Guam Early Learning Council logo

I MandikikiÕ
For Guam Families with Children Birth To Eight
Volume 9, Issue 2
November 2015

The Importance of Early Childhood EducationYoung girl and boy playing with a puzzle.

Three children playing with blocks.

Early childhood education. School readiness. You might 
be thinking, ÒWhy do I need to think about these things 
when my baby is only a few months old? IÕll worry about 
that when my child is ready for Kindergarten.Ó If we wait 
that long, we may miss many opportunities for learning. 

For several years, the Center on the Developing Child 
at Harvard University has researched the importance 
of brain development in the early years. The early years 
matter because, in the first few years of life, 700 new 
neural connections are formed every second. Neural 
connections are formed through the interaction of genes 
and a babyÕs environment and experiences, especially 
Òserve and returnÓ interaction with adults, or what 
developmental researchers call contingent reciprocity. 
These are the connections that build brain architecture 
Ð the foundation upon which all later learning, behavior, 
and health depend (Center on the Developing Child, 
2009).

So what does that all mean? When a baby is born, 25% 
of its brain is developed. Within the first three years of life, 
which is roughly 1000 days, 80-95% of the brain develops. 
When we think about the first 1000 days in relation to 
the number of neural connections being formed in that 
time period, we come up with a number that doesnÕt fit 
on the calculator screen. The Center on the Developing 
Child estimated that it takes approximately 1000 days to 
make four quadrillion neural connections. Think of those 
neural connections as a big ball of yarn or string that is all 
tangled up. In the case of brain development, you want 
that tangled up ball where it is hard to figure out the 
beginning and end. 

Early childhood education helps children develop those 
connections that build the foundation for later learning. 
In these settings, children learn how to interact with 
peers, adults, and other people outside of their family 
circle. They learn how to share, express feelings, build self-
confidence, and explore the world around them. Most of 
this is done through play and exploration.

The Bridgespan Group and the Pritzker ChildrenÕs 
Initiative published a report earlier this year and came up 
with the top ten reasons why early childhood education 
pays off, which can be found on the next page.

Continued on next page

 
Inside this issue:

The Importance of Early Childhood Education.............1

Ten Reasons Why Early Childhood
Education Pays Off..............................................................2

Guam Early Learning Guidelines Birth to 36 Months...3

Top 10 Things Every Child Needs for the
Best Start in Life................................................................4-5

Ten Favorite ChildrenÕs Books...........................................6

Is Your Child ÒAt RiskÓ for Hearing Loss/Ask for
Developmental Screening for your Child.......................7

Free Developmental Screening........................................8


2 I MandikikiÕ Newsletter ¥ November 2015
TEN REASONS
why Early Childhood Education Pays Off

1 Ninety percent of physical brain development occurs in the first three years of life, 
when a baby forms 700 new neural connections per second.

2 When a young child enters kindergarten ready for school, there is an 82 percent 
chance that child will master basic skills by age 11, compared with a 45 percent 
chance for children who are not school ready.

3 Later in life, at-risk children who do not get high-quality early childhood 
experiences are 25 percent more likely to drop out of school, 40 percent more likely 
to become teen parents, and 60 percent less likely to attend college.

4 Comprehensive early interventions that combine health, nutrition, and learning 
have the potential to reduce risk factors associated with chronic diseases, such as 
hypertension and high blood sugar, well into adulthood.

5 Investment in high-quality early childhood programs for at-risk children from birth 
to age five delivers a 7Ð10 percent [annual] return on investment through better 
education, health, social and economic outcomes, increased productivity, and the 
reduced need for social spending.

6 Lifetime earnings gains from increased enrollment in early childhood education 
would outweigh the costs of these programs (the estimated gain in lifetime income 
per participant is $9,166 to $30,851 after subtracting the cost of the programs).

7 Combined annual per capita public spending at the state and federal level on 
education for six- to eighteen-year-olds is nearly four times as high as spending on 
children from birth to five.

8 The United States ranks 31st in a group of 32 developed nations in the percentage 
of public education dollars allocated to early childhood.

9 Evidence-based home visitation programs reached only 115,000 children in 2014, 
an estimated 2.5 percent of the need.

10 Over the 2011Ð12 school year, the proportion of children in three- and four-star 
[child-care and education] centers with age-appropriate skills increased from 33 
percent to nearly 66 percent.

Source: J.B. and M.K. Pritzker Family Foundation and The Bridgespan Group.

