Who’s Who in 

Early Childhood And How They 

Can Support Your 

Prevention Efforts 

2

024
Contents

Introduction ...................................................................................................2 

How this Resource is Organized........................................................ 3 

Healthy Pregnancy and Birth (Prenatal)............................................4 

Healthy Infant and Toddler Years (Ages 0–3) ..................................7 

Healthy Early Childhood/Preschool (Ages 3–5)..........................13 

Healthy Elementary School (Ages 5–11) .......................................15 

Resources ....................................................................................................18 

Healthy Pregnancy and Birth............................................................18 

Healthy Infant and Toddler Years (Ages 0–3) ..............................19 

Healthy Early Childhood/Preschool (Ages 3–5).........................19 

Elementary School (Ages 5–11)......................................................20 

This product was originally developed by the Center for Strategic 

Prevention Support, Massachusetts Department of Public Health’s Bureau 

of Substance Addiction Services. Contents have been adapted for the 

Substance Abuse Prevention Technical Assistance Center audience. 

1 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
Introduction 

Early childhood education is a system designed to meet the 

developmental needs of children and provide parents and 

caregivers with the support necessary to work and provide 

for their families. It encompasses services provided by home 

visitors and doulas during and after pregnancy; programming 

for infants, toddlers and preschoolers; and before- and afterschool care up through approximately third grade. 

Upstream prevention approaches—that is, programming designed to 

address the root causes of substance misuse—begin with early childhood 

education. The early years are among the most critical for brain development, 

as it is when children learn how to form meaningful relationships with their 

peers and adults. Early childhood education is thus key to helping children 

develop the strong foundation they need to live healthy lives. 

This resource is designed to help prevention practitioners understand the 

various early childhood players present in the community: what they do 

and how they can support prevention efforts. Not all communities will have 

all of these sectors represented, but most will have several. Understanding 

and connecting with these sectors is a critical piece of prevention planning, 

just as it is critical to understand and connect with other supports directed 

toward children and families. 

2 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
How This Resource is Organized 

We have organized the information in this resource by developmental stage, 

from prenatal through age 11. Communities serve families across the 

continuum of child development, and sometimes providers overlap. Similarly, 

there may be some overlap in where partners are listed in this resource (i.e., 

some may be referenced in more than one section). 

Each developmental stage includes the following types of information: 

Primary and secondary partners 

How these partners can support your prevention efforts

Considerations for working with this sector 

Valuing the Role of Parents 

The most important people in a young child’s life are 

their parents and other primary caregivers. These 

central relationships are core to a child’s growth 

and development. Also critically important 

are the non-parental caregivers who provide 

protection and care during the early years. As we 

explore each of the various partners comprising 

the early childhood landscape, we must place the 

family’s lived experience at the center of our efforts. 

3 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
Healthy Pregnancy 

and Birth (Prenatal) 

The primary partners in this developmental stage are health care 

providers: obstetricians, birth doulas and midwives, and family medical 

home providers, including federally funded community health centers. 

These health care providers help pregnant individuals maintain their health, 

get good nutrition, and prepare for childbirth. They care for pregnant 

individuals in a variety of settings, ranging from individual prenatal 

appointments to group programs that convene cohorts of prenatal people 

according to their birth timelines. During supervised prenatal visits, health 

care providers monitor each pregnant individual’s prenatal health while also 

providing a community of support that often remains in place post-birth 

and, in some settings, throughout the first year of life. 

These health care providers have the most direct information and 

experience with who in your community is currently having babies and many 

of the challenges and disparities they face. They can support prevention 

efforts by providing data on how many babies are born in the community, 

disparities in access to prenatal care, local infant mortality rates, and 

sometimes additional information about specific maternal and infant concerns,

such as premature births and high-risk pregnancies. They often have much 

more current information than what is available through public sources. 

4 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
 

It’s important to understand how health care 

providers function and how to best access 

the limited capacity they have to devote to 

prevention efforts.

As the primary contact for pregnant and new parents, health care providers 

also may be able to connect you to others within their health care settings 

to engage in your prevention efforts. Depending on the setting, these 

“others” may include community health workers; providers connected to the 

Special Supplemental Nutrition Program for Women, Infants, and Children 

(WIC); post-partum midwives and doulas; lactation consultants; and even 

research partners. 

