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Advocacy (RFHF all Years)

Susan Lindauer
Director of Resource Development
Oregon Commission on Children and Families 
 
Katie Anderson
Youth Services Consultant
Oregon State Library
katie.anderson@state.or.us 
 
This Advocacy Toolkit by the Metropolitan Group walks you through the steps of creating a complete advocacy plan.  
 
The Washington State Library has good toolkits on advocacy, partnership, outreach and marketing.
 
Advocacy template for libraries with early literacy research on one side and related county statistics on the other side.  All you have to do is update the highlighted text by plugging in your county's data from the links provided. 

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Behavior/Self-Regulation

Toddlers' Language Skills Predict Less Anger by Preschool

 
Toddlers with more developed language skills are better able to manage frustration and less likely to express anger by the time they're in preschool. That's the conclusion of a new longitudinal study from researchers at the Pennsylvania State University that appeared in the journal Child Development.
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Bilingual Language Development (RFHF Year 1)

Christyn Dundorf, Ph.D.
Early Education and Family Studies
Portland Community College
cdundorf@mac.com 
 
One Child, Two Languages 
This is a .pdf of the PowerPoint presentation on bilingual language development given at RFHF Training Session Two for cohorts 1, 2, 3, and 4.   

Gonzalez, Janet. (2008). Diversity in Early Care and Education: Honoring differences. Boston: McGraw-Hill.
 
Gonzalez, Janet. (2005). Foundations of Early Childhood Education: Teaching children in a diverse society. Boston: McGraw-Hill.
 
Gonzalez, Janet. (2001).  Multicultural Issues in Child Care. Mountain View, CA: Mayfield Pub. Co.

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Children with Special Needs (RFHF Year 1)

Debby Laimon, Ph.D.
Early Childhood School Psychologist, Lane County
EC CARES
 
Reading to Children with Special Needs This pdf of the PowerPoint presentation provides an overview of a variety of special needs and strategies for working with children with special needs.  The original PowerPoint was present presented at RFHF Training Session Two for cohorts 1, 2, 3, and 4. 
 
Libraries and Autism: We're Connected This pdf of the PowerPoint presentation provides strategies for working with people with special needs in libraries.  All content is copyright 2008 by Scotch Plains Public Library (NJ) and Fanwood Memorial Library (NJ).  Free non-commercial use of any of these materials is permitted and encouraged to support autism awareness. Please visit the Libraries and Autism: We're Connected website for more information and resources.
 
Schiller, Pamela Byrne & Willis, Clarissa. (2008). Inclusive Literacy Lessons for Early Childhood. Beltsville, MD: Gryphon House.

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Early Brain Development (RFHF Years 2 & 3)

Joann M. Contini
Trainer and Consultant
joanncontini@comcast.net 
 
Early Brain Development: I Can Think! - Parent Education Session #11

 
The early brain development PowerPoints are available online in .pdf format. Contact Katie Anderson to request .ppt formats which allow for editing and customization.

Below are handouts from the Language, Literacy, STEM, and Early Brain Development workshop Joann Contini presented in October, 2013 for the Oregon Library Association's Children's Division.



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Fund Development (RFHF all Years)

Susan Lindauer
Director of Resource Development
Oregon Commission on Children and Families
 
Katie Anderson
Youth Services Consultant
Oregon State Library
katie.anderson@state.or.us 
 
Fund Development 101PowerPoint presentation with basic information, resources, and helpful tips on resource development. 

Literacy grants and good deals on children's books.
 
Oregon Foundation Databook
Valuable foundation research tool that provides detailed information on all 1,600 foundations in Oregon including name, address, fiscal year, total revenue, and fund balance. The largest foundations each have a profile that provides restrictions, trustees, staff, geographic focus/restrictions, contact information and application details.
 
Ready to Read Grants (public libraries only)
Ready to Read grant funds "are to be used to establish, develop or improve public library early literacy services for children from birth to five years of age and to provide the statewide summer reading program, as defined by rule of the Trustees of the State Library, for children from birth to 14 years of age."  This annual grant, funded by the General Fund of the State of Oregon, is administered by the Oregon State Library. All legally established public libraries in the state are eligible to apply for this non-competitive form of state aid. 
 
Tips for obtaining funding in a recession.
 

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Engaging High Risk Families (RFHF Years 2 & 3)

Satya M. Kline, M.Ed.
Healthy Start - Healthy Families of Oregon
satyakline@yahoo.com
 
Engaging Overburdened Families: Creating a culture of literacy and library use. This pdf of the PowerPoint presentation provides information on overburdened (high-risk) families, their barriers to literacy and library use, and idea for overcoming those barriers.  The original PowerPoint was present presented at RFHF Training Session Two for cohorts 5-12. 
 
Engaging Overburdened Families is a handout about how and why high-risk families set priorities.
 
Characteristics of Families who Manage Stress is a handout briefly explains why certain family characteristics help people manage stress.
 
Supporting Parents is a handout with suggestions for working with parents who:
  • Have developmental disabilities,
  • Set unrealistic expectations for their children, or
  • Are resistant to early literacy activities
 

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Marketing (RFHF all Years)

Susan Lindauer
Director of Resource Development
Oregon Commission on Children and Families
 
Katie Anderson
Youth Services Consultant
Oregon State Library
katie.anderson@state.or.us 
 

Basic Marketing Strategies
 
Eight Steps of a Marketing Plan 
A one page list of each step in this marketing plan with little to no description.  This is good for organizations with some marketing experience who want to make sure they don’t forget a step.
 
Flier template 
All you have to do is edit one of these pre-made fliers by plugging in information specific to your library and upcoming early literacy event. 

