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Thank you for taking the time to view our audiocast library. These audiocasts are re-broadcasts of original audioconferences. Note that once you select an audiocast, there are written materials available to support your participation. Please print those materials before you listen. We would love to get your feedback. Send comments or completed evaluations to Amanda Perez at aperez@zerotothree.org or fax them to Amanda Perez at (202) 638-0851.The presentations below are best viewed with Internet Explorer and Windows Media Player. To download the latest versions of software, please click on the appropriate link in the "Tools" menu below. For information on launching and playing the audio webcasts, please use the links in the "MediaPod Menu".
Note: These audiocasts are optimized for PC users only. Mac operating systems are not supported at this time.
The audioconferences were developed for the Office of Head Start by ZERO TO THREE: National Center for Infants, Toddlers and Families, under contracts No. 105-95-2055 and No. HHSP23320042900YC with the Administration on Children, Youth and Families; Administration for Children and Families; U. S. Department of Health and Human Services, to operate the Early Head Start National Resource Center.
It's Good For Them!: Promoting Physical and Social-Emotional Development at Snacks and Mealtime
August 1, 2007
Please note: A pre-activity for this audioconference is included in the supplemental materials. Please print out those materials and complete the pre-activity before listening to the audiocast.
Snacks and mealtimes are an important part of the day. In working through Head Start Program Performance Standards, your program partners with families in providing not only healthy nutrition to children, but also healthy interactions as they eat. Snacks and mealtimes provide rich opportunities to teach children important cultural and social-emotional skills. This audiocast examines the requirements for food and feeding in the Performance Standards, and the many ways staff and families can use these important routines to support development and learning in infants and toddlers.
Mother's Milk: Welcoming and Supporting Breastfeeding in Your Program
May 23, 2007
Please note: A pre-activity for this audioconference is included in the supplemental materials. Please print out those materials and complete the pre-activity before listening to the audiocast.
The Head Start Program Performance Standards require breastfeeding education for pregnant mothers served by programs, and quiet spaces for mothers to nurse their babies in program facilities. But in a national survey taken in 2003 and 2004, the Office of Maternal and Child Health found that only 32.1% of young children living in poverty had been breastfed for the six months the American Academy of Pediatrics recommends (HRSA, 2005). Do you have the information that you need to support families in making this choice? Faculty for this audiocast talk about the reasons to breastfeed, and share their experiences in establishing breastfeeding-friendly programs.
A Common Language of Care: Welcoming and Supporting Dual Language Learners in Infant-Toddler Programs
July 26, 2006
There are more and more languages echoing in the rooms and hallways of infant-toddler programs across the country. Program staff are charged with welcoming young children and their families, but often worry about whether they have the skills and knowledge to effectively serve dual language learners. In truth, providing the services required by the Head Start Program Performance Standards requires intensive planning and attention at all different levels within a program. But even the biggest plans start with one step. Faculty for this audioconference offer principles to support direct service staff working with young children and their families who speak a home language that is not English. Faculty describe a tool to help program staff begin to identify their community needs, resources, and approaches to supporting young dual language learners and their families. To get the most out of this experience, participants are strongly encouraged to participate in the audiocast as a team including administrators, coordinators, and direct service staff members.
Laying Foundations: Social and Emotional Development in the Earliest Years
June 14, 2006
The smallest children in Head Start programs are a long way from kindergarten. What are they learning to impact their success in school? Faculty for this audiocast discuss early social and emotional development and highlight the longterm benefits of the work that program staff do with the youngest children. This audiocast is ideal for participants new to work with infants and toddlers, and can help your staff consider the implications and impact of your daily efforts to serve young children and families.
Little Listeners in an Uncertain World: Providing Safety and Support through Community Trauma
April 26, 2006
In the wake of the tragedy of September 11 and the devastating hurricanes in the southern states, programs continue to be challenged to provide stability, security and support to children and families. In reality, children and families across the country experience trauma from less publicized community events on a daily basis. What can program staff do to provide optimal support to children and families? In this audiocast, faculty from programs like yours discuss their real-life experiences with community trauma as they highlight principles for practice in working with families and young children affected by events like these.
Lost Expectations: Supporting Families through Miscarriage
April 27, 2005
When a family miscarries a baby, the physical and emotional ramifications for expectant families can be overwhelming. Staff are challenged to understand the scope of that loss for individual families, and to support those families sensitively in their grief. In this audioconference, faculty look at the impact of these losses on families, and share principles for supporting families effectively as they negotiate these losses over time.
Studies in “Challenging Behavior”: Keys to Understanding
March 9, 2005
What behaviors challenge YOU? This audioconference uses case studies of children (birth to three) served in Early Head Start or Migrant and Seasonal Head Start settings to explore effective approaches to resolving difficult or disruptive behaviors. Faculty discusses behavior as communication, and describes a process for understanding behavior’s messages – and planning to address them. Faculty offers participants insight on particular issues that support understanding of challenging behaviors.
