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KITS eUpdate Archive

Home Visiting Evidence of Effectiveness - Updated Reviews

A new policy report from the Center on Enhancing Early Learning Outcomes (CEELO) provides resources to inform early childhood stakeholders at the state and local level interested in developing policy and guidance for programs to prevent and reduce suspension and expulsion. Information and Resources to Assist States in Developing Policy on Early Childhood Suspension and Expulsion (March 2017) includes a brief review of the research on the impact and prevalence of suspension and expulsion in early childhood programs, highlights of key federal and national policy on suspension and expulsion in early childhood programs, an overview of emerging state policy, a description of effective approaches to prevent suspension and expulsion of young children, and considerations for states in developing policy in this area.


Source: ecta-enotes – April 7, 2017

U.S. Infants with Congenital Zika Virus Exposure - Update

Vital Signs: Update on Zika Virus-Associated Birth Defects and Evaluation of All U.S. Infants with Congenital Zika Virus Exposure - U.S. Zika Pregnancy Registry, 2016 (Morbidity and Mortality Weekly Report, 66, Early Release - April 4, 2017) - This new report finds that in 2016 a total of 1,297 pregnancies with possible recent Zika virus infection were reported to the U.S. Zika Pregnancy Registry from 44 states. Approximately one in 10 pregnancies with Zika virus infection resulted in associated birth defects. Birth defects were highest among first trimester Zika virus infections - approximately 15 percent. Early identification can help to ensure that appropriate intervention and follow-up care are available to affected infants.


Source: ecta-enotes – April 7, 2017

Early Childhood Suspension and Expulsion - New Policy Report

A new policy report from the Center on Enhancing Early Learning Outcomes (CEELO) provides resources to inform early childhood stakeholders at the state and local level interested in developing policy and guidance for programs to prevent and reduce suspension and expulsion. Information and Resources to Assist States in Developing Policy on Early Childhood Suspension and Expulsion (March 2017) includes a brief review of the research on the impact and prevalence of suspension and expulsion in early childhood programs, highlights of key federal and national policy on suspension and expulsion in early childhood programs, an overview of emerging state policy, a description of effective approaches to prevent suspension and expulsion of young children, and considerations for states in developing policy in this area.


Source: ecta-enotes – April 7, 2017

Series of Reports on Social and Emotional Learning for Young Children

The Institute of Education Sciences' Mid-Atlantic Regional Educational Laboratory Program (REL) recently released a four-part series of reports on social and emotional learning (SEL) for young children. Based on a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL, the report summarizes the benefits of social and emotional learning (SEL) in early childhood, and identifies the characteristics of effective SEL interventions. It contains information about federal, state, and district policies that support the implementation of SEL programs, teacher and classroom strategies that contribute to SEL, and how SEL outcomes can vary with diverse groups of children.


Source: ecta-enotes – March 24, 2017

Policy Statement on Media and Young Minds

A recent policy statement from the American Academy of Pediatrics (AAP), Media and Young Minds, addresses the influence of media on the health and development of children from 0 to 5 years of age, a time of critical brain development, building secure relationships, and establishing health behaviors. It reviews the existing literature on variety of traditional and new technologies, their potential for educational benefit, and related health concerns for young children aged 0 to 5 years. The statement also highlights areas in which pediatric providers can offer guidance to families in managing the content and time limits of their children’s media use. It emphasizes the importance of parents interacting with their children during media use and the importance of not displacing other developmentally healthy activities -- sleep, exercise, play, reading aloud, and social interaction. Access this document at http://pediatrics.aappublications.org/content/early/2016/10/19/peds.2016-2591

 Source: natural resources – March 15, 2017

Free Webinars on High-Quality Inclusion Offer Tips on Access, Participation, and Support

 Two webinars with extra resources from a new series on high-quality inclusion already are available to watch and use at no charge.


Source: UNC's Frank Porter Graham Child Development Institute – March 15, 2017

New Video Library

Larry Edelman in collaboration with New Mexico have created the NM PreK Video Library. The goal of the library is to share the work of the NM PreK Video-Based Consultation Project, which supports teachers and other service providers to learn new skills, participate in ongoing professional development, and engage in reflective practice and Continuous Quality Improvement (CQI).

Three new videos were recently posted, including Supporting Reflective Practice and Positive Outcomes for Children. This video illustrates how the NM PreK Video-Based Consultation Project uses video to support teachers and coaches to engage in reflection, coaching, and goal setting activities to deepen reflective practice, enhance practices, and better support positive outcomes for young children. The video was produced by the NM PreK Video-Based Consultation Project with the collaboration of United Way of Santa Fe County Early Learning Center at Aspen. The project was funded by the New Mexico Children, Youth & Families Department.

