The early childhood development initiative "Too Small to Fail" is expanding in Pennsylvania to boost children's brain and language development, preparing them for kindergarten and beyond.

Nearly 60% of children in the United States begin kindergarten unprepared, lagging behind their peers in essential language and reading skills.

Perri Chinalai, managing director of the Too Small to Fail program for the Clinton Foundation, said her organization is partnering with the Barbara Bush Foundation for Family Literacy and the United Way of Pennsylvania to implement 250 new early education programs over the next two years.

"We worked with laundromats and transforming laundromat spaces into literacy-rich environments, because we know that families are going to laundromats," Chinalai explained. "How can we think about really encouraging talking, reading and singing in spaces where families are?"

Chinalai added the Barbara Bush Foundation works with children in early learning all the way through school-age kids, and the Too Small to Fail focuses on children aged 0-5. The initiative has donated more than 1.4 million children's books to families in under-resourced communities.

Chinalai noted they partnered with the Department of Public Health and Office of Homeless Services to transform two health centers in Philadelphia and a homeless intake shelter. She added over the past 11 years, the program has worked with communities across the country and have launched more than 40 campaigns.

"For the first year of this project, through our partnership with the United Way location, we will be partnering with six different locations, including the Titusville region, Lycoming County, Wyoming Valley, Southern Allegheny Capital Region and Bucks County," Chinalai outlined. "To really think about how we can incorporate these strategies within the work that they're already doing for children and families."

She added they are also working with a local bookstore called Tree House Books to restock bookshelves. She emphasized the campaigns will focus on training trusted messengers, transforming learning spaces and distributing resources to families.


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If the election season made one thing clear, it is neither side can hear what the other is saying and one expert believes it is because most of us were not taught "active listening" in school.

Christine Miles, founder of The Listening Path Classroom program, said only about 2% of schools offer formal listening skill development programs, which can handicap our success as adults. Miles believes too many of us listen half-heartedly, keen to share our thoughts or arguments the minute the other person stops talking.

"This is not new," Miles pointed out. "Since 1957, there's been talk about the fact that there's not formal education in schools on listening, and the reason I think it hasn't been solved is because listening has been notoriously hard."

Research shows students from kindergarten through 12th grade spend 50% to 75% of their classroom time listening, yet comprehend only 25% to 50% of what they hear. According to Miles, when it comes to politics, it is rarely effective to argue someone into adopting your position.

Miles believes technology is partly to blame for poor listening. Kids spend so many hours on their electronic devices, Miles explained some develop a natural form of attention deficit disorder, even if they don't have the condition biochemically.

"What the technology has done is made our brains even more impatient and more distracted than they already were," Miles contended. "If we don't help them learn how to have conversations about things they disagree about, how will they learn how to manage that?"

Miles noted becoming an adult without good listening skills can affect both academic success and social-emotional learning. To develop better skills, experts recommended being fully present in a conversation, showing interest by practicing good eye contact, asking open-ended questions, paraphrasing and reflecting back what has been said and withholding judgment and advice.


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Child care workers across the nation, including in Tennessee, are struggling with poverty-level wages according to a new report.

It revealed in Tennessee, the median wage for early childhood educators is less than $15 an hour.

Anna Powell, senior research and policy associate for the Center for the Study of Child Care Employment at the University of California-Berkeley, said the median wage nationally for early childhood educators is just $13.07 an hour, which has resulted in some workers relying on public assistance.

"In Tennessee, we estimate the median hourly wage to be $11.57 for a person working in early care and education," Powell reported. "Meanwhile, the living wage in that state is about $15.03, so that means there's a gap of about 23%."

The 2024 Early Childhood Workforce Index showed pay scales are insufficient for a single adult to earn a living wage in any state. Alarmingly, nearly half of child care workers rely on assistance programs, such as SNAP benefits and Medicaid, to survive.

Powell pointed out the data also show serious inequities in wages.

"While the overall wages are low, we do find evidence that Black and Latina women are earning even less on average," Powell explained. "For example, up to $8,000 less a year, regardless of their education levels."

The study suggested boosting public funding for early childhood education, as the U.S. invests only $4,000 per child annually, far less than the $14,000 in other wealthy countries.

The pandemic highlighted the critical role of educators and Powell pointed out COVID relief funds showed potential solutions are within reach.


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November is National Adoption Month and In Pennsylvania, more than 3,000 children in foster care are waiting for new families through adoption.

Abigail Wilson, director of child welfare, juvenile justice and education services at the Pennsylvania Council of Children, Youth and Family Services, said nationwide, more than 108,000 children are in foster care awaiting adoption.

Wilson suggested now is a great time to learn more about the joys and the challenges of adoptive families, adding the data provide insights into the racial composition of the children who need permanent families.

"Median age was around seven years old, and the racial breakdown was 43% white children, 23% Hispanic, 21% Black, 9% two or more races," Wilson reported. "High majority of the white, Hispanic and Black children."

Wilson noted Pennsylvania uses the Statewide Adoption and Permanency Network, which is part of the Department of Human Services. It focuses on matching children to families and resources.

Rachel Kuhr, chief program officer for Jewish Family Service of Harrisburg, said in the last 20 years, Pennsylvania has significantly increased its services for families seeking permanency for children. She pointed out funding has allowed the Statewide Adoption and Permanency Network to provide resources to adoptive families.

"It allows any family who has adopted a child and lives in Pennsylvania, and the child is under 18, to access supportive services," Kuhr outlined. "The state funds three services: case advocacy, which begins with assessment and then respite funding and support group."

She emphasized support groups are the top request from adoptive families and families are informed about the services before finalizing adoptions so they can seek help when needed.

Kim Kupfer, post-permanency coordinator for Jewish Family Service, said they have seen an increase in mental health issues affecting kids and families since the pandemic. She described how post-permanency services have helped a family of three, including two biological brothers with HADDS, a condition linked to developmental delay and autism.

"We offered a support group virtually about mental health topics," Kupfer recounted. "She did do that one, because it was virtual. It's a single Mennonite mom. Her name is Samantha. She's needed so much help with both the boys, navigating three systems. One of them is the school system, because she did not want to send her oldest to public school."

She stressed the mother was able to see the benefits of the local public school for her son with special needs, and he has been thriving there for almost three years.