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edition 9: Sept 2025

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in RESOURCES, SPOTLIGHT

Inspiring from experience: Proveedoras Unidas and the strength of mentoringFeatured

September 27, 2025
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Invited for the second year in a row, Carmen Hernandez, founder of Asociación de Proveedoras Unidas in Milwaukee, gave a presentation on innovation in child care, based on her more than 20 years as an educator, certified coach, and editor of a bilingual magazine on early childhood education.

“I talked about how we have evolved since my beginnings and the things I changed to continue functioning better,” Carmen explained.

“It’s not just about having a center; it’s about leading with passion, constantly updating yourself, and inspiring other women to believe in their own potential.”

Her message to the community was direct and powerful:

“Keep going, don’t stop. There are resources in Spanish, there is support, and you can grow in this field with pride and professionalism.”

Asociación de Proveedoras Unidas offers state-registered, certified trainings and has become a support network for dozens of women who now run their own care programs in southeastern Wisconsin.

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in RESOURCES, SPOTLIGHT

Training and Change: New Rules, New Opportunities in 2024Featured

September 27, 2025
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My name is Carmen Hernández, founder of the Asociación de Proveedoras Unidas and community coach committed to the professional development of educators in the state of Wisconsin. This year 2024 has been especially significant, as I have had the honor of facilitating in Spanish. The new fundamental training for early childhood educators in Milwaukee.

These trainings provide access to updated information, practical tools and spaces for professional dialogue, fostering the growth and strengthening of child care in our communities. Participants have demonstrated a high level of commitment, openness to learning, and passion for improving the educational quality of the children in their care.

Transformation in basic training

From January 2024, the basic training required to enter the child care field in Wisconsin were completely updated, marking a historical change after more than two decades without significant changes. One of the most important changes was the definitive elimination of free exams (challenge tests), whose last date to be completed was December 31, 2023.

Starting this year, all essential training must be completed without fail with a coach approved by the Department of Children and Families (DCF), either in a modality in person or live virtual, with immediate participation and feedback.

These new trainings include:

  • Introduction to the Childcare Profession (now lasting 50 hours)
  • Skills and Strategies for the Childcare Teacher
  • Fundamentals of Infant and Toddler Care
  • Fundamentals of Family Child Care
  • Principles of Child Care Certification

They have all been redesigned to be more dynamic, accessible, interactive and focused on the real needs of children, incorporating developmentally appropriate practices, cultural strategies and current contexts in the educational field.

Participation and empowerment

The sessions I have facilitated have had the enthusiastic participation of committed Hispanic educators with their professional development. Each meeting has been an opportunity to share experiences, learn from each other, and strengthen our identity as childcare professionals.

The photographs accompanying this article capture valuable moments of active learning: from group discussions and case analyses to the creation of teaching materials and presentations. These images not only show the work done, but also reflect the enthusiasm, dedication and collective effort of the participants, who proudly take firm steps towards excellence in their work.

Community involvement

The sessions I’ve facilitated have been well attended by Hispanic providers committed to their professional growth. The photos accompanying this article reflect the participants’ enthusiasm, dedication, and effort.

This work would not be possible without the commitment from DCF, The Registry, and partner agencies, who are working to raise the quality of early education in Wisconsin.

From the Asociación de Proveedoras Unidas, we will continue to promote accessible training spaces in Spanish for our communities.

“Educating with purpose is transforming lives. And every trained educator is a seed of change for the children we care for.” — Carmen Hernández, Registered Trainer with The Registry

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Detecting the Early Signs: Autism and Other Developmental Disorders in Early ChildhoodFeatured

September 27, 2025
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During the first years of life, child development occurs at an accelerated pace and is unique to each child. However, certain behaviors can be early signs that something isn’t developing as expected. Autism Spectrum Disorder (ASD) is one of the most common diagnoses, but it’s not the only one that can manifest with similar signs during childhood.

What is Autism?

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that primarily affects communication, social interaction, and behavior. It manifests differently in each child, meaning there is no single “autistic profile,” but rather a wide variety of characteristics.