Finally, this group of partners may be able to help you disseminate 

prevention materials or messaging, support program recruitment, and 

provide content expertise to, for example, inform a policy initiative to 

increase funding for programs to support after-school programming for 

children from families where there is substance misuse. 

Health care providers may be concerned with how the data they provide 

will be used. It is important to respect these concerns, as these partners will 

be important to your ongoing efforts if infants and very young children are 

centered in your prevention initiatives. 

It’s also important to understand how health care providers function and 

how to best access the limited capacity they have to devote to prevention 

efforts. For example, it is highly unlikely that health care providers will 

consistently or even minimally attend coalition meetings or work groups. 

Their days are tightly scheduled and long. Help them help you by being 

concise and clear about what you need, don’t request a lot of their time, and 

meet them on their turf. 

Secondary partners in this developmental stage include the maternal and 

child health programs within your city/town public health department— 

or at a minimum, the people within the department who focus on 

this. Among these programs are local organizations funded to oversee 

home visiting programs (see Healthy Infants and Toddler Years [0–3] for 

5 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
a description). Home visiting programs help families prepare physically, 

mentally, and emotionally for the arrival of a newborn and to navigate the 

sometimes stressful transition from newborn care to childcare outside the 

home. 

Some communities have specific programs for pregnant individuals 

who are managing a substance use disorder, including those who are on 

medically assisted treatment or who are actively using opioids during 

pregnancy. These programs are rare, but if you are lucky to have one in your 

community, these partners will have their finger on the pulse of the local 

early childhood landscape, as well as knowledge of the contributing factors 

impacting local pregnant individuals. 

The information these partners can provide will be mainly qualitative. 

They will know about the people they serve, but they may not serve 

every pregnant individual or have full knowledge of the risks related to 

substance use for those families. Informational interviews and focus 

groups can be excellent strategies for gathering assessment data from 

this group. Similarly, they can be good touch points for information sharing 

and participant engagement strategies as you build and mobilize your 

community’s prevention efforts. 

Some communities have maternal child task forces or collaboratives 

that bring together partners from different sectors that focus on healthy 

pregnancy and birth. These collaborative groups often have representation 

from state advocacy organizations such as the March of Dimes, as well 

as from community-based organizations, faith communities, and parents. 

Aligning efforts between your coalition and local collaboratives will give 

you a strong start in ensuring you have the right voices informing your 

prevention efforts. 

Informational interviews and focus groups 

can be excellent strategies for gathering 

assessment data from this group. 

6 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
7 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts

 

 

Healthy Infant 

and Toddler Years 

(Ages 0–3) 

Health care providers, including pediatricians, family group practices, and 

community health centers, continue to be primary partners throughout 

the first three years of a child’s life. Health care providers provide essential 

care throughout the early years through well-baby visits, nutritional 

advice, immunizations, and referrals for young children needing additional 

services or supports. Family health care providers are often seen as the 

primary source of developmentally appropriate advice for new parents. 

They answer questions such as “Is my baby gaining enough weight?” or “Is it 

normal for my child to cry so much even after I’ve fed and changed them?” 

Health care providers may also track parental well-being, particularly 

postpartum depression, breastfeeding, and safe sleep. Not all pediatricians 

have this ability or capacity; it is more common in family group practices 

and community health centers. Individual pediatricians may support 

parents, but parents are more likely to get these supports through their own 

primary care providers. 

Some communities have community health maternal nurses who provide 

home visiting in the first three to six months after birth. These nurses bring

the well-baby visits to the home environment, but they may see a family only 

once, or if a family is identified as “high risk,” over a longer period of time.
Because these health care providers see parents regularly, they have a 

perspective that may be helpful. They understand the most urgent issues 

facing families, such as maintaining healthy and affordable housing; food 

insecurity; or evidence of abuse, neglect, and substance misuse. They will 

not share confidential information about their patient families, but they can 

speak to local concerns and emerging issues. And once you are ready to 

engage families of young children in your program or strategy, they can be 

family touch points for referrals and help connect families to resources. 

