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Volume 2012-2013 Number 3, Spring 2013 www.VAECE.org

email: vaecehotline@aol.com

The Right to Lead

Letter froM the President

INDEX: Practicing What We Preach page 3 VAECE Conference 2014 page 3 Virginia Association for Early Childhood Education Media Award page 4 Overheard and Interviewed page 5 Netiquette: Top Five Online Tips to Elevate the Profession page 6 Preschool Science page 7 Plus much more! VAECE HOTLINE 1-888-22VAECE (1-888-228-2323) Call for information about: Membership How do I join? How do I contact my local afliate? Annual Conference Where is it? When is it? How do I volunteer? How do I register?

By Toni Cacace-Beshears

Before writing this last VAECE Presidents Letter, I took time to reflect on the past two years. I set some lofty goals for VAECE that aligned with the strategic plan (see box on page 2). Please visit www.vaece.org to see the Annual Report that outlines the plan and items accomplished over the past year. One of my goals was to foster and develop leaders. Every board meeting and every issue of Viewpoint has had a segment dedicated to leadership development. There are some great resources available and I will end my time as President with the following excerpt from John Maxwell, The Right to Lead. (Can be found at www.simpletruths.com)
What Gives a Man or Woman the Right to Lead?

1. Let go of your ego. The truly great leaders are not in leadership for personal gain. They lead in order to serve other people. Perhaps that is why Lawrence D. Bell remarked, Show me a man who cannot bother to do little things, and Ill show you a man who cannot be trusted to do big things. 2. Become a good follower first. Rare is the effective leader who didnt learn to become a good follower first. That is why a leadership institution such as the United States Military Academy teaches its officers to become effective followers firstand why West Point has produced more leaders than the Harvard Business School.

(continued on page 2)

It certainly isnt gained by election or appointment. Having position, title, rank or degrees doesnt qualify anyone to lead other people. And the ability doesnt come automatically from age or experience, either. No, it would be accurate to say that no one can be given the right to lead. The right to lead can only be earned. And that takes time.
The Kind of Leader Others Want to Follow

The key to becoming an effective leader is not to focus on making other people follow, but on making yourself the kind of person they want to follow. You must become someone others can trust to take them where they want to go. As you prepare yourself to become a better leader, use the following guidelines to help you grow:


(continued from previous page)

3. Build positive relationships. Leadership is influence, nothing more, nothing less. That means it is by nature relational. Todays generation of leaders seem particularly aware of this because title and position mean so little to them. They know intuitively that people go along with people they get along with. 4. Work with excellence. No one respects and follows mediocrity. Leaders who earn the right to lead give their all to what they do. They bring into play not only their skills and talents, but also great passion and hard work. They perform on the highest level of which they are capable. 5. Rely on discipline, not emotion. Leadership is often easy during the good times. Its when everything seems to be against youwhen youre out of energy, and you dont want to leadthat you earn your place as a leader. During every season of life, leaders face crucial moments when they must choose between gearing up or giving up. To make it through those times, rely on the rock of discipline, not the shifting sand of emotion. 6. Make added value your goal. When you look at the leaders whose names are revered long after they have finished leading, you find that they were men and women who helped people to live better lives and reach their potential. That is the highest calling of leadership and its highest value. 7. Give your power away. One of the ironies of leadership is that you become a better leader by sharing whatever power you have, not by saving it all for yourself. Youre meant to be a river, not a reservoir. If you use your power to empower others, your leadership will extend far beyond your grasp. So on the final item listed here, I am pleased to have Debi DeLoose take on the VAECE Presidency and continue with the items that we have identified as important in our work to speak and act on behalf of all young children.

Strategic Plan
Public Policy: Strengthen VAECEs impact on Public Policy by developing and resourcing grassroots efforts and increasing participation in both Richmond Capital Steps Day and NAEYCs Public Policy Forum in D.C. Align Standards: Consistent standards for early childhood programs, practices and professional preparation are intended to lead to improvements in childrens development and learning.

VAECE is committed to continuous organizational improvement. It will continue to pursue the addition of the chapter model to complement local affiliates. Contract review, performance evaluation, creation of a resource library and development and maintenance of a system of orientation will be implemented. A financial task force will develop a budget primer, evaluate financial policies, outline a chart of accounts, review reimbursement procedures, develop conference account and procedures for budgeting.
Leadership Development: NAEYC is the model of diverse leadership and leadership development. VAECE will continue to discuss inclusion of student groups (high school, Virginia Community Colleges and other colleges and universities). A leadership activity and meeting evaluation will be included at board meetings. Connected Network: Strengthening VAECEs connection to other groups speaking and acting on behalf of young children by identifying them at board meetings, highlighting them in Viewpoint, and inviting student members to post interviews with their representatives.

Continuous Improvement in Organizational Wellness:

Promote, expand, and simplify VAECEs scholarship and financial assistance programs by reviewing models of best practice and reaching out to include high school and community college students.

Promotion of Scholarship System and Financial Assistance:

What You Need to Lead an Early Childhood Program: Emotional Intelligence in Practice
Author: Holly Elissa Bruno. Item #: 363 Early childhood directors manage through relationships. This important book guides a director through the steps to build respectful, dynamic, and welcoming relationships with families and staff. Covers all traditional early childhood administration topics, from nancial management to marketing and development, while also recognizing and exploring the human side of management and the critical role of emotional intelligence in effective leadership. View the table of contents at the NaeYc online store. By connecting emotional intelligence to leadership, Holly lls a void that exists in the eld. Her case studies and real life scenarios allow the reader to relate to and solve everyday problems in a manner that supports how early childhood practitioners think, feel, and practice. Sue Offutt, Executive Director, McCormick Center for Early Childhood Leadership