Using an Empowerment Emphasis: Working with Parents with Intellectual Disabilities
January 26, 2005
Staff in Head Start programs serving expectant families and families with infants and toddlers will almost certainly be serving parents with disabilities. According to Through the Looking Glass, the National Resource Center for Parents with Disabilities, there are nearly 9 million parents with disabilities in the United States - - 15% of all parents and 24% of all single parents in the U.S. It is estimated that five percent of those 9 million parents have intellectual disabilities. Who do you serve and who will you serve in the future? This audioconference focuses on supporting parents with intellectual disabilities as they, in turn, support their children’s development in all areas. Faculty from Through the Looking Glass and Early Head Start programs share stories of their work with parents with intellectual disabilities and will offer principles for practice.
Bridging the Gap: When Children with Delays Are Not Eligible for Early Intervention
March 17, 2004
The Head Start Performance Standards require Early Head Start and Migrant and Seasonal Head Start programs to work closely with their local early intervention programs for young children with special needs. As you screen children and refer them for assessments, you find that sometimes, the children who you refer are ineligible for early intervention in your state. What then? This audioconference addresses principles for practice in individualizing for young children caught in the gap. Panelists focus on supporting families in learning about their children and available community supports and designing services that address the unique needs of individual children.
More Than Just the Blues: Identifying and Supporting Parents with Depression
February 25, 2004
When family members of young children have depression, the regular tasks of their daily routines can be a struggle, and they have little energy to engage in program activities. Yet children of parents with depression are at particular risk, and - the research is clear - through comprehensive services, EHS and MSHS staff are uniquely suited to support them. As you monitor parent-child relationships, you see with devastating clarity the impact of adult depression on families and young children. You are challenged to, first, support families in identifying depression when appropriate, and then, to engage diagnosed families in ways that both connect them to the program and support them in connecting with their children. This audioconference features staff with tried and true strategies for working within Early Head Start and Migrant and Seasonal Head Start programs to engage families affected by depression. They will discuss identification of depression, involving families in the program, and their successes in meeting the requirements in the Standards for child-focused services with families diagnosed with depression.
Pass It Down: Addressing Safety and Health Practices off Young Parents
January 14, 2004
Early Head Start and Migrant and Seasonal Head Start staff are charged with supporting families in implementing appropriate safety practices, accessing appropriate medical homes for their children, and ensuring that their children participate in well baby exams and follow-up treatment. Teen parents, still developing skills in self-care, have particular challenges in implementing these practices for their children. As teens rely heavily on peers and extended family members for information and support, how can staff target safety and health information to young parents in effective and respectful ways? This audioconference features a faculty of staff, experienced and successful in their work with teens, sharing strategies on promoting appropriate health and safety practices with young parents.
Supporting the Most Vulnerable: Working with Infants and Toddlers in the Child Welfare System
August 27, 2003
Early Head Start and Migrant and Seasonal Head Start staff knows that nurturing relationships with adults form the basis for healthy social and emotional development in young children. Consider this: it is estimated that, in 2002, more than 120,000 children under a year old entered foster care. Furthermore, in the United States, substantiated reports of maltreatment are filed for 19 out of every thousand children under the age of one (Wulczyn & Hislop, 2002). Now consider the children you serve. How are young children affected by abuse and/or neglect? How is their development impacted when important relationships are (temporarily or permanently) terminated and children are placed in foster care with unfamiliar adults? This audioconference addresses issues of attachment affecting children in the child welfare system enrolled in Early Head Start and Migrant and Seasonal Head Start programs. Panelists discuss the effects of abuse and neglect on the social and emotional development of young children, and describe ways in which your program can reduce these effects in the young children you serve.
Not Defeated: Principles for Supporting Families in Crisis
July 23, 2003
Crises arise when families find themselves in stressful situations that overwhelm their problem-solving abilities. As staff develop strong and supportive relationships with the families they serve in Early Head Start and Migrant and Seasonal Head Start programs, they are often the first people families call when faced with situations that upset their ability to cope. The nature of these situations varies considerably from family to family and community to community, and can include situations as divergent as episodes of domestic violence, job loss, and natural disasters. In this audioconference, faculty share a broad definition of crisis. As they discuss case studies of the work done in their communities with families in crisis, they highlight principles of practice for direct service providers supporting families at these difficult times.