Because long-term access to maternal health nurses is often connected 

to intervention by a state’s child welfare agencies (such as the 

Department of Children and Families), there may be resistance to, or 

stigma associated with, these services. This is unfortunate, as homebased health care can eliminate serious barriers for families managing 

needs related to substance misuse, including transportation, stigma, and 

economic barriers to care in a health care setting. 

Home visitors can provide excellent information 

on the assets available to, and challenges faced 

by, the families they serve. 

Home visiting programs center families that face greater barriers to 

achieving positive maternal and child health outcomes. These may 

include young parents, underserved or low-income families, and families 

with substance use disorders. Home visiting programs send trained early 

childhood specialists or peer support providers into family homes to 

provide hands-on support and parenting education, and to engage young 

children and their parents in developmentally appropriate activities. They 

also provide essential resources, including food, diapers and wipes, and 

books to families who struggle in different ways to provide these needs for 

their children. 

In addition to supporting a family’s transition into the role of caregiver and/ 

or managing caring for a new addition to an existing family, home visitors 

can help with the transition from care in the home to outside childcare as 

parents prepare to return to work and/or school. 

8 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
Home visitors have a unique and truly “on the ground” understanding 

of the families they serve. They can provide excellent information on the 

assets available to, and challenges faced by, the families they serve. For 

example, they may provide information about which local services are 

trusted and are appropriately meeting families’ needs, as well as gaps in the 

existing safety net. They can also facilitate information gathering from the 

families themselves, as home visitors are often viewed as trusted advisors. 

It is important to distinguish between home visiting programs funded 

through the national Maternal, Infant, and Early Childhood Home Visiting 

Program and those required through state departments of children 

and families (DCF). DCF home visits are mandated and are focused on 

assessing risk and compliance with department regulations. In contrast, 

non-DCF home visiting programs are entirely voluntary and are focused 

on supporting families in a non-stigmatizing manner that supports both 

parents and children. 

Early Intervention (EI) programs serve families with children aged 

0–3 who exhibit signs of possible developmental delay. Parents who 

have concerns can request an assessment to determine if their child is 

eligible to receive EI services. Often, parents are encouraged to contact EI 

programs by their child’s doctor or childcare provider. EI services include 

teams of child specialists: psychologists; physical, occupational and 

speech therapists; as well as medical specialists, when needed. EI services 

take place in family homes, childcare centers, and EI offices. In some 

circumstances, services may continue through age five. 

Infant and toddler mental health refers to the ability to develop secure 

relationships, express emotions, and explore and learn. Research has 

shown that exposure to trauma, even before birth, can affect development. 

Along with EI, mental health support for children ages 0–3 is an important 

component of early childhood services and prevention efforts. 

While EI services are focused on a child’s unique special needs, EI 

providers have a lens on the whole family and the community supports 

surrounding them. This can make them a valuable group to engage with 

in prevention efforts. During the COVID-19 pandemic, EI programs greatly 

expanded their reach and reduced stringent eligibility requirements. It is 

not yet clear when they will return to their more limited scope, but this does 

mean they may be even more helpful to your prevention efforts right now. 

9 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
EI is reaching more isolated families who have previously struggled to 

connect to community supports, and some of these families may be 

managing substance use disorders or misuse in the home. 

EI providers have good data on children and families facing specific 

challenges, understand the barriers and challenges families face as 

they try to build the best developmental supports for their children, 

and deeply understand the unique strengths of families with children 

with developmental challenges. Additionally, they often can participate 

in coalition work as their schedules are flexible. Actively engaging an EI 

professional in your early project activities as a consultant or member of 

a work group can strengthen both the information you gather and your 

planning process. 

EI programs offer an excellent platform for providing more universal early 

support to a diverse group of parents and caregivers when the eligibility 

requirements are loosened. EI services are a core protective service for 

families. Expanding their charge to include families managing substance 

misuse and addiction could be a significant policy change with the potential 

to prevent adolescent substance use in later years. 

EI programs may soon return to a more limited scope due to policy 

and funding decisions at the state level, making them less available to 

participate in prevention efforts. 

Next to the child’s doctor, childcare providers 

are often the most trusted consultant when it 

comes to advice on child rearing. 