Working with the MediaLearn why your press release may get tossed, press release content, planning checklist and promotion suggestions, photo considerations, tips for taking good photos, sample media permission slip, sample media permission language, and additional resources.  All tips apply to most organizations, but language and examples are specific to libraries.
 

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Media Literacy (RFHF Year 1)

Slavica Jovanovic
Early Childhood Education and Media
Oregon Public Broadcasting
jslavica@gmail.com
 
The following handouts were distributed during the Media Literacy workshop presented at RFHF Training Session Two for cohorts 1, 2, 3, and 4.  Please visit PBS's Children and Media website for more information and resources.
 
Media Literacy (introductory handout, English only)

"Research has proven that when children grow up in homes where discussions about television are a regular occurrence, they are much less likely to be negatively influenced by media violence, advertising gimmicks, and depictions of gender and racial stereotypes. Most families, child care providers and educators are aware that watching too much television can profoundly affect children’s emotional, cognitive, and social development, but the specifics of why this is so is not widely known."  

Early Childhood Growth and Development (English only)
"More has been written about enriching the experience of preschool children than any other age group. Research has inspired countless programs aimed at improving their environments, all with the goal of stimulating their brains in a way that increases their capacity to learn."
 
What Kids Get From TV (English and Spanish)
"There is no simple formula for choosing the programs your children watch. But there are some things we do know that can help us understand how TV affects children."
 
Why Not Just Turn it Off? (English only)

  • Why not just prohibit kids from watching TV?
  • Kids watch too much TV already.  Should they watch more in school or child care?
  • Does TV keep children from reading books?
  • Will TV turn children into zombies?
  • Where do children learn to watch TV?
 
Tips to Get the Most From Your TV Viewing (English and Spanish)
"TV is a tool--what children get from it depends on how well it's designed and how well children are guided to use it.  As your child’s first teacher the guidance comes from you."
 
TV Tips (English and Spanish)
"Children love TV. Music, motion, bright colors, fun characters, and simple stories are what TV is made of—things that grab the attention of young children. Use the magic of TV to spark your children’s sense of curiosity and love of learning."
 
Guidelines for Rating Children's Television (English only)
"Here are some guidelines to help you judge what kinds of programs will be beneficial for your children."
 
Build on What You Watch: A Triangle for Learning (English and Spanish)
"To get the most from the TV you and your children watch, create a Ready to Learn learning triangle. Our learning triangle is TV that teaches + storybooks + activities— all related to one theme or skill. The learning triangle can follow any order, at any time!"
 
Choosing the Best for Your Children (English and Spanish)
"All TV teaches young children something. Any program your child watches—whether Sesame Street or wrestling—teaches something but it is important to ask: what is it you want your children to learn?"
 
10 Important Things (English and Spanish)
  1. Every child grows at his/her own pace
  2. A family is a child's first teach and a child's home is the first classroom
  3. Children learn by doing
  4. Children take pride in learning new things, making friends and their own independence
  5. Early relationships are building blocks
  6. Children are social
  7. Children learn through repetition and variety
  8. Children learn language at different rates and times, and from a variety of sources
  9. Children make sense of new information by fitting it into what they already know
  10. Children's emotional development impacts learning
 
Future of Children: Children and Electronic Media Links to articles on children and media published in The Future of Children's newsletter.
 
Joan Ganz Cooney Center at Sesame Workshop 
"The mission of The Joan Ganz Cooney Center is to catalyze and support research, innovation and investment in digital media technologies to advance children's learning." 

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Media Literacy (RFHF Years 2 & 3)

Katie Anderson
Youth Services Consultant
Oregon State Library
katie.anderson@state.or.us  
 
Zero to Eight: Children's Media Use in America 2013 by Common Sense Media.

Media literacy definitions, information, and list of resources for session presenters and early childhood professionals.
 
Please click on the links below to download handouts for parents and childcare providers.  Handouts are listed within the context of the Three Stages of Media Literacy to help you determine how to use them.   
 
Three Stages of Media Literacy (paraphrased by Katie from Elizabeth Thoman):
 
1.  Understand that media use has both positive and negative effects on child development and learning, and that managing a child’s exposure to media is the critical factor in determining how it will impact that child. 

2.  Learn how manage your child’s expose to and use of media by asking questions about the content and context of a specific item (show, game, magazine) to make better choices for your child.
"Three C's" Approach to Kid's Media (Lisa Guernsey):
 
Content – What is the basic premise? How is it designed? Does it have repetition? Are new words defined by pointing or labeling? Can I teach my child these skills and concepts without this media?
 
Context – Who is interacting with the child? How do parents talk about what's on the screen? Is the child learning through a game, then applying that in another activity? Is the child telling stories about what he or she has experienced?
 
Child – How much stimulation can this child take? What scares her? What types of media trigger the most curious questions, playful reenactments, engagement and joy? Does this child have the skills required to do this activity successfully?  How will this child react to or engage with this media?

3.  Analyze specific media by asking the deeper questions such as the social, political, and economic means behind the media. Who profits from it, what is the real purpose driving production and distribution, and what does the research really indicate.
  

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Working with Parents (RFHF Year 1)

Christyn Dundorf, Ph.D.
Early Education and Family Studies
Portland Community College
cdundorf@mac.com 
 
Am I Getting Through? Working With Parents Who Don't Appear to be Engaging in the Material 
This is a .pdf of the PowerPoint presentation on how to work better with parents given at RFHF Training Session Two for cohorts 1, 2, 3, and 4.   

Ideas for Working With Parents Who May Not be Connecting With You 
A list of ideas to try to make a connection with parents.  These ideas were brainstormed by RFHF participants in cohorts 1, 2, 3, and 4.
 

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RFHF Home Page

Click here to return to the RFHF Home Page 

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