 


I MandikikiÕ Newsletter ¥ November 2015 3
Guam Early Learning Guidelines 
Birth to 36 Months

The Guam Early Learning Guidelines Birth to 36 
Months (GELG: Birth to 36 Months) was first developed 
in 2007 to improve the quality of care and education of 
GuamÕs infants and toddlers. It was adapted from the 
State of Maryland, Department of Human Resources 
Child Care AdministrationÕs ÒGuidelines for Healthy Child 
Development and Care for Young Children (Birth to Three 
Years of Age)Ó and highlights various domains or areas of 
child development. 

The 2015 GELG: Birth to 36 Months revision includes 
the latest early care and education research findings. 
They have been and continue to be a free resource for 
families, caregivers, teachers, and administrators on 
what infants and toddlers should know and be able to 
do as they prepare for preschool and later for entrance 
into kindergarten, regardless of socio-economic status, 
cultural background, or range of abilities.

The GELG: Birth to 36 Months gives caregivers 
a framework to help guide quality early learning 
experiences. It helps primary caregivers know what their 
infants and toddlers are learning and should be able to 
do. It also provides sample activities that are user-friendly 
and developmentally appropriate; activities that begin 
at the childÕs level of learning with steps to continue 
growing and learning.

Children develop in different ways, at different rates, 
and may have special needs. The GELG: Birth to 36 
Months is to be used to guide or assist parents and 
caregivers in understanding and supporting what young 
children, birth to 36 months, typically know and are 
able to do. The GELG: Birth to 36 Months is useful and 
appropriate for all public or private child care programs, 
homes, or settings that serve young children birth to 
36 months. It is not meant to be a tool that evaluates 
or judges the abilities of young children in the various 
domains or areas of development, nor is it meant to be a 
set of standards for preschool and kindergarten.

The Project Tinituhon Early Care and Education and 
Child Care Strategic Management Team whose members 
include parents, child care providers, and representatives 
from agencies providing funding and resources for 
quality child care guided the framework and activities. 
Support was also provided by Project Bisita I Familia, 
GuamÕs Maternal, Infant, and Early Childhood Home 
Visiting Program. 

Guam Early Learning 
Guidelines

Guam Early Learning Guidelines front cover.
Birth to 36 Months
now available online!
Go to www.guamcedders.org
to download a PDF copy!

The Guam Early Learning Guidelines: Birth to 36 Months was produced through funding from Project Bisita I Familia with grant support from the U.S. Department of Health & Human Services, Health Resources and Services Administration, Grant 
#X02MC26314, through a subcontract between the Department of Public Health & Social Services and the University of Guam Center for Excellence in Developmental Disabilities Education, Research, & Service (Guam CEDDERS), and additional 
support from Project Tinituhon, GuamÕs Early Childhood Comprehensive System.


I MandikikiÕ Newsletter ¥ November 2015 4

TOP 10 THINGS EVERY CHILD NEEDS FOR THE BEST START IN LIFE
At birth, an infantÕs brain is only 25 percent of the size of an average adultÕs brain. Incredibly, by 3 years of age, a childÕs
brain has grown to 90 percent of that of an adult. During infancy and early childhood, children are flooded with new
experiences that impact their brain development. The first 3 years of a childÕs life offer parents an amazing opportunity
(and accompanying responsibility) to shape their childÕs growth and form healthy habits that will last a lifetime.

FIRST 5 Santa Cruz County has provided parents and caregivers with the following Top 10 Things to help give children
the best start in life.

Tip #1: Encourage Interaction
A childÕs brain grows based on early experiences at home.
The more interactions a child has, the healthier his/her
development will be.
What Can Parents Do?
¥ Respond quickly to your babyÕs needs
¥ Speak in a soft, slow voice
¥ Get down to your childÕs level; involve yourself in your
childÕs play
¥ Engage your child in conversation
¥ Be present in your childÕs life

Tip #2: Offer Physical Affection
Physical affection communicates love to young children,
which in turn fosters positive emotional growth.
What Can Parents Do?
¥ Be gentle and responsive to your babyÕs cues
¥ Massage your infant
¥ Hold your child when feeding him/her
¥ Rock your baby and look into his/her eyes
¥ Hold your child on your lap when playing or reading
¥ Hug your child often

Tip #3: Provide a Stable Relationship
Children who have a stable relationship with at least one
caregiver learn at a faster pace, feel better about themselves,
and make friends more easily.
What Can Parents Do?
¥ Hold your child on your lap during stressful situations,
such as a doctorÕs visit
¥ Be a loving, consistent presence for your child
¥ Create an environment that allows your child to
explore, but set limits to show both guidance and care
¥ Be predictable, nurturing and calm when interacting
with your child