Infant and early childhood care providers are key partners for all families 

with young children. Next to the parent or caregiver themselves, these 

providers have the most direct contact with families on an ongoing (and 

often daily) basis, providing a range of daily developmentally appropriate 

care and learning for infants and children through age three. Next to the 

child’s doctor, childcare providers are often the most trusted consultant 

when it comes to advice on child rearing. Childcare providers are well 

10 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
trained in child development, young child educational pedagogy, and 

psychology. They are also often representative of the families they serve, 

increasing the trust parents have in their ability to understand their family. 

Families have a continuum of childcare settings from which to choose. 

Family, friend, and neighbor care providers include grandparents, aunts 

and uncles, elders, older siblings, friends, neighbors, and others who 

help families by providing childcare—usually in the family’s home. Family 

childcare takes place in the home of the provider, typically with small, 

mixed-aged groups of children. Center-based childcare centers are 

housed within stand-alone facilities, local nonprofits (e.g., YMCAs), faith 

communities, and increasingly, in corporate centers where parents or care 

givers work. These centers are developmentally organized, with infant 

rooms, toddler programs, and preschool education classrooms for 3- to 

5-year-olds. Regulation and monitoring of these different childcare models 

varies by state. 

Early Head Start is a federally funded program that serves income eligible 

pregnant women and families with infants and toddlers and supports the 

transition to Head Start pre-K programs. 

Early education and care (EEC) providers are very close to the families 

they serve and can provide excellent input on what the families they 

serve are struggling with and what resources they most use and trust. 

They are also wonderful community advocates for policies that support 

young families and understand which programs are working for families 

and which are not. 

Because EEC providers often have long-term 

relationships with families, they can provide 

insight into the longer arc of a family’s life, 

development, and well-being. 

11 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
EEC providers and settings continue to provide services to families 

throughout their childhood years. As the child gets older, the educational 

focus of the programs increases, with the aim of ensuring every child 

enters formal schooling ready to succeed and continues to thrive 

throughout the elementary years. Because they often have long-term 

relationships with families, they can provide insight into the longer arc 

of a family’s life, development, and well-being. Similar to health care 

providers, EEC providers will not share confidential information about 

specific families, but they can provide information on long-term barriers 

and emerging issues. As trusted brokers, EEC providers can successfully 

connect families to resources when stigma or access are barriers. 

Within the EEC system, there are organizations that serve as conveners 

of providers in their area. For example, state advisory councils work to 

ensure high-quality comprehensive care for young children and support 

for families; these often include providers and other partners from the 

community. Many local organizations also provide training and advocacy 

for the field in specific communities. 

To accommodate the work schedules of the families in their care, EEC 

providers often work long hours—including weekends and evenings. 

To avoid causing additional burden, schedule any meetings with this group 

to align with existing time they have set aside for professional development 

or meetings. Also share some self-care or stress reduction strategies to 

show your appreciation. EEC providers are often underappreciated, so a 

little goes a long way. 

Share some self-care or stress reduction 

strategies to show your appreciation. 

EEC providers are often underappreciated, 

so a little goes a long way. 

12 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
Healthy Early Childhood/ 

Preschool (Ages 3–5) 

As children move into the next phase of their development—the 

preschool years—key partners shift from primary health care providers 

to the child’s primary and secondary caregivers. While pediatricians 

continue to be important, they see children less often. Because of this, 

parents often shift their advice seeking to other caregivers and educators 

who see their child more frequently. As the child moves into more social 

and community circles, the primary partners become the social ring 

surrounding the growing family. These relationships can be formal 

(e.g., provided through an early education and care or preschool program) 

or informal (e.g., relationships developed on community playgrounds and 

in neighborhoods). 

Like early care, preschool or pre-K programs are offered in a variety of 

settings. Universal pre-K programs are part of the public school system 

for reduced or no cost, while center-based private preschool programs 

can range from vouchered (i.e., for free or reduced cost) to very expensive. 

Nonprofit organizations and faith-based organizations often provide 

preschool programming that follows on from their infant and toddler care. 

Family childcare extends to preschool age children, and Head Start programs 

that support income eligible families can be found in a variety of settings. 

