Resampled color
In This Issue

The World is a

Exploring rainbows make great learning experiences even without the pot of gold at the end. Children can experiment with mixing colors and discover information about the sky as they investigate the magic of rainbows.
Demonstrate rainbow science experiments.
Fill a glass or clear jar with water to the top. Set it on a windowsill in bright sunlight with it just slightly sticking out over the ledge. Lay a piece of paper on the floor in front of the window and watch for a rainbow image to be captured. The jar may need to be moved side to side on the windowsill until it reflects the rainbow.
On a sunny day, put a small mirror in a small bowl or glass of water. Put the glass on a window and watch the sun shine on the mirror and reflect a rainbow on the wall.
Hold a prism to the light and help children observe the colors that are passing through. Talk about what is happening and why.
Make a classroom rainbow from handprints. 

Draw lines on a large piece of paper to indicate where children can print each color. Using only red, yellow, and blue paint, show children how to dip their hands into shallow pans of paint and print them onto the paper. Help them explore how to combine colors to get the remaining colors on the spectrum.
Dance with Rainbow Ribbons.
Attach rainbow-colored ribbons (one each of red, orange, yellow, green, blue, indigo and violet) to rhythm sticks or dowel rods, one for each child. Play different types of music and encourage children to gently wave their rainbow stick to the music.
Rainbow color sort.
Lay out one sheet of construction paper for each color in the rainbow. Ask children to find objects of each color around the classroom and lay them on that paper sheet. For example, a blue crayon would go on the blue sheet; a yellow block on yellow, etc.
Eat a Rainbow.
Ask children to name as many different fruits and vegetables as they can name for each color of the rainbow. Then, sort them by fruit or vegetable. Read Lois Ehlert's Eating the Alphabet. Pick some of the named foods to make a rainbow snack.
Sing/Play The World Is a Rainbow by Greg on Steve.
Sing/Play The World is a Rainbow by Greg on Steve 
Sing/Play The World is a Rainbow by Greg on Steve
Here are some books to read:
Rainbow Fish - Marcus Pfister
A Rainbow of My Own by Don Freeman
Planting a Rainbow by Lois Ehlert
The Rainbow Stick Boy by Michael Santolini
Ruby's Rainbow (Grosset and Dunlap)
All the Colors of the Rainbow by Allan Fowler

CLICK HERE to download the  full article with all the early learning foundation information 

Attention Delaware Stars Programs: Time is running out, so don't delay on submitting an Infrastructure Technology application!
The Infrastructure Fund is now accepting applications for technology. Don't delay because funding is limited!

If your program is implementing Teaching Strategies Gold, Ages and Stages and has limited access to technology, you may be eligible for funding. Priorities are given to programs that serve children with high-needs and/or are located in high-needs areas. Children with "high-needs" are defined as children from families participating in the state's Purchase of Care program (POC), who are dual language learners and/or children who have an IFSP or IEP.

Technology application approvals will be based on the request meeting a Delaware Star's Standard, priority guidelines and availability of funding. The deadline to submit a technology application is September 21, 2015!

To apply, please contact Brigitte Shellenberger at or (302) 777-9751.
The BUILD Initiative E-Book Releases Chapter Seven
Rising to the Challenge: Building Effective Systems for Young Children and Families shares the experiences of the states that received federal Early Learning Challenge funds.
Chapter 7: Stacking the Blocks: A Look at Integrated Data Strategies highlights some of the progress states are making to develop early childhood information systems. Elizabeth Jordan and Carlise King chronicle the progress of seven of the ten states that have prioritized data system development in their Early Learning Challenge applications and completed at least one year in the grant cycle.

Early Educator Central is Live!
Early Educator Central is a new effort jointly administered by the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Child Care and Office of Head Start. The project promotes infant/toddler educators gaining degrees and credentials using existing federally funded resources. You can visit the site at

The multifaceted site supports not only infant/toddler educators, but the entire infant/toddler workforce, with federally funded resources for administrators, trainers and coaches, professional development system leaders and more. The site provides an index of coursework to support infant/toddler educators, which includes center-and home-based/family child care providers, at little or no cost. The site will be continually updated and new resources added as identified.

The site is linked to infant/toddler development course content that higher education institutions can use within their associate degree program. There are resources for others with key roles in early learning, including a coaching companion. This free online observation tool helps teachers, coaches, education managers and faculty develop individualized coaching plans through focused observations. Teachers can upload videos of their own practices and allow their administrators, coaches, trainers or faculty to view them and provide feedback.

