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Supporting Early Childhood Educators Helps the Entire Community

NNPA NEWSWIRE — Educators with credentials produce better outcomes for children, according to the many studies that Usma cites. And she provides recommendations that can help lower the roadblocks early childhood teachers face to earning credentials.

Published

1 year ago

August 26, 2024

Oakland Post

Council for Professional Recognition

The Council for Professional Recognition, the nonprofit organization that supports early childhood education professionals and administers the Child Development Associate^® (CDA) credential, is proud to highlight new insights. Usma Mohamed, the Council’s vice president of brand experience and marketing, recently gave these educators a chance to share their views in her doctoral dissertation: Uncertified Early Childhood Education (ECE) Teacher Perceptions of ECE Certifications: A Qualitative Narrative Inquiry Study. Usma’s study makes a strong contribution as our country continues to face a shortage of qualified early childhood teachers. And it’s an issue that has a major impact on children, as Usma points out. Teachers with specialized ECE training are better equipped to help children learn at the most formative stage in life, and the learning scaffolding these teachers provide makes a long-term impact.

But it’s another story in low-income communities like the Lower Rio Grande Valley of Texas, where Usma conducted her research in the field. The region has lower-quality early learning programs than wealthier parts of the state. And it isn’t unique. Texas has met only four out of ten quality benchmarks for early childhood education, as defined by the National Institute for Early Education Research (NIEER). And the shortfall is especially acute when it comes to assistant teachers. In Texas, as in other states, the qualifications for assistant teachers do not meet NIEER recommended criteria like holding a Child Development Associate® (CDA) Credential or similar certification.

The lack of qualified assistant educators or teachers is a cause for concern, as Usma points out, since assistant teachers play a vital role in early learning settings, often sharing classroom responsibilities with lead teachers. Unqualified assistant teachers are especially common in areas, like the Lower Rio Grande Valley, which have large minority populations, high poverty rates, and lower per-capita incomes. Areas like the Lower Rio Grande Valley also have lower-quality early learning programs than wealthier parts of the state, and that’s a roadblock as the region strives to improve early learning programs, prepare children for success, and ultimately cut poverty levels down. Granted, the region is expanding access to early learning programs, but it struggles to raise their quality due to the shortage of certified teachers.

Usma explored the reasons for this roadblock through in-depth interviews with seven uncertified teachers at a preschool in the Lower Rio Grande Valley. They conveyed their thoughts by sharing their lived experiences to uncover insights to support the following questions: What perceptions do uncertified ECE teachers have toward certification training? What are uncertified teachers’ perceptions regarding the degree to which ECE certification would or would not add to their knowledge and skills? And how do uncertified teachers perceive their current ability to teach children effectively?

The stories that teachers shared revealed both personal and professional factors that deterred the teachers from pursuing credentials such as the CDA. The roadblocks to certification, as Usma learned, include time constraints, the perceived difficulty of certification, lack of awareness of credentials, and such high confidence in their teaching skills that teachers didn’t feel they needed training. In addition, strong support from colleagues and the importance of their family duties made teachers question the merits of pursuing ECE credentials. Yet they did not question the value of their profession. The stories they shared revealed the passion, pride, and sense of commitment they brought to serving young children well.

Some teachers even acknowledged that earning an ECE credential or certification would assist them in their work. And it is important for education leaders to also acknowledge the factors that can prevent many early childhood teachers from pursuing this goal. Understanding the context of their daily life and perceptions of specialized training is crucial for boosting the number of credentialed early childhood teachers. And it’s especially urgent for underserved communities both in Texas and beyond.

That will be a challenge for educators and for those who support them. Still, the effort is worthwhile. Educators with credentials produce better outcomes for children, according to the many studies that Usma cites. And she provides recommendations that can help lower the roadblocks early childhood teachers face to earning credentials. For example, states and localities can build a more qualified workforce by using block grants and funding to help educators earn an ECE certification or credential. Center directors can urge teachers to make credentials a priority and show them how it would enhance their teaching skills. Accreditation organizations can provide detailed rationales for the importance of teacher certification. Credentialing organizations can tailor their outreach to highlight specific benefits for centers, teachers, and students.

