotions,</category>
<category>#selfregulation. </category>
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<pubDate>Tue, 30 Jun 2026 14:42:35 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Cuando les dicen “no”: cómo ayudar a los niños a manejar emociones grandes</title>
<link>https://www.childcareed.com/a/c-mo-podemos-ayudar-a-los-ni-os-a-manejar-las-grandes-emociones-cuando-les-decimos-no.html</link>
<description><![CDATA[
Decir "no" suele provocar reacciones intensas en los niños porque están desarrollando independencia, tienen pocas palabras para las emociones y pueden estar cansados, hambrientos o frustrados por la pérdida de una elección.  
Los cuidadores ayudan mejor con un plan breve y repetible —Conectar → Calmar → Enseñar—, practicando herramientas de regulación a diario, ofreciendo elecciones y rutinas visuales, y buscando apoyo si hay riesgo o conductas persistentes, evitando usar el rincón de calma como castigo.
]]></description>
<category>#no</category>
<category>#bigfeelings.</category>
<category>#regulation,</category>
<category>#calmdown</category>
<category>#empathy.</category>
<category>#regulation</category>
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<pubDate>Tue, 30 Jun 2026 14:42:23 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Being Told No: Helping Children Manage Big Feelings</title>
<link>https://www.childcareed.com/a/how-can-we-help-children-manage-big-feelings-when-they-hear-no.html</link>
<description><![CDATA[
Being told "no" often triggers big feelings in children because they are learning independence, have limited emotion words, or unmet needs, and adults should respond with calm co-regulation rather than anger. Use a short, repeatable plan—Connect → Calm → Coach—plus daily practice (play, breathing, choices, routines), consistent short scripts, and team/family data-sharing, and seek extra help when safety is at risk or behaviors persist despite consistent supports.
]]></description>
<category>#no</category>
<category>#bigfeelings.</category>
<category>#regulation,</category>
<category>#calmdown,</category>
<category>#empathy.</category>
<category>#regulation</category>
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<pubDate>Tue, 30 Jun 2026 14:42:23 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Cómo el contexto familiar influye en el desarrollo de bebés y niños</title>
<link>https://www.childcareed.com/a/c-mo-influye-el-origen-familiar-en-el-desarrollo-de-beb-s-y-ni-os.html</link>
<description><![CDATA[
El origen familiar —incluyendo educación y prácticas en el hogar, recursos económicos, apego, salud prenatal/postnatal, estrés y cultura— condiciona el desarrollo cerebral, el aprendizaje y la salud a largo plazo, generando ventajas o brechas tempranas que pueden transmitirse entre generaciones.  
Los programas de cuidado infantil pueden mitigar riesgos y potenciar fortalezas mediante asociaciones cálidas con las familias, apoyo al aprendizaje en casa, detección y derivación temprana, formación del personal en competencias relacionales y culturales, y reducción de barreras, evitando soluciones únicas y priorizando la escucha y el seguimiento.
]]></description>
<category>#family</category>
<category>#development</category>
<category>#earlychildhood</category>
<category>#inequality</category>
<category>#attachment</category>
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<pubDate>Tue, 30 Jun 2026 14:05:55 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Family Background Influences Babies’ and Children’s Development</title>
<link>https://www.childcareed.com/a/how-does-family-background-influence-babies-and-children-s-development.html</link>
<description><![CDATA[
Family background—including parental education, income and material resources, caregiving relationships, prenatal and postnatal health, stress and adverse experiences, and culture—strongly shapes early brain development, learning, and long-term outcomes, especially where supports are limited. Child-care programs can reduce risks and boost skills by building respectful family partnerships, supporting home learning, screening and connecting families to services, training staff in relationship- and culturally-focused care, removing participation barriers, and avoiding one-size-fits-all approaches while following state licensing rules.
]]></description>
<category>#family</category>
<category>#development</category>
<category>#earlychildhood</category>
<category>#inequality</category>
<category>#attachment</category>
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<pubDate>Tue, 30 Jun 2026 14:05:55 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Filosofía de disciplina en cuidado infantil: apoyo al comportamiento positivo</title>
<link>https://www.childcareed.com/a/c-mo-puede-una-filosof-a-de-disciplina-en-el-cuidado-infantil-apoyar-el-comportamiento-positivo.html</link>
<description><![CDATA[
El texto explica que todo programa de cuidado infantil necesita una filosofía clara de disciplina centrada en enseñar (no castigar) comportamientos positivos mediante prácticas concretas —conexión previa, 3–5 reglas visibles, elogio descriptivo, redirección con habilidades de reemplazo y Time-Ins— para crear consistencia entre el personal y las familias.  
También recomienda prevención (diseño del espacio, rutinas predecibles), alianzas con las familias y formación del equipo, alerta sobre errores comunes (castigo único, demasiadas reglas, inconsistencia) y propone un plan semanal simple: colgar reglas, practicar un guion calmado, enviar una nota familiar y reunirse 15 minutos con el equipo.
]]></description>
<category>#positivo</category>
<category>#disciplina</category>
<category>#ninos</category>
<category>#aula</category>
<category>#orientacion.</category>
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<pubDate>Tue, 30 Jun 2026 14:05:39 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Child Care Discipline Philosophy: Supporting Positive Behavior</title>
<link>https://www.childcareed.com/a/how-can-a-child-care-discipline-philosophy-support-positive-behavior.html</link>
<description><![CDATA[
A child care discipline philosophy emphasizes teaching positive behavior through consistent, respectful strategies—connect first, set 3–5 simple rules, use descriptive encouragement, redirect with replacement skills, and favor Time-Ins—while designing the environment, using predictable routines, partnering with families, training staff, and using frameworks like the Pyramid Model and CSEFEL for support. Avoid punishment-only responses, inconsistency, and burnout by practicing small weekly steps (post rules, agree on calm scripts, send family notes, hold brief team meetings) and seek team-based or external help when behaviors are persistent or severe.
]]></description>
<category>#positive</category>
<category>#discipline</category>
<category>#children</category>
<category>#classroom</category>
<category>#guidance.</category>
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<pubDate>Tue, 30 Jun 2026 14:05:38 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Cómo ayudar a los preescolares a manejar la frustración cuando les dicen “no”</title>
<link>https://www.childcareed.com/a/c-mo-podemos-ayudar-a-los-preescolares-a-manejar-la-frustraci-n-cuando-les-decimos-no.html</link>
<description><![CDATA[
Esta guía breve explica por qué la palabra «no» genera tanta frustración en los preescolares (desarrollo de independencia, emociones antes que palabras y búsqueda de control) y ofrece estrategias prácticas para apoyar su autorregulación sin castigos. Propone el plan Conectar → Calmar → Guiar, rutinas previsibles, un rincón de calma y herramientas sencillas (respiraciones, opciones, juegos) que se practican diariamente, junto con pautas para colaborar con las familias y evitar errores comunes.
]]></description>
<category>#preschoolers</category>
<category>#frustration</category>
<category>#manage</category>
<category>#calm</category>
<category>#choices.</category>
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<pubDate>Tue, 30 Jun 2026 14:03:50 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Helping Preschoolers Manage Frustration When Told No</title>
<link>https://www.childcareed.com/a/how-can-we-help-preschoolers-handle-frustration-when-we-say-no.html</link>
<description><![CDATA[
This short guide helps child care providers support preschoolers when they hear “no” by offering simple scripts, a Connect→Calm→Coach routine, classroom tools (predictable routines, calm corners/kits, transition rituals) and play-based teaching so children learn to regulate and return to learning. It also stresses using positive language, practicing calming tools daily, partnering with families for consistency, avoiding common mistakes (e.g., lecturing or using calm corners as punishment), and referring out when meltdowns threaten safety or don’t improve.
]]></description>
<category>#preschoolers</category>
<category>#frustration</category>
<category>#manage</category>
<category>#calm,</category>
<category>#choices.</category>
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<pubDate>Tue, 30 Jun 2026 14:03:50 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Cómo calificar para un permiso de maestro asociado</title>
<link>https://www.childcareed.com/a/c-mo-califico-para-un-permiso-de-maestro-asociado.html</link>
<description><![CDATA[
Un Permiso de Maestro Asociado autoriza a enseñar y supervisar asistentes en programas de cuidado infantil, certifica educación y experiencia verificadas y facilita el avance profesional y el cumplimiento de requisitos estatales y de financiamiento. Para obtenerlo normalmente se requieren unas 12 unidades en ECE/CD (incluyendo crecimiento y desarrollo infantil, familia y currículo), alrededor de 50 días de experiencia instructiva, capacitaciones y certificados de salud y seguridad (RCP/Primeros Auxilios pediátricos, Reportero Mandatorio), Live Scan, prueba de TB y transcripciones; los directores deben organizar archivos, ofrecer apoyo (reembolsos, mentores) y seguir un plan paso a paso para evitar errores comunes.
]]></description>
<category>#Asociado</category>
<category>#Permiso</category>
<category>#Educación</category>
<category>#formación</category>
<category>#California</category>
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<pubDate>Tue, 30 Jun 2026 14:03:39 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How to Qualify for an Associate Teacher Permit</title>
<link>https://www.childcareed.com/a/how-do-i-qualify-for-an-associate-teacher-permit.html</link>
<description><![CDATA[
An Associate Teacher Permit lets staff teach and supervise in early care and is earned by completing required ECE/CD coursework (generally 12 semester units in core areas), verified classroom experience (about 50 days of 3+ hours/day), and health/safety and background clearances (Pediatric CPR/First Aid, TB, Mandated Reporter, Live Scan) before applying to the state credentialing body.  