Another exciting resource is a systems-based PD cost analysis tool. This tool assists system planners in understanding and budgeting for the costs associated with helping infant/toddler educators, as well as other early childhood professionals, gain degrees and credentials. The site offers model articulation agreements that highlight the different approaches to articulation, and provides essential perspectives about choices and strategies for developing strong articulation agreements.
CORE Awards
Educational Attainment Fall 2015
The CORE Award checks will no longer be mailed to CORE recipients. All CORE Award applicants must have a savings or checking account, and submit a completed CORE Direct Deposit form to receive CORE Awards.
We are pleased to announce the Refer-A-Friend incentive that is available to early childhood professionals.
Information regarding the 2015 CORE Educational Attainment Award application, CORE Direct Deposit Form, and Refer-A-Friend incentive are available at .
Contact Information:
Syreeta Clarke, CORE Coordinator
(302) 764-1500 ext. 105

CLASP CCDBG Reauthorization and Implementation Resources

The bipartisan passage of the Child Care and Development Block Grant (CCDBG) Act of 2014 strengthens the law's dual role as both a major early childhood education program and a work support for low-income families. For states to achieve the full potential of the CCDBG reauthorization-while avoiding tradeoffs that harm children,  families and the child care providers who serve them-thoughtful implementation and new resources will be essential.

In an effort to better inform the implementation of CCDBG in states, the CLASP Child Care and Early Education team and the National Women's Law Center (NWLC) have jointly produced a number of valuable resources for state child care advocates. Please be sure to check as resources will continue to be added for advocates, state administrators and others engaged in CCDBG implementation. Listed below are links to our most recent resources in addition to the reauthorization guide for states.

CLASP and NWLC will continue to work closely with those involved in implementing the law in states and at the federal level to realize the potential benefits of the reauthorization through teleconferences, webinars and individualized state technical assistance on CCDBG reauthorization. If you would like to learn more about what types of resources are available, please contact Christine Johnson-Staub.

POC- What's Coming Up on the Child Care Modernization Project

The November release of the updated Purchase of Care (POC) and Provider Self Service (PSS) systems is quickly approaching. Many project milestones have been achieved since the previous newsletter article in May. Both POC and PSS were developed based on system designs. Teams for both systems have completed their internal testing. In May, Child Care Providers received a preview of PSS screens at the semi-annual POC Provider meetings.
What is User Acceptance Testing (UAT) and when does it begin?
During the UAT phase, staff that works for the State will complete testing of the POC and PSS programs to make sure the updated systems are ready for your use. The UAT phase is currently underway and will continue over the next few months.
What is 'Go-live' and when can users access POC and PSS?
System Go-live is a term that is used to indicate the date the new systems are available for use. Go-live activities for POC and PSS are expected to begin in early November; more details will be available closer launch time.  
When are the next POC Provider meetings?
The Division of Social Services (DSS) will hold the second and final set of 2015 POC Provider meetings in October. The October meetings will include important information about the DSS Child Care Modernization project, including a review of the PSS system and what users need to know to prepare for Go-live of PSS. Additional meeting details will be posted closer to the meeting to the Announcements page on the current Provider Portal.
Want to stay informed of project updates?
Look for communications about the project within the Office of Early Learning newsletters and visit the Announcements page on the current Provider Portal for updates.

Seventh Annual Legislative Wrap-Up Released by KCDE

The document highlights selected legislation affecting children that has been approved by Delaware's General Assembly during Fiscal Year 2015. Legislation highlighted in the publication is grouped within the categories of child health, education, child welfare, economic well-being and miscellaneous. Some new legislation includes defining "ATV" and requires children under 18 to wear a helmet when operating or riding as a passenger on an ATV; expanding legal protections available under Delaware law to individuals, in particular children, relating to online & digital activities; and creating means for undocumented immigrants to obtain driving privileges in Delaware. Find the KIDS COUNT in Delaware Legislative Wrap-Up: Highlights of the 148th Delaware General Assembly, July 2015 online here:  

A new KIDS COUNT® report ranks Delaware 25th in the nation for overall child well-being. The Casey Foundation reveals that the rising tide of recovery in the form of increasing employment and concentrated wealth has left stagnant pockets of low-income, struggling communities and families, where a child's future is anchored in scarcity and hardship. About 1.7 million more children nationwide live in low-income working families today than during the Great Recession. More than 35,000 children in Delaware live poverty, or more than 1 out of 6. Read the full report here

While Delaware ranks 25th in the latest Casey Report, what would it take for our state to rank 1st across domains and indicators in the latest National Data book? Check out this new resource to see how many children it would take to make our state #1 in Economic Well-being, Education, Health, and Family & Community.  

Engaging Families and Communities to Bridge the Word Gap

The U.S. Departments of Health and Human Services (HHS) and Education (ED), in partnership with Too Small to Fail, are releasing "Talk, Read, Sing Together, Every Day!," a suite of resources that can help enrich children's early language experiences beginning from birth. This toolkit is the result of a commitment made at the 2014 White House convening focused on bridging the "word gap."