Tip #4: Maintain a Safe, Healthy Home
Creating a safe and healthy home environment allows you to
maximize your childÕs growth with minimal risk.
What Can Parents Do?
¥ Child-proof your home
¥ Use age-appropriate car seats
¥ Be aware of the dangers of lead poisoning found in old
paint chips and paint dust
¥ Feed your child a healthy, nutritious diet
and avoid high-fat foods
¥ Visit your childÕs physician and dentist regularly
¥ Ensure your child is up-to-date on immunizations
¥ Encourage outdoor play and exercise

I MandikikiÕ Newsletter ¥ November 2015 5


Tip #5: Develop Strong Self-Esteem
A strong sense of self is the foundation for healthy
development in young children.
What Can Parents Do?
¥ Recognize and celebrate that every child is
unique from birth
¥ Discover who your child is and value his/her identity
¥ Encourage your child to express himself/herself
¥ Praise your child with concrete positive feedback
¥ Respect your child and teach him/her to respect
himself/herself and others

Tip #6: Choose Quality Childcare
Since childcare settings can be a primary learning environment
for children, the quality of the childcare setting is very important.
What Can Parents Do?
¥ Take an active role in selecting the best childcare for your child
¥ Visit the childcare center with your child to determine your
childÕs comfort level
¥ Ask yourself these questions when selecting childcare:
- Is it a safe, supportive environment?
- Do they serve nutritious food?
- Do the childcare providers appear to enjoy interacting
with the children?
- What are the ratios of caregivers to children? Look for the
following ratios: 1 caregiver: 3 - 4 children (ages 0 - 3)
- Do the adults speak respectfully to the children and
encourage them to express their thoughts and feelings?
- Are the adults down on the floor playing with the children?
- Does the center welcome parental involvement?
- Do the children appear happy?

Tip #7: Engage in Conversation
Communicating with your child not only shows love, but also
encourages the development of his/her speech patterns.
What Can Parents Do?
¥ Talk to your baby, early and often
¥ Sing to and with your child
¥ Use a broad vocabulary to expose your child to many
different words
¥ Engage your child in conversation
¥ Read aloud to your child and ask questions of him/her

Tip #8: Promote Play
Playing provides children with an outlet for imagination and
creativity and fosters healthy brain development.
What Can Parents Do?
¥ Be your childÕs playmate, engage in their play
¥ Encourage play by using everyday household items
in creative ways
¥ Get to know your child through play

Tip #9: Make Music
Music offers children an outlet for expression and stimulates
brain development in specific areas including language and
reasoning.
What Can Parents Do?
¥ Involve your child in music
¥ Sing, clap, rock, dance, tap your feet together with your child
¥ Encourage your child to make his/her own music using
household items
¥ Play music in your home and encourage your child to
sing and dance

Tip #10: Make Reading a Priority
Reading with children demonstrates a love for books
and learning, and is a wonderful way for parents and children to
spend quality time together.
What Can Parents Do?
¥ Read to your child everyday
¥ When you read to your child, hold him/her on your lap
¥ Point to pictures and ask questions
¥ Repeat the same book to help your child make the connection
between the written page and the spoken word
¥ Write down a story your child tells you Ð show them their
words in writing

The first 3 years of life are the most critical in terms of encouraging healthy development. It is important for parents to start as soon
as possible to build the foundation that will help their children reach their full potential. The good news is that what every child needs,
every parent can give. If we care for our children and give them what they need early in life, their future will be full of possibilities.

Information extracted from Ten things every child needs DVD, produced by the Robert t. McCormick Tribune Foundation

I MandikikiÕ Newsletter ¥ November 2015 6
Ten Favorite ChildrenÕs Books
YouÕre never too old, too wacky, too wild to pick up a book and read to a child. - Dr. Seuss.

1. Brown Bear, Brown Bear, What Do You See? by Bill Martin
2. Goodnight Moon by Margaret Wise Brown
3. Chicka Chicka Boom Boom by Bill Martin
4. Guess How Much I Love You? by Sam McBratney
5. The Giving Tree by Shel Silverstein
6. The Going to Bed Book by Sandra Boynton
7. The Little Engine That Could by Watty Piper
8. Are You My Mother? by P.D. Eastman
9. Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
10. The Complete Adventures of Curious George by Margaret and H.A. Rey


Guess How Much I Love You book cover.
The Little Engine That Could book cover.
The Complete Adventurers of Curious George book cover.
Goodnight Moon book cover.
Are You My Mother? book cover.
I MandikikiÕ Newsletter ¥ November 2015 7

Do you ever wonder if your 
child is developing just like 
other children his or her age?

