DCRC Blog

The Devereux Early Childhood Assessment (DECA) Program is a valuable complement to any infant and early childhood mental health consultation (IECMHC) service, because it helps all of the adults in a child’s life focus on social and emotional health and resilience. IECMHC services benefit from utilizing the entire DECA Program suite of resources and strategies, but can also benefit from utilizing the assessments (birth through 5 years) independently.

According to leaders in the IECMHC field, there are several key elements of the practice. These key elements can be supported by the DECA Program in many ways…

World Mental Health Day was last week (October 10, 2023), and we didn’t want to let too much time pass before celebrating it! Mental health is way too important not to. Our team hopes that you are giving attention to your mental health every single day! To help with that, here are 10 ways to improve your mental health, many of which we are sure you are already doing…

The Head Start Early Learning Outcomes Framework: Ages Birth to Five (Framework) is designed to represent the continuum of learning for infants, toddlers and preschoolers. The Framework is intended to assist programs in their efforts to deliver high-quality early care and learning experiences and to guide programs in aligning their assessments, curricula, and professional development to school readiness goals. The Framework covers five broad Domains, broad areas of early learning and development from birth to 5 years. The Devereux Early Childhood Assessment (DECA) Program and two of those Domains, Social and Emotional Development and Approaches to Learning, strongly align.

It is our team’s hope that in using DECA Program resources, Head Start and Early Head Start programs can better meet the goals laid out under the Domains of Social and Emotional Development and Approaches to Learning. Let’s go through just some of those goals and how the DECA Program aligns well…

The Devereux Early Childhood Assessment (DECA) Program for Infants, Toddlers, and Preschoolers is designed specifically to screen, assess, and strengthen children’s social and emotional competencies. The core of the program is the DECA, a nationally standardized, strength-based, reliable, and valid measure of social and emotional competencies in children from four weeks of age through five years old (up to sixth birthday). Both parents and teachers can complete the DECA, and research-based strategies are used to guide the planning process for both home and school.

Since the first publication of the DECA in 1999, Head Start programs across the country have used the DECA Program resources to meet several key Head Start Performance Standards and, ultimately, to improve the quality of services. Here are those resources, along with the performance standards they can help you meet…

Activities are the intentional, planned events designed to engage children and support learning. They might include the whole group, a small group of four to five children, or one or two children. Other learning experiences are often unplanned and can be child-initiated or teachable moments. Teachable moments are spontaneous events that provide opportunities to introduce new ideas, build on children’s interests, and expand children’s understanding. When teachers intentionally plan activities and engage in experiences with children, they are helping them build a strong foundation for learning. Every interaction with a child is an opportunity to nurture their unique characteristics, culture, and development.

Connecting with families reflects the many ways that caregivers/teachers partner hand-in-hand with families and their infants, toddlers, and/or preschool-age children. Family members are the most important people in young children’s lives, and caregivers/teachers need to talk to, listen to, and learn about families to build individualized support and continuity of care. These partnerships are critical to providing the best care for young children and for fostering a sense of safety and attachment. When early care and education providers and families work together to share information, plan together, and support the child’s abilities, needs, interests and progress, children are more likely to succeed in school and in life.

Here are some tips for involving and engaging with the families of young children in your care…

If you’ve been following along our mini blog series focused on resilient leadership, you now know the behaviors of a resilient leader, and you know what being a resilient leader can do for your teams. Hopefully you have already completed a Devereux Resilient Leadership Survey (DERLS), and if not, we encourage you to do so now!

What comes after completing a DERLS? First, reflect on your strengths (what you marked as “Almost Always”) and celebrate them! Next, review the items that you marked as either “Sometimes” or “Not Yet.” Now, start small and plan for one or two of those items that you feel are important to improve. Use the last page of the DERLS packet to help you list out your strengths, goals, and even some strategies that can help you meet your goals.

Strategies can be found from various sources. Pull from the internet, books, or ask colleagues, friends and family for ideas. To help get you started, below are some sample strategies focusing on one item from each of the four key protective factors. We hope you give them a try!

In last week’s blog post, we talked about the behaviors of a resilient leader. We also mentioned that we offer a free tool – the Devereux Resilient Leadership Survey (DERLS) – to help you reflect on those behaviors, to see where you are and hopefully reflect on your strengths and areas for growth.

Now that you know the behaviors of a resilient leader, let’s talk about what your workplace can look like should you display those behaviors. What does it look like when you focus on those protective factors of relationships, internal beliefs, initiative and self-control within your team?

“Resilient leadership” is the term used to describe those leadership behaviors that help others withstand crisis, adapt to or rebound from adversity (George Everly, Johns Hopkins University). Resilient leadership is a growing area of interest for the Devereux Center for Resilient Children (DCRC), as we see the ripple effect of resilience (or lack thereof) on children in early childhood settings, schools and child welfare services. Resilient leaders in the education and helping professions are in a position to create workplaces that foster the resilience of the adults who deeply impact children and their families. We at DCRC believe that a resilient workplace can lead to more resilient staff and more resilient staff can support the growing resilience of families and children.

But what exactly does a resilient leader do?

For young children, social and emotional health is a protective factor. They can use their social and emotional skills to bounce back from daily hassles and frustrations. Socially and emotionally healthy children can make friends, ask for help, express their feelings, and enjoy life. They know how to wait for a turn. They can try again when their block buildings fall down. They are willing to try new foods or learn a new game.

The Devereux Center for Resilient Children recognizes three within (internal) protective factors in young children that contribute to their resilience and social and emotional health: Initiative, Self-Regulation, and Attachment/Relationships. The adults in children’s lives, especially their parents/families, are so important in helping them develop each of these protective factors. It’s even more important for parents/families to understand the impact of doing so. What a child does now can give you a glimpse of what they will do later in life. Here are some examples…