Future studies should explore incentives for uncertified teachers to pursue certification nationwide. These efforts should take account of teachers’ real-life challenges and stories, like the ones that Usma heard. Her insights contribute to an understanding of why more teachers don’t earn credentials, ways to help them succeed in doing so, and why it matters so much. Granted, early childhood teachers contend with other commitments and face constraints on their time. But Usma urges policymakers and education leaders to find ways to help more teachers earn credentials for the sake of those they serve. Qualified early childhood teachers, as she points out, have the skills to help young children someday tell success stories of their own.

Oakland Post

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#NNPA BlackPress

LIHEAP Funds Released After Weeks of Delay as States and the District Rush to Protect Households from the Cold

BLACKPRESSUSA NEWSWIRE — The federal government has released $3.6 billion in home heating assistance after a delay that left states preparing for the start of winter without the program’s annual funding.

Published

2 weeks ago

December 1, 2025

Stacy M. Brown

By Stacy M. Brown
Black Press USA Senior National Correspondent

The federal government has released $3.6 billion in home heating assistance after a delay that left states preparing for the start of winter without the program’s annual funding. The Low-Income Home Energy Assistance Program, known as LIHEAP, helps eligible households pay heating and cooling bills. The release follows a shutdown that stretched 43 days and pushed agencies across the country to warn families of possible disruptions.

State officials in Minnesota, Kansas, New York, and Pennsylvania had already issued alerts that the delay could slow the processing of applications or force families to wait until December for help. In Pennsylvania, more than 300,000 households depend on the program each year. Minnesota officials noted that older adults, young children, and people with disabilities face the highest risk as temperatures fall.

The delay also raised concerns among advocates who track household debt tied to rising utility costs. National Energy Assistance Directors Association Executive Director Mark Wolfe said the funds were “essential and long overdue” and added that high arrearages and increased energy prices have strained families seeking help.

Some states faced additional pressure when other services were affected by the shutdown. According to data reviewed by national energy advocates, roughly 68 percent of LIHEAP households also receive nutrition assistance, and the freeze in multiple programs increased the financial burden on low-income residents. Wolfe said families were placed in “an even more precarious situation than usual” as the shutdown stretched into November.

In Maryland, lawmakers urged the Trump administration to release funds after the state recorded its first cold-related death of the season. The Maryland Department of Health reported that a man in his 30s was found outdoors in Frederick County when temperatures dropped. Last winter, the state documented 75 cold-related deaths, the highest number in five years. Rep Kweisi Mfume joined more than 100 House members calling for immediate federal action and said LIHEAP “is not a luxury” for the 100,000 Maryland households that rely on it. He added that seniors and veterans would be placed at risk if the program remained stalled.

Maryland Gov. Wes Moore used $10.1 million in state funds to keep benefits moving, but noted that states cannot routinely replace federal dollars. His administration said families that rely on medical equipment requiring electricity are particularly vulnerable.

The District of Columbia has already mapped out its FY26 LIHEAP structure in documents filed with the federal government. The District’s plan shows that heating assistance, cooling assistance, weatherization, and year-round crisis assistance operate from October 1 through September 30. The District allocates 50 percent of its LIHEAP funds to heating assistance, 10 percent to cooling, 13 percent to year-round crisis assistance, 15 percent to weatherization, and 10 percent to administrative costs. Two percent is used for services that help residents reduce energy needs, including education on reading utility bills and identifying energy waste.

The District’s plan lists a minimum LIHEAP benefit of $200 and a maximum of $1,800 for both heating and cooling assistance. Crisis benefits are provided separately and may reach up to $500 when needed to resolve an emergency. The plan states that a household is considered in crisis if it has been disconnected from energy service, if heating oil is at 5 percent or less of capacity, or if the household has at least $200 owed after the regular benefit is applied.