Two other videos posted are Reflections on the New Mexico PreK Video-Based Consultation Project and Recording Video in the Classroomhttps://www.newmexicoprek.org/index.cfm?event=public.prek.Videolibrary&cachefix=8087

 Source: Larry Edelman – March 6, 2017

Quality 101: Identifying the Core Components of a High-Quality Early Childhood Program

Try an experiment. Ask families this question: what are three indicators of a high quality early childhood program? Then ask teachers and administrators the same question and compile your answers. See if, or the extent to which, they match the three core indicators mentioned in this February 2017 article from the Center for American Progress. Read on to learn about six structural supports that are necessary to achieve and maintain high quality. What you learn in the experiment may determine with whom you share this brief or how you act on the information it contains. 


Source: natural resources – March 1, 2017

Parent Engagement Practices Improve Outcomes for Preschool Children

A new Robert Wood Johnson Foundation research brief, Parent Engagement Practices Improve Outcomes for Preschool Children (February 2017), describes research-based approaches to effectively engage families and children at risk for poor school readiness. The brief highlights findings from recent studies with preschool children (ages 3-5) and focuses on effective parent engagement models that improve school readiness outcomes in well-controlled studies. It finds that supporting parents' efforts to help their children develop during the preschool years improves a child's school readiness, reduces behavior problems, enhances social skills, and promotes academic success.http://www.rwjf.org/en/library/research/2017/02/parent-engagement-practices-improve-outcomes-for-preschool-child.html

Source: ecta-enotes – February 19, 2017

Joint Statement on Collaboration and Coordination of the MIECHV and IDEA Part C Programs

Creating a high-quality system of services and supports for infants and toddlers with disabilities and their families.

The purpose of this joint statement from the U.S. Departments of Education (ED) and Health and Human Services (HHS) (the Departments), is to set a vision for stronger partnerships, collaboration, and coordination between awardees of the Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV) and the Individuals with Disabilities Education Act, Part C Program (IDEA Part C Program). Specifically, this joint statement provides recommendations to states, territories, and tribal entities to identify and enhance opportunities for collaboration and coordination between MIECHV and the IDEA Part C Program. https://www2.ed.gov

Source: U.S. Department of Education – January 19, 2017

Resource Guide to Trauma-Informed Human Services

The Administration for Children and Families, the Substance Abuse and Mental Health Services Administrations, the Administration for Community Living, the Offices of the Assistant Secretary for Health and the Assistant Secretary for Planning and Evaluation at HHS have worked together to develop the resources at this website, which was released in January 2017. Visit the site to discover concept papers, discussion questions, examples, and frameworks. Taken together they provide an introduction to the topic of trauma, a discussion of why understanding and addressing trauma is important for human services programs, and “road maps” to find relevant resources. https://www.acf.hhs.gov/trauma-toolkit

Source: natural resources – January 18, 2017

Dear Colleague Letter - Preschool Least Restrictive Environments

The Office of Special Education Programs (OSEP) has released an updated Dear Colleague Letter related to Preschool Least Restrictive Environments (LRE) (January 9, 2017). The letter provides updated guidance and clarification on: Key Statutory and Regulatory Requirements, Preschool Placement Options, Reporting Educational Environments Data for Preschool Children with Disabilities, and Use of IDEA Part B Funds for Preschool Children with Disabilities. It reaffirms OSEP's position that all young children with disabilities should have access to inclusive high-quality early childhood programs where they are provided with individualized and appropriate supports to enable them to meet high expectations. https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/preschool-lre-dcl-1-10-17.pdf

Additional OSEP Memos, Dear Colleague Letters and Policy Letters are publicly available online. A subset of OSEP guidance documents related to the early childhood provisions of the IDEA (Part C and Part B, Section 619) can be accessed on the ECTA Center Web site.

Source: ecta-enotes – January 13, 2017

New Videos: Evidence-Based Teaching Practices That Support Social Emotional Development

Two new videos are available for viewing on the Pyramid Model Consortium website. The videos highlight evidence-based teaching practices that support young children's social emotional development, as demonstrated by a high fidelity Pyramid Model implementation site. A table of contents is provided at the beginning of each video so viewers can easily navigate to specific segments.

· Demonstration of Pyramid Model Practices: A Typical Day in a Preschool Classroom (1 hour and 25 minutes)

· Demonstration of Pyramid Model Practices: A Typical Day in a Toddler Classroom (1 hour and 4 minutes)

The videos were collaboratively produced by the Montana Head Start Collaborative Office, the Montana Department of Public Health and Human Services, Early Childhood Services Bureau, the Pyramid Model Consortium, and the Bal Swan Children's Center.

 Source: ecta-enotes – January 6, 2017

Guide on Preventing Suspensions and Expulsions in Early Childhood Settings

A new research-based tool, Preventing Suspensions and Expulsions in Early Childhood Settings: A Program Leader's Guide to Supporting All Children's Success, provides recommended policies and practices that address the underlying root causes of suspension and expulsion and effective alternatives. It was developed with guidance from a panel of national experts. The interactive guide includes resources on supporting social-emotional development, reducing challenging behavior, recognizing the role of cultural differences and implicit biases, and more. A self-assessment survey is included to help provide a tailored roadmap to navigating the guide.

