Early Head Start -

Now Accepting Applications!

Now accepting applications for Early Head Start! Click the link below to complete the interest form.

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CO UPK Updates

To all of CDEC’s incredible partners – 

No one knows what’s best for children better than you do. And it’s been CDEC’s privilege to elevate your knowledge through a series of smart policies and nimble decision-making in service of our shared goals. We’re committed to listening, learning, and implementing what you know will benefit your children and your constituents most. 

It is  therefore our pleasure to inform you of an important addition to our Universal Preschool Program. Today, CDEC posted for public comment an emergency rule establishing “living in poverty” as a new qualifying factor towards eligibility for additional preschool hours. The rule defines “living in poverty” as children whose families make less than 100% of the Federal Poverty Guideline (FPG). You are familiar with our current qualifying factor defining families that make less than 270% of the federal poverty guideline as “low-income.” What this new rule means is that all children whose families are “low-income” and make less than 100% of the FPG will meet the “is low income and has one qualifying factor” provision in statute, ensuring eligibility for full-day preschool funding. 

This is a huge win for families across Colorado, and one you all played an integral role in making happen. For that, you are owed a deep gratitude. CDEC remains dedicated to securing full-day preschool for all children, and with your continued commitment, believe that day will come soon. 

As always, if you have questions, comments or need any assistance please contact 719-214-6202 or Lcoresource@eccslv.org

Coaching

Part 2: How Do I “Serve and Return”?

Child-adult relationships that are responsive and attentive with lots of back-and-forth interactions build a strong foundation in a child’s brain for all future learning and development.

This is called “serve and return,” and it takes two to play! 

Follow the 5 steps below to practice serve and return with your child.

• Notice the serve and share the child's focus of attention.

Is the child looking or pointing at something? Making a sound or facial expression? Moving those little arms and legs? That’s a serve. The key is to pay attention to what the child is focused on. You can’t spend all your time doing this, so look for small opportunities throughout the day—like while you’re getting them dressed or waiting in line at the store.

WHY? By noticing serves, you’ll learn a lot about children’s abilities, interests, and needs. You’ll encourage them to explore, and you’ll strengthen the bond between you.

• Return the serve by supporting and encouraging.

You can offer children comfort with a hug and gentle words, help them, play with them, or acknowledge them. You can make a sound or facial expression—like saying, “I see!” or smiling and nodding to let a child know you’re noticing the same thing. Or you can pick up an object a child is pointing to and bring it closer.

WHY? Supporting and encouraging rewards a child’s interests and curiosity. Never getting a return can be stressful for a child. When you return a serve, children know that their thoughts and feelings are heard and understood.

• Give it a name!

When you return a serve by naming what a child is seeing, doing, or feeling, you make important language connections in their brain, even before the child can talk or understand your words. You can name anything—a person, a thing, an action, a feeling, or a combination. If a child points to their feet, you can also point to them and say, “Yes, those are your feet!”

WHY? When you name what children are focused on, you help them understand the world around them and know what to expect. Naming also gives children words to use and lets them know you care.

• Take turns…and wait. Keep the interaction going back and forth.

Every time you return a serve, give the child a chance to respond. Taking turns can be quick (from the child to you and back again) or go on for many turns.

Waiting is crucial. Children need time to form their responses, especially when they’re learning so many things at once. Waiting helps keep the turns going.

WHY? Taking turns helps children learn self-control and how to get along with others. By waiting, you give children time to develop their own ideas and build their confidence and independence. Waiting also helps you understand their needs.

• Practice endings and beginnings

Children signal when they’re done or ready to move on to a new activity. They might let go of a toy, pick up a new one, or turn to look at something else. Or they may walk away, start to fuss, or say, “All done!” When you share a child’s focus, you’ll notice when they’re ready to end the activity and begin something new.

WHY? When you can find moments for children to take the lead, you support them in exploring their world—and make more serve and return interactions possible.

Serve and return interactions make everyday moments fun and become second nature with practice. By taking small moments during the day to do serve and return, you build up the foundation for children’s lifelong learning, behavior, and health—and their skills for facing life’s challenges.