The District’s filing notes that LIHEAP staff conduct outreach through community meetings, senior housing sites, Advisory Neighborhood Commissions, social media, posters, and mass mailings. The plan confirms that LIHEAP applicants can apply in person, by mail, by email, or through a mobile-friendly online application and that physically disabled residents may request in-home visits.

As agencies nationwide begin distributing the newly released funds, states continue working through large volumes of applications. Wolfe said LIHEAP administrators “have been notified that the award letters have gone out and the states can begin to draw down the funds.”

Stacy M. Brown

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Seven Steps to Help Your Child Build Meaningful Connections

BLACKPRESSUSA NEWSWIRE — Swinging side by side with a friend on the playground. Sharing chalk over bright, colorful sidewalk drawings. Hiding behind a tree during a spirited game of hide-and-seek. These simple moments between children may seem small, but they matter more than we think

Published

2 weeks ago

December 1, 2025

Oakland Post

By Niyoka McCoy, Ed.D., Chief Learning Officer, Stride/K12

Swinging side by side with a friend on the playground. Sharing chalk over bright, colorful sidewalk drawings. Hiding behind a tree during a spirited game of hide-and-seek. These simple moments between children may seem small, but they matter more than we think: They lay the foundation for some of life’s most important skills.

Through everyday play, young children begin learning essential social and emotional skills like sharing, resolving conflicts, showing empathy, and managing their emotions. These social skills help shape emotional growth and set kids up for long-term success. Socialization in early childhood isn’t just a “nice-to-have”—it’s essential for development.

Yet today, many young children who haven’t yet started school aren’t getting enough consistent, meaningful interaction with peers. Research shows that there’s a decline in active free play and peer socialization when compared to previous generations.

There are many reasons for this. Children who are home with a parent during the day may spend most of their time with adults, limiting opportunities for peer play. Those in daycare or preschool may have restricted free play, and large classrooms can reduce supervision and social coaching. Some children live in rural areas, are homebound due to illness, have full schedules, or rely on screens to fill their playtime. And for some families, finding other families with young children to connect with isn’t easy.

While these challenges can feel significant, opportunities for connection still exist in every community. Families can take simple steps to help children build friendships, create a sense of belonging, and strengthen social skills. Here are some ideas to get started:

Storytime sessions at libraries or local bookstores
Community offerings such as parent-child workshops, art, music, gymnastics, swimming, or sports programs
Weekly events at children’s museums, which may include art projects, music workshops, or science experiments
Outdoor exploration, where kids can play with peers
Local parenting groups that organize playdates and group activities
Volunteer opportunities where children can participate, such as pet adoption events or packing meals at a food bank
Classes for kids at local businesses, including hardware, grocery, or craft stores

Some of these community activities are free or low-cost and give kids the chance to build friendships and practice social skills. Parents can also model positive social behavior by interacting with other parents and encouraging their children to play with their peers.

These may seem like small moments of connection, but they can have a powerful impact. Every time your child shares a toy, plays make-believe with peers, or races a friend down the slide, they’re not just playing—they’re learning the skills that build confidence, empathy, and lasting friendships. And it’s good for you, too. Creating intentional opportunities for play also helps you strengthen your own network of parents who can support one another as your children grow together.

Oakland Post

Posts by Oakland Post

#NNPA BlackPress

Seven Steps to Help Your Child Build Meaningful Connections

Published

2 weeks ago

December 1, 2025

Oakland Post

By Niyoka McCoy, Ed.D., Chief Learning Officer, Stride/K12

Storytime sessions at libraries or local bookstores
Community offerings such as parent-child workshops, art, music, gymnastics, swimming, or sports programs
Weekly events at children’s museums, which may include art projects, music workshops, or science experiments
Outdoor exploration, where kids can play with peers
Local parenting groups that organize playdates and group activities
Volunteer opportunities where children can participate, such as pet adoption events or packing meals at a food bank
Classes for kids at local businesses, including hardware, grocery, or craft stores