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Did you know good oral health care starts even before the age of 3?

Posted on April 9, 2024

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By Olivia Carrara Leontine Young Fellow

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It's not uncommon to think that an infant does not need to visit a dentist until age 3, but this is far from the truth. In fact, caregivers should identify a dental home for little ones by the age of 1, or at the appearance of their first tooth. This helps establish a primary location for their dental hygiene and allows caregivers access to important oral health  information. While most people know that we should brush our teeth twice a day and floss often, it may be less known that babies also require their gums and teeth to be wiped down regularly after breastfeeding or bottle-feeding. Furthermore, babies should not be sleeping with a bottle or on a breast, as this lets the milk sit in the mouth for prolonged periods. It is also not recommended to give children 100% juice before age 1, and juice consumption should be limited until the age of 3. 

For pregnant individuals, poor oral health and periodontal disease can lead to premature births and an increased risk of dental caries in infants and children. Early childhood dental caries is a public health concern as its prevalence continues to be upwards of 24%. In childhood, it can lead to speech and pronunciation differences throughout life. For individuals of all ages, poor oral health can have detrimental impacts on mental health, physical health, nutrition, as well as health issues like diabetes, heart disease, respiratory infections, and dementia. Good overall health cannot be achieved without good oral health. 

While oral health is crucial for children and adults, a number of obstacles prevent individuals from access to care. The largest of these obstacles is a lack of insurance in general, or a lack of dental coverage specifically. Oftentimes, dental insurance is separate from health insurance and this complication prevents too many individuals from accessing oral care--as a visit to the dentist without coverage can cost hundreds of dollars. Additionally, while a parent’s health insurance can cover children through the age of 26, dental care may only cover children through the age of 19. A number of other obstacles exist, including lack of transportation, lack of convenient hours, language barriers, and issues due to immigration status. Dentists are typically only open during the week during normal business hours. This makes them inaccessible to many who may not be able to miss work or lack child care. The barriers to dental care lead to a number of disparities for Black and Hispanic children, as well as for those with lower socioeconomic statuses. 

Recently, the MOM Project Bill was introduced to establish a three-year pilot program under the Department of Health, focused on providing eligible mothers with oral health education. After the completion of this educational program, the mother, infant, and children would receive oral health treatment for one year. This bill would help decrease maternal periodontal disease, thereby reducing the likelihood of preterm birth and low birthweight. The one year of treatment for mothers and children would help set the foundation for excellent oral health, which would be further supported by the knowledge the mothers would gain from the educational training. 

To learn more about this important issue view the recording of ACNJ's Lunch and Learn on the importance of oral health, presented by Dr. Michal Herman, COO of KinderSmile Foundation. KinderSmile Foundation provides underserved children with comprehensive dental care and educates children and families on the importance of oral health. Amongst their many services is a Perinatal Health and Wellness Program focused on educating pregnant and new mothers on dental hygiene. It provides free adult dental care following an individual’s attendance at the educational session. KinderSmile Foundation has Community Oral Health Centers in Bloomfield, Newark, and Trenton, and helps eliminate barriers to access in each of these communities.

Information shared in this blog was obtained from KinderSmile's presentation slides.

Read our latest updates on maternal and infant health

Did you know there is a growing movement for play-based learning?

Posted on April 8, 2024

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By Olivia Carrara Leontine Young Fellow

Footnotes:
  1. Tracking the winds of change on the American education policy landscape: The emergence of play-based learning legislation and its implications for the classroom ↵
  2. ibid  ↵
  3.  ibid ↵
  4. Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom ↵
  5. Prioritizing Play: The Importance of Play-based Learning in Early Education↵
  6. Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis↵
  7. State Laws Requiring Play-Based Learning↵
  8.  ibid ↵
  9.  ibid ↵
  10.  ibid ↵
  11.  ibid ↵
  12.  ibid ↵
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There has been a recent movement in promoting the use of play-based learning (PBL) beyond the preschool setting. While most preschools and child care centers operate using PBL models, many K-12 schools have shifted their focus to strictly academic learning. In recent decades, the rigor of kindergarten instruction has intensified, with a typical school day consisting of textbooks and worksheets, with just one short recess. This intense commitment to school readiness is often referred to as “schoolification” and leads teachers to focus on math and literacy skills, rather than developmentally appropriate learning.1  For many young learners, developmentally appropriate learning includes a focus on play, socializing, creativity, and collaboration–all components crucial for social and emotional development.2  Not only does this type of learning facilitate social and relational growth, but it also leads to positive academic outcomes and increased language abilities.3 Policymakers are beginning to recognize the importance of play.