Translating Best Classroom Practice to Best Administrative Practices

Summary of a Workshop by Brenda Footer & Paige Beatty For those who are passionate about early childhood best practices, carrying them out with young children is relatively easy and natural. In theory, ideas about lifelong learning, developmentally appropriate practice, and individualization within the context of the group also apply to adults in a learning community. For many, however, this is harder to carry out in practice. It takes a great deal more reflective thought and intentionality to practice what we preach. We posit that the role of a Director in a Center is similar to the role of the Teacher in the Classroom: to create a safe learning environment, encourage exploration, guide learning, provide resources, and set limits. We put a lot of emphasis on our classroom teachers structuring the learning environment so that specific objectives are met. Are our center-wide environments considered as well? Are common areas kept clean and free of clutter? Are materials and storage areas organized and accessible to all? Does everything have a place? Is there space in the environment for the adults to be comfortable? Space for them to store their belongings? Is each member of the staff represented in the environment? Besides the physical environment, the social-emotional environment is also important. In the classroom, we might talk about the rules, rituals, and routines of the group. Does staff have a sense of ownership and investment in the Center? Have you cultivated an atmosphere of respect and professionalism, where everyone is safe? How do you communicate with staff? What sorts of celebrations do you have? Are there any Center traditions? How do you keep tabs on morale and motivation? How do you show appreciation? Are there opportunities for the adults in your program to play? Guiding development and learning is one of our primary roles in the early education field, and the reason that all the other pieces are so important. We want everyone in our Centers to feel safe, comfortable, and happy so that they are ready to learn. Do you require your teachers to do formal observations of children, formal assessments, and formal lesson plans all on a regular basis? Do you do the same for your teachers? It is essential to observe teachers, offer them opportunities for feedback and collaborative reflection, and to create professional development plans based on this information. Dealing with the challenging behavior of adults is perhaps one of the most difficult aspects of program management. As with children, however, ensure that you are setting clear and consistent limits and that everyone is aware of your expectations. When limits are crossed, enforce consequences but be aware of the causes of the behavior and an individuals motivations in addition to the behavior itself. At this point you may be thinking, Gee, this all sounds nice, but where do I find the time? Remember that, as with teaching children, a little more work and intentionality at the front-end can be a huge time-saver in the long run. But start small, and set reasonable goals. It also helps to connect with others going through the same thing. Think about joining a local Directors Group, or networking with other members of your local NAEYC affiliate. Use social media to connect with others who may be farther away, or if your schedule makes meeting in person difficult. Develop a network that works for you, and share ideas and roadblocks along the way to put what you preach into true practice.

Practicing What We Preach:

VAECE Conference 2014

March 13-15, 2014 Roanoke, VA The Hotel Roanoke and Conference Center New this year CEUs!....

Were working with ProSolutions Training to have CEUs available at the conference. Not every session will have them, but many will.
Procedures for Submitting a Proposal

Online submission is preferred. Online submission will be available on the VAECE website in June 2013. If you cannot submit online, please email your proposal to vaece.presentations@ gmail.com. Mark subject as Conference Proposal. Proposal may be sent via postal mail to P.O. Box 58 / Moneta, VA 24121.

2014 SECA Conference comes to Williamsburg, Virginia, January 16-18

Google search Southern Early Childhood Association for more information



Virginia Association for Early Childhood Education Media Award

Kavitha Cardoza, senior reporter for WAMU, the Washington Metro Areas NPR affiliate, covers education and local schools. In her series on the drop-out crises in District of Columbia schools, which was part of the Corporation for Public Broadcastings American Graduate special reporting project, Kavitha discussed the importance of the home-school connection, a topic covered in depth at VAECEs annual conference. Kavitha reported on the Washington teachers who have begun to conduct home visits. They are building relationships with their students families, working to understand their cultures and histories, and learning from parents. Parents are their childrens first teachers, and the schools are guiding parents to help their children learn at home. In her series on childhood obesity, Kavitha described the omnipresence of unhealthy food choices in our childrens lives. She addressed the need to change social norms, making healthy choices and lifestyle a popular choice for children. Kavithas stories highlighted strategies that local schools are taking to expose children to fruits, vegetables, and healthy portions. She also noted the importance of recess and play in increasing childrens health and well-being. And, in honor of National Teacher Appreciation Week, Kavitha featured the work of Juanita Stokes, a pre-kindergarten teacher at Payne Elementary School in the District. Kavitha is one of the most distinctive and distinguished voices on air in the Washington area. VAECES media award saluted her for the role she has played in our community, bringing to light many of the most pressing issues facing children

Kavitha Cardoza (middle) WAMU-FMs senior reporter covering education and local schools and Lisa Guernsey (right) author of Screen Time were both recipients of VAECEs media awards. VAECE Public Policy Chair Pat Victorson presented the awards.

Emily Griffey (left) Senior Policy Analyst, VOICES for Virginias Children, and Mary Beth Salamone Testa, Early Care and Education Consortium presented an advocacy/public policy session, News from the CapitalsPolicy and You.

of all ages. She told those attending the ceremony that she keeps a plaque on her office wall that says, Any society, any nation, is judged on the basis of how it treats its weakest members -- the last, the least, the littlest. Its a challenge consistent with VAECEs mission: to speak and act on behalf of all Virginias children. Pat Victorson, VAECE Public Policy Chair

Transition Happenings Connecting Preschools and Kindergartens

By Cindy Sweeder, NVAEYC Board member Providing for childrens kindergarten readiness increases prospects for their continued success in school. In Northern Virginia a collaborative effort has evolved to bring together preschool programs, schools and community partners in a supportive effort for childrens successful transition to kindergarten. A project launched in 2006 through a Virginia Early Childhood Partnership grant enabled local partners; Fairfax County Office for Children, Fairfax County Public Schools, Northern Virginia Community

College, Fairfax County Head Start and Fairfax Futures to establish a Readiness Collaborative that brought together four elementary schools. These schools became the first Neighborhood School Readiness Teams. These teams developed joint planning efforts to enable children and their families a smooth transition to kindergarten. The primary goals of the school teams followed the states definition of readiness by focusing on ways to ensure a ready child, ready family, ready school and a ready community. Each readiness team includes vital stakeholders in their meetings; early childhood teachers in the public and private sector, school administration, home and school child care providers, public librarian, an Office for Children representative, health department

and other service agencies who have a vested interested in their local community. These teams look to provide opportunities for families and their children to have direct contact with the schools and teachers prior to their beginning kindergarten. They incorporate outreach efforts to locate children in the neighborhoods and find ways to connect with families. Since these pilot schools began in 2006, a total of ten elementary schools have joined as Readiness Teams. Their goal is to spread the word about the importance of providing an effective transition for young children in their neighborhoods through educating adults and planning specific activities for these upcoming kindergartners.