Directors can speed progress by organizing staff files, mapping courses to the permit matrix, offering class support or reimbursement, pairing mentors, tracking renewal dates, and starting Live Scan/TB early to avoid common delays.
]]></description>
<category>#Associate</category>
<category>#Permit</category>
<category>#ECE</category>
<category>#training</category>
<category>#California</category>
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<pubDate>Tue, 30 Jun 2026 14:03:39 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Permiso de maestro asociado: lo que necesita saber</title>
<link>https://www.childcareed.com/a/qu-necesito-saber-sobre-el-permiso-de-associate-teacher.html</link>
<description><![CDATA[
El permiso de Associate Teacher es un paso dentro de la escalera de Child Development que autoriza a enseñar y supervisar asistentes y normalmente requiere una combinación de unidades educativas (aprox. 12 semestrales), experiencia laboral supervisada y verificaciones de salud/antecedentes (Live Scan, prueba de TB, CPR pediátrico), con variaciones por estado. Los directores y proveedores deben apoyar reuniendo transcripciones y pruebas de experiencia, programando formación y mentoría, guardando registros y planificando la renovación (usualmente cada 5 años con ~105 horas de desarrollo profesional) para evitar errores como cursos no aprobados o certificados vencidos.
]]></description>
<category>#associate</category>
<category>#permit</category>
<category>#California</category>
<category>#training</category>
<category>#renewal</category>
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<pubDate>Tue, 30 Jun 2026 14:03:29 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Associate Teacher Permit: What You Need to Know</title>
<link>https://www.childcareed.com/a/what-do-i-need-to-know-about-the-associate-teacher-permit.html</link>
<description><![CDATA[
The Associate Teacher Permit is a California child development credential that allows staff to teach and supervise assistants, demonstrating program quality and supporting career advancement by combining college coursework, verified supervised experience, and required health/background clearances. To obtain and renew it (typically every five years with about 105 professional growth hours), staff must submit transcripts, experience verification, Live Scan/TB/CPR and approved coursework or CDA equivalents, while directors should track permit status, schedule training time, keep complete staff folders, and provide mentorship to avoid common application and renewal mistakes.
]]></description>
<category>#associate</category>
<category>#permit</category>
<category>#California</category>
<category>#training</category>
<category>#renewal.</category>
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<pubDate>Tue, 30 Jun 2026 14:03:29 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Cómo crear una política de snacks saludables para daycare</title>
<link>https://www.childcareed.com/a/c-mo-crear-una-pol-tica-de-meriendas-saludables-para-mi-guarder-a.html</link>
<description><![CDATA[
Esta guía propone una política corta, clara y práctica de meriendas para guarderías que defina quién provee las meriendas, estándares nutricionales (al menos dos grupos por merienda), normas sobre alergias y preparación segura, etiquetado y almacenamiento, y requisitos de higiene y respuesta a emergencias. 
Ofrece pasos concretos para publicar reglas numeradas y folletos para familias, capacitar al personal (revisión de etiquetas, manejo de alergias, RCP y simulacros), alinear menús y registros con CACFP, y seguir un plan de implementación semanal con revisiones trimestrales.
]]></description>
<category>#guardería</category>
<category>#seguridad</category>
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<pubDate>Tue, 30 Jun 2026 14:03:29 GMT</pubDate>
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</item>
<item>
<title>How to Create a Healthy Snack Policy for Daycare</title>
<link>https://www.childcareed.com/a/how-do-i-create-a-healthy-snack-policy-for-my-daycare.html</link>
<description><![CDATA[
This guide shows daycare directors how to create a clear, practical snack policy—define who provides snacks and when, require at least two food groups per snack, set age-appropriate cut and choking rules, enforce allergy and nut policies, require label-checking and safe storage, and train staff on hygiene, epinephrine and emergency response.  
Keep it simple and actionable with a short family handout, posted checklist, weekly menus and backup snacks, CACFP and licensing alignment, routine staff training and documentation, and quarterly drills to maintain safety, compliance, and predictable snack routines.
]]></description>
<category>#daycare</category>
<category>#safety</category>
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<pubDate>Tue, 30 Jun 2026 14:03:29 GMT</pubDate>
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</item>
<item>
<title>¿Qué es un Permiso de Maestro Asociado?</title>
<link>https://www.childcareed.com/a/qu-es-un-permiso-de-maestro-asociado.html</link>
<description><![CDATA[
Un Permiso de Maestro Asociado es una credencial estatal intermedia que acredita que una persona completó cursos básicos en educación temprana y tiene experiencia verificada en aula, permitiéndole enseñar y, en algunos casos, supervisar asistentes; normalmente exige alrededor de 12 unidades semestrales, verificación de días en aula, formación en salud y seguridad (RCP/primeros auxilios) y comprobaciones de antecedentes.  
Los directores deben apoyar organizando y guardando documentación, ofreciendo tiempo y fondos para la formación, rastreando renovaciones y evitando errores comunes, y siempre confirmar los requisitos específicos con la agencia estatal correspondiente (por ejemplo, recursos de ChildCareEd y la matriz de permisos en California).
]]></description>
<category>#programa</category>
<category>#niños</category>
<category>#maestros</category>
<category>#Permiso</category>
<category>#Asociado</category>
<category>#formacion</category>
<category>#California.</category>
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<pubDate>Tue, 30 Jun 2026 14:03:28 GMT</pubDate>
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</item>
<item>
<title>What Is an Associate Teacher Permit?</title>
<link>https://www.childcareed.com/a/what-is-an-associate-teacher-permit.html</link>
<description><![CDATA[
An Associate Teacher Permit is a state credential—in California typically requiring about 12 ECE/CD semester units, verified classroom experience (around 50 days), and approved health and safety trainings—that authorizes staff to teach (and sometimes supervise assistants) and helps programs meet licensing and funding requirements. Directors can support staff by organizing and maintaining documentation, tracking renewals, funding or providing time for approved coursework, and confirming state-specific rules to avoid common mistakes.
]]></description>
<category>#program</category>
<category>#children</category>
<category>#teachers</category>
<category>#Associate</category>
<category>#Permit</category>
<category>#training</category>
<category>#California.</category>
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<pubDate>Tue, 30 Jun 2026 14:03:28 GMT</pubDate>
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</item>
<item>
<title>Hora de snack en daycare: alimentos saludables y consejos de seguridad</title>
<link>https://www.childcareed.com/a/c-mo-podemos-hacer-que-la-hora-de-la-merienda-en-la-guarder-a-sea-saludable-y-segura.html</link>
<description><![CDATA[
Esta guía para directores y proveedores de cuidado infantil ofrece ideas de meriendas saludables, ejemplos concretos adaptados por edades y consejos prácticos para servir combinaciones de alimentos nutritivos en el aula. Además detalla pasos de seguridad —gestión de alergias, prevención de atragantamiento, limpieza y revisión de etiquetas— y recomienda planificar menús semanales, usar recursos como CACFP y entrenar al personal para que la merienda sea tranquila, educativa y económica.
]]></description>
<category>#snacktime</category>
<category>#children</category>
<category>#allergies</category>
<category>#safety</category>
<category>#nutrition</category>
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<pubDate>Tue, 30 Jun 2026 14:03:23 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Snack Time in Daycare: Healthy Foods and Safety Tips</title>
<link>https://www.childcareed.com/a/how-can-we-make-snack-time-in-daycare-healthy-and-safe.html</link>
<description><![CDATA[
This short guide helps daycare directors and providers choose simple, balanced, age‑appropriate snacks (with sample ideas), plan economical weekly menus using CACFP guidance when eligible, and follow infant/toddler feeding recommendations.  
It emphasizes safety and allergy management—collect enrollment allergy info, post action plans, avoid cross‑contact, reduce choking risks, clean and sanitize properly, train staff on reactions and emergency procedures—and recommends clear labeling, family communication, and checking state licensing rules.
]]></description>
<category>#nutrition.</category>
<category>#brain</category>
<category>#snacktime</category>
<category>#children</category>
<category>#allergies</category>
<category>#safety</category>
<category>#nutrition</category>
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<pubDate>Tue, 30 Jun 2026 14:03:23 GMT</pubDate>
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</item>
<item>
<title>What Do Michigan&#039;&#039;s Cash-to-Families Programs Mean for the Children in Your Care?</title>
<link>https://www.childcareed.com/a/what-do-michigan-s-cash-to-families-programs-mean-for-the-children-in-your-care.html</link>
<description><![CDATA[
Michigan''s cash-to-families programs—such as Rx Kids alongside subsidies and meal reimbursements—provide direct payments during pregnancy and early childhood and are linked by recent studies to better infant health (fewer preterm/low-birthweight births and NICU admissions), reduced housing and food hardship, and improved caregiver well‑being.  
For child-care directors and providers, these payments can shift enrollment, attendance, and demand for infant/full-day slots, so update contracts and refund policies, track daily attendance and meal counts, plan staffing and budgeting, and use CACFP and ChildCareEd resources for recordkeeping, training, and adapting business practices.