Source: ecta-enotes – January 4, 2017

Policy Statement on Babies Affected by Alcohol and Substance Exposure

Many communities across the U.S. are experiencing significant increases in the use of opioids and in the numbers of babies experiencing Neonatal Abstinence Syndrome (NAS). A new policy statement, Supporting the Development of Young Children in American Indian and Alaska Native Communities Who are Affected by Alcohol and Substance Exposure (December 2016), addresses children affected by opioids and other substance abuse during pregnancy, including Fetal Alcohol Spectrum Disorders (FASD). It is meant to:

· raise awareness of the developmental challenges children who have been exposed to alcohol or substances face;

· highlight culturally-based and evidence-based strategies to support the early development of American Indian and Alaska Native (AI/AN) children, their families, and communities;

· support tribal efforts to coordinate and leverage services and activities across communities to benefit young children, families, and communities; and

· identify culturally and linguistically responsive resources to support tribal communities, early childhood programs, and families in fostering the early development and learning of AI/AN children.

Although the policy statement responds to the issue in AI/AN communities, it is relevant to many communities across America.

Source: ecta-enotes – January 4, 2017

The Lifecycle Benefits of an Influential Early Childhood Program

A new working paper by Nobel Laureate James Heckman and colleagues, The Lifecycle Benefits of an Influential Early Childhood Program (December 2016), shows that high quality birth-to-five programs for disadvantaged children can deliver a 13% per year return on investment. This is substantially higher than the 7-10% return previously established for preschool programs serving 3- to 4-year-olds. The report finds that significant gains are realized through better outcomes in education, health, social behaviors and employment. See a One Page Summary here.

Source: ecta-enotes – January 4, 2017

Addressing Early Childhood Emotional and Behavioral Problems

According to recent reports (see below), more than 10% of young children have clinically significant mental health problems, but most receive no interventions for their disorder. Although often not recognized, young children experience mental health problems at rates similar to older children. Improved access to care, more research identifying alternative models, adequate payment for providers, and improved education on evidence-based interventions are among the recommendations in the November 2016 American Academy of Pediatrics policy statement and technical report Addressing Early Childhood Emotional and Behavioral Problems. The policy is available athttp://pediatrics.aappublications.org/content/138/6/e20163023 and the technical report at http://dx.doi.org/10.1542/peds.2016-3025; both will be published in the December issue of Pediatrics.

Early intervention and evidence-based family-focused therapies are key to helping young children with emotional and behavioral problems. The policy summarizes empirically supported approaches to mental health care for young children, describes barriers to interventions and proposes recommendations to enhance care.

Source: natural resources – November 30, 2016

Home Visiting Programs: Reviewing Evidence of Effectiveness

In A Mother's Voice: Technology and Inclusion, Kate Mathany shares her experiences using technology to make inclusion possible for her daughter Getty and discusses how embracing inclusion can help teachers become better at what they do. You can view it at the top of the page under the General Interest tab of our video library at: http://www.draccess.org/videolibrary/ This video is a follow up to two previous videos that illustrated how Getty uses a VGo to attend a typical preschool classroom (Getty's Window To Inclusion: The Chance To Be Just Like Any Other Kid) and kindergarten (Getty’s Door to Inclusion). All three videos illustrate how essential inclusion is for all children, including those who cannot be in close proximity to other children because of health concerns.

Source: Larry Edelman – November 28, 2016

Policy Statement on Meeting the Needs of Families with Young Children Experiencing and At Risk of Homelessness

The U.S. Departments of Health and Human Services (HHS), Housing and Urban Development (HUD) and Education (ED) issued a joint Policy Statement on Meeting the Needs of Families with Young Children Experiencing and At Risk of Homelessness. In the policy statement, they provide research and recommendations on ways in which early childhood and housing providers at the local and, in some cases, State levels can intentionally collaborate to provide safe, stable, and nurturing environments for pregnant women and families with young children who are experiencing or at risk of homelessness. The policy statement also provides a concise overview of the demographics of homelessness, and offers specific examples of collaborations around the country and recommended strategies and activities.  Read more at https://www.acf.hhs.gov/sites/default/files/ecd/echomelessnesspolicystatement.pdf

 Source: ecta-enotes - November 11, 2016

Recognizing Maternal Depressive Symptoms: An Opportunity and Need to Treat in Early Intervention Programs

new study shows why maternal mood, health, and self-efficacy are important to assess when evaluating how to support mothers of children in EI. http://fpg.unc.edu/resources/recognizing-maternal-depressive-symptoms-opportunity-and-need-treat-early-intervention-pro

Source: UNC's Frank Porter Graham Child Development Institute - November 2, 2016

U.S. Department of Education Releases Guidance on Supporting Early Learning through the Every Student Succeeds Act

The U.S. Department of Education released today non-regulatory guidance to help ensure young children from birth through third-grade get the strong start they need to achieve success in school and in life. This is the Department’s first comprehensive look at how the nation’s new education law supports our youngest learners.