Encouraging Words from Students and First Time Conference Attendees

For Anne Goldstein, Past President NVAEYC, and facilitator at the Student Breakfast, the most memorable part of the conference was the opportunity to meet with high school students studying early childhood education.

My role was to motivate and encourage students to continue to pursue their education and careers working with children; but their hopeful and enthusiastic stories about what they wanted to accomplish were inspiring to me!! They are the early childhood and school age professionals of the future, and the future looks bright for children, families, and the child care profession. Here are some excerpts from the heartfelt comments they shared. I love teaching and seeing how each child has a different and unique personality. I plan on being a director at a daycare or preschool, be a lead teacher or own a daycare or preschool. Megan V. I want to continue my dreams of helping others learn. Tevana J. Ive fallen in love with teaching! I plan to join Americorps. I would love to spread my knowledge and touch a childs heart. The excitement to learn is what drives me! Daisy G. I want to be in early childcare for the children. Children are our future. I love learning. Samantha H.

The child I began working with stole my heart. Throughout the past two years she has grown mentally and physically before my eyes. Seeing her development and knowing that I was a part of that is why I want to work in this field. Jackie I want to help children that are less fortunate. Children bring me joy and knowledge. Its not the fact that were teaching them, but that they are teaching us and bettering the people we are. Tanisha B. I am not really sure yet what exactly I want to do, but I know I want to work with children ages 2- 4. So I am hoping being at the VAECE conference will guide me in the direction I want to be. Recently I have been really looking into working with children with special needs, so I want to learn more. Breanna R The best parts of my day are the ones I get to spend with children. The children in my life offer me constant joy and opportunities to learn. My early childhood teacher is a great reason why I am invested in this filed. She continues to offer me opportunities and guidance. There is nothing else I can imagine myself doing and I am so happy to get the opportunity to learn about what I love at the VAECE conference. Jade F. Anne Goldstein is Director, School Age Child Care, Fairfax County Ofce for Children

First time attendee Simay Alper joined NAEYC and registered for the conference on the advice of her cooperating teacher and VAECE Board Member Mary Blenner. A masters student, Simay hoped to gain new and helpful information, but not knowing exactly what to expect, she registered for just one day. However, as soon as she stepped into the conference her apprehension disappeared. She was impressed by the variety of workshops from which to choose and was glad some of them were repeated so she didnt miss any she wanted to attend. She found the conference to be well organized, met wonderful people, benefitted from networking opportunities, and discovered volunteer situations that could help direct her growth in early childhood education. Being new to the profession, Simay enjoyed the information, variety of resources and curricula available in the exhibit hall. She was especially impressed with the display of childrens art work, since her current part time job at a child care facility is focused on music, movement and art activities. After the wonderful experience she had on Thursday, she registered to come back on Saturday to sample the rest of what the conference offered. Simay is eagerly looking forward to next years VAECE Conference. Interviewed by Mary Blenner, Kindergarten Teacher, Antietam Elementary, Lake Ridge, VA.

Seize the Day! Invite an ofcial to visit.

St. Matthews Lutheran Day School in Woodbridge took advantage of their 40th anniversary and the Week of the Young Child to invite local ofcials to attend their Spring Open House, documenting a year of growth and change for its 3, 4 and 5 year olds. Occoquan County Supervisor Mike May attended, having secured a commendation from the Board of County Supervisors. Delegate Richard Anderson who had received a VAECE visit in his Richmond ofce during Januarys Capital Steps event, toured the displays, and presented a citation to the staff from Governor McDonnell. An interview in the community newspaper caught the eye of a former Day School student, now an intern for Representative Gerald Connolly, who asked to read a congratulatory statement into the Congressional Record! The moral of the story? Dont be afraid to contact your local representatives and invite them to visit your center. Each one of our guests smiled a great deal and seemed to appreciate the opportunity to witness and acknowledge the importance of high quality early childhood education to their young citizen scholars. Mary-Catherine Deadman

Delegate Richard Anderson visited St. Matthews Day Schools Open House, toured the displays, and presented a citation from Governor McDonnell commemorating the programs 40th anniversary.



Sara Dix, VAECE Contract Manager
1. Have a Business Only Email Address

Top Five Online Tips to Elevate the Profession

3. Know When to Reply and When to Reply All

When using it for work or professional correspondence, your email should be professional. Remember business is business and our emails are no exception. A simple combination of your name and/or initials is best! E.G. andrewsd@xxx.xxx
2. Know Your BCC Function

The Blind Carbon Copy address field on your email allows you to send an email out to many people without each recipient seeing who also received it. By using it, you are keeping recipients emails private and safeguarded from spam and malware programs designed to steal them.

Many times people will send an alert out or an RSVP and wont use the BCC function. When this happens and you reply to the email, make sure to only Reply, not Reply All. Unless you really want everyone to see your response, limit it to the original sender only.
4. Turn It Off

5. The Right Ringtone

Unless you use your cell phone in your job, it should be turned off and kept in a secure location. If its not a business use phone, then that means its a personal phone and using it on the job is unprofessional.

When you have a cell phone you use in your work, make sure the ringtones you use are professional. Yes, its fun to have the latest movie quote or hot song play when your best friend calls. But, when your boss or a parent hears Baby Got Back, theyre going to wonder how serious you really are.

Newly NAEYC Accredited & VSQI Stars Programs Recognized

At its annual conference, VAECE recognizes the efforts and dedication of the newly NAEYC Accredited programs and VSQI Stars programs. On February 16th the programs listed below received VAECE Certificates of Accomplishment and kudos from their colleagues!
2012 NAEYC Accredited & VSQI Stars Programs Recognized:

VAECE Can Help...

with NAEYC Accreditation:

Rainbow Riders Childcare, Blacksburg (NAEYC Accredited/Stars program) Classroom of Discovery, Sterling (NAEYC Accredited) James Madison University Young Childrens Program, Harrisonburg (NAEYC Accredited program) Tauxemont Cooperative Preschool (NAEYC Accredited program) Rainbow Station at Wyndham, Glen Allen (NAEYC Accredited program) Old Bridge UM Preschool, Woodbridge (Stars program) Simonsdale Presbyterian Preschool, Portsmouth (Stars program) Vision Community Church WEE Center, Fredericksburg (Stars program)

Submission Time Lines - In order to avoid a lapse in NAEYC Accreditation, currently accredited programs must meet submission deadlines established by the NAEYC Academy. See the chart on http://www.naeyc. org/files/academy/file/Timeline_Currently_ Accredited.pdf to plan official submissions to NAEYC throughout the renewal process. Easiest way to Connect with an Expert at NAEYC Academy
- Submit a Consultation Request Form. (http://www. naeyc.org/les/academy/le/form/ConsultationForm. pdf) - E-mail accreditation.information@naeyc.org. - Visit http://www.naeyc.org/academyand click on Contact Us. - Visit the TORCH Help Desk. - OR call at 800-424-2460. Dial option 3 for Accreditation, then option 1 for Accreditation of Programs for Young Children.

with your Child Development Associate (CDA) Credential:

Need help in completing your CDA Application?