]]></description>
<category>#Michigan</category>
<category>#children</category>
<category>#families</category>
<category>#providers</category>
<category>#funding</category>
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<pubDate>Tue, 30 Jun 2026 11:47:46 GMT</pubDate>
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</item>
<item>
<title>How Can North Dakota Child Care Providers Help Families Cope with Economic Stress?</title>
<link>https://www.childcareed.com/a/how-can-north-dakota-child-care-providers-help-families-cope-with-economic-stress.html</link>
<description><![CDATA[
This guidance explains how North Dakota child care providers can support families experiencing economic stress by building trusting relationships, using trauma-informed and calming practices, screening gently for needs, documenting referrals, and connecting families to local resources like Community Action Agencies, ND DHS benefits, home visiting, and mental-health services. Practical steps include offering warm-help sessions to assist with benefit applications, creating a short local resource list, adding a daily calming practice, tracking referrals and attendance, training staff on trauma-sensitive care, and following up routinely to improve outcomes for children and families.
]]></description>
<category>#NorthDakota</category>
<category>#children</category>
<category>#families</category>
<category>#providers.</category>
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<pubDate>Tue, 30 Jun 2026 11:47:04 GMT</pubDate>
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</item>
<item>
<title>How do Minnesota child care providers support child health and family stability?</title>
<link>https://www.childcareed.com/a/how-do-minnesota-child-care-providers-support-child-health-and-family-stability.html</link>
<description><![CDATA[
Minnesota child care providers support child health and family stability by acting as trusted connectors and stable adults who perform regular screenings, promote nutrition and safety, provide trauma-aware routines, and link families to clinics, immunizations, dental care, and community supports like Help Me Grow and Findhelp. They also help families navigate subsidies, grants, and training (CCAP, Early Learning Scholarships, Child Care Economic Development Grants, ChildCareEd courses), document and follow up on referrals, partner with public health and CCR&R, and use simple weekly steps—share a health link, enroll staff in training, and call a local partner—to keep children healthy and families steady.
]]></description>
<category>#Minnesota</category>
<category>#providers</category>
<category>#childhealth</category>
<category>#families</category>
<category>#stability.</category>
<category>#Minnesota.</category>
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<pubDate>Tue, 30 Jun 2026 11:47:00 GMT</pubDate>
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</item>
<item>
<title>What Does Michigan&#039;&#039;s Well-Being Data Mean for Child Care Providers?</title>
<link>https://www.childcareed.com/a/what-does-michigan-s-well-being-data-mean-for-child-care-providers.html</link>
<description><![CDATA[
Michigan’s well‑being data show many children face poverty, lower educational outcomes, and uneven access to services, with clear neighborhood and racial disparities that affect classroom needs. Child care providers can use these data to set priorities and adopt practical steps—consistent routines and warm relationships, daily short SEL, language‑rich play, staff training, and family/community partnerships and referrals—to support whole‑child development.
]]></description>
<category>#Michigan</category>
<category>#wellbeing</category>
<category>#children</category>
<category>#providers</category>
<category>#training.</category>
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<pubDate>Tue, 30 Jun 2026 11:46:58 GMT</pubDate>
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</item>
<item>
<title>How Can New York Providers Support Health, Family, and Learning Together?</title>
<link>https://www.childcareed.com/a/how-can-new-york-providers-support-health-family-and-learning-together.html</link>
<description><![CDATA[
This short guide for New York child care providers explains how to support children by integrating health, family, and learning through simple daily routines (warm greetings, two-question intake, photo notes), movement and nutrition practices, safety checks, and trauma‑informed strategies. It points providers to practical steps and local/online resources (ChildCareEd, CDC, Nemours, NY crisis supports), recommends staff training, and encourages starting small—one family practice, one activity change, and one staff course—to strengthen child wellbeing and learning.
]]></description>
<category>#health</category>
<category>#family</category>
<category>#learning.</category>
<category>#physicalactivity</category>
<category>#CDA-related</category>
<category>#health,</category>
<category>#learning</category>
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<pubDate>Tue, 30 Jun 2026 11:46:47 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can North Dakota Child Care Providers Help Families Facing Economic Stress?</title>
<link>https://www.childcareed.com/a/how-can-north-dakota-child-care-providers-help-families-facing-economic-stress.html</link>
<description><![CDATA[
This guide gives North Dakota child care directors and providers practical, trauma-sensitive steps to support families facing economic stress — including signs to watch, simple classroom and drop-off strategies, communication scripts, and local resources like 2-1-1, CCAP, crisis lines, and grant supports. It also emphasizes staff training, regular positive contact, careful documentation, and partnership-building to avoid common mistakes and build long-term family resilience so children feel safer and can learn better.
]]></description>
<category>#providers</category>
<category>#families</category>
<category>#children</category>
<category>#stress?</category>
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<pubDate>Tue, 30 Jun 2026 11:46:45 GMT</pubDate>
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</item>
<item>
<title>How can we build a Minnesota summer program that keeps school-agers engaged?</title>
<link>https://www.childcareed.com/a/how-can-we-build-a-minnesota-summer-program-that-keeps-school-agers-engaged.html</link>
<description><![CDATA[
This practical guide helps Minnesota school-age programs keep children active and learning over the summer with short, predictable daily routines (arrival, rotating stations for art/STEM/nature and active play, snack/reading, and occasional outings), repeatable low-cost activities (gardens, water/sensory play, STEM challenges, projects), and simple progress documentation (one photo + one sentence per child). It emphasizes safety and compliance—heat, hydration, air quality, water supervision and life jackets, first-aid and posted safety plans—while recommending family/community partnerships, targeted staff training (ChildCareEd courses), and checking state licensing to stretch resources and show learning.
]]></description>
<category>#Minnesota</category>
<category>#outdoor</category>
<category>#schoolagers</category>
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<pubDate>Tue, 30 Jun 2026 11:46:44 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Should I Add an Afterschool Component to My Michigan Child Care Program?</title>
<link>https://www.childcareed.com/a/should-i-add-an-afterschool-component-to-my-michigan-child-care-program.html</link>
<description><![CDATA[
This Michigan‑focused guide shows how adding an after‑school component can support children and families, expand your program, and provides practical design tools—a 4‑block daily routine, sample weekly rotations, one‑page lesson plans, staffing and safety checklists, CACFP meal guidance, and links to ChildCareEd resources—to create a safe, simple, scalable afterschool program.  
Start small (test day or weekly drop‑in), keep routines age‑appropriate, maintain clear records and staff training, and use community/CACFP supports while monitoring basic success measures to meet Michigan licensing, nutrition, and quality requirements.
]]></description>
<category>#afterschool</category>
<category>#Michigan</category>
<category>#children</category>
<category>#safety,</category>
<category>#training,</category>
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<pubDate>Tue, 30 Jun 2026 11:46:37 GMT</pubDate>
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</item>
<item>
<title>How can child care teams help children manage big feelings?</title>
<link>https://www.childcareed.com/a/how-can-child-care-teams-help-children-manage-big-feelings.html</link>
<description><![CDATA[
This short guide shows child care teams how to notice and respond to "big feelings"—use Connect→Calm→Coach, age-appropriate signs, brief calming practices (breathing, heavy work, calm corner), scripts, and playful daily teaching to build SEL skills. It also explains when to seek extra help (frequent/long meltdowns or safety risks), common mistakes to avoid, and simple startup steps: pick 1–2 tools, practice them daily, track progress, and consult mental health or early intervention when needed.
]]></description>
<category>#classroom</category>
<category>#feelings</category>
<category>#SEL</category>
<category>#calm</category>
<category>#children</category>
<category>#children,</category>
<category>#feelings,</category>
<category>#calm,</category>
<category>#classroom,</category>
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<pubDate>Mon, 29 Jun 2026 22:02:41 GMT</pubDate>
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</item>
<item>
<title>How can child care programs keep children safe during transportation?</title>
<link>https://www.childcareed.com/a/how-can-child-care-programs-keep-children-safe-during-transportation-1.html</link>
<description><![CDATA[
This concise guide gives child care directors practical, easy-to-use steps to keep children safe during transportation, including pre-trip leader packets (permission slips, health/emergency info, meds, first aid, car seats), clear staff roles, head-count routines, and simple loading/riding/unloading rules. It also explains planning and accommodations for children with health needs or disabilities, common mistakes and fixes, required training and checklists, and reminds programs to follow state licensing rules and use resources like ChildCareEd and the CDC.
]]></description>
<category>#transportation</category>
<category>#safety</category>
<category>#supervision</category>
<category>#carseats</category>
<category>#permission.</category>
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<pubDate>Mon, 29 Jun 2026 22:02:04 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How can child care programs keep playgrounds safe every day?</title>
<link>https://www.childcareed.com/a/how-can-child-care-programs-keep-playgrounds-safe-every-day-5.html</link>
<description><![CDATA[
This guide gives child care providers a short, numbered daily routine—inspect equipment and surfacing, check temperatures and pests, assign supervision zones, and log findings—to prevent playground injuries and meet licensing expectations. It also covers choosing age‑appropriate equipment and surfaces, weather and water safety, incident response and documentation, maintenance and training, and points to ChildCareEd, CPSC, ASTM, and CDC resources for tools and further guidance.