13 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
Early childhood mental health (ECMH) programs provide services to 

address and support the social-emotional development and behavioral 

health of children in early education and care programs. Many behavioral 

health issues arise before age 3, but without having information or training, 

families and providers may not recognize them until the preschool years, 

where a young child’s ability to manage stress, self-regulate, and follow 

directions may come face-to-face with school rules and norms. 

Community-based preschool programs are accessed by a wide range 

of community members, from families who are caring for their children 

at home to those engaged in family- or center-based education and 

care. Public libraries have many programs for young children. Children’s 

librarians see these children in a unique environment, providing a safe, 

enriching space for all children, regardless of eligibility or status. Libraries 

are traditionally a “low threshold” space, where historically disenfranchised 

families can readily access resources. 

Children’s museums, parks, and other cultural institutions can also be 

helpful prevention partners. Similar to libraries, they provide services to a 

broad population and can provide a safe place in the community to learn 

and explore a child’s interests. They are places of fun and learning, where 

children can explore what interests them. 

These education and community-based settings are an essential part of 

the protective safety net, particularly for children growing up in homes 

where substance misuse is taking place. Map these assets, review access 

for the children you are seeking to impact, and identify gaps where families 

might benefit from additional programing or changes in processes.

There are many inequities built into the resources available to families 

of young children. Stigma directed toward families with substance use 

disorders becomes a growing concern as these families become more 

connected with the community around them. For example, families 

experiencing substance misuse may not access available resources for fear 

of being judged an insufficient parent or reported to authorities. Addressing 

inequities in resource availability, access to services, and participation is an 

important part of community prevention efforts. 

14 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
 

 

 

Healthy Elementary 

School (Ages 5–11) 

As children turn five years old, many move from the diffuse network 

of early childhood services to the formal institution of public school. 

For many families, kindergarten is their first exposure to institutional

education—either out of choice or because they have had limited access 

to affordable early childhood care outside of the home. In either case, the 

transition can be challenging. 

Overall, there tends to be significant variation in the support available to 

parents of incoming kindergartners. Some districts have parent information 

centers and kindergarten outreach specialists. However, many others expect 

parents to figure it out on their own. 

Understanding how your community configures its public schools will help 

you connect with critical school partners and access the information you 

need to understand your community’s substance misuse problems and. 

Many state departments of education provide district profiles that contain 

district-wide and school-specific data on student demographics, including 

data on key indicators such as the number of English language learners 

and students from households with incomes below the poverty line. The 

U.S. Department of Education’s state contacts also provide links to state 

education agencies, key state contacts, and other relevant information. 

15 • Who’s Who in Early Childhood and How they Can Support Your Prevention Efforts
School nurses are busy but also a bit more 

flexible than teachers. They provide a unique 

perspective and often have information 

not widely known by others. 

However, families frequently have to rely on local resources (libraries, 

word of mouth, Google searches) to find elementary schools in their area 

that offer kindergarten. Resources such as Great Schools.org provide 

information about local schools, including test scores, student progress, 

and equity ratings, as well as information about the school neighborhood. 

School nurses and school-based health centers bring primary health care 

into the public schools. They track well-child visits and benchmarks for 

students; assist in managing health concerns in the school environment 

(medication, monitoring medical conditions); and provide health promotion 

and prevention activities. They are busy but also a bit more flexible than 

teachers. They provide a unique perspective and often have information 

not widely known by others. 

Once children transition to traditional school, the availability of before- and 

after-school care are often key factors in enabling parents and guardians to 

continue to work in traditional full-time jobs. Some early childcare providers 

provide before- and after-school care, as well as coverage during school 

breaks and over the summer. Some communities host their own out-ofschool-time (OST) providers and extended learning time programs to 

provide students with access to school-based activities and enrichment 

throughout the elementary school years. Other communities work with 

community-based providers to program these activities—either at the 

school or at the organization’s site. Cultural organizations, museums, park 

districts, and libraries are often sites of locally grown OST programs. Some 

youth development community organizations, such as the YMCA/YWCA, 

Boys & Girls Clubs, and Girls Inc.’s, also provide OST care and programming 

for elementary school-aged children. These organizations may offer their 

own branded evidence-based or -informed programs or innovative homegrown partnerships and programs. 