Source: Early Learning at Ed - October 21, 2016

Departments of Education and Health and Human Services Release First Joint Policy Brief on Use of Technology with Young Children

The U.S. Departments of Education and Health and Human Services today released a policy brief on the use of technology with early learners to help families and early educators implement active, meaningful and socially interactive learning. The brief includes a call to action for researchers and technology developers, highlighting topics for further research and encouraging the development of research-based products.

Source: Early Learning at ED - October 21, 2016

Kindergarten Entry Assessments - Use and Relationship with Children's Early Learning

A new report, How Kindergarten Entry Assessments are Used in Public Schools and How They Correlate with Spring Assessments (October 2016), discusses findings from a study that examined: how many public schools used kindergarten entry assessments (KEAs) and for what purposes; what types of public schools used KEAs; and whether the use of KEAs was correlated with children's early learning assessment scores in reading and math in spring of the kindergarten year.

Source: ecta-enotes – October 21, 2016

Home Visiting Programs: Reviewing Evidence of Effectiveness

The Home Visiting Evidence of Effectiveness (HomVEE) project was launched in Fall 2009 to conduct a thorough and transparent review of the home visiting research literature and to provide an assessment of the evidence of effectiveness for home visiting program models that serve families with pregnant women and children from birth to age 5. Its latest brief describes the HomVEE review process, review results, and the 19 program models determined to meet the Department of Health and Human Services' criteria for an "evidence-based early childhood home visiting service delivery model."

· Research Brief - Home Visiting Programs: Reviewing Evidence of Effectiveness (OPRE Report #2016-73, September 2016)

· Executive Summary - Home Visiting Evidence of Effectiveness Review (OPRE Report #2016-72, September 2016)Source: Larry Edelman – August 29, 2016

Source: ecta-enotes – October 21, 2016

Using Child Assessment Data to Achieve Positive Outcomes

The Results Matter Video Library has just posted a new video, Using Child Assessment Data to Achieve Positive Outcomes. In this video, administrators, teachers, and parents illustrate how they use authentic child assessment data to inform funders, inform classroom level instruction, support teachers, and meet the needs of individual children and their families. The video can be found at the top of the page in the Using Technology for Authentic Assessmentsection of the library. http://www.cde.state.co.us/resultsmatter/RMVideoSeries_UsingTechnology

Source: Larry Edelman, October 5, 2016

Supporting Young Children: Addressing Poverty, Promoting Opportunity and Advancing Equity in Policy

A September 2016 policy report, Supporting Young Children: Addressing Poverty, Promoting Opportunity and Advancing Equity in Policy (http://www.cssp.org/policy/2016/Supporting-Young-Children-Addressing-Poverty-Promoting-Opportunity-and-Advancing-Equity-in-Policy.pdf ), discusses the effects of poverty on the health, learning, and social emotional development of young children. The authors discuss key issues to consider for preventing and mitigating the consequences of poverty. Some of these include, building opportunities for families to improve their own economic stability and building strong systems of supports and services that promote quality, coordinated, equity-focused and responsive services across sectors. 

Source: natural resources, September 28, 2016

AERA “Ed-Talk” Videos and Research Fact Sheets

The American Educational Research Association (AERA) has released 31 “Ed-Talk” videos (http://www.aera100.net/ed-talk-videos.html) that feature diverse, leading education scholars discussing cutting-edge research on a range of important education and learning issues. For example, NIEER Director W. Steven Barnett discusses the impact quality preschool can have on achievement gaps and Barbara Rogoff discusses the learning strengths of young children with diverse backgrounds. The videos are accompanied by 32 research fact sheets (http://www.aera100.net/factsheets.html) with the underlying findings and cumulative research that frame the Ed-Talks. This is an absolute treasure trove for professional development providers!

Source: natural resources, September 15, 2016

FIT FOCUS Video Library

A new FIT FOCUS Video Library of New Mexico’s Family Infant Toddler (FIT) Program and the Early Childhood Learning Network of the University of New Mexico’s Center for Development and Disability. The goal of the library is to provide illustrations of evidence-based and recommended early intervention practices in New Mexico. The first video was just posted - in Using Video to Enhance Family Support and Reflective Practice an early intervention practitioner discusses how she used video to enhance her services and reflect on her practices: http://www.cdd.unm.edu/ecln/FIT/fit-focus-video-library.html.

Source: Larry Edelman – September 13, 2016

Being Amy’s Sister and A Reunion with Amy

Being Amy's Sister: On Having a Sibling with a Disability, in which Meg Bost, a college student, describes her experiences growing up as a twin with a sister with disabilities. Meg talks about finding support, accepting her feelings, and finding her voice as an advocate. This video has important messages for family members of children with disabilities, especially sisters and brothers, as well as providers who offer support for families. This video is a companion to the video A Reunion with Amy (see below) in JFK Partners’ ENRICH Early Intervention Reunion Videos. In this series, families who received early intervention services as long as 20 years ago discuss what early intervention services meant to them, which aspects of the services were most useful, and what has happened since. http://www.ucdenver.edu/academics/colleges/medicalschool/programs/JFKPartners/products/Pages/Being-Amy%27s-Sister.aspx

Colorado Senator Irene Aguilar, MD and Tom Bost, MD tell the story of the birth of their twin daughters 20 years ago. They discuss what they found most useful about the early intervention services they received, the philosophies they adopted that continue to enable them to maintain the quality of life they desire for their family, and how their lives have been enriched by Amy. The video also features an interview with Amy’s identical twin, Meg.