]]></description>
<category>#playground</category>
<category>#supervision</category>
<category>#children</category>
<category>#checklist,</category>
<category>#supervision,</category>
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<pubDate>Mon, 29 Jun 2026 22:01:41 GMT</pubDate>
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</item>
<item>
<title>How can food safety training protect children in my child care program?</title>
<link>https://www.childcareed.com/a/how-can-food-safety-training-protect-children-in-my-child-care-program-2.html</link>
<description><![CDATA[
Food safety training for child care programs should be short, practical modules that teach safe food handling, cleaning/disinfection, infant feeding, allergy management, emergency response (CPR, choking, epinephrine), and hands-on skill checks using resources like CDC and ChildCareEd while complying with state food handler/certification requirements.  
Keep documented training records, run regular refreshers and drills, enforce meal-time routines and no-food-sharing rules to reduce choking/allergy risks, post action plans, and coordinate with families and local agencies to turn lessons into daily habits.
]]></description>
<category>#food</category>
<category>#safety</category>
<category>#training</category>
<category>#staff</category>
<category>#allergies.</category>
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<pubDate>Mon, 29 Jun 2026 22:01:33 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How can we support social-emotional learning in early childhood?</title>
<link>https://www.childcareed.com/a/how-can-we-support-social-emotional-learning-in-early-childhood-1.html</link>
<description><![CDATA[
This brief guide explains why social-emotional learning (SEL) in early childhood—teaching children to name feelings, self-regulate, form relationships, and solve problems—is critical for learning, equity, and long-term resilience, and it points to research and free ChildCareEd resources.  
It gives practical, classroom-ready steps (greeting routines, simple rules, 2–5 minute daily lessons, calm-down tools, read-alouds), strategies for family engagement and screening, and program supports (coaching, team-based planning, simple measurement) while warning against common mistakes like only reacting to behavior or relying on one-off training.
]]></description>
<category>#teachers</category>
<category>#children</category>
<category>#classroom.</category>
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<pubDate>Mon, 29 Jun 2026 22:01:29 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What should child care staff learn in Child Abuse and Neglect Training?</title>
<link>https://www.childcareed.com/a/what-should-child-care-staff-learn-in-child-abuse-and-neglect-training.html</link>
<description><![CDATA[
Child care staff should be trained to recognize physical, emotional, sexual abuse and neglect, document observations factually, understand mandated-reporter duties and state-specific reporting timelines, and act immediately if a child is in danger. Training should also include trauma-informed care, prevention strategies and family supports, point to resources (e.g., ChildCareEd, CDC), and emphasize legal protections and common pitfalls like promising confidentiality.
]]></description>
<category>#child,</category>
<category>#abuse,</category>
<category>#neglect,</category>
<category>#training,</category>
<category>#reporting.</category>
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<pubDate>Mon, 29 Jun 2026 22:01:19 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Is Active Supervision and How Can It Keep Children Safe?</title>
<link>https://www.childcareed.com/a/what-is-active-supervision-and-how-can-it-keep-children-safe.html</link>
<description><![CDATA[
Active supervision is a set of simple, daily habits—watching, listening, moving, and joining play—backed by practical room setup (low shelves, clear sightlines), zoning, assigned staff roles and floaters, and routines like scanning, counting, and specific checks for transitions, outdoor play and water to prevent accidents and support learning. Leaders build and sustain this practice through short trainings, mentoring, spot checks, checklists and visible posters, and by fixing common mistakes (phones, understaffing, skipped counts), which together reduce incidents, boost family trust, and keep children safe and engaged.
]]></description>
<category>#children</category>
<category>#staff</category>
<category>#supervision</category>
<category>#safety</category>
<category>#playground</category>
<category>#safety.</category>
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<pubDate>Mon, 29 Jun 2026 21:59:37 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How can child care programs safely handle medication administration?</title>
<link>https://www.childcareed.com/a/how-can-child-care-programs-safely-handle-medication-administration.html</link>
<description><![CDATA[
Child care programs must use clear written policies and trained staff to safely administer medications—following the Six Rights (right child, medicine, dose, route, time, documentation), using Medication Administration Records (MAR), secure labeled storage, proper drop-off/return tracking, and state-specific rules for emergency meds and standing orders. Regular training (including MAT courses and hands-on practice with EpiPen/inhaler trainers), written action plans for children with health needs, prompt incident documentation, and routine policy reviews and checklists help prevent errors and keep children safe.
]]></description>
<category>#medication,</category>
<category>#documentation,</category>
<category>#training,</category>
<category>#safety,</category>
<category>#children</category>
<category>#safety</category>
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<pubDate>Mon, 29 Jun 2026 21:59:34 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How can infant teachers use Safe Sleep Training to keep babies safe?</title>
<link>https://www.childcareed.com/a/how-can-infant-teachers-use-safe-sleep-training-to-keep-babies-safe.html</link>
<description><![CDATA[
Infant teachers can keep babies safe by following simple "ABCs"—Alone (no blankets, bumpers, pillows, toys), Back (place every infant on their back for every sleep), and Crib (firm, flat, tight‑fitted mattress in a compliant crib), along with room‑sharing (not bed‑sharing), encouraging breastfeeding/pacifier use as appropriate, and avoiding positioners, inclined sleepers, or prolonged sleep in car seats/swings.  
Put these rules into practice with focused staff training and a short written policy, daily crib and space checks, consistent documentation and nap logs, handling medical exceptions only with signed physician orders, and by following CDC guidance, state licensing requirements, and ChildCareEd checklists and courses.
]]></description>
<category>#SafeSleep</category>
<category>#Infants</category>
<category>#Training</category>
<category>#Crib</category>
<category>#SIDS.</category>
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<pubDate>Mon, 29 Jun 2026 21:59:27 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How can child care centers get ready for emergencies?</title>
<link>https://www.childcareed.com/a/how-can-child-care-centers-get-ready-for-emergencies.html</link>
<description><![CDATA[
This guide urges child care centers to create a short, clear emergency plan (1–2 pages) that names core actions—evacuate, shelter-in-place, lockdown, reunify—assesses local risks, assigns staff roles, designates on- and off-site meeting spots, packs classroom Go-Bags and a 72-hour center kit, and addresses needs of children with disabilities or medications. It also emphasizes regular, age-appropriate drills and staff training (documented and coordinated with local responders), a simple reunification and communication system with templates and kits, routine updates of contact lists, and compliance with state licensing to reduce panic, speed reunification, and keep families informed.
]]></description>
<category>#safety,</category>
<category>#children,</category>
<category>#staff,</category>
<category>#emergency</category>
<category>#reunification</category>
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<pubDate>Mon, 29 Jun 2026 21:59:21 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Do I Prepare for the CDA Exam and Verification Visit?</title>
<link>https://www.childcareed.com/a/how-do-i-prepare-for-the-cda-exam-and-verification-visit.html</link>
<description><![CDATA[
The article gives a step-by-step plan for CDA preparation: assemble and neatly organize your portfolio early (cover, table of contents, six reflective competency statements, resources, family questionnaires, training proof, and work hours), write reflections with a 4-step formula (name, example, impact, improvement), and prepare your classroom and short reflections for the verification visit.  
It also recommends a four-week study plan focused on the Competency Standards and practice scenarios, highlights common mistakes and fixes (missing documents, weak reflections, disorganization, procrastination), and advises using checklists, sample portfolios, PD Specialist/course support, and Pearson VUE for scheduling and resources.
]]></description>
<category>#CDA</category>
<category>#exam,</category>
<category>#portfolio,</category>
<category>#verification</category>
<category>#portfolio</category>
<category>#children.</category>
<category>#exam</category>
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<pubDate>Mon, 29 Jun 2026 21:58:44 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How do I earn a Family Child Care CDA with a clear training plan?</title>
<link>https://www.childcareed.com/a/how-do-i-earn-a-family-child-care-cda-with-a-clear-training-plan.html</link>
<description><![CDATA[
This guide walks family child care providers through the step-by-step process to earn a Family Child Care CDA—complete 120 hours of training, 480 hours of experience, build a labeled professional portfolio with reflective competency statements and supporting documents, apply to the Council, then pass the Pearson VUE exam and Verification Visit.  
It also offers a 4-week study plan, portfolio and study tips, common mistakes and fixes, and links to free ChildCareEd resources plus options for portfolio reviews, peer support, and timelines to keep you organized and on track.
]]></description>
<category>#CDA</category>
<category>#portfolio</category>
<category>#children</category>
<category>#familychildcare.</category>
<category>#career</category>
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<pubDate>Mon, 29 Jun 2026 21:58:38 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What should child care providers know about Child Care Health and Safety Training?</title>
<link>https://www.childcareed.com/a/what-should-child-care-providers-know-about-child-care-health-and-safety-training.html</link>
<description><![CDATA[
This short guide helps child care directors and providers plan and lead comprehensive health and safety training—covering infection prevention and hand hygiene, safe sleep/SIDS, pediatric first aid/CPR and choking response, medication/allergy/asthma care, mandated reporting, emergency preparedness, and inclusion/special health needs—using ChildCareEd, CDC, FEMA, and other approved resources.  