Most states have after-school networks that serve to connect families to 

programs and provide training for providers. The Department of Education 

16 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
facilitates 21st Century Community Learning Centers, a program that 

partners with state education agencies to provide programming during 

non-school hours. 

Finally, summer camps are vital OST resources. Not only do they provide 

a safe space for children, but they can also provide social-emotional 

development supports. Additionally, summer programs can help prevent 

learning loss and allow children to stay on course academically when they 

reenter school in the fall. 

Behavioral health providers can be integrated within school time and 

OST settings. Services may be provided independently, at communitybased sites, or in home-based programs. At this developmental phase, 

behavioral health providers work closely with teachers, youth workers, 

parents, and caregivers to develop aligned, proactive responses to each 

child’s behavioral health needs. Some communities have “system of care” 

networks or coalitions that seek to integrate and coordinate care for 

families with children with behavioral health problems. 

All of these partners work closely with children of elementary school age 

and their families and can provide useful perspectives as you assess and 

plan your prevention programming. Teachers and youth workers are often 

the first people to raise a concern about the needs of a particular student 

and often act as connectors to supportive services. In much the same way 

that EEC providers have a unique day-to-day perspective on a child’s early 

development, so too do these school- and after-school-based providers. 

Moreover, many of these professionals follow families throughout the 

elementary school years and so develop a useful long-term perspective on a 

child’s development. They can support prevention efforts in a variety of ways:

providing quantitative and qualitative information to inform assessments; 

identifying and recruiting parents and students for focus groups, interviews, 

and surveys; and participating in program planning and implementation. 

The caveats of working with this group of partners are related primarily 

to navigating the more formal environment of a school system or larger 

youth development organization. Building working relationships and 

data-sharing agreements become more important at this time. Having 

clearly defined roles and expectations for partnering also helps everyone 

feel comfortable working together. Engaging families in a coordinated and 

thoughtful way builds trust that their input and goals are being considered. 

17 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
Resources 

Healthy Pregnancy 

and Birth 

Find a Health Center 

Health Resources and Services 

Administration (HRSA) Data Warehouse 

Families can use HRSA’s location-based search 

tool to locate the closest health center to 

them, with the option of filtering their search by 

distance. Health care providers at these centers 

offer support to families during early childhood, 

addressing concerns about growth, feeding, and 

development while guiding parents and offering 

referrals for additional services when needed. 

Healthy Pregnancy 

Office of the Assistant Secretary

for Health, Office on Women’s Health

This site provides resources from preconception 

health to postpartum care. Includes information 

on pre-pregnancy health, prenatal care, childbirth 

preparation, and beyond to ensure a healthy start 

for both the pregnant individual and baby. 

Healthy Start Fact Sheet 

Maternal and Child Health Bureau 

This program targets communities with high 

rates of adverse outcomes to reduce racial and 

ethnic disparities in infant mortality and maternal 

health. It provides tailored services, including 

prenatal and post-partum care, outreach, case 

management, and public health services to 

pregnant individuals, their children, and families. 

Medicaid Support for Maternal and 

Infant Mental Health Postpartum 

Georgetown University Center 

for Children and Families 

This report offers recommendations for state 

Medicaid agencies to support the mental health of 

mothers and babies during the 12-month postpartum 

period. It emphasizes Medicaid’s role in improving 

mental health outcomes and suggests actions such 

as enhancing primary care, monitoring successful 

connections to care, addressing financial barriers, 

expanding workforce capacity, and prioritizing 

maternal and infant mental health services. 

18 • Who’s Who in Early Childhood and How they Can Support Your Prevention Efforts
Pregnancy and Substance Abuse: 

Harm Reduction Toolkit 

National Harm Reduction Coalition 

This toolkit was designed to facilitate open 

dialogues about pregnancy plans and aspirations 

among pregnant individuals, their families, 

and their service providers. It draws on the 

perspectives of those with lived experience 

misusing substances during pregnancy. 

Preparing for Your Baby: Tip Sheet 

National Center on Substance Abuse 

and Child Welfare 

This tool is designed to provide tailored support 

for the health and well-being of pregnant 

individuals with substance use disorders, their 

babies, and their families. It facilitates the 

coordination of vital services and connects 

individuals with essential resources to support 

family well-being. 