Source: Larry Edelman – August 29, 2016

Poverty and Child Health in the United States

Close to half of all young children in the U.S. currently live in poverty or near poverty, a factor that has been shown to negatively impact health, socioemotional development, and educational outcomes. In April 2016, the American Academy of Pediatrics published a policy statement, Poverty and Child Health in the United States (http://pediatrics.aappublications.org/content/early/2016/03/07/peds.2016-0339), which provides an overview of the problem, describes strategies that can ameliorate its effects, and recommends steps that can be taken to address the issue. The statement is accompanied by a new technical report, Mediators and Adverse Effects of Child Poverty in the United States (http://pediatrics.aappublications.org/content/early/2016/03/07/peds.2016-0340) , providing more information on what is known about how childhood poverty effects health, development, and long-term outcomes.

Source: natural resources – July 5, 2016

New Research on the Effects of Early Childhood Homelessness

A new research report, Compounding Stress: The Timing and Duration Effects of Homelessness on Children's Health (June 2016), finds that there is no safe level of early childhood homelessness. The younger and longer a young child experiences homelessness, the greater the cumulative toll of negative outcomes, which can have lifelong consequences for the child, the family, and the community. http://www.childrenshealthwatch.org/wp-content/uploads/Compounding-Stress_2015.pdf

Source: ecta-enotes – June 20, 2016

Supporting the Development of Children Who Are Dual Language Learners in Early Childhood

On June 2, the U.S. Department of Health and Human Services (HHS) and the U.S. Department of Education (ED) released a joint statement (https://www.acf.hhs.gov/sites/default/files/ecd/dll_policy_statement_final.pdf), and corresponding toolkit (http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/Dual%20Language%20Learners/toolkit), to support early childhood programs, states, and tribal communities in promoting the development and education of young dual language learners (DLLs)—children who come from homes where a language other than English is spoken.

Early childhood is a critical time to support the development of language skills; and while DLLs may face academic challenges, there are many documented benefits of bilingualism, which suggest support for children’s home language and English is essential in the early years. Young children who learn more than one language starting in their earliest years show improved executive functions such as working memory, greater cognitive flexibility, a better ability to sort out relevant versus irrelevant cues, and improved language skills. These traits are associated with early bilingualism. Long-term, children who grow up learning two or more languages reap cognitive, linguistic, cultural, and economic benefits.

Supporting young children’s language development in both English and their home language is a difficult task and often requires additional supports for teachers, children, and families. Moreover, the early childhood system has yet to fully and universally implement best practices to foster the teaching and development of children who are DLLs. Therefore, as the number of young DLLs grows, policymakers, as well as early childhood educators, should consider the recommendations provided in this policy statement as important steps to better meet the development and learning needs of these young children. For example, states could collect data on the number of DLL children living in their communities to help inform outreach, resource allocation, professional development efforts, and state planning. Furthermore, early childhood programs can ensure that the workforce has the necessary training to support dual language learners and create culturally responsive learning environments. Taking these steps can help support the future economic success of these children, their families, and our nation.

Source: natural resources – June 8, 2016

Preschool Inclusion: Key Findings from Research and Implications for Policy

An April 2016 brief, Preschool Inclusion: Key Findings from Research and Implications for Policy (http://www.nccp.org/publications/pub_1154.html), highlights research on preschool inclusion relevant to the following three questions:

1.     What are the effects of inclusive preschool on children's early learning and development?

2.     What is known about the quality of inclusive preschool programs?

3.     What is known about how to improve the quality of inclusive preschool?

The brief also presents recommendations for policies that are supported by research, including policies related to: the funding of early care and education programs; states' professional development systems; and investments in gathering critical information about inclusive preschool programs for ongoing monitoring and quality improvement.

Source: natural resources – May 24, 2016

Just Released! ED-HHS Policy Statement on Family Engagement

The U.S. Departments of Education and Health and Human Services have released the final version of their joint policy statement on Family Engagement: From the Early Years to the Early Grades (May 2016). It is the Departments' position that strong family engagement is central to promoting children's healthy development, school readiness, and academic achievement in elementary school and beyond. When families and the programs where children learn work together in meaningful ways, children have more positive attitudes toward school, stay in school longer, have better attendance, and experience more school success. The joint policy statement:

  • Reviews the research base, legal requirements, and best practices that support effective family engagement in children's learning, development, and wellness;
  • Identifies core principles of effective family engagement practices from HHS' and ED's family engagement frameworks to drive successful policy and program development, implementation, and evaluation;
  • Provides recommendations to states, state educational agencies (SEAs), lead agencies for early intervention services and child care, local educational agencies (LEAs), schools, and community-based early childhood systems and programs to implement effective family engagement; and
  • Highlights resources to build programmatic and family capacity to be effective partners.See the ECTA Center's Family Engagement webpage for additional resources.  http://www2.ed.gov/about/inits/ed/earlylearning/families.html#family-engagement-policy-statement

Source: ecta-enotes – May 6, 2016 

New Study Links Kindergarten Social-Emotional Skills to Long-Term Success

Click below to access an article in which Aaron Loewenbergdiscusses the implications of a March 2016 study from Johns Hopkins University that provides further evidence of the high costs of entering kindergarten without key social-emotional skills. http://www.edcentral.org/selstudy/

Source: natural resources – April 6, 2016

Interactive Case Resources to Support Family Engagement in the Kindergarten Transition Process

Kindergarten has a new look and feel. Take for example that in 1998, only 29% of kindergarten teachers believed that parents should make sure their kids knew the alphabet before they started kindergarten. By 2010, this number had grown to 62%. These shifts in the nature of kindergarten impact how families engage in their children's learning before and during the school years. For this reason, parents of incoming kindergartners need guidance about expectations and curriculum, their child's academic status at school entry, and what parents themselves can do to get their children better prepared.

The Harvard Family Research Project has made available a phenomenal instructional resource. The Bridging Worlds Interactive Case is a set of online materials for exploring the complex issues surrounding the transition to kindergarten and the importance of family engagement in the process. This online interactive case lets learners engage and reflect on a difficult situation related to family engagement, independently or with a group, with or without the explicit input of a facilitator or instructor. It is designed so a learner can take a close-up view of the people in the situation, reflect on their perspectives, and then take a step back and think about the larger organizational issues influencing each person's behavior. Using the interactive case will allow learners to grapple with real-world dilemmas and come up with real-world solutions, consider family strengths, and think about how to develop trusting relationships with families - all of which are competencies needed to engage families effectively. http://www.hfrp.org/hfrp-news/news-announcements/bridging-worlds-interactive-case-family-engagement-in-the-transition-to-kindergarten

Source: natural resources – March 30, 2016

Eleven New Videos

California's Desired Results Access Project Video Library just posted eleven new videos, described below. These videos of toddlers and preschoolers participating in typical routines and activities were produced to be used in professional development activities to provide early interventionists, early childhood special educators, and other early care and education practitioners opportunities to practice skills such as observation, documentation, and assessment. They are posted in the Practice Clips section of the library.

As with all of our videos, these clips can be viewed online and may be downloaded at no cost for use in educational and professional development activities. We hope you enjoy the clips and find them useful. We now have more than 40 videos in the Desired Results Access Project Video Library – we hope you can take a few moments to look around. http://draccess.org/videolibrary/

Source: Larry Edelman – March 24, 2016

A National Portrait of Hispanic Children in Need

Meeting the needs of the growing Hispanic population requires an understanding of the lives of the 11.1 million U.S. Latino children living in, or near, poverty. A new brief from the National Research Center on Hispanic Children & Families examines the number and household circumstances of these children, noting the proportion who are served by some of the social service programs intended for them. An infographic highlights these findings. http://www.childtrends.org

Source: Child Trends – March 7, 2016

DEC Recommended Practices Video

I'm pleased to let you know about a new video about the DEC Recommended Practices. I had the pleasure to work with Mary McLean and Pat Snyder to produce a video that describes the process that is currently underway to develop evidence syntheses for the Recommended Practices. The video, Evidence Syntheses of the DEC Recommended Practices, can be found on the DEC web site at the bottom of the page at:http://www.dec-sped.org/rpvideos

Source: Larry Edelman – February 11, 2016

Funding Child Welfare: How states pay for child welfare services

Child welfare agencies received referrals of alleged child maltreatment involving 6.3 million children between October 2011 and September 2012, and spent $28.2 billion in state fiscal year 2012, of which $12.7 billion was federal funding. Child Trends spoke with state fiscal leaders to find out how they decide which funding sources to use to pay for child welfare activities, and what challenges they face. They reported that media attention to a specific group of children can shift priorities, for example. http://www.childtrends.org/

Source: E-News – January 21, 2016

Child Welfare: Find data about your state

Looking for state data on child welfare? The State Child Welfare Policy Database includes stats on foster care and adoption, domestic violence, financing, and more, and related state policies and definitions. The Database is the result of a partnership between Child Trends and Casey Family Programs.