It advises creating an annual training plan with documented staff files and renewals, using hands-on drills and skill checks, cross‑training staff, maintaining emergency kits and coordination with local responders, and avoiding common mistakes (e.g., improper medication administration or relying on online‑only CPR where in‑person skills are required) to stay compliant and keep children safe.
]]></description>
<category>#health</category>
<category>#safety</category>
<category>#training</category>
<category>#safety.</category>
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<pubDate>Mon, 29 Jun 2026 21:58:11 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What exactly are the CDA training hours and how do they work?</title>
<link>https://www.childcareed.com/a/what-exactly-are-the-cda-training-hours-and-how-do-they-work.html</link>
<description><![CDATA[
The CDA credential requires 120 clock hours of formal early childhood education and 480 verified work hours for initial certification, with the Pearson VUE exam and a verification visit by a Professional Development Specialist; renewal typically requires 45 clock hours (or a 3‑credit course) plus documentation of recent work. Keep meticulous records (certificates, weekly work logs, and an indexed portfolio), start 3–6 months before expiration, use free/low‑cost training and funding sources (ChildCareEd, TEACH, community colleges), and have an authorized verifier to avoid common mistakes.
]]></description>
<category>#CDA</category>
<category>#training</category>
<category>#portfolio?</category>
<category>#renewal?</category>
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<pubDate>Mon, 29 Jun 2026 21:58:06 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What is the CDA and How Do Early Childhood Educators Earn It?</title>
<link>https://www.childcareed.com/a/what-is-the-cda-and-how-do-early-childhood-educators-earn-it.html</link>
<description><![CDATA[
The Child Development Associate (CDA) is a national credential from the Council for Professional Recognition that verifies an educator’s knowledge and hands-on ability to support young children and strengthens program quality, family trust, staff retention, and career pathways. Earning it involves meeting eligibility, completing 120 hours of training and 480 hours of experience, compiling a portfolio with Reflective Competency Statements, passing a Pearson VUE exam and a verification visit, and renewing every three years, with practical supports like ChildCareEd courses, templates, mentoring, and cohort planning to simplify the process.
]]></description>
<category>#children</category>
<category>#portfolio</category>
<category>#reflective</category>
<category>#educators</category>
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<pubDate>Mon, 29 Jun 2026 21:57:56 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How do I earn my Preschool CDA?</title>
<link>https://www.childcareed.com/a/how-do-i-earn-my-preschool-cda.html</link>
<description><![CDATA[
This guide explains how to earn a Preschool CDA—why it matters for child safety, learning, and program credibility—and points to ChildCareEd resources while reminding readers to check state licensing rules. It summarizes the steps (minimum education and experience, 120 hours of training, building a portfolio, applying to the Council, taking the Pearson VUE exam, and completing a Verification Visit), plus study plans, common mistakes/fixes, templates, and funding/course options to help you prepare.
]]></description>
<category>#CDA.</category>
<category>#portfolio,</category>
<category>#children.</category>
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<pubDate>Mon, 29 Jun 2026 21:57:50 GMT</pubDate>
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</item>
<item>
<title>Can Nevada’s Early Childhood Plan Close Funding Gaps and Boost Access and the Workforce?</title>
<link>https://www.childcareed.com/a/can-nevada-s-early-childhood-plan-close-funding-gaps-and-boost-access-and-the-workforce.html</link>
<description><![CDATA[
Nevada’s new Early Childhood Plan combines federal and state funding (PDG, CCDBG), the Nevada Registry, CCR&Rs, and ChildCareEd training pathways to close funding gaps, expand access, and strengthen the early childhood workforce. The guide gives practical steps for directors—join/update staff in the Registry, plan monthly training, apply early for grants and stipends, track certificates, and tie pay to career-ladder progress—while warning to use only Nevada-approved courses and keep good records.
]]></description>
<category>#funding</category>
<category>#Nevada</category>
<category>#access</category>
<category>#workforce?</category>
<category>#workforce</category>
<category>#training</category>
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<pubDate>Mon, 29 Jun 2026 17:42:10 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>VPK Victory: Why Does Florida’s Push for Stronger Pre-K Funding Matter to Providers and Families?</title>
<link>https://www.childcareed.com/a/vpk-victory-why-does-florida-s-push-for-stronger-pre-k-funding-matter-to-providers-and-families.html</link>
<description><![CDATA[
Florida’s push to strengthen Voluntary Prekindergarten (VPK) funding aims to boost classroom quality, staff pay and training, supplies, smaller group sizes, and accountability—helping programs remain open and deliver outcomes that research (e.g., RAND) shows can return greater long-term value.  
Families gain more affordable seats, better early learning and linked supports that improve kindergarten readiness and narrow equity gaps, and providers can prepare now by organizing records, running short coaching huddles, partnering with Early Learning Coalitions, and using practical resources like ChildCareEd.
]]></description>
<category>#VPK</category>
<category>#funding</category>
<category>#Florida</category>
<category>#providers</category>
<category>#families.</category>
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<pubDate>Mon, 29 Jun 2026 17:27:08 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Do Washington’s $55.8M Early Learning Grants Mean for Access?</title>
<link>https://www.childcareed.com/a/what-do-washington-s-55-8m-early-learning-grants-mean-for-access.html</link>
<description><![CDATA[
Washington awarded $55.8 million to 74 early-learning providers through the ELF program to create about 2,056 new child-care slots statewide, funding center expansions, family-home upgrades, and new construction with priority for low-income, rural, and underserved communities. Providers should review award lists, update facility, licensing and staffing plans, avoid common expansion pitfalls (budget, permits, outreach), and use ChildCareEd and local partners for grants, training, and implementation to increase access and support families'' work and child development.
]]></description>
<category>#Washington</category>
<category>#childcare</category>
<category>#grants</category>
<category>#access</category>
<category>#providers.</category>
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<pubDate>Mon, 29 Jun 2026 17:26:11 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How do Georgia&#039;&#039;s mini-grants help child care and schools work together to boost early literacy?</title>
<link>https://www.childcareed.com/a/how-do-georgia-s-mini-grants-help-child-care-and-schools-work-together-to-boost-early-literacy.html</link>
<description><![CDATA[
Georgia mini-grants provide quick, local funding (typically $250–$5,000) that child care programs and schools can use to buy books, fund staff training, and host family literacy events to strengthen early reading and align practices across settings. Applying successfully means keeping proposals short and focused, coordinating simple shared goals and plans with schools or libraries, documenting outcomes with photos/attendance/brief notes, and using early wins to build sustained partnerships and larger funding tied to quality systems like Quality Rated and the Georgia Literacy Academy.
]]></description>
<category>#literacy</category>
<category>#Georgia</category>
<category>#grants,</category>
<category>#childcare,</category>
<category>#partnerships</category>
<category>#Georgia.</category>
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<pubDate>Mon, 29 Jun 2026 17:26:01 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Can Texas&#039;&#039; new business coaching for child care providers make centers stronger?</title>
<link>https://www.childcareed.com/a/can-texas-new-business-coaching-for-child-care-providers-make-centers-stronger.html</link>
<description><![CDATA[
Texas is rolling out business coaching, accelerators, employer partnerships, and state-supported resources (via the Texas Workforce Commission, local pilots, and ChildCareEd) to help child care centers and homes strengthen finances, staffing, and enrollment so they operate as stable local businesses. Providers are encouraged to contact Workforce Solutions, use ChildCareEd templates and training, start with a one-page facts sheet and a small coaching pilot, document agreements, and track enrollment, staff retention, and financial metrics to measure success while checking state licensing rules.
]]></description>
<category>#providers</category>
<category>#workforce.</category>
<category>#business</category>
<category>#businesscoaching</category>
<category>#providers.</category>
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<pubDate>Mon, 29 Jun 2026 17:25:09 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Can California’s Universal TK Expansion Make the Early Learning Pipeline Stronger?</title>
<link>https://www.childcareed.com/a/can-california-s-universal-tk-expansion-make-the-early-learning-pipeline-stronger.html</link>
<description><![CDATA[
California’s Universal TK expansion increases access and long-term benefits for children but shifts local demand and can reduce private 4‑year‑old enrollments, so providers should quickly assess rosters, finances, and district TK plans.  
Programs can adapt by offering infant/toddler care, wraparound services, mixed‑delivery partnerships, seeking public contracts and grants, investing in staff credentials, aligning curriculum with TK, and communicating early with families and districts to sustain a high‑quality early learning pipeline.
]]></description>
<category>#providers</category>
<category>#tk).</category>
<category>#TK</category>
<category>#California.</category>
<category>#families</category>
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<pubDate>Mon, 29 Jun 2026 17:24:31 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Did DC’s Pay Equity Fund Help Early Educators Be Seen as Professionals?</title>
<link>https://www.childcareed.com/a/how-did-dc-s-pay-equity-fund-help-early-educators-be-seen-as-professionals.html</link>
<description><![CDATA[
DC’s Pay Equity Fund, launched in 2022 and evolving from one‑time payments to quarterly supplements and then a payroll model, directed tens of millions into early childhood classrooms to raise base pay—improving teacher stability, professional development opportunities, economic security, and reducing turnover while elevating educators’ status.  
Directors should immediately document payroll runs, run full/partial/no‑fund budget scenarios, communicate transparently with staff and families, pursue short‑term grants and low‑cost PD, and join advocacy efforts because the fund’s rising cost and political debate put future payments at risk.