Play, in an academic setting, can be either free or guided. While both free and guided play can be beneficial to children, PBL focuses primarily on the use of guided learning. In guided play, early learners are encouraged to make their own choices, direct their own play, and explore their surroundings, all while an educator stands by to facilitate learning.4 The educator can help guide play by asking questions, promoting conversation, and offering ideas for expanding play–all of these can nurture learning. Guided learning can also be used in the form of games. Educators can utilize games to teach their lessons and actively involve their students in the learning process.5 While some individuals argue that direct teaching is more effective than guided play, research has shown that PBL can have positive impacts on executive functioning, social skills, and math literacy, all of which are crucial to a child’s academic progress.6

In an effort to promote the use of PBL, three states have passed legislation surrounding the use of play for kindergarten. New Hampshire was the first state to pass legislation requiring the use of PBL in kindergarten as of 2018.7 In 2023, Connecticut passed legislation mandating PBL in pre-K and public kindergarten, beginning in July 2024.8 Oklahoma, on the other hand, did not pass legislation requiring the use of PBL, but it did prohibit schools from restricting the use of PBL in early childhood education. This law passed in 2021.9

playbased learning

While each of these laws assists in the promotion of PBL, a number of barriers are keeping them from being implemented properly. The first barrier is funding.10 PBL requires classrooms to have adequate play areas, toys, and supplies to allow for beneficial play. Without funding, teachers and administrators are unable to provide students with the resources they need. A second obstacle is accountability.11 While these laws mandate PBL or prohibit the restriction of such, they do not have pathways that hold schools accountable. There is nothing in place within these states to ensure that schools are following the requirements in their early grades. The laws also do not establish plans to prepare educators or train them on the use of PBL.12 While some education and professional development programs focus on PBL, educators required to use such techniques should be properly trained in the area. The barriers restricting the implementation of these requirements must be addressed, so that our youngest learners can receive their early education in the most efficient ways possible.

Access the following resources for more information on play-based learning:

Play-Based Learning Definition and Benefits

Defining Play-based Learning

Quality - What Does a High Quality Kindergarten Program Look Like

Read our latest updates on early childhood education

Urge legislators to invest in New Jersey’s child care infrastructure

Posted on April 1, 2024

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Just like our roads and railways, New Jersey’s child care infrastructure must be well-funded and sustainable. Urge your legislative representatives to prioritize investment in child care and its workforce to promote:

  • quality early care and education;
  • support for working families; and
  • a prosperous future for our children and economy.

ACNJ Seeking Early Learning Policy Analyst

Posted on March 28, 2024

Advocates for Children of New Jersey (ACNJ) is a nationally recognized research and advocacy non-profit organization that works to advance policies that help children and families. ACNJ provides policy expertise, and public education to create positive systems change and enjoys a 45-year track record in raising accountability, protecting rights and improving outcomes for children.
ACNJ’s work has improved the lives of thousands of New Jersey children in the areas of access to early care and education, health care and hunger, child protection, juvenile justice and economic supports to low-income families. The organization is governed by a diverse and highly respected Board of Trustees and staff, who are united by a deep concern for the well-being of New Jersey children, especially our most vulnerable.

ACNJ is currently seeking a Policy Analyst for Early Learning to assist ACNJ’s Director of Early Learning Policy and Advocacy advance ACNJ’s early learning programmatic and legislative agenda. This agenda is focused on the needs of young children, prenatal to age eight and their families. ACNJ is a leader in New Jersey and nationally and is committed to building an equitable foundation of early learning success for children prenatal to eight, including but not limited to accessing the high quality supports and service necessary to thrive including maternal and early relational health, affordable quality childcare, and quality preschool.