Papas de Corazon: Apoyo a padres en el desarollo de relaciones de crianza con sus ninos
July 22, 2003
Los programas EHS han hecho un esfuerzo especial en buscar diferentes maneras de incluir a los papás tanto en el programa como a nivel familiar. El personal ha encontrado formas para que los papás se involucren a través de la gestión gubernativa del programa, ofreciendo grupos de papás interesados en contactarse con otros padres y encontrando aliados comunitarios que puedan ofrecerles adiestramiento, consejería o empleos. No obstante, Early Head Start es un programa centrado en los niños que reconoce la importancia de trabajar con ambos padres a fin de desarrollar fuertes relaciones de crianza con sus bebés y niños pequeños. ¿Cómo se enfoca en su programa estás relaciones de crianzas tan cruciales para los niños? ¿Cuáles son los retos y exitos que enfrenta el programa al trabajar con los padres Latinos en sus relaciones de crianza con sus hijos? En ésta audioconferencia, tanto el personal como papás participantes en programas en todo el país, compartirán lo que han aprendido apoyando a los papás Latinos en el desarrollo de relaciones de crianza con sus hijos. Se presentaran tres programas que brindan servicios directos a papás Latinos en los Estados Unidos, incluyendo programas para familias migrantes y de temporada y Puerto Rico.
Fathers at Heart: Supporting Fathers in Developing Nuturing Relationships with Their Children
June 18, 2003
As programs look at ways to involve fathers, attention has largely been focused on engaging fathers at the program and family levels. Staff have found ways to include fathers through program governance, by offering groups for fathers interested in connecting with peers, and in reaching out to community partners who can offer fathers training, counseling or jobs. But, ultimately, Early Head Start is a child-focused program that recognizes the importance of working with both parents to develop strong and nurturing relationships with their infants and toddlers. How is your program focusing in on these critical relationships? In this audioconference, staff and a father from programs across the nation share the lessons they have learned in supporting fathers in developing strong connections to their children.
Prevention and Promotion: Support the Mental Health of Infants, Toddlers and Their Families
July 30, 2002
The Performance Standards require that programs support the mental health needs of the infants, toddlers and families who they serve. But infant mental health is hard to define, and mental health concerns for infants and toddlers can be difficult to understand and identify. In this audioconference, faculty share a definition of infant mental health and their philosophies and strategies for promoting infant mental health and prevention of infant mental health concerns. And, as they do so, they highlight the many ways that Early Head Start and Migrant and Seasonal Head Start staff around the nation are already, and sometimes unknowingly, supporting the mental well-being of the young children they serve.
Great Expectations: Working with Expectant Teens
June 25, 2002
We know that relationships between mothers, fathers and their new babies start in pregnancy. This knowledge poses an interesting challenge for Early Head Start staff working with adolescent mothers and fathers, who are still forming their identities and developing skills to care for and nurture themselves. How are programs engaging young expectant parents in critical relationships with their infants? Faculty for this audioconference address issues of development - both infant and adolescent - as they share their strategies for supporting teen parents in developing strong and healthy connections with their unborn babies.
Growing Your Own: Building Qualified Staff from the Inside Out
May 22, 2002
The most important resource for Early Head Start and Migrant and Seasonal Head Start programs are the staff who do this difficult and rewarding work. In a time when people with expertise in work with expectant families, and infants, toddlers and their families are in such short supply, how are programs building an expert workforce? This audioconference allows participants to hear from program administrators who are finding creative ways to address the lack of fully qualified staff. Faculty discuss the qualities they look for in potential staff that indicate great promise; staff development plans; and partnerships with CDA trainers, colleges and universities.
Linking Language and Literacy: Implications for Serving Linguistically Diverse Children
December 5, 2001
News reports flash with results from the 2000 Census, showing the changing face (and voice!) of the United States. The data show what many Early Head Start and Migrant and Seasonal Head Start programs experience on a daily basis. Across the nation, staff meet the challenges of responding to diverse families in ways that honor their home languages and cultures, while supporting families in providing important pre-literacy experiences to their children. This audioconference highlights recent research on bilingualism and literacy. Faculty, from programs like yours, talk about the strategies that they use to offer children from linguistically diverse families the early experiences that will help them learn to read.
Maintaining Relationships: Continuity in Early Head Start and Migrant and Seasonal Head Start Programs
July 25, 2001
Every day, Early Head Start and Migrant and Seasonal Head Start staff work hard to build strong relationships with infants and toddlers and their families. These relationships are the foundations on which staff offer meaningful services to the children they serve. Research in early childhood suggests the value of maintaining these relationships over time. But how do programs support long-term relationships, in an environment where relationships are often fleeting? Faculty for this audioconference talk about continuity of care and what it means - for home- based as well as center-based providers - and for the infants, toddlers and families they serve. And they share their successful strategies for promoting these important long-term relationships.
From Day One: Taking a Holistic Approach to Transition
September 13, 2000
When families enter an Early Head Start program, transition to a preschool setting seems very far away. However, supporting families in the early years of their children's lives is ultimately for the purpose of empowering them to move away. This program looks at planning and preparing for transition as a long-term process. Faculty speak to strategies that empower children and families to feel comfortable with new experiences within the EHS program as well as new experiences beyond the EHS program. This call focuses on what programs can do to help families prepare for transition, even in the face of limited community resources to serve children at three years