]]></description>
<category>#pay</category>
<category>#equity</category>
<category>#educators</category>
<category>#DC</category>
<category>#funding.</category>
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<pubDate>Mon, 29 Jun 2026 17:24:29 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Is Oklahoma’s subsidy expansion a win for working families?</title>
<link>https://www.childcareed.com/a/is-oklahoma-s-subsidy-expansion-a-win-for-working-families.html</link>
<description><![CDATA[
Oklahoma expanded child care subsidy eligibility to include children ages 6–8 (and some TANF cases up to age 13) but simultaneously ended the pandemic $5/day add-on and reset income eligibility to 55% SMI, likely reducing payments and the number of families who qualify and creating revenue and enrollment pressures for providers. Providers should recalculate budgets and rosters, communicate proactively with families and OKDHS (offer application help), track at‑risk households, and seek grants or stabilization funds to sustain staffing and program stability.
]]></description>
<category>#providers</category>
<category>#Oklahoma</category>
<category>#subsidy</category>
<category>#families</category>
<category>#schoolage</category>
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<pubDate>Mon, 29 Jun 2026 17:24:27 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>🖤 Juneteenth Special –Save $25OFF on our 9-Hour Communication Course  ❤️💚</title>
<link>https://www.childcareed.com/coupon-25OFF9CC-juneteenth-special-save-25off-on-our-9-hour-communication-course.html</link>
<description><![CDATA[Communicate with Purpose
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📢 Course: 9-Hour Communication
📅 Offer Valid: June 14-30]]></description>
<category>coupons</category>
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<pubDate>Mon, 29 Jun 2026 14:57:46 GMT</pubDate>
<source url="info@childcareed.com">info@childcareed.com</source>
</item>
<item>
<title>How can I prepare my North Dakota program for the July 13 CCDF rule changes?</title>
<link>https://www.childcareed.com/a/how-can-i-prepare-my-north-dakota-program-for-the-july-13-ccdf-rule-changes.html</link>
<description><![CDATA[
This short guide helps North Dakota child care directors and providers prepare for the July 13, 2026 HHS CCDF rule changes—which rescind four prescriptive requirements, restore state flexibility on copays and payment methods, and increase federal focus on fraud and audits—by explaining what changes and why they matter.  
It gives practical, prioritized actions (back up attendance and payment records, match billing to attendance, centralize subsidy files, train staff on red flags, complete CCDF trainings, and contact ND CCAP) and points to North Dakota resources and ChildCareEd templates, checklists, and courses to reduce payment delays and audit risk.
]]></description>
<category>#providers</category>
<category>#providers,</category>
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<pubDate>Mon, 29 Jun 2026 10:42:30 GMT</pubDate>
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</item>
<item>
<title>What Are North Dakota&#039;&#039;s Child-to-Staff Ratios by Age Group?</title>
<link>https://www.childcareed.com/a/what-are-north-dakota-s-child-to-staff-ratios-by-age-group.html</link>
<description><![CDATA[
North Dakota requires age-specific child-to-staff ratios and maximum group sizes that must both be met; for mixed-age groups you staff to the youngest child’s ratio and cannot exceed that youngest age’s group-size cap.  
Practical compliance steps include posting age charts, assigning a floater, using live rosters and short transition drills, and keeping ongoing training and tidy records to avoid common ratio mistakes and ease inspections.
]]></description>
<category>#infants</category>
<category>#ratios</category>
<category>#groupSize</category>
<category>#staffing</category>
<category>#supervision</category>
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<pubDate>Mon, 29 Jun 2026 10:41:34 GMT</pubDate>
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</item>
<item>
<title>What Does New York&#039;&#039;s Health Care Plan Requirement Mean for Your Program?</title>
<link>https://www.childcareed.com/a/what-does-new-york-s-health-care-plan-requirement-mean-for-your-program.html</link>
<description><![CDATA[
New York''s guidance clarifies that the federal ACA employer mandate generally applies only if you average 50+ full‑time equivalent employees, but OCFS licensing still requires staff health/training records and policies—offering a health plan (optional for small programs) will affect your budget, payroll reporting, and hiring/retention.  
Practical next steps are to count FTEs, create a simple benefits policy and Provider Toolkit with secured health records and training certificates, consult a broker or your local CCR&R about small‑group/pooled options and NY FY26 grant opportunities, and enroll staff in OCFS‑approved health and safety trainings so you remain audit‑ready.
]]></description>
<category>#NewYork</category>
<category>#healthcare,</category>
<category>#staff,</category>
<category>#compliance,</category>
<category>#children</category>
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<pubDate>Mon, 29 Jun 2026 10:41:31 GMT</pubDate>
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</item>
<item>
<title>What Are Michigan&#039;&#039;s Program Administrator Requirements for Education, Experience, and Training?</title>
<link>https://www.childcareed.com/a/what-are-michigan-s-program-administrator-requirements-for-education-experience-and-training.html</link>
<description><![CDATA[
Michigan program administrators must meet one of several approved education paths (e.g., bachelor’s, associate’s, CDA with extra credits, 60 semester hours, or approved credentials like Montessori), complete the required, documented work hours tied to that education level (commonly about 2,000–4,000 hours), and finish required administration and health & safety training using MiRegistry‑approved courses and annual PD.  
Candidates also must pass background/central registry checks, submit transcripts, employer verification and BCHS‑CC 001 as required, keep careful documentation, and may use ChildCareEd and similar providers to meet training and filing requirements—always confirm current rules with your local licensing office.
]]></description>
<category>#Michigan.</category>
<category>#director.</category>
<category>#Michigan,</category>
<category>#education,</category>
<category>#experience,</category>
<category>#training.</category>
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<pubDate>Mon, 29 Jun 2026 10:41:31 GMT</pubDate>
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<item>
<title>How Could Employer-Sponsored Child Care Reshape Demand for Michigan Providers?</title>
<link>https://www.childcareed.com/a/how-could-employer-sponsored-child-care-reshape-demand-for-michigan-providers.html</link>
<description><![CDATA[
Employer-sponsored child care in Michigan — from employer cost-sharing and on-site or near-site centers to stipends, vouchers, and public–private partnerships — is expanding and can quickly reshape demand by stabilizing enrollment, increasing need for infant/full‑day and nontraditional-hour slots, clustering capacity near employers, and affecting workforce pay and turnover.  
Providers can respond safely by preparing a one‑page program sheet, pursuing written contracts with clear payment/notice terms, confirming licensing, ratios and budgets, reaching out to HR/chambers, and using ChildCareEd, state grants (like Caring for MI Future) and regional coalitions for templates, training, and legal/business support.
]]></description>
<category>#providers</category>
<category>#workforce</category>
<category>#Michigan</category>
<category>#employers</category>
<category>#childcare</category>
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<pubDate>Mon, 29 Jun 2026 10:41:08 GMT</pubDate>
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<item>
<title>How can I renew my New York child care license without a gap?</title>
<link>https://www.childcareed.com/a/how-can-i-renew-my-new-york-child-care-license-without-a-gap.html</link>
<description><![CDATA[
Renewing your New York child care license without a gap means starting 60–90 days before expiration, gathering and scanning all required paperwork (child/staff records, immunizations, fingerprints, CPR and OCFS‑approved trainings), completing needed repairs or trainings on a staged timeline, submitting the application and fees with proof, and following up weekly with your licensor. If delays or conditions arise, request exact citations, create and share a corrective action plan, document fixes with photos/receipts, communicate clearly with families, ask about provisional operation or extensions, and keep an organized renewal binder and checklist to avoid common pitfalls.
]]></description>
<category>#license</category>
<category>#renewal</category>
<category>#NewYork</category>
<category>#training</category>
<category>#records.</category>
<category>#records</category>
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<pubDate>Mon, 29 Jun 2026 10:41:05 GMT</pubDate>
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<item>
<title>How can compliant Minnesota centers protect their programs and stay open?</title>
<link>https://www.childcareed.com/a/how-can-compliant-minnesota-centers-protect-their-programs-and-stay-open.html</link>
<description><![CDATA[
Minnesota child care centers can protect their programs and stay open by consistently following licensing rules—staff-to-child ratios and background checks, health and immunization records, required trainings, safety and cleaning protocols—and by keeping organized, audit-ready records (child files, classroom binders, program files), accurate daily attendance, and separation of duties.  
Prepare for inspections and investigations by maintaining a "today" folder and audit packet, doing weekly safety walks and active supervision, promptly correcting deficiencies, cooperating with licensors, using state resources (ChildCareEd, MN Dept. of Health, CDC, Provider Hub), and managing cash flow if payments pause.
]]></description>
<category>#Minnesota</category>
<category>#training</category>
<category>#attendance</category>
<category>#licensing</category>
<category>#compliance</category>
<category>#providers</category>
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<pubDate>Mon, 29 Jun 2026 10:40:32 GMT</pubDate>
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<item>
<title>How can I build a documentation system that stands up to scrutiny in Minnesota?</title>
<link>https://www.childcareed.com/a/how-can-i-build-a-documentation-system-that-stands-up-to-scrutiny-in-minnesota.html</link>
<description><![CDATA[
This short guide shows Minnesota child care directors how to build an audit-ready documentation system—centered on a three-place file setup (child file, classroom binder, program file), daily signed attendance and incident logs, careful CCAP authorizations and billing records, digital backups, staff training/Develop Registry IDs, and monthly reconciliation with separation of duties—to meet licensing, county, and subsidy audits.  