The Policy Analyst for Early Learning should be a content expert in an early learning issue area including child care and/or preschool, and have experience in working with coalitions and partners. Legislative experience is a plus.

The Policy Analyst reports directly to the Director for Early Learning Advocacy and Policy Director and will be responsible to:

  • Elevate ACNJ’s early learning policy and advocacy priorities by representing ACNJ in external meetings and developing relationships with key external stakeholders, community organizations, policymakers, leaders, funders and other advocates to support ACNJ’s early learning priorities
  • Represent ACNJ’s early learning agenda in national and state networks. Help execute the advocacy strategy for ACNJ’s policy agenda, including informing legislative and regulatory proposals, responding to inquiries from allies, and other long-term and rapid-response opportunities
  • Inform the organization’s policy positions by monitoring state early learning related legislative and regulatory proposals, budget, programmatic initiatives, and active and proposed reforms. Produce policy briefs, reports, statements, and other written materials that make early learning policy accessible to a broad array of stakeholders and ensure that they are high-quality, accurate, equity-driven, and actionable, as well as aligned with ACNJ’s mission and goals
  • Collaborate with ACNJ Communications Team to create accessible and timely content to inform and educate partner organizations, supporters, funders, staff, government officials and legislators, and others of ACNJ’s early learning policy goals, processes, and outcomes, including regular updates for newsletters, website, social media, press releases, and Action Alerts when needed
  • Keep apprised of research and advocacy nationally and in other states, reporting on early learning conversations across government, media think tanks, academia and advocates
  • Help build early learning policy and advocacy knowledge and skills among ACNJ staff and Board and keep stakeholders informed on public policy outcomes and opportunities
  • Ensure that grant deliverables supporting this position are met, and collaborate with Communications Team and Development Staff on early learning grant-related projects, assignments, and activities

The ideal candidate has/can:

  • Ability to lead and develop advocacy and policy initiatives with minimal supervision
  • Track record of critically evaluating diverse and complex sources of information, and identifying priorities and strategies based on findings
  • A strong vision for improving the policies and practices that impact children prenatal to age eight and their families – particularly children and families of color and from low-income households and other historically marginalized communities
  • Skills to communicate complex issues with external and internal audiences in a clear and credible manner
  • Work effectively with colleagues to coordinate strategies and activities across teams, and effectively confront and manage difficult situations
  • Demonstrate respect and sensitivity for all communities and cultures among staff and partners
  • Respond positively and productively to challenges and accepts new goals, priorities, or procedures, manages multiple requests and make changes based on an understanding of priorities
  • Exhibit relationship management skills such as proactively engaging in and promoting clear communication of information and needs within relationships
  • Decisiveness. Capable of timely and quality decision-making.

Experience and credential requirements:

  • Early learning related graduate degree or law degree and at least 8 years of experience in an early learning area such as child care or preschool, with progressively increasing responsibility, and proven track record of advancing early care and education policy
  • Demonstrated competency in communicating complex information clearly in writing and in oral presentations
  • Public speaking and presentation skills, as well as strong written communication skills
  • Track record of communicating with high-level policymakers, including those in the legislative and executive branches of government is a plus.

At ACNJ, we want staff to love their work and show respect and empathy to all. We encourage staff to work together across positions and roles. We are being deliberate and self-reflective about the team and culture that we are building, seeking staff who have different strengths, backgrounds and experiences, who share a passion for improving outcomes for children and strengthening families. We believe that diversity and inclusion will be key to our success and are seeking candidates who are strong in their own aptitudes and who care deeply about supporting each other's growth. The viewpoints of all of our employees and board members are key to our success.

ACNJ’s offices are located in Newark, NJ and staff is currently working a hybrid schedule of 3 days in the office and 2 days remote. The salary range for this role is $75,000 to $80,000.

Interested applicants should send their resume and cover letter to Winifred Smith-Jenkins at wsmith-jenkins@acnj.org.