Best way to reach the Council for Professional Recognition

Phone: 800-424-4310 Phone: 202-265-9090 fax: 202-265-9161 Ofce hours: 8am - 5pm ET

- Check out- http:// www.cdacouncil.org/ storage/documents/ Downloadable_Forms/Final_ Direct_Assessment_App_ instructions_March_5.pdf

NAEYCs For Families Website This website will help you with your family engagement needs. Check out the Family Today section by T. Berry Brazelton, MD & Joshua Sparrow, MD! Encourage your families to visit - http://families.naeyc.org/!

To inquire about VAECE Accreditation subsidy and CDA Scholarship, contact Kamna Seth, at vaeceaccchair@gmail.com.

Preschool Science
Summer weather brings water play which quickly becomes water exploration with the addition of a few tools. If the wading pool needs a good cleaning before use, use a plastic tub or metal bowl instead. Children enjoy the challenge of moving water from one container to another with interesting tools. Turkey basters, measuring cups, eye droppers and scoops are tools used for learning about measuring volume, force, suction, water surface tension, and gravity while learning about the properties of water, such as its ability to change shape to fit the container. Another cool object to work with in water is a length (or two!) of clear tubing sold by the foot at big box hardware stores. Put out a paint brush for painting the house and sidewalk with water to see how long it will take to evaporate, and sidewalk chalk to see how it can be easily blended in a puddle. Gather a few items and test if they

The Great Outdoors - By Peggy Ashbrook

will float or sink. Then take turns predicting what a new object will do. How do you know if what you are doing is science? Are you asking a question and trying to find out the answer? This usually isnt a formal process but a fleeting thought process, such as picking up a ball and throwing it. to see how far it will go. Or bouncing it.to see if and how high it will bounce. Both of these actions are asking questions about force and the nature of the materials. Your budding scientists might like to record their findings by drawing a picture of how high/far did the ball go? and then make comparisons with other balls if you offer the materials. Summer is the time for scientists of all ages to do environmental study fieldwork, a time for excursions to the cool woods of local parks. Actual experience out in nature can never be matched by classroom activities so please take your children outsidein the

yard, on a playground, in a park, and on a hike. Encourage families to try an overnight camping expedition in addition. Plan for different interests and abilities. Let one adult explore with the younger children and the other keep up with the older ones. Adults can pair up with a buddy so one can watch the younger children and one can keep up with the older ones. (Cell phones are good to have for an emergency, but please dont let yours distract you from experiencing the outing through science-eyes.) Appropriate clothing includes long pants to protect from branches and poison ivy, waterproof boots or old shoes for wading and perhaps a complete change of clothing in a backpack. (Become informed about poison ivy so you dont have to fear all greenery.) Go as early as possible or wait until evening. The animals are more active when the day is young and the temperature is cooler. Count the ducks, search for turtles, and listen to the splash of frogs diving. Have fun learning together.

Connected Network Two Local Afliates are making it work.

Lord Fairfax AEYC Teacher Development, Child Opportunity
The mission of Lord Fairfax Association for the Education of Young Children (LFAEYC) is to promote high standards of professional practice in ECE programs. Our goal in recent years has been to expand the knowledge of early childhood educators so they are able, in turn, to enhance the experiences of the young children in their care. To this end, we sponsor eight hours of professional development for early childhood educators per school year. In addition CEUs are offered to interested participants in cooperation with Lord Fairfax Community College, whose students are welcomed free-of-charge to our training sessions to gain insight into relevant ECE issues. Training topics include content and curriculum; teaching and learning; and special needs and specic populations. At our most recent two-hour seminar, we hosted administrators from Frederick County Public Schools to inform local early childhood professionals about resources in our community and the eligibility process for special needs children in ECE settings. To directly impact some children in our area, we sponsor youth sports teams seasonally. This contribution allows individual children to participate in youth sports and provides equipment and uniforms to teams. Our desire is to break the barriers that socio-economic factors have on the youth of our area. We believe these activities bring rst, an awareness of the needs of young children; then the necessity for quality programs and educators. Together these objectives target a few of the key players in the ECE arena and grow success for children and their teachers. Christen Johnson, Ed. Note: and LFAEYC on the t-shirts? Priceless. the keynote/speaker expenses and/or provided scholarships for SEAEYC members. As a partner, Childrens Harbor secures trainers, venue, and arranges refreshments and food. Together, SEAEYC and Childrens Harbor work to solicit the immediate community for a wide range of donations, sponsorships and gifts in-kind. Childrens Harbor provide the administrative hub for all registration needs, including but not limited to, certicates of attendance, badges, registration materials and evaluation forms. Additionally, Childrens Harbor assists with getting information out about other SEAEYCsponsored trainings, workshops, membership and volunteer opportunities through weekly e-bulletins to an email distribution list of 400+; and a quarterly professional newsletter. Today, you can nd the SEAEYC newsletter, c-o-n-n-e-c-t-i-o-n-s, in the Childrens Harbor newsletter, The Advocate. Together, they reach over 1,500 ECE professionals in the Hampton Roads community. Having this partnership with Childrens Harbor gives us the opportunity to seek additional partnerships and work closely with the local community college ECE program, as well as the city based pre-k initiatives. Cindy Brown, Co- President, Southeastern Association for the Education of Young Children

