Potty training is a developmental milestone that can be overwhelming for children, caregivers, and educators. Children begin potty training at different ages, follow different training processes, and often have setbacks such as accidents, constipation, and regressions. We present signs that children are ready to begin potty training and strategies for success.

Classroom transitions are often challenging for young children, caregivers, and educators. These transitions can often be stressful and create anxiety, particularly for infants and toddlers. To ease this anxiety, educators and caregivers can establish routines involving positive interactions and a responsive environment. We present ways to establish and support individualized routines to promote successful transitions.

In part one of this two-part series, we discussed planning intentional and differentiated language and literacy learning opportunities based on children’s needs. In this second part, we focus on ways to implement these teaching goals by embedding them within naturally occurring play.

Biting commonly occurs between 4 months and three years of age. Although biting is normal, young children require support to find alternative, safe behaviors to replace biting. We present three approaches for helping prevent and respond to biting, and a practice example.

Tantrums are episodes of crying, hitting, kicking, throwing objects, or falling to the floor. Tantrums are common and can be developmentally appropriate. They can also occur due to limited coping or language skills, efforts to seek attention or get their way, or avoid activities. We present three approaches for helping prevent and de-escalate tantrums.

Expanding early childhood programming is a global interest given the strong return on investment. Programming is most beneficial when these experiences are high quality, and high-quality experiences are associated with numerous long-term benefits. SPROUT was created to provide a scientifically based framework for identifying high-quality in early education settings.

By 2020, any Ohio child care provider accepting Publicly Funded Child Care subsidies must enter into Ohio’s quality rating and improvement system. This paper examines the availability of child care and explores how this landscape may change, examining the locations most at risk for losing child care sites and highlighting possible deserts.

Ohio has used the KRA, a statewide measure of school readiness that is aligned to the state’s early learning and development standards, since 2014. The measure is intended to help guide kindergarten teachers as they teach children of varying school readiness levels. Our authors examined whether the KRA predicted later reading success.

STAR Read-Aloud Practices are designed to develop and strengthen young children’s awareness of and knowledge about print. They utilize evidence-based reading techniques developed from years of research.

A practitioner-friendly, scientifically based curricular supplement designed to develop and strengthen young children’s early foundations in language and literacy. Lessons are organized around adult-child readings of high-quality storybooks and supplement – not replace – an educator’s instruction. It is widely used in early childhood programs in the United States and internationally.

This month, PDK released results from the 50th annual poll of public attitudes about public schools. The survey offers the most trusted source of opinion data on K-12 education issues ranging from school funding and teacher pay to safety and school day hours.

For early childhood advocates, the latest federal preschool development grant offers a chance for Ohio to improve the quality of programming not just in Pre-K, but in childcare programs from birth to age five.