Early warning signs in babies and toddlers:

  • Avoids eye contact or does not respond to his or her name by 12 months.
  • Does not show facial expressions such as smiles, surprise or interest.
  • Does not point to objects to share attention with an adult.
  • Has restricted interests or repetitive games (aligning objects, turning wheels).
  • Has unusual reactions to sound, texture, light, or movement.
  • Does not use simple words at 16 months or two-word phrases at 24 months.
  • Difficulty relating to other children or showing no interest in shared games.

Other disorders with similar symptoms:

It’s important not to rush to conclusions, as there are other disorders that can appear similar to autism, especially in the preschool stage:

  • Global developmental delay:affects multiple areas, but does not necessarily indicate autism.
  • Language disorder:It can cause communication difficulties without affecting social interaction.
  • Sensory processing disorder:Children with hypersensitivity may appear uninterested or irritable, without meeting the criteria for ASD.
  • Attention deficit hyperactivity disorder (ADHD):There may be attention problems and impulsivity without the repetitive patterns characteristic of autism.

Early anxiety or trauma: In some cases, lack of response or isolation may be related to difficult emotional experiences.

Recommendations for kindergarten teachers:

  • Observe with empathy: Every child is unique. Instead of labeling, it’s important to observe respectfully and take note of repeating patterns.
  • Communication with the family: Share observations sensitively, highlighting both achievements and areas of concern.
  • Promote inclusion: Ensures each child participates at their own pace, adapting activities to their needs.
  • Create predictable routines: Routines provide security. For children with developmental difficulties, this reduces anxiety.
  • Balanced multisensory stimulation: Avoid overstimulation, but offer activities that invite the child to explore with the senses.
  • Continuing education: Learn about child development, early warning signs, and strategies to support all children.

Detecting early signs doesn’t mean diagnosing, but rather opening the door to appropriate support. Daycare teachers play a key role: they are often the first adults outside the home to observe a child in social interaction. Their sensitivity, preparation, and collaboration with families can make a huge difference in that child’s journey.

Contribution by GOOD HANDS DAYCARE CENTER LLC

Birth to 3 Program – Milwaukee County
Early intervention program for children ages 0 to 3 with potential developmental delays (language, motor, social, and emotional). Free evaluation and coordination of personalized services.
Reference line: (414) 289‑6799
Penfield Children’s Center – Early Intervention
Offers in-home or in-office therapies (occupational, speech, and physical therapy) for children in the Birth to 3 program who require individualized support. It also has a behavioral clinic for children under 6 years old.
Center for Child Development – Children’s Wisconsin
Multidisciplinary assessment clinic to diagnose conditions such as ASD, developmental delays, and attention disorders in children under 18 years of age. Includes treatment planning and educational guidance.
Next Step Clinic – Marquette University & MHA
Free service focused on families with limited resources: offers early autism assessments, parent-child interaction therapy, and support from referral to diagnosis.
Autism Intervention Milwaukee (AIM)
Private clinic offering diagnostic care, intensive home therapy, and family support for children ages 2 to 4. Led by professionals like Dr. Kathleen Woody.
Wisconsin Early Autism Project (WEAP) / LEARN Behavioral
They offer adapted ABA therapy, in centers, at home, or through telehealth. They work with children as young as 2 years old. Their programs focus on communication, social, and academic skills.
WI FACETS – Parent Training & Information Center
Milwaukee-based nonprofit organization that provides guidance, referrals, legal support, and training to families of children with special needs under IDEA.

Recommendations for kindergarten teachers based on local resources:

  • Know the criteria for early referral: Be alert for signs such as speech delays, lack of social interaction, or repetitive behaviors, and contact the programBirth to 3in case of suspicion.
  • Supporting families empathetically: They can inform you about free services such asNext Step Clinicand refer to programs such asPenfield Early InterventiontheCenter for Child Development.
  • Collaborate with local specialists: AIM and WEAP offer evidence-based therapies (such as ABA) that allow for the integration of support plans into the educational context.
  • Participate in continuing education: WI FACETS offers free workshops and resources to understand educational rights, classroom accommodations, and how to navigate the healthcare/disability system.
  • Creating supportive classroom environments: Apply sensory strategies, predictable routines, and inclusion on an individual basis, complementing interventions at home.

Contribution by GOOD HANDS DAYCARE CENTER LLC

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