Southeastern AEYC and Childrens Harbor connect for children

The mission of Southeastern Association for the Education of Young Children (SEAEYC) shall be: To serve and act on behalf of the needs, rights, and well-being of all young children in Southeastern Hampton Roads, Virginia and their families, with special emphasis on developmental and educational services and resources. SEAEYC has partnered with Childrens Harbor on various ECE trainings and professional development opportunities varying from SEAEYC meeting events to the annual Regional conference (Raising the Bar). SEAEYC is an active planning partner in the annual conference. We help with



Resource Centers At Your Service

Child Care Aware of Virginia is a community-based network of early care and education specialists whose purpose is to deliver services to families, child care professionals and communities to increase the accessibility, availability and quality of child care in Virginia. The network is comprised of five regional child care resource centers, which span the Commonwealth to provide community-level services with a shared, statewide mission. Child Care Aware of Virginia (CCA-VA) contracts with existing independent community organizations with a proven capacity to provide child care resource and referral (CCR&R) services within designated service areas in Virginia. Our regional child care resource centers offer training and professional development opportunities within their communities. These independent organizations contract with CCA-VA to maintain a current database of child care providers throughout Virginia, which is made available to families via our statewide 866-KIDS-TLC helpline and online at va.childcareaware. org. Our resource centers also provide supportive services, or technical assistance, to child care providers at no charge, assisting them with questions about child care regulations, child development, business operations and other child carerelated issues. Technical Assistance may be offered via telephone, online, on-site, or via online/print publications. Child care providers, and anyone interested in opening a child care program, may access technical assistance by calling their regional child care resource center.
The regional resource centers and host agencies for Virginia are: Child Care Aware of Northern Virginia - 1-800650-2117 - a program of Infant Toddler Family Day Care Child Care Aware of Eastern Virginia - 1-800650-2126 - a program of The Planning Council Child Care Aware of Central Virginia - 1-800650-2085 - a program of ChildSavers Child Care Aware of Piedmont Virginia - 1-800681-0096 - a program of Rockingham Memorial Hospital Family Connection Child Care Aware of Western Virginia - 1-800681-0079 - a program of Child and Family Connection To connect to your local resource center, call 866-KIDS-TLC or visit us at va.childcareaware.org.


In order to increase visibility of child care providers to market and showcase their programs and services, Child Care Aware of Virginia announces CHILD CARE ONLINE! Child Care Online (CCO) provides a virtual tour of your child care program, complete with pictures and detailed program descriptions, to help families learn more about you and the child care services you offer. CCO allows family child care providers and child care centers to create an online prole that families can access when they conduct an online child care search at va.childcareaware.org.

Child Care Online: Gives families a convenient way to learn about your child care program Provides an inexpensive marketing tool to showcase your program and professionalism Connects families and providers to the CCR&R network, which provides professional support and training to providers and links parents to child care options throughout Virginia For more information, contact your regional child care resource center today at 866-KIDS-TLC or va.childcareaware.org. Peggy Watkins, Professional Development Coordinator, Child Care Aware of Virginia, PeggyW@ va.childcareaware.org

Week of the Young Child 2013

From April 14-20, programs in Virginia highlighted the needs of young children and their families, and honored the early childhood programs and services that meet those needs during the Week of the Young Child (WOYC). The Week of the Young Child brings the community together and focuses on all the key ingredients that result in a healthy, happy, and well-adjusted child, states Toni Cacace-Beshears, President of VAECE. WOYC helps Virginias early educators bring awareness to these issues in a variety of fun-lled celebrations and events. Programs and educators in Virginia celebrated The Week of The

Young Child in their local community in a variety of exciting ways. Many Virginia centers and early education programs joined the second Read2VA event for WOYC 2013. During the WOYC 2013 they read a selected book each day of the week to celebrate early literacy and the magic of the early childhood years through childrens pictures books. This year the VAECE members voted to read The Doorbell Rang by Pat Hutchins on Monday; Seven Blind Mice by Ed Young on Tuesday; Bread, Bread, Bread by Ann Morris on Wednesday; Chicka Chicka Boom Boom by Bill Martin Jr. on Thursday; and Growing Vegetable Soup by Lois Ehlert on Friday. Programs used Read2VA as a chance to spotlight what quality early childhood education

looks like in action. Many centers and early education programs invited special guest parents, board members, local legislators, community leaders, local school principals, and teachers to read one of the books. Guest readers were invited to stay and join a hands-on learning activity centered on the story.


VAECE supports these programs that benet children

As early childhood educators, we know that learning begins at birth, and young children need good quality early care and education. Investment in quality care and early education equals Kindergarten readiness, increased 3rd grade reading proficiency, better graduation rates, reduced need for intervention, less involvement with the juvenile justice system and a ready workforce. Allocated tax dollars coupled with private-public partnerships make a real difference in meeting the needs of children and families in our community. These investments have a true local impact, going directly to pay for child care staff, facilities, and program opportunities. Every dollar matters and is put to use. True to its mission to speak and act on behalf of young children, here were and are VAECEs positions with regard to several programs and initiatives considered in state budget negotiations.
Virginia Preschool Initiative (VPI). VAECE supports the expansion of the eligibility requirements for at risk pre-K children and incentives for local school divisions to make maximum use of the VPI funding that is already in place. Child Care Assistance. VAECE supports additional funding to make child care affordable and accessible to low-income working families no longer on TANF. Additional funds will increase the number of children served and move the state toward fair-market reimbursement rates to providers. Funding to children receiving direct child support supplements with TANF funds should also be restored. What does this mean? Low-income parents, if eligible, and if funding is sufcient, can access assistance, with a copay, to pay for child care while they work and support their family. Child care providers are reimbursed by the state for those services. Insufcient funding limits the number of eligible children that can be served. Their parents rely then on a patchwork of child care options or risk losing their jobs. Insufcient funding impacts the quality of serving programs by limiting their ability to buy materials, provide professional development and training, and other factors that lead to quality experiences for children, provide an education for these children Home Visiting and Early Intervention. VAECE supports restoration of funds for home visiting programs (CHIP of Virginia/Parents as Teachers and Healthy Families Virginia) to help vulnerable parents become their childs rst teacher. Funds provided to Early Intervention help ensure that young children with developmental delays reach their full potential. Home visiting services are an essential component of Virginias early childhood system, ensuring a good start in life for children born into very challenging family circumstances including deep poverty and high family stress. These services have been shown to improve early childhood health outcomes, prevent child abuse and neglect, and increase the use of positive childrearing practices in these vulnerable families. Virginia Star Quality Initiative. VAECE supports continuation of the Virginia Star Quality Initiative, a Quality Rating Improvement System. It provides parents with a tool for selecting highquality early childhood care and education programs for infants, toddlers, and preschoolers, and raises the quality of participating early childhood programs through material support and mentoring. Licensing Standards. VAECE supports strong standards for Licensed Child Day Centers, and supports continual improvement of Department of Social Services child care professional training and program standards. Scholarships and Training for Early Learning Professionals: VAECE supports continued and increased funding of scholarships for students in early childhood training, to assist individuals in obtaining a CDA, Associates or Bachelors Degree in Early Childhood Education. From the Talking Points handout from this years Capitol Steps pre-visit brieng