It offers immediate steps (parent signatures at drop-off/pick-up, end-of-day checks, an audit packet, scanning important papers, and tying deposits to claims), points to ChildCareEd and Minnesota agency resources and courses, and reminds providers to follow state/county retention rules and respond quickly if payments are paused.
]]></description>
<category>#Minnesota</category>
<category>#documentation,</category>
<category>#attendance</category>
<category>#CCAP</category>
<category>#providers.</category>
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<pubDate>Mon, 29 Jun 2026 10:40:09 GMT</pubDate>
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</item>
<item>
<title>Don&#039;&#039;t Miss Out: $160 in Expiring Coupons – Save Big Before They Disappear!</title>
<link>https://www.childcareed.com/a/don-t-miss-out-160-in-expiring-coupons-save-big-before-they-disappear.html</link>
<description><![CDATA[
A total of $160 in expiring coupons offers deep discounts on ChildCareEd professional development courses—$50 off a 45‑hour Growth & Development course (and related 45‑hour curricula), $75 off 45‑hour Director and Coaching courses, $25 off a 9‑hour Communication course for Juneteenth, and $10 off select 4‑hour courses for the Islamic New Year.  
These offers expire soon, so enroll now to save money, meet MSDE requirements, and advance your early‑childhood education skills.
]]></description>
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<pubDate>Mon, 29 Jun 2026 07:01:16 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How can child care providers handle challenging behavior calmly and effectively?</title>
<link>https://www.childcareed.com/a/how-can-child-care-providers-handle-challenging-behavior-calmly-and-effectively.html</link>
<description><![CDATA[
Child care providers can prevent and reduce challenging behavior by using predictable routines, clear visual cues, skill-building (sharing, calming, communication), thoughtful room setup, timely warnings, and positive attention, and by responding calmly—observing triggers, validating feelings, redirecting, and recording events. Work closely with families and teams to create simple, consistent support plans, use data and assessments (e.g., FBA) for persistent or dangerous behaviors, follow evidence-based frameworks like the Pyramid Model/CSEFEL and state licensing rules, and seek training or outside help when needed.
]]></description>
<category>#classroom</category>
<category>#prevention</category>
<category>#classroom.</category>
<category>#children</category>
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<pubDate>Fri, 26 Jun 2026 22:56:11 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How can child care programs prevent infections and keep kids healthy?</title>
<link>https://www.childcareed.com/a/how-can-child-care-programs-prevent-infections-and-keep-kids-healthy.html</link>
<description><![CDATA[
Use simple, consistent routines—like supervised 20‑second handwashing, cleaning‑then‑sanitizing mouthed toys (use a labeled "Wash Me" bin), a strict diapering routine, improved ventilation, and a short, kind illness policy with morning health checks—to reduce germ spread in child care settings.  
Follow a practical cleaning/disinfecting schedule, store chemicals safely, train staff regularly, have clear outbreak steps and calm communication with families and local public health, and use CDC and ChildCareEd templates while checking your state licensing rules.
]]></description>
<category>#children</category>
<category>#cleaning</category>
<category>#handwashing</category>
<category>#vaccination</category>
<category>#policy</category>
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<pubDate>Fri, 26 Jun 2026 22:55:09 GMT</pubDate>
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</item>
<item>
<title>How Can I Make Transitions in My Preschool Classroom Smooth and Calm?</title>
<link>https://www.childcareed.com/a/how-can-i-make-transitions-in-my-preschool-classroom-smooth-and-calm.html</link>
<description><![CDATA[
Smooth transitions in preschool are essential because they reduce stress, increase learning time and children''s independence, and minimize meltdowns—achieved by planning short predictable steps, using consistent cues and warnings, visual schedules, brief bridge activities, and quick specific praise.  
Teams should model and practice routines, use shared language and child-height visuals, involve families, and offer individualized supports when needed, drawing on printable resources and evidence-based guidance (e.g., CSEFEL) to make small routine changes that yield big benefits.
]]></description>
<category>#transitions.</category>
<category>#classroom?</category>
<category>#children?</category>
<category>#transitions?</category>
<category>#independence.</category>
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<pubDate>Fri, 26 Jun 2026 22:54:57 GMT</pubDate>
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</item>
<item>
<title>How can child care programs keep playgrounds safe every day?</title>
<link>https://www.childcareed.com/a/how-can-child-care-programs-keep-playgrounds-safe-every-day-4.html</link>
<description><![CDATA[
Child care programs should perform quick daily playground checks (equipment, temperature, surface, signage), use zone-based active supervision with counts and simple rules, and keep logs and repair tags to prevent injuries. Use age-appropriate surfacing and equipment, follow clear post-incident steps (immediate care, family notification, documentation, repairs, and staff review), and rely on printable checklists and state licensing guidance such as ChildCareEd, CPSC/ASTM, and CDC resources.
]]></description>
<category>#playground</category>
<category>#checklist</category>
<category>#surfacing</category>
<category>#inclusive.</category>
<category>#checklist.</category>
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<pubDate>Fri, 26 Jun 2026 22:54:53 GMT</pubDate>
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</item>
<item>
<title>How Can Active Supervision Keep Children Safer in Early Childhood Classrooms?</title>
<link>https://www.childcareed.com/a/how-can-active-supervision-keep-children-safer-in-early-childhood-classrooms.html</link>
<description><![CDATA[
Active supervision is a set of simple, repeatable habits—positioning, scanning and counting, listening, anticipating, engaging, and setting up sightlines and clear zones—so adults can spot and stop risks quickly during play, transitions, and outdoor time. Leaders keep supervision consistent by training and coaching in short sessions, using posters, checklists, zone maps and floaters, running spot checks, and following state licensing rules to reduce accidents and support learning and family trust.
]]></description>
<category>#children</category>
<category>#staff</category>
<category>#safety.</category>
<category>#playground</category>
<category>#supervision</category>
<category>#safety</category>
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<pubDate>Fri, 26 Jun 2026 22:54:52 GMT</pubDate>
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</item>
<item>
<title>How can food safety training keep children safe in my child care program?</title>
<link>https://www.childcareed.com/a/how-can-food-safety-training-keep-children-safe-in-my-child-care-program.html</link>
<description><![CDATA[
Food safety training for child care staff—delivered in short, practical modules covering safe handling, cleaning, infant feeding, allergies, choking response, and emergency procedures—reduces foodborne illness, prevents allergic reactions and choking, and ensures timely use of emergency medication.  
Make training documented and state-compliant with hands-on practice (CPR/AED, auto-injectors), signed records, regular refreshers and drills, daily checklists, and clear family communication to turn learning into everyday habits and meet licensing requirements.
]]></description>
<category>#food</category>
<category>#safety</category>
<category>#training</category>
<category>#staff</category>
<category>#allergies</category>
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<pubDate>Fri, 26 Jun 2026 22:54:31 GMT</pubDate>
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</item>
<item>
<title>How can my child care program keep children safe during transportation?</title>
<link>https://www.childcareed.com/a/how-can-my-child-care-program-keep-children-safe-during-transportation.html</link>
<description><![CDATA[
The article gives clear, practical steps and checklists for child care providers to plan safe transportation and field trips, including obtaining signed permission slips, packing medical forms and labeled medications, using proper car seats/restraints, carrying first-aid and backup tech, assigning staff roles, rehearsing head counts, and following state and manufacturer rules. It also stresses inclusive planning for children with health needs or disabilities through family collaboration, written emergency plans and staff training, and recommends leader packets, routine drills, and ChildCareEd templates/resources to reduce mistakes and stress.
]]></description>
<category>#transportation</category>
<category>#safety</category>
<category>#supervision</category>
<category>#carseats</category>
<category>#permission.</category>
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<pubDate>Fri, 26 Jun 2026 22:54:13 GMT</pubDate>
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</item>
<item>
<title>How can preschool teachers use positive guidance to shape behavior?</title>
<link>https://www.childcareed.com/a/how-can-preschool-teachers-use-positive-guidance-to-shape-behavior.html</link>
<description><![CDATA[
This short guide explains how preschool teachers can use positive guidance — including simple prevention strategies (visual schedules, clear centers, balanced active/calm time, limited crowding, and 3–5 pictured rules), a 4-step calm script (stay calm/get down, name the feeling, state the limit, teach a replacement skill), and ABC observation — to teach social-emotional skills, reduce staff stress, and keep children safe.  
When behaviors persist, use a team-based Positive Behavior Support approach with brief data collection, family partnership, and functional assessment to plan prevention and teach replacement skills, and consult evidence-based resources (ChildCareEd, CSEFEL, Pyramid Model) while following state licensing requirements.