Find your state's "Foster Care Facts," "Adoption Facts," and "Child Maltreatment Facts" at http://www.childwelfarepolicy.org/maps/state

Source: E-News – January 21, 2016

37th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2015

The 37th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2015 is now available online. The report includes national and state-level information about infants and toddlers, children, and students with disabilities served under Part C and Part B of the Individuals with Disabilities Education Act (IDEA). The most recent data presented are from the 2012-2013. Previous editions of the annual report are available at http://www2.ed.gov/about/reports/annual/osep/index.html

Source: ecta-enotes – January 15, 2016

Children and Terrorism

As difficult as the topic is, it is critically important to understand the effects of terrorism on children's development and apply the research to interventions and policies designed to support children who have been traumatized by terrorism. The most recent issue of the Social Policy Report, published by Society for Research in Child Development, offers current and helpful facts, information and insights. The authors describe the history of terrorism and its effects on children, and offer advice about how to respond to the fears that terrorism may raise in children. http://www.srcd.org/sites/default/files/documents/spr29_2.pdf

Source: natural resources – December 9, 2015

Five New Videos

Five new videos were created in a partnership Larry Edelman and Juliann Woods with Family Guided Routines Based Intervention (FGRBI) and the Distance Mentoring Model at Florida State University, Cindy Weigel and Melissa Schnurr at the Iowa Department of Education, and, most importantly, families and Early ACCESS providers in Iowa. In two of the videos, a therapist reflects on her participation in the Distance Mentoring Model, her shift to using coaching, and her use of video for self-reflection. In the third video, a parent discusses the features of early intervention that have been helpful to her family. The fourth video illustrates what FGRBI looks like during an early intervention home visit, and is narrated by a provider and parent who reflect on a number of key strategies and themes. The fifth video presents a long version of the home visit above, illustrating almost the entire visit.

You can watch all five videos on the Family Guided Routines Based Intervention web site:http://fgrbi.fsu.edu/video.html

Source: Larry Edelman – December 3, 2015

Effective Use of Coaching in Early Childhood Center-Based Settings

Literature reviews on the sizable body of research on early childhood coaching conducted by show it can have positive outcomes for teachers and children. Because coaching can be costly and logistically complicated to deliver, interest is growing in the use of technology to deliver off-site support. A recent project funded by the Office of Planning, Research and Evaluation examined the role of technology in early childhood practice. The final report provides in-depth descriptions of evidence-based professional development approaches that incorporate technology to support off-site delivery, including two coaching programs: Classroom Links to Early Literacy and My Teacher Partner. A compilation from Child Care and Early Education Research Connections (http://www.researchconnections.org/childcare/support/announcements/2015/11/off-site-coaching-in-early-childhood?utm_source=News-%26-Resources+ListServ&utm_campaign=6023f29ecf-N_R_News_Resources_6_6_2013&utm_medium=email&utm_term=0_4e06137379-6023f29ecf-86588388) provides links to relevant research on on-site coaching and information about the use-of off-site models.

Source: natural resources – November 25, 2015

Promising Practices for "Learn the Signs, Act Early"

A new collection of Promising Practices for "Learn the Signs, Act Early" (http://blogs.cdc.gov/actearlypromisingpractices/) provides examples of locally inspired models and ideas that have been carried out and evaluated in programs and communities across the country to spread the reach of Learn the Signs, Act Early (http://www.cdc.gov/ncbddd/actearly/index.html), a campaign to help parents and child care providers learn more about early childhood development and the potential early warning signs of autism and other developmental disabilities. http://blogs.cdc.gov/actearlypromisingpractices/

Source: natural resources – November 5, 2015

Supportive School Discipline Communities of Practice

Assistant Secretary Michael Yudin convened national experts for an online discussion about the use of suspensions and expulsions in early childhood settings, and local efforts to end the use of exclusionary discipline for 3- and 4-year-olds. Yudin will be joined by:

Walter Gilliam - Director of the Edward Zigler Center in Child Development and Social Policy

Beth Mascitti-Miller - Chief to Office of Early Childhood Education, Chicago Public Schools

Myra Jones-Taylor - Commissioner of Early Childhood, State of Connecticut

Alison Pepper - Consultant for faith-based and secular early childhood education programs


Source: SSD e-Digest – October 15, 2015

Early Learning Language and Literacy Series Launched

The Preschool Development Grant Technical Assistance Program recently launched a free new 14-module Early Learning Language and Literacy Series, designed for professionals who are working to support the language and literacy development of young children, birth to five. Two key objectives for the series are:

  • To provide teachers with background information/research on early language and literacy

  • To provide evidence-based strategies to support the language and literacy development of young children


Source: ecta-enotes – October 12, 2015

The Impact of Discrimination on the Early Schooling Experiences of Children from Immigrant Families

A new report, The Impact of Discrimination on the Early Schooling Experiences of Children from Immigrant Families (September 2015), describes the types of personal and structural discrimination that young children of immigrants may experience during their early school years and how those experiences can affect their academic trajectories, as well as their social, emotional, and mental development. The authors provide recommendations for training teachers, building relationships between schools and immigrant communities, and encouraging more culturally sensitive learning experiences. http://www.migrationpolicy.org/research/impact-discrimination-early-schooling-experiences-children-immigrant-families

Source: ecta-enotes – October 12, 2015

Free Resources for Highlighting the Importance of the First 2000 Days of a Child's Life

If you're interested in engaging your staff, families, constituents, or community about the importance of the first 2000 days of a child's life and why early learning is a priority, consider accessing the resources of North Carolina's First 2,000 Days Toolkit.