Just so You Know

YOU are an ideal advocate for young children! Here are a few easy steps:
Delegate Ken Plum, Capital Steps Pre-visit Training Preschool administrators and teachers are ideal advocates for the importance of quality early childhood education. They advocate for their own programs all the time as they are interviewed by prospective parents who are considering enrolling their children. Likewise preschool leaders and teachers can speak on behalf of preschool programs to elected ofcials and public policy makers. The main difference in working with parents considering your program for their children and in informing public ofcials is that parents invite themselves into your school, but you have to invite elected representatives to come and visit.

After you have extended the invitation, more than once if necessary, treat your local, state or federal elected ofcial much as you would entertaining prospective parents. Look for reasons to invite these people onto your turf: Week of the Young Child, Read Across America, holiday season events, anniversary celebrations or just a friendly stop by if you can. Once the elected ofcial is in your facility, do not isolate them in a room separate from your children with a lengthy power-point presentation. After an initial greeting in the foyer of your building and a couple minutes of background, take them on a walking tour of your building stopping along the way in the hallways to offer an explanation of what they are seeing. Take them into many classrooms, but do not disturb what the children are doing. Have the teacher explain quietly in the background what is going on with the various activities the children are doing. End

the tour with an opportunity for the ofcial to read to the children, take part in a simple activity or attend a small and short reception where parents, children and teachers can offer short testimonials about your program. Offer a one-page fact sheet about your program with emphasis the importance of quality early childhood programs. Offer yourself as a resource person on the subject of early childhood education. The elected ofcial needs to leave with the same kind of feeling that you want parents and grandparents to leave with: this is the school where I would like to have my children or grandchildren enrolled. It is about creating a good rst impression. The additional work of public policy and advocacy can take place in other venues in the future. The visit to your program will create a good feeling and understanding upon which deeper understanding and advocacy can be built.



FY 2014-2015 Federal Child Care And Development Fund Plan

Virginias state funding for child care and early childhood education is mostly driven by the funds provided by the federal Child Care and Development Fund. The Virginia Department of Social Services is currently seeking public comment on the Child Care and Development Fund Plan for the Fiscal Year 20142015. The plan for the federal funds is the programmatic and administrative basis for Virginias use of the funds. Right now we have a situation that provides for uneven accessibility and quality for those trying to use the child care subsidy program. Virginia does not provide a reimbursement rate for child care at a market rate, leading to tremendous child care staff turnover. Plus, in these

tough economic times (since 2008) we have seen the closing of child care services programs due to a reduction in needed funds provided by United Way, foundations and corporations.
Thoughts to ponder: The key item for review and action should be an adjustment to achieve the payment of market rates. The rates should be modied in order to provide a living wage for child care workers, thus working to eliminate staff turn-over and provide for child day care workforce development. Other concerns: Is the fund being used in the community to fund services? Or is it being spent to meet state government obligations? Are the funds set aside for quality initiative activities being used in the community for what is best for the families and children in need of child care? Is there a need to look at the differential rates paid for licensed and regulated centers?

Should the state consider not using legally operating providers, and move to using only regulated and quality providers? Materials provided for parents should also include QRIS and quality information. TAKE AWAY The Child Care and Development Fund Plan is the key to funding for child care and early childhood development programs and services in Virginia. The draft Child Care and Development Draft Plan can be found at the Virginia Department of Social Services internet web site: http://www.dss.virginia.gov/les/ division/cc/state_plans/ccdf_plan_2014-15.pdf Christopher J. Spanos, Legislative, Government & Public Affairs Counselor, Virginia Association for Early Childhood Education, Ofce Telephone Direct Dial (804) 282-0278 ChrisSpanos@SpanosConsulting.com

Follow-up on the effect of local zoning regulations on family childcare providers

Discussions have been held and progress has been made in some jurisdictions, but licensed family childcare providers and their children are still at great risk. Since the July 1, 2012 regulation change, zoning compliance issues have emerged throughout the state. The change to honoring local zoning rules to determine the number of children that can be cared for in a family day home. The reduction in capacity has forced some licensed providers to close their businesses, displacing children and challenging working families. For example in much of central Virginia providers are now limited to caring for a maximum of five children. In four of that areas counties this has had the effect of displacing 117 children. The discussion around the changes to regulations has prompted some areas, which previously had no rulings limiting capacity, to adopt regulations with lower numbers than those of the state. It is feared that many formerly regulated child care providers will give up licensure requirements, defaulting instead

to unregulated status and consigning many children to unregulated childcare. In order to address this effectively at the state level, local information and support must be gathered. VAFCCA, the USDA Food Sponsors Association (VA CACFP) and ChildCare Aware are involved in efforts to find an equitable solution. This is a complex issue that involves child care quality, needs of working families, the viability of family child care businesses, and the role of child care regulations and regulated child care providers in ensuring that requirements for health and safety are maintained. It is an issue that cannot be handled quickly. Here are some areas making progress:
Chestereld: working on a possible solution based on square footage

Fairfax County: currently recommends a

common Special Use Permit fee of $435, but have asked that staff come back with an ordinance distinguishing fees for home child care from center based care. They are also recommending that home child care providers with a state permit be allowed 12 children on a case by case basis. Fairfax City ordinance already allows for 12.