]]></description>
<category>#children,</category>
<category>#guidance,</category>
<category>#classroom,</category>
<category>#behavior</category>
<category>#families.</category>
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<pubDate>Fri, 26 Jun 2026 22:54:06 GMT</pubDate>
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</item>
<item>
<title>Cómo gestionar varias cuentas de capacitación del personal</title>
<link>https://www.childcareed.com/a/c-mo-puedo-gestionar-varias-cuentas-de-formaci-n-del-personal-con-childcareed-group-admin.html</link>
<description><![CDATA[
El Admin Portal de ChildCareEd centraliza la compra de horas, la inscripción y asignación de cursos, el seguimiento del progreso y la descarga de certificados para gestionar la formación de personal y múltiples centros desde una sola cuenta. La guía recomienda empezar pequeño (añadir un empleado y un coadministrador), usar carga por CSV o funciones multi-sitio para inscripciones masivas, establecer una rutina semanal de 15 minutos, guardar certificados en papel y nube, comprar horas al por mayor y aplicar prácticas para evitar errores comunes y mantener el cumplimiento.
]]></description>
<category>#GroupAdmin</category>
<category>#training</category>
<category>#staff</category>
<category>#certificates</category>
<category>#compliance.</category>
<category>#compliance</category>
<category>#stress</category>
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<pubDate>Fri, 26 Jun 2026 13:18:50 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How to Manage Multiple Staff Training Accounts</title>
<link>https://www.childcareed.com/a/how-can-i-manage-multiple-staff-training-accounts-with-childcareed-group-admin.html</link>
<description><![CDATA[
The ChildCareEd Admin Portal is a single dashboard that lets directors buy bulk hours or subscriptions, add and manage staff (including multi-site rosters via CSV), assign courses, track progress, and download certificates—helping cut paperwork and stay audit-ready.  
Follow simple starter steps—add a co‑admin, enroll one staff, assign a short course, download the certificate, and maintain a 15‑minute weekly routine with paper/cloud/tracker backups—to save money, avoid common mistakes (wrong emails, lost certificates, late renewals), and keep compliance organized.
]]></description>
<category>#GroupAdmin</category>
<category>#training</category>
<category>#staff</category>
<category>#certificates</category>
<category>#compliance.</category>
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<category>#stress</category>
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<pubDate>Fri, 26 Jun 2026 13:18:50 GMT</pubDate>
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<title>Cómo hacer seguimiento a la capacitación de empleados de principio a fin</title>
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Esta guía muestra cómo usar el Admin Portal de ChildCareEd para gestionar la capacitación del personal de principio a fin: crear la cuenta, añadir administradores y empleados, comprar paquetes, asignar cursos, descargar y reimprimir certificados, y reasignar horas según convenga, recordando verificar la aprobación estatal. Propone guardar tres copias de cada certificado (impresa, en la nube y en un registro/exportado), hacer una rutina semanal de ~15 minutos para revisar progreso y enviar recordatorios, y evitar errores comunes como correos erróneos, pérdida de certificados, retrasos o compra de cursos no aprobados.
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<category>#training</category>
<category>#certificates</category>
<category>#staff</category>
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<pubDate>Fri, 26 Jun 2026 13:18:21 GMT</pubDate>
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<title>How to Track Employee Training from Start to Finish</title>
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This guide explains how to use the ChildCareEd Group Admin Portal to set up your account, add admins and staff, assign courses, monitor progress, download certificates, and reassign hours—using simple 1–2–3 routines to streamline training management and meet state requirements. It also recommends a 3-backup system (paper, cloud PDF, tracker), a 15-minute weekly routine to check progress and save certificates, and common fixes for mistakes (verify emails/IDs, set internal deadlines, confirm state-approved courses) to make audits calm and keep staff trained.
]]></description>
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<category>#staff</category>
<category>#staff,</category>
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<pubDate>Fri, 26 Jun 2026 13:18:21 GMT</pubDate>
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<title>Cómo facilitar la gestión de la capacitación requerida</title>
<link>https://www.childcareed.com/a/c-mo-pueden-los-directores-de-guarder-as-facilitar-la-formaci-n-obligatoria-con-childcareed-group-admin.html</link>
<description><![CDATA[
Esta guía muestra cómo usar el Admin Portal de ChildCareEd para hacer más fácil la compra, asignación y seguimiento de la formación obligatoria en centros: pasos prácticos incluyen abrir el portal, añadir al menos dos administradores, reunir datos del personal, probar con un paquete pequeño y añadir empleados individualmente, por CSV o invitando usuarios existentes.  
Además recomienda una rutina de gestión (guardar 3 copias de certificados, revisión semanal de 15 minutos), consejos para encajar la formación en días ocupados, errores comunes a evitar y formas de motivar al personal para mantener registros listos para auditorías y mejorar la seguridad infantil.
]]></description>
<category>#staff.</category>
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<pubDate>Fri, 26 Jun 2026 13:18:10 GMT</pubDate>
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<title>How to Make Required Training Easier to Manage</title>
<link>https://www.childcareed.com/a/how-can-childcare-directors-make-required-training-easier-with-childcareed-group-admin.html</link>
<description><![CDATA[
This short guide shows how to use the ChildCareEd Admin Portal to streamline required staff training—set up at least two admins, gather staff info, buy a small bundle to test, add and assign courses (paste emails, upload CSV, or invite existing users), and favor short modules and microlearning to fit training into busy schedules.  
It also recommends a 3‑backup proof system (paper, cloud PDF, master tracker) plus a 15‑minute weekly check to download certificates and send reminders, outlines common mistakes and engagement tips, and provides a quick starter checklist to stay audit‑ready and save admin time.
]]></description>
<category>#staff.</category>
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<pubDate>Fri, 26 Jun 2026 13:18:10 GMT</pubDate>
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<title>Cómo gestionar la capacitación del personal en menos tiempo</title>
<link>https://www.childcareed.com/a/c-mo-puedo-gestionar-la-capacitaci-n-del-personal-en-menos-tiempo-con-childcareed-group-admin.html</link>
<description><![CDATA[
ChildCareEd Group Admin es un portal que centraliza compras, inscripciones, asignaciones, progreso y certificados imprimibles, permitiendo gestionar la capacitación del personal más rápido y sin depender de papeles ni correos repetidos.  
La guía ofrece pasos rápidos de configuración (crear cuenta, recopilar datos, comprar un paquete, añadir personal y asignar cursos cortos), consejos prácticos (co‑administrador, IDs estatales, micro‑lecciones) y una rutina semanal de 15 minutos con tres copias de respaldo (papel, nube, registro) para mantener los certificados listos para auditorías, recordando verificar los requisitos estatales.
]]></description>
<category>#capacitación</category>
<category>#certificados</category>
<category>#AdminGrupo</category>
<category>#personal</category>
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<pubDate>Fri, 26 Jun 2026 13:17:29 GMT</pubDate>
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<item>
<title>How to Manage Staff Training in Less Time</title>
<link>https://www.childcareed.com/a/how-can-i-manage-staff-training-in-less-time-with-childcareed-group-admin.html</link>
<description><![CDATA[
The ChildCareEd Group Admin is a single dashboard that centralizes purchases, staff enrollment, progress tracking, and printable certificates so directors can eliminate paper, spreadsheets, and repeated reminders while saving money with bulk buys and following quick setup steps.  
Maintain audit-ready records with a simple 3-backup plan (paper, cloud, tracker), a 15-minute weekly routine to check progress/download certificates/send one reminder, and time-saving practices like microlearning, pairing, paid training, and verifying emails/registry IDs while checking state licensing rules.
]]></description>
<category>#training</category>
<category>#certificates</category>
<category>#GroupAdmin</category>
<category>#staff,</category>
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<pubDate>Fri, 26 Jun 2026 13:17:29 GMT</pubDate>
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<title>How Can Washington Providers Make the Subsidy Survey Work for Their Rates?</title>
<link>https://www.childcareed.com/a/how-can-washington-providers-make-the-subsidy-survey-work-for-their-rates.html</link>
<description><![CDATA[
Washington’s subsidy market survey — which DCYF and lawmakers use to set recommended rates — creates the market snapshot that determines whether subsidy payments meet targets (e.g., 75th/85th percentiles), so outdated data or low response rates can understate real costs and force programs to cut quality or close.  
Providers can improve outcomes by promptly reporting accurate, program-level cost data (wages, benefits, rent, utilities, food, supplies), using checklists and receipts, partnering with local networks, and using resources like ChildCareEd to boost response rates and communicate how funding affects access and quality.
]]></description>
<category>#rates</category>
<category>#providers</category>
<category>#Washington</category>
<category>#rates.</category>
<category>#survey</category>
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<pubDate>Fri, 26 Jun 2026 12:05:19 GMT</pubDate>
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<title>Storytime as a Survival Strategy: How Georgia Providers Can Use Early Literacy to Stand Out While Costs Rise</title>
<link>https://www.childcareed.com/a/can-storytime-help-georgia-child-care-programs-stay-afloat-as-costs-rise.html</link>
<description><![CDATA[
As rising costs squeeze Georgia families and programs, short, repeatable storytime routines offer a low-cost, high-impact way to boost early literacy, demonstrate program value, and improve family retention. Make storytime visible and sustainable by using brief daily routines (5–12 minutes), sharing take-homes and milestones with families, partnering with libraries/DECAL grants, and avoiding one-off or passive read-alouds through simple scripts and family engagement.
]]></description>
<category>#storytime</category>
<category>#earlyliteracy</category>
<category>#Georgia</category>
<category>#families</category>
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<pubDate>Fri, 26 Jun 2026 12:03:32 GMT</pubDate>
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