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

September 27, 2025
186

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

in RESOURCES

Transitioning from Breast to Bottle: A Smooth Journey for Mothers and Daycare Providers

December 1, 2024
561

Breastfeeding is a beautiful and nurturing experience for mothers and babies. However, as babies grow and their schedules change, transitioning to bottle feeding often becomes necessary, especially when starting daycare. This article explores the importance of a smooth transition, offers practical tips for mothers and daycare providers, and provides information on milk consumption and the introduction of solids.

Understanding the Transition

Transitioning from breast to bottle can be a significant adjustment for both mother and baby. It is important to approach this process with patience and understanding. Here are some key considerations:

  • Start Early: It is generally recommended to begin introducing the bottle gradually several weeks before the baby starts daycare. This allows the baby to become familiar with the bottle and nipple, reducing anxiety and potential difficulties.
  • Practice at Home: Mothers should practice offering the bottle at home, allowing the baby to associate the bottle with a positive experience. This can involve offering the bottle during a time when the baby is calm and content.
  • Involve the Partner or Caregiver: If possible, involve the baby’s partner or caregiver in the bottle-feeding process. This can help the baby become accustomed to different people feeding them and can also provide support for the mother.

Daycare Provider Support

Daycare providers play a crucial role in supporting mothers and babies during the transition to bottle feeding. Here are some ways providers can assist:

  • Consistency: It is essential for daycare providers to maintain consistency in the type of bottle and nipple used, as well as the feeding schedule. This helps prevent confusion for the baby.
  • Positive Reinforcement: Providers should offer positive reinforcement to the baby during bottle feedings, such as talking softly or singing a lullaby. This can create a pleasant association with the bottle.
  • Open Communication: Open communication between mothers and daycare providers is vital. Mothers should feel comfortable sharing any concerns or questions they may have, and providers should be proactive in providing updates and support.

Building a Frozen Milk Supply

For mothers who plan to continue breastfeeding while their baby is in daycare, building a frozen milk supply is essential. Here are some tips for maintaining a consistent milk supply:

  • Pump Regularly: Establish a pumping schedule that works for you. Pumping every 2-3 hours during the day and once at night can help maintain a steady supply.
  • Store Milk Properly: Label and date milk bags or containers before freezing. Store milk in the freezer for up to six months.
  • Thaw Milk Safely: To thaw milk, transfer it to the refrigerator overnight. Warm the milk to a comfortable temperature before feeding.

Supplementing with Formula

If a mother’s milk supply is insufficient, supplementing with formula may be necessary. It is important to consult with a pediatrician to determine the appropriate amount of formula to supplement.

Milk Consumption in the First Year

According to pediatricians, the average infant consumes approximately 20-32 ounces of milk per day in the first year. However, individual needs may vary. It is essential to monitor your baby’s intake and consult with a healthcare provider if you have any concerns.

Introducing Solids

Typically, solids are introduced around six months of age. However, the timing may vary depending on the baby’s developmental readiness. Here are some things to consider:

  • Baby’s Cues: Watch for signs that your baby is ready for solids, such as sitting up with support, showing interest in food, and having good head control.
  • Variety: Offer a variety of foods, including fruits, vegetables, grains, and protein sources.
  • Breastmilk or Formula: Continue to offer breastmilk or formula as the primary source of nutrition during the first year. Solids should be viewed as complementary.

Transitioning from breast to bottle can be a smooth process with careful planning and support. By following the tips outlined in this article, mothers and daycare providers can work together to ensure a positive experience for both baby and parent.

Contribution by Eunice E. Heredia-Colon, MEd.

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