Source: natural resources – October 7, 2015

Get the Facts on Child Care in Your State

Child Care Aware has released the 2015 State Fact Sheets, which provide important data to better understand America's working families and the child care circumstances they face. This annual report uses federal and national data and information from state Child Care Resource and Referral (CCR&R) agencies and other state agencies to analyze family characteristics related to the need for child care, the use of child care, the supply of child care, the cost of child care, the child care workforce, and services provided by CCR&Rs. Advocates, policymakers and early childhood leaders should be interested in both the state and national data captured in this resource. http://usa.childcareaware.org/advocacy/reports-research/statefactsheets/

Source: natural resources – September 30, 2015

Free Online Module on Autism Spectrum Disorder: An Overview for Educators

The IRIS Center has released a free online module, Autism Spectrum Disorder: An Overview for Educators which provides information on the early warning signs of Autism Spectrum Disorder (ASD), the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, how family members might be affected, and strategies teachers can use when working with children with ASD. It includes video examples, practice vignettes, and recorded interviews. For example, see this interview with Ilene Schwartz, who discusses strategies teachers can use in early childhood settings to promote the success of a child with ASD. http://iris.peabody.vanderbilt.edu/module/asd1/

Source: natural resources – September 23, 2015

U.S. Departments of Education and Health and Human Services Release 
Guidance on Including Children with Disabilities in High-Quality Early Childhood Programs

The guidance sets a vision for action that recommends states, districts, schools and public and private early childhood programs prioritize and implement policies that support inclusion, improve their infrastructure and offer professional development to strengthen and increase the number of inclusive high-quality early childhood programs nationwide. The Departments crafted the guidance with the input of early learning professionals, families and early learning stakeholders. The policy statement also includes free resources for states, local districts, early childhood personnel and families. http://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf

Source: U.S. Departments of Education and Health and Human Services - September 14, 2015

Research Brief Addresses the Early Childhood Origins of "Mean" Behavior and Bullying

A new research brief from Child Trends examines the factors that contribute to the development of "mean" behavior and aggression in early childhood and provides a summary of promising strategies and evidence-based intervention models designed to prevent bullying. To learn more, see Understanding and Addressing the Early Childhood Origins of "Mean" Behavior and Bullying: Resources for Practitioners (August 2015). http://www.childtrends.org/?publications=understanding-and-addressing-the-early-childhood-origins-of-mean-behavior-and-bullying-resources-for-practitioners

Source: ecta-enotes – August 21, 2015

New Guide on Professional Learning for the Early Care and Education Workforce

The Institute of Medicine and the National Research Council have released a new 16-page guide, Professional Learning for the Care and Education Workforce (2015). The guide offers a blueprint for action based on the landmark report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation, which was released in April 2015. It summarizes considerations from the report for planning and implementing high-quality and coherent professional learning for this workforce. http://iom.nationalacademies.org/Reports/2015/Birth-To-Eight.aspx

Source: ecta-enotes – August 21, 2015

New Issue of Early Childhood Research & Practice Available Online

The Spring 2015 issue of Early Childhood Research & Practice (ECRP) is now available online. ECRP is an open-access, peer-reviewed, multilingual online-only journal published biannually by the Early Childhood and Parenting Collaborative at the University of Illinois at Urbana-Champaign. All past issues can also be accessed online. http://ecrp.uiuc.edu/index.html

Source: ecta-enotes – August 7, 2015

Reducing Suspension and Expulsion Practices in Early Childhood Settings

Recent data indicate that expulsions and suspensions regularly occur in preschool settings. This is a problematic issue given the well-established research indicating that these practices can influence a number of adverse outcomes across development, health, and education. In addition, stark racial and gender disparities exist in these practices, with young boys of color being suspended and expelled at much higher rates than other children in early learning programs. The Administration for Children and Families provides links to a number of free, publicly available resources to aid states in their efforts to prevent, limit and ultimately eliminate expulsion and suspension practices in early learning settings athttp://www.acf.hhs.gov/programs/ecd/child-health-development/reducing-suspension-and-expulsion-practices

Source: ecta-enotes – August 7, 2015

Resources to Support Young Children and Families Experiencing Homelessness

Children experiencing homelessness face multiple challenges and are more vulnerable to developmental delays and social emotional problems. Due to the challenges experienced by these children, it is important that they have access to comprehensive services, including high quality early care and education (ECE) programs. Research Connections' July 2015 Research-to-Policy Resource List, based on a comprehensive search of its collection, explores: the prevalence, experience, and impact of homelessness among young children; access to ECE for children experiencing homelessness; ECE programs and practices that support children experiencing homelessness; and approaches for addressing trauma associated with homelessness for young children. http://www.researchconnections.org/childcare/resources/30267/pdf

Source: natural resources – August 5, 2015

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