The suite of resources includes tip sheets for families, preschool teachers, and infant/toddler teachers and caregivers, as well as a fact sheet that highlights the evidence behind the benefits of being bilingual and embracing children's home languages. All tip sheets are available in English and Spanish, and can be downloaded for free at

Public Comment Period Extended 30 Days
Increased Head Start Quality through Revision of the Head Start Program Performance Standards

The Office of Head Start has announced an extension for the public to comment on the proposed Head Start Performance Standards from August 18, 2015 to September 17, 2015. By extending the comment period into September when children are in Head Start programs, it's hoped that more feedback from parents and others in the Head Start community will be received. The goal is to obtain input from as many sectors as possible. Because parents play such a vital role in Head Start, it's important to ensure they have time and opportunity to provide comments.   

The Head Start NPRM Extension of Comment Period has been posted on the Federal Register

A high-quality Head Start program can change the course of a child's life, and engage the potential of the entire family. That is why this administration has made quality improvements to the Head Start program a priority. The Notice of Proposed Rulemaking (NPRM) announced builds on past efforts to strengthen and improve the Head Start program and is a reaffirmation of the President's commitment to ensure every Head Start child has access to high-quality early learning.  

After reading the NPRM, please submit your official comments through Only comments that are submitted through the or Regulations.govsites, or the identified alternative methods, will be officially considered before the publication of the Final Rule.

Two New Infographics Offer News and Tips for Delaware Stars Providers
Click Here for Did You Know?                                                     Click Here for Essential Standards 
DE Stars logo
Rising Stars Shining Bright! 
Congratulations to the programs moving up in July!

CONGRATULATIONS to these brand new Star 5 programs  
Beach Babies Child Care/Townsend, Boys & Girls Club @ North Star Elementary School, Boys & Girls Club @ Highlands Elementary School,
East Dover Elementary School, Ezion Fair Community Academy,
Kindercare Learning Center (New Castle), Little Einstein's Preschool, Phyllis Felton-Green,
Lynne Portlock, Project Village at Georgetown Elementary
And it is a pleasure to announce that these programs have earned Star 4 rating:
Bear/Glasgow YMCA -Leasure School, Bernice's Educational School Age Center, 
Merrie Moppets Child Care, The Goddard School/Bear 
As Delaware families look to the Stars when searching for early childhood programs, they find quality early learning programs such as the Stars programs that have moved up in quality rating!
Research-to-Policy Resource List: Early Care and Education Supports for Young Children Experiencing Homelessness

Children experiencing homelessness face multiple challenges and are more vulnerable to developmental delays and social emotional problems. Due to the challenges experienced by these children, it is important that they have access to comprehensive services, including high-quality early care and education (ECE) programs.

Research Connections' new Research-to-Policy Resource List, based on a comprehensive search of its collection, explores: the prevalence, experience, and impact of homelessness among young children; access to ECE for children experiencing homelessness; ECE programs and practices that support children experiencing homelessness; and approaches for addressing trauma associated with homelessness for young children.
Early Childhood Integrated Data System Toolkit

This toolkit from the Statewide Longitudinal Data Systems technical assistance program was developed to support states working to create an early childhood integrated data system. The toolkit has seven components. Each component has a set of key indicators that describe what is ideal for the specific component, and each indicator has elements that discuss how to accomplish the ideal outlined in the indicator. The toolkit consists of two main types of content: planning information and resources, and the self-assessment. 

Elevating Quality Rating and Improvement System (QRIS) Communications

This report from Child Trends provides a QRIS communications framework and examples that can be used to support and improve communications with providers, parents, partners, policymakers, and the public.

Clients' Recommendations for Improving the Child Care Subsidy Program

This brief from the Urban Institute looks at child care subsidy recipients' recommendations for improving subsidy program stability and child care continuity in Illinois and New York.
Resources Developed by States and Selected Cities to Support Financing Preschool

A new publication from the Center on Enhancing Early Learning Outcomes (CEELO) identifies types of guidance that states and cities provide to programs to help them calculate preschool budgets and support effective financing.   

2015 Global Business Summit on Early Childhood Investments

ReadyNation, a membership organization working to strengthen business and the economy through effective investments in children and youth, is hosting the first Global Business Summit on Early Childhood Investments, Thursday, October 1, 2015 - 1:00pm to Friday, October 2, 2015 - 5:30pmin New York City. This free event will inspire and equip executives to take actions at the community, company, or policy levels that support young children. The event is for businesspeople, policy officials/staff and funders only. Others may attend with a team of business people. For more information and to register visit 

Storytelling in preschool linked to reading later
New research links storytelling ability among African-American preschoolers and the development of kindergarten reading skills.

"Previous research found an association between oral narratives and literacy at later stages of development," says study leader Nicole Gardner-Neblett of the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. "But our findings suggest how important storytelling is for African-American children at the earliest stages."

Gardner-Neblett explains that oral narrative skills emerge as early as age two and continue to develop as children engage in interactions with parents and others, who provide guidance and feedback. Although experts have suggested the importance of oral language skills on literacy during the preschool years, much of the research until now has focused on associations between early language and later reading outcomes in elementary school, leaving many unanswered questions.
Delaware Office of Early Learning | | | 820 North French Street, 5th Floor
Wilmington, DE 19801