Fauquier County: efforts are just now


Prince William County: proposes to

streamline the licensing process for providers. No Special Use Permit will be required for those with a lot size greater than 5,000 square feet. For those with square footage the fee will be minimal. As you learn of issues and updates in your area, please share them with me at 1braxton@comcast.net. Mary Braxton of the Virginia Alliance of Family Child Care Associations serves as liaison to the VAECE Board.

a capacity of 12 in some areas and 9 in others. This area by area determination and clarification of existing regulatory wording is expected to take a year or so to fully implement. Example: local ordinance allows for x number INCLUDING providers children and licensing states up to x number NOT INCLUDING providers own children.

Loudoun County: considering allowing

Contact Information
VAECE HOTLINE 1-888-22-VAECE (1-888-228-2323)
ReviseD SEPTEMBER 2012
EXEcUtIVE COMMIttEE (VOtInG MEMBERs): President Toni Cacace Beshears 504 Madera Road Chesapeake, VA 23322-7100 (H) 757-436-6219 (W) 737-397-2981 (fax)757-397-1147 cacaceb@verizon.net toni@childrensharbor.cc President Elect Debra DeLoose 8233 Forrester Blvd. Springeld, VA 22152 (703) 451-2047 mdeloose@aol.com (W) 703-323-5581 Past President / SECA Rep Past President / SECA Rep Mary Landis 2252 Cedar Crest Road Richmond, VA 23235 (H) 804-272-9266 (C) 804-305-5145 (Fax) 804-272-9266 forlandis@verizon.net mmlandis@verizon.net First VP for Afliate Support Paige Beatty 4500 S. Four Mile Run Dr. #1122 Arlington, VA 22204 paige.beatty@gmail.com 703-851-8369m Second VP for Professional Development Christine Scibetta 7600 Paloma Ct. Springeld, VA 22153-1638 (H) 703-455-5622 Christine.scibetta@verizon.net Third VP for Public Policy and Liaisons, Chair Public Policy Task Force Pat Victorson 12753 Quarterhorse Ln Woodbridge, VA 22192 (H) 703-730-7449 mvictors@verizon.net Fourth VP for Outreach, Chair Tech Taskforce Atleacia Gibson 2917 Drum Point Cres. Chesapeake, VA 23321 737-761-9500 atleacia@cox.net Secretary Morgan Janke 2308 Clarke Street Richmond VA 23228 jankemorgan@gmail.com Treasurer/ Membership/Parliament Ginny Brenner 14000 Autumn Woods Rd. Midlothian, VA 23112 JCBrens@aol.com winfreepreschool@comcast.net (W) (804) 794-1388 (F) (804) 794-8004 (C) (804) 387-8379 Chair, Budget/Finance Taskforce Melissa Davidson 4114 Fairfax St. Fairfax, VA 22030 Melissa_mangano@hotmail.com (C) 215-620-6118 (W) 703-930-1970 Member at Large for Membership Chair, Student Taskforce Joan Smith 201 Prince Henry Court Yorktown, VA 23693 757-865-0822 joanssmith@msn.com SECA Rep Susan Barnes 169 Blue Stone Hills Dr. Harrisonburg, VA 22801 barnessk@jmu.edu (H) 540-246-6313 (W) 540-568-8114 AFFIlIatE CHaptER PREsIDEnts (VOtInG MEMBERs) Central VA AEYC Co-Pres. Brookes M. Sims 3091 Northwoods Grove Rd. Charlottesville, VA 22901 bsims@piedmontymca.org (W) 434-974-9622 (H) 434-202-8231 (C) 434-242-8193 Central VA AEYC Co-Pres. Stephanie Massie 839 Eastes St. Charlottesville, VA 22903 stephdrumheller@yahoo.com (C) 434-531-9488 Lord Fairfax AEYC Maureen Keeler 97 Christopher Drive Winchester, VA 22601 KFDC@inbox.com LFAEYC@yahoo.com (W) 540-536-8815 New River Valley AEYC Kim Thomason 1007 Highland Circle Blacksburg VA, 24060 akimber74@hotmail.com 540-320-3226 Northern VA AEYC Co-Pres. Paige Beatty 4500 S. Four Mile Run Dr. #1122 Arlington, VA 22204 paige.beatty@gmail.com 703-851-8369 Northern VA AEYC Co-Pres. Gay Hitchcock 6207 Wilmington Dr. Burke, VA 22015 GHitchc5@aol.com (W) 703-834-5880 Piedmont AECE Co-Pres. Janet Trent 1056 Otelia Ct Forest, VA 24551 jtrent@phfs.org (H) 434-525-6651 (W) 434-384-3131 Piedmont AECE Co-Pres. Holly Layne 2500 Rivermont Ave. Lynchburg VA 24503 hlyne@randolphcollege.edu (C) 434-444-4294 (W) 434-947-8787 PWAEYC Co-Pres. Mary Blenner 3431 Mt. Burnside Way Woodbridge, VA 22192 (703) 491-2135 blennemf@pwcs.edu 703-497-7619 PWAEYC Co-Pres. Mary-Catherine Deadman 12008 Park Shore Ct Woodbridge, VA 22192 703-491-3591 703-494-3090 Mcdeadman@gmail.com Richmond ECA Co-Pres. Debbi Heist 10661 Durea Dr. Richmond VA 23235 (H) 804-379-5497 (W) 804-272-1704 msdebbi@humcpreschool.com Richmond ECA Co-Pres. Muriel Azria Evans 1128 Floyd Avenue (w) 804-828-7377 Richmond, VA 23284-2510 mrazriaevans@vcu.edu Southeastern AEYC Co-Pres. Kim Jennings 1808 Eddystone Lane Virginia Beach, VA 23464 kkjennings@nsu.edu (H) 757-351-6452 (C) 757-823-8111 Southeastern AEYC Co-Pres. Cindy Brown 208 Mayower Rd. / Portsmouth, VA 23701 Cindybrown51@gmail.com (c) 757-339-1097 (w) 757-488-1177 Southside AECE Pres. Joyce Jones 802 Club Ridge Court Chester, VA 23836 jphones@hopewell.k12.va.us (H) 804-530-1270 (C) 804-943-3092 (W) 804-541-6471 SVAECE Southwest VA AECE Pres. Danielle Murray 8080 Shadwell, Dr. Roanoke, VA 24019 540 529-5623 danielle.murray516@gmail.com Tidewater AECE Co-Pres Alcia Spencer aspencer10@cox.net Tidewater AECE Co-Pres Marvis Hazel 828 Chatsworth Dr. Newport News. VA 23601 (C) 757-508-5842 mahazel@verizon.net Valley AEYC Co-pres Holly McCartney mccarthb@jmu.edu (VOtInG MEMBER) Conference Advisory chair Johnnie Humphrey 15206 Happy Hill Road Colonial Heights, VA 23834 (H) 804-526-1558 (W) 804-706-5132 johnnieearlhumphrey@rcn.com jhumphrey@jtcc.edu StanDInG COMMIttEEs & OtHERs (NOn-VOtInG MEMBERs) Legislative Consultant Christopher Spanos SPANOS Consulting Group UC 707 Keats Road Richmond, VA 23229-6517 (H) 804-282-0451 (W) 804-282-0278 (Fax) 804-288-9279 ChrisSpanos@SpanosConsulting. com Viewpoint Mary-Catherine Deadman 12008 Park Shore Court Woodbridge, VA 22192 (H) 703 491-3591 (W) 703 494-3090 (fax) 703-491-6249 mcdeadman@gmail.com Week of the Young Child Mari Blaustein 1158 Silver Beech Herndon, VA 20170 (w) 703-860-9200 mariblaustein@gmail.com NAEYC Accreditation/ CDA Chair Kamna Seth, 10059 Oakton Terrace Road, Oakton, VA 22124 vaeceaccchair@gmail.com 703-860-9200 Public Policy Pat Victorson 12753 Quarterhorse Ln. Woodbridge, VA 22192 (H) 703-730-7449 mvictors@verizon.net LIaIsOns (NOn-VOtInG MEMBERs) Social Services Division of Licensing Programs 7 North 8th St. Richmond, VA 23219-3301 (H) 804-272-4392 (W) 804-726-7156 bast7960@comcast.net Tidewater Community College, E. Ch. Dev. Program Head Kerry Ragno 545 Prince of Wales Dr. Virginia Beach, VA 23452 (W) 757-822-7604 (H) 757-471-1520 kragno@tcc.edu VA State Occupational Child Care Kathy Strickler, ECE Teacher Brooke Point High School 1700 Courthouse Rd. Stafford, VA 22554 (W) 540-658-6080 ext. 1132 (Fax) 540-658-6072 stricklerka@staffordschools.net VA School Age Child Care Association Roy Hughes, President 2289 Lynnhaven Pkwy. Virginia Beach, VA 23456 (h) 757- 473-8887 (w) 757-471-5884 VA Child Day Care Council Rep (NAEYC) Kristi Snyder 307 Knollwood Drive Blacksburg, VA 24060 (W) 540-951-3636 RainbowKWS@aol.com VA Cooperative Extension Service Novella J. Rufn Virginia State University P. O. Box 9081 Petersburg, VA 23806 (W) 804-524-5257 (Fax) 804-524-5680 nrufn@vsu.edu VA Alliance of Family Child Care Associations Marie Mosby, Pres. 2810 S. 20th Street Arlington, VA 22204 703-521-6772 m.a.mosby@worldnet.att.net Mary Braxton, V.P. 5293 Manseld Ct. Dale City, VA 22193 703-897-1346 1braxton@comcast.net Child Care Aware of Virginia Sharon Veatch 308 Turner Rd. Ste. A. Richmond, VA 23225 (w) 804-285-0846 (fax) 804-285-0847 sharon.v@vaccrrn.org viccc2@verizon.net Voices for Virginias Children John Morgan 701 East Franklin Street, Suite 807 Richmond, VA 23219 (W) 804-644-0184, ext. 26 (Fax) 804-649-0161 John@vakids.org VEA Lola McDowell 3521 Grandview Dr. Richmond, VA 23225 (H) 804-364-7146 (W) 804-780-4821 topktva@aol.com Head Start Pat Carlton Middle Peninsula Head Start P. O. Box 30 West Point, VA 23181 (H) 804-843-9710 (W) 804-843-2289 804-693-3497 (Gloucester) (Fax) 804-843-2308 pcarlton@pcdcva.org VA Preschool Initiative Cheryl Strobel Early Childhood Education Specialist Va Department of Education Richmond, VA. Cheryl.Strobel@doe.virginia.gov (804) 371-7578 VAECE Contract Manager & Conference Facilitator Sara Dix P.O. Box 58 Moneta, VA 24121 (C) 703-946-3413 vaecehotline@aol.com 2014 Conference Committee Chairs Kris Meyers Karen Myers Kris@uwrv.org kcmyers@carilionclinic.org Future VAECE Annual Conferences: 2015 Richmond, March 19-21 2016 Richmond, March 17-19