When you take your child to his or her well child checkups 
at a medical clinic, does your childÕs pediatrician ask you 
if your child can do certain things? The pediatrician is 
monitoring your childÕs development. Developmental 
screening can also help you figure out the things 
your child can do at certain ages. The Ages 
and Stages Questionnaires Third Edition 
(ASQ 3) helps parents and other 
caregivers keep track of 
their childÕs growth and 
development. The ASQ 
3 is easy to do and 
takes a few minutes 
to complete.

Mother holding her newborn baby.

Please contact 735-2466 for more 
information on developmental screening.

Guam CEDDERS logo.

Support for this issue was provided by Project Tinituhon 
with 100% funding support by the U.S Department of 
Health and Human Services, Grant No. H25MCO6097 and 
facilitated by the University of Guam Center for Excellence 
in Developmental Disabilities Education, Research, and 
Service (Guam CEDDERS). The University of Guam is an 
Equal Opportunity Provider and Employer.

Guam CEDDERS Director: Heidi San Nicolas, Ph.D.

Editor-in-Chief: Terrie Fejarang

Managing Editor: Vera Blaz 

Layout: Sherolyn Guerrero

This issue of I MandikikiÕ was made possible through 
contributions from the following individuals: Vera Blaz and 
Sean Lizama.

Alternative formats (e.g., Braille, large print, or audio tapes) 
of I MandikikiÕ may be made available by sending a request 
to coleen.delacruz@guamcedders.org or 735-2477. 

Is Your Child ÒAt RiskÓ for Hearing Loss?
Has your baby experienced one of the following Òrisk factorsÓ for hearing loss?
¥There is concern about your babyÕs hearing, speech, language or development for any reason
¥Your family has a history of children with hearing loss
¥Your baby spent more than 5 days in the Neonatal Intensive Care Unit (NICU) or had complications while in the NICU (Check with your health care professional)
¥Your baby experienced a lack of oxygen after birth
¥Your baby needed a machine to help him/her breathe
¥Was given medications that might hurt hearing (Ask your health care provider)
¥Needed a special procedure (blood transfusion) to treat bad jaundice (hyperbilirubinemia)
¥Was exposed to infection before birth
¥Has head, face or ears shaped or formed in a different way than usual
¥Has a condition (neurological disorder) that is associated with hearing loss (Check with your health care professional)
¥Had an infection around the brain and spinal cord called meningitis
¥Received a bad injury to the head especially if a hospital stay was required
¥Was given medication for cancer chemotherapy
To schedule a FREE HEARING SCREENING by six months of age for your baby contact the
Guam Early Intervention System (GEIS) at Phone: 300-5776/5816 or
e-mail: geis@teleguam.net
Guam EHDI logo, Guam Early Intervention System logo, Guam CEDDERS logo
For more information log on to: www.guamehdi.org
This brochure was produced by the Guam Early Hearing Detection and Intervention (Guam EHDI) Project,
with 100% funding support from the U.S. Department of Health & Human Services, Health Resources and
Services Administration, Grant #H61MC24883, and facilitated by the University of Guam Center for Excellence in
Developmental Disabilities Education, Research, & Service (Guam CEDDERS).

I MandikikiÕ Newsletter ¥ November 2015 8
It is important that every parent knows about typical early childhood development to help nurture their childÕs growth.

Toddler standing against a ruler.

36 Months
- Sorts matching objects
- Says 2 to 4 word sentences
24 Months
- Walks, runs, climbs without help
- Says 3 to 6 words
18 Months
- Walks up steps
- Begins to put words together
12 Months
- Says ÒMamaÓ or ÒDadaÓ
- Imitates gestures

Free Developmental Screening
Available for children, birth - 3 years
Call 735-2466

Project Tinituhon logo, Guam CEDDERS logo, Project Bisita logo, Guam Early Intervention System logo, Project Kari–u logo, Guam LAUNCH Logo, Early Childhood Special Education (ECSE) Preschool logo.

Produced by Project Tinituhon with 100% funding support by the U.S Department of Health and Human Services, Grant
No. H25MCO6097 and facilitated by the University of Guam Center for Excellence in Developmental Disabilities Education,
Research, and Service (Guam CEDDERS). The University of Guam is an Equal Opportunity Provider and Employer.
This advertisement is adapted from the Centers for Disease Control and Prevention Act Early Campaign.