Telehealth for Maternal Health Services 

Telehealth.HHS.gov 

This guide explores the role of telehealth 

in maternal health services, addressing the 

challenges of health equity and maternal mortality, 

especially in rural and underserved communities. 

This resource provides guidance on implementing 

successful maternal telehealth programs, 

including considerations for high-risk pregnancy 

and postpartum care, aiming to improve access 

to critical health care services for parents 

and children. 

Toll-Free Number to Access Free/ 

Reduced Prenatal Care 

U.S. Department of Health and Human Services 

This link includes a toll-free telephone number that 

connects callers to their local health department 

based on their area code. The local health 

department can then assist or refer callers to health 

programs tailored for women, mothers, and children. 

Healthy Infant and 

Toddler Years (Ages 0–3) 

Find a Healthy Start Project in Your Area 

National Healthy Start 

Families can use the interactive map on this site 

to locate Healthy Start projects in their area. 

The database includes the directory for the 101 

federally funded Healthy Start projects located 

across the United States, including the District of 

Columbia and Puerto Rico. 

Start Early 

Start Early: Champions for Early Learning 

This nonprofit public-private partnership focuses 

on delivering quality doula, home visiting, Early 

Head Start, and Head Start programs. 

Healthy Early Childhood/ 

Preschool (Ages 3–5) 

Child Care Technical Assistance Network: 

Data Explorer and State Profiles

Child Care Technical Assistance Network 

This tool provides access to data on various early 

care and education topics, including demographic 

information, program participation and funding, 

and program quality. 

Find Childcare Resources 

ChildCare.gov 

Families can use this tool to find local resources 

on childcare, health and social services, financial 

assistance, and support for children with disabilities. 

Head Start and Pre-K Programs 

Head Start: Early Childhood Learning 

and Knowledge Center 

This interactive map allows families and/or 

guardians to locate Head Start Centers in any area 

within the United States to find nearby centers

providing comprehensive early childhood services. 

19 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
 

How to Find and Choose a 

Head Start Program 

ChildCare.gov 

This tip sheet is a guide for families and/or guardians 

on what to observe, listen for, and inquire about 

in order to assess the key features of a quality 

childcare center. 

Elementary School 

(Ages 5–11) 

Capacity.ChildWelfare.gov 

Child Welfare Capacity Building Collaborative 

This partnership supports agencies in improving 

child welfare practice and achieving better 

outcomes for children and their families. The 

initiative focuses on efforts to enhance family 

support, prevent unnecessary removals, and 

promote safety and well-being for vulnerable 

populations. 

GreatSchools.org 

This tool allows families or guardians to generate 

a list of preferred schools for easy comparison 

and selection. They can connect with the school 

community by sharing experiences and receiving 

updates via email. 

Find Your Network 

The 50 State Afterschool Network 

This program advances after-school and summer 

learning opportunities for children and youth. 

Families can use the program’s Web-based 

interactive tool to explore resources and statespecific information to support student success and 

skill development. 

Nita M. Lowey 21st Century 

Community Learning Centers 

Office of Elementary and Secondary Education

This initiative establishes community learning 

centers to offer academic support outside of 

school hours, focusing on children in high-poverty, 

underperforming schools. The initiative aims to 

improve academic achievement by providing 

enrichment activities and literacy services to 

participating families. 

20 • Who’s Who in Early Childhood and How They Can Support Your Prevention Efforts
This product was originally developed by the Center for Strategic Prevention Support, 

Massachusetts Department of Public Health’s Bureau of Substance Addiction Services 

and was adapted by the Substance Abuse Prevention Technical Assistance Center 

(SPTAC), a contract of the U.S. Department of Health and Human Services, Substance 

Abuse and Mental Health Services Administration, Center for Substance Abuse 

Prevention, under Contract No. 75S20322D00008/75S20322F42001 (Ref. No. 

283-22-0801). 

SPTAC is a national training and technical assistance system dedicated to advancing 

the application of culturally responsive, evidence-informed substance misuse 

prevention programs guided by SAMHSA’s Strategic Prevention Framework. 

SPTAC@edc.org | samhsa.gov/sptac