Advertising Calendar: The next issue of Viewpoint will be mailed October 2013. Call (804) 897-0495 to reserve your space by July 1, 2013. Viewpoint graphic design Landis Productions 1911 Huguenot Road Suite 301 Richmond, VA 23235 (804) 897-0495 www.landisproductions.com



VIEWPOINT Bulletin of



Mary-Catherine Deadman, Editor Places and Programs for Children, Inc. 702 London Street Portsmouth, VA 23704

Non-Profit Org. U.S. Postage PAID Norfolk, VA Permit No. 57


The Virginia Association for Early Childhood Education



Article submission deadline for the Fall 2013 issue of Viewpoint is August 1
VAECE HOTLINE 1-888-22VAECE (1-888-228-2323)

Inside this issue:

Practicing What We Preach VAECE Conference 2014 Virginia Association for Early Childhood Education Media Award Overheard and Interviewed Netiquette: Top Five Online Tips to Elevate the Profession Preschool Science Resource Centers At Your Service

Mission Statement VAECE acts and speaks on behalf of all young children in Virginia. Purpose The purpose of this organization shall be to serve and act on behalf of the needs and rights of all young children and to work with all groups serving the interest and well being of children in Virginia. Some of the particular concerns of VAECE shall be: 1. To promote the professional growth of persons working with young children. 2. To improve the availability and quality of developmental and educational services and resources for young children. 3. To advocate for and promote public policy decisions which improve the quality of life for young children and their families. 4. To support, disseminate and utilize research related to the well being and education of young children.

Come visit our web page! www.VAECE.org

email